Plenary Sessions

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2014 Annual International Conference on ADHD



November 13-15, 2014
Hyatt Regency O'Hare
Rosemont, IL (Near Chicago O'Hare Airport)

Plenary Sessions


Thursday, November 13, 2014
PLEN01 / Opening Keynote: A 40 Year Retrospective on Family Life with ADHD: Lessons Learned the ...
Presenter: Chris A. Dendy MS

Co-Presenter: Tommy Dendy

Chris Zeigler Dendy and her husband Tommy will take you through their “educational” 40+ year journey as parents of three children and five grandchildren, all of whom have ADHD. As parents of two teenagers who faced many struggles with their ADHD, the Dendy’s worred about their future! “What does the future hold for our children? Will they graduate from high school? Go to college? Get a job?” And somewhat tongue in cheek, “Are they going to live with us forever?” Well, don’t miss this keynote presentation because the Dendys will give you the answers to these questions and more. They deliver an inspiring message of hope for the future of our children!

Chris, the author of four popular books and two DVDs on ADHD plus co-creator of the ever-popular ADD/ADHD Iceberg poster, will share important lessons that she and her husband learned the hard way. Several of these highly recommended materials were created through the partnership with their uniquely qualified youngest son Alex, whose experience of living with ADHD was invaluable.

As a graduate of the US Naval Academy at Annapolis, Tommy will share lessons he learned as he approached parenting from a military perspective. Dendy, who after 30 years retired from Rock-Tenn Company as a Senior Vice-President, is one of the four Dads featured in their DVD for fathers.

LEARNING OBJECTIVES
1. State the “top priority” the Dendy’s identified among their lessons learned during their 40 years parenting children with ADHD.
2. Identify three resources that provide important ADHD education for parents and professionals.
3. List two ways that executive function deficits impact learning and behavior in children with ADHD.
4. Identify which strategy is more important to rely on with students with ADHD and explain why: internal” or “external” reminder messages.
5. Explain why parents often say my child with ADHD “hit a brick wall in middle school.”

Friday, November 14, 2014
PLEN02 / Cultivating Motivation and Realistic Hope Amid Challenges of ADHD
Presenter: Thomas Brown Ph.D.

Many children, teens and adults with ADHD report that they recognize tasks or activities they ought to do, but find it extremely difficult to get themselves motivated to actually get started and do them. Yet most persons with ADHD also have a few activities or tasks for which they have no trouble at all in getting motivated and doing what they need to do. This causes them and those who know them to wonder: “Why can I get so motivated to do these things and yet have so much trouble in doing these other tasks or activities which I know are more important.”

Dr. Brown will describe the unrecognized and often complicated role of emotions in ADHD. He will explain research findings about how impairments of ADHD can contribute to chronic problems of motivation. And he will use case examples to show various ways in which these challenges can be addressed by those with ADHD and those who seek to help them cultivate more adequate motivation so they can develop realistic hope for improvement of their current functioning and for their future.

LEARNING OBJECTIVES
1.To recognize that emotions play an important role in the difficulties of many children, teens and adults with ADHD.
2.To understand why persons with ADHD tend to have some specific activities for which they have strong and consistent motivation, even though they have much difficulty with motivation for many other tasks they recognize as important for them to do.
3.To describe the role of “hyperfocus” and “working memory” in motivational problems of many persons with ADHD.
4.To provide examples of how some attempts to motivate persons with ADHD may backfire.
5.To illustrate strategies and resources that may help to develop “realistic hope” for those with ADHD who struggle with motivational difficulties.

Saturday, November 15, 2014
PLEN03 / Closing Plenary: Me Want it: But Me Wait: Self Regulation
Presenter: Autumn Zitani 

For more than four decades Sesame Street has been engaging children, parents, and caregivers to play and learn together, with the help of some furry friends. Sesame Workshop is providing a variety of ways to have fun learning letters and numbers and also important health, safety, and socio-emotional lessons through various media platforms such as television, books, online, video games, and community engagement. Most recently, Sesame Street‘s engaging and loveable monsters and diverse human cast are helping children become prepared for school and for life by modeling and practicing important self-regulation skills and strategies. Learn about the work that Sesame Workshop, the nonprofit educational organization behind Sesame Street, is doing and how they are helping children learn the skills and strategies necessary to manage emotions, navigate friendships, cope with stressful situations and improve cognitive executive function tasks, such as impulse control, working memory, focusing and shifting attention. Autumn Zitani, Director of Content, will share insight into the research and development of Sesame Street’s self-regulation curriculum and show examples of how it is incorporated into the show and across their media platforms.