TA01/ Substance use and disorder among…
adolescents with childhood ADHD: State of the science informed by two longitudinal studies - Participants will learn about the extent to which children with ADHD have increased risk of substance use and disorder in adolescence with an emphasis on findings from two large longitudinal studies designed to address this issue: the Multimodal Treatment of ADHD study (MTA) and the Pittsburgh ADHD Longitudinal Study (PALS). Factors that explain increased risk, developmental issues that affect the assessment of risk, and factors that increase and decrease risk will be included. Implications for treatment will be discussed.
1) Be able to describe the importance of developmental issues in substance abuse assessment
2)Be able to describe factors that contribute to the development of substance abuse for individuals with ADHD
3)Be able to describe the current state of knowledge regarding prevention and treatment of substance abuse risk for individuals with ADHD
4) NOTE: Presenter only listed 3 learning objectives
TA02/Expanding & Improving your Medical/ Mental Health Practice for Adults with ADHD
This session is for service providers who work with the ADHD population: Coaches, Psychologists, Social Workers, Psychiatrists, Counselors, Educators, Health Care Professionals and others can gain tools necessary to identify and market themselves as one who really understands Career Development with ADHD! Participants will be introduced to a step-by-step approach to assisting students/patients/clients in the many complexities of Career Issues with ADHD. Stop handing them off to other service providers, and learn these valuable skills to be able to address the WHOLE PERSON!
1. Identify assessment skills necessary to make the mental health professional more available to ADHD patients.
2. Discuss the detailed approaches to assist patients/clients/students to navigate complex career issues.
3. Identify skills to address the myriad of issues affecting the ADHD patient
TA03/How to Address Current Fears & ...
Prejudices About ADHD - There is now a large body of scientific evidence demonstrating: 1) the nature of ADHD impairments; 2) the negative impact of inadequately treated ADHD on learning, family life, social relationships, and employment; 3) significant differences in brain development and brain functioning in those with ADHD; 4) safety and effectiveness of medications to treat ADHD.
Yet many in the general public and some professionals in medicine, mental health and education persist with fears and prejudices about this disorder which cause many with ADHD to avoid seeking evaluation and/or sustaining effective treatment.
This pre-conference institute will identify some of these fears and prejudices, exploring underlying psychological and social factors which may create and feed them. It will also review relevant scientific evidence and suggest strategies to address effectively these fears and prejudices in various contexts.
1) the nature of ADHD impairments;
2) the negative impact of inadequately treated ADHD on learning, family life, social relationships, and employment;
3) significant differences in brain development and brain functioning in those with ADHD;
4) safety and effectiveness of medications to treat ADHD.
TA04/ADHD: New Views from Neuroimaging
Dr. Giedd will present brain imaging and genetic data from an ongoing longitudinal study of ADHD being conducted at the NIH that explores the neurobiology of the disorder. He will also discuss the implications of these findings for students, teachers, parents, and clinicians.
1. Identify the key components of brain anatomy implicated in ADHD.
2. Discuss the diagnostic utility of neuroimaging in ADHD.
3. Discuss the diagnostic utility of genetics in ADHD.
4. Identify implications of research for the management of ADHD.
5. NOTE: Presenter only listed 4 learning objectives
TA05/Teaching Social Learning Lessons
In this workshop we will define what is meant by "teaching social thinking and related social skills" in order to explore how we can all further discover our somewhat hidden thoughts, emotions and general rules that govern our own social relationships and related social skills. We will then use core teaching concepts from Social Thinking to help audience members develop some of their own strategies for teaching their students or adults.
1) We will begin by reviewing key developmental pathways for social learning, principals for teaching Social Thinking and how this all relates to Cognitive Behavioral Therapy.
2) We will then review Social Thinking teaching strategies such as enhancing social observational skills, Four Steps of Communication, Four Steps of Perspective Taking, our Friendship Peer-a-mid and Social Behavior Mapping.
3)This information will then be used for the audience to use within small group activities to help the participants further expose the social code and explore strategies they create for helping teach our students and adults how to develop friendships, work as part of a group or just share space together quietly.
4) We will end by discussing the difference between “generalizing social skills” versus “learning” how to adapt to others on an ongoing basis.
5) NOTE: Presenter only listed 4 learning objectives
TA06/Counseling Couples with ADHD
In this three-hour pre-conference institute developed for clinicians but also helpful for laypeople, the presenters will provide a comprehensive approach to helping couples with AD/HD to work as a team in improving their relationships and their domestic circumstances. After reviewing AD/HD’s wide-ranging impact on relationships, the presenters will explain step-by-step interventions for counseling couples to: “get on the same page” about understanding and coping with AD/HD, practice positive communication and problem solving, benefit as a team from medication, replace negative with positive thinking, use planners and organizational tools to increase productivity at home, and cultivate romance/ enhance sexual intimacy.
1) Describe the impact of AD/HD on intimate relationships.
2) Explain why it is important to provide psycho-education about AD/HD to these couples and to use cognitive restructuring that encourages positive mindsets and readiness to learn new coping strategies.
3) Identify the steps in helping couples to maximize medication strategies.
4) Discuss how to train couples in communication and problem-solving.
5) Review the methods that couples can use to work as a team in utilizing planners, calendars, and other tools for increasing productivity and cooperation.
TA07/ Children Who Fail at School But...
Succeed at Life: The Role of Human Understanding in Overcoming a Difficult Past, The Role of Human Misunderstanding in Prolonging One - Why do some children who fail at school still manage to succeed decades later at life? And what can we learn from their experiences? During this institute, we will explore the sources of resilience, important protective influences and wide ranging turning point experiences in the lives of successful individuals who struggled during their years in school. We will also share specific ways in which their life experiences can be used to help others (children, youth and adults) who currently struggle much as they did years ago.
1) Participants will be able to identify sources of resilience and protective processes found in the lives of individuals who overcame exposure to multiple child risks
2) Participants will be able to identify practices and resources that can successfully help children, youth, families and adults re-frame adversities in a new light.
3) Participants will be able to identify promising practices that can positively alter the social climate of school, reduce aggressive and violent behavior campus-wide, and buffer children, youth and young adults exposed to prolonged and multiple risks.
4) Participants will be able to identify practices that are preventing and reducing stigma and self-stigma among children, youth and adults struggling with various learning, emotional and behavioral challenges. 5) Participants will gain a greater awareness of common co-occurring childhood risks that increase the likelihood of chronic school failure, and emotional, behavioral and later life health-related problems.
TB01/Roadblocks and Remedies
Roadblocks to success come in many shapes and sizes, causing varying degrees of impediment to success. Having AD/HD can make the obstacles even harder to circumvent. Among the most common roadblocks coaches observe in their clients are a lack of self Awareness, poor Management skills (i.e. executive functioning skills), and restrictive Perspectives or Preconceptions, what we refer to as AMPs. This session will present an assortment of coaching tools and techniques using a variety of methods including videos of actual coaching sessions, demonstrations of role playing and modeling, and visuals, thus providing tangible take-away strategies that others can use to help their clients "AMP-up" by building awareness, improving management, broadening perspectives, and breaking down preconceptions.
1) Discuss three of the most common roadblocks that stand in the way of clients reaching their goals: lack of Awareness, deficient Management skills, and self-limiting Preconceptions or Perspectives — or AMP.
2) Demonstrate via real-life vignettes how coaching techniques such as modeling, role playing and visualization can help AD/HD clients make the critical connections and breakthroughs to set them free and move them forward.
3) Illustrate via video recordings additional coaching techniques to broaden client’s awareness, management skills and perceptions.
4) Cite relevant research related to roadblocks and remedies discussed in this presentation.
5) Review ways coaches can play a critical role in helping clients discover strategies for managing their unique AD/HD symptoms and lead a more productive and fulfilling life.
TB02/ADHD is inherited? Yes, I got it from my Child. The latest on the Genetics of ADHD
Most people have an intuitive sense of what “inheritance” or “genetic” means. For most of us, genetic traits like ADHD are inherited from our parents and passed on to our children. Over the last decade there has been a dramatic increase in our understanding of how genes affect us, how they interact with environmental risks and how they show up as traits like ADHD. The Institute will bring the audience up to date on this progress. Participants will gain a better understanding of the basics of genetics and the role of genetics in ADHD.
1)Define some of the terms that are commonly used in discussing psychiatric genetic research;
2)Summarize how genes work in the body;
3)List the ways in which researchers go about deciding whether a trait or disorder like ADHD is genetic;
4)Describe the evidence for genetic influence on ADHD and be able to answer the question “Is ADHD inherited?”;
5)Explain the difference between genomics and phenomics.
TB03/Smoking & Nicotine Addictions in Adolescents and Adults with ADHD: Implications for Treatment
The risk for substance use problems generally, and cigarette smoking specifically in individuals with ADHD is well established. Participants in this session will learn about factors that contribute risk for cigarette smoking in individuals with ADHD. These include genetic, neurobiological, and psychosocial components.
Both pharmacological and non-pharmacological approaches to prevention and treatment of nicotine dependence will be addressed.
1) Discuss the factors that contribute risk for cigarette smoking in individuals with ADHD.
2) Identify the genetic, neurobiological, and psychosocial components of smoking in adolescents and adults.
3) Discuss the pharmacological and non-pharmacological approaches to prevention and treatment of nicotine dependence.
TB04/Women and Girls with ADHD: Risks, Resiliency, and Response to Treatment
In this workshop geared specifically for professionals and those with an advanced understanding of ADHD, Dr. Quinn will present the latest information on understanding and helping girls and women with ADHD. Focusing on the need to re-think ADHD in females, she will discuss recent research findings that document the severity of the disorder in girls and the risks of going undiagnosed. A program for achieving success that addresses educational, social, and emotional needs will also be offered.
1) Discuss the different manifestations of ADHD in females versus males and separate fact from fiction
2) Identify the risks associated with undiagnosed ADHD in women and girls
3) Understand the link between estrogen and symptom magnification as well as its effects on treatment efficacy.
4) Explain the link between estrogen and symptom magnification as well as its effects on treatment efficacy
5) Identify three compensatory techniques used by women and girls with ADHD to control their ADHD symptoms
TB06/ ADHD & Health: Understanding how...
eating, sleeping, exercising and other health habits are impacted by and impact a person with ADHD - Having ADHD makes it challenging for people to adopt, regulate and maintain healthy habits and routines regarding their diet, their sleep, exercise, substance use, stress, and other medically related items (annual physicals, taking medication etc). It is important for those with ADHD and those treating ADHD patients to understand that there are a myriad of factors as to why it is difficult. This session will review the empirical literature and discuss the cognitive, behavioral, emotional, biological, genetic, and psychological factors that make these everyday health-related tasks challenging at best and tormenting at worst. There will be discussion of how these problems can result in eating disorders, obesity, sleep disorders, addiction, general poor health and early mortality. Clinical case examples will be used throughout the workshop, as well as anecdotes from the presenter's own experience with ADHD and these issues.
1) Understand the cognitive, emotional, and neurobiological factors that predispose men and women with ADHD to develop eating disorders or become obese.
2) Learn the various theories that explain why ADHD individuals are prone to sleep problems.
3) Become familiar with why exercise is beneficial for the ADHD brain.
4) Identify treatment issues inherent in working with patients with ADHD who are substance abusers.
5) Recognize the role of stress in the lives of people with ADHD.
TB07/Advanced Psychopharmacology: Comorbidity, Complex and Refractory ADHD
This session will review treatment of complex ADHD, including the treatment of ADHD plus comorbidity and what to do for patients who are partial responders or non-responders to treatment. It will consider the full range of available treatment options, treatment algorithms and how they need to vary in complex cases, differential response to ADHD medication treatments, and approaches to patients who pose particular challenges. The workshop will begin with a presentation of didactic material and conclude with discussion with the audience regarding treatment of challenging cases.
1. List circumstances that contribute to complexity of ADHD cases.
2. Diagnose the various conditions that occur comorbidity with ADHD
3. Describe the role of parental psychopathology, poor adherence to treatment and tenuous therapeutic alliance to sub-optimal ADHD treatment response.
4. Generate a list of medication options to improve treatment response in refractory ADHD.
5. Describe non-medical interventions in treatment refactory ADHD.
TB09/Playing Smarter in a Digital World
Both anecdotal observations and recent research suggest that children with ADHD are playing more video games than their typically-developing peers. Concerns about the effect of excessive and violent video game play on children with ADHD will be explored. Specific recommendations will be made about how to address these issues.
The focus of the presentation will be on transforming game and app play into a more productive and enriching experience for children with ADHD. The presentation will provide clear strategies for using video games and apps as tools for teaching executive functioning and self-management skills to children with ADHD. Specific neurotechnologies and digital tools designed for children with ADHD and popular games and apps will be discussed. Participants are asked to bring along a smartphone, tablet device, or laptop if possible.
TB05Free/ADHD and its Links to Law Eforcement and Criminal Justice
This session will address what AD/HD is, its implications for law enforcement and the criminal justice system, and what can be done to improve interventions and outcomes. Suggestions will be provided on how to manage young person with AD/HD in custody and how to engage local CHADD chapters in partnership work. Speakers will 1) review AD/HD and its links to criminal behavior, in the context of social determinants of health behavior; 2) demonstrate how the disorder effects the individual and the operations of police and juvenile justice agencies; and 3)provide examples of more appropriate early interventions to improve legal outcomes of youths with ADHD.
1) Recognize ADHD and juvenile justice involvements into the context of social determinants of criminal justice.
2) Recognize the core symptoms of ADHD in an offender or witness and understand the implications of these symptoms for their professional interactions with affected persons.
3) Provide examples of more appropriate early interventions to improve legal outcomes of youths with ADHD.
4.) NOTE: Presenter only listed 3 learning objectives
Mindfulness means aiming to live fully aware of our moment-to-moment experience with objectivity and compassion. Through hundreds of studies, the practice of mindfulness has been shown useful for everything from stress management and anxiety to potentially improving attention in ADHD. While meditation is frequently part of the program and may seem intimidating to imagine, it is not required to start. This talk will offer mindfulness exercises usable in everyday life, helping address common ADHD related challenges such as increased stress, chronic struggles to finish tasks and negative self-talk, issues with eating and sleeping, and beyond.
1) To describe mindfulness as a common-sense approach to living accessible to anyone from any culture.
2) To cite research suggesting that mindfulness has distinct benefits for both physical and mental health.
3) To explain the impact of ADHD on stress, and stress on overall well being.
4) To offer practical, easy to implement mindfulness exercises usable in everyday life separate from scheduling time specifically for meditation or other longer practices.
5) To review how improved resilience, lower stress and better awareness of cognitive habits can improve overall health and well-being in individuals and families struggling with ADHD.
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