Full Course Description

Changing the ADHD Brain - Moving Beyond Medication

Many persons diagnosed with ADHD prefer not to take medication. There are various reasons for this including side effects and concerns with long-term use. In this seminar, you will learn more about these reasons, as well as alternative interventions for ADHD.

Looking at ADHD from a developmental perspective, we will consider reasons for the apparent increase in ADHD diagnoses over the past two decades. By understanding the way the brain works in ADHD, you will be able to better identify a variety of strategies to significantly impact the nervous system and positively influence symptoms of ADHD in your clients.

Not only will you walk away with information about some of the most common non-medication interventions for ADHD such as computerized cognitive training, mindfulness meditation and neurofeedback, you will also learn a variety of practical strategies that can be implemented immediately and at low cost.

We will navigate the vast research on exercise, movement, diet, sleep, disruptive technologies, supplements and the impact of the environment on ADHD, summarizing the findings and applying the information to "real life." You will leave this seminar with the tools and knowledge to develop a holistic approach to working with adults and children with ADHD.

Program Information

Objectives

Evaluate the relationship between the frontal lobe of the brain and ADHD symptomology for the purpose of client psychoeducation.
Determine the impact of movement and exercise on the reduction of ADHD symptoms as it relates to assessment and treatment planning.
Employ treatment interventions for improving impulse control and working memory in clients.
Analyze the influence of diet and nutrition on ADHD symptoms in relation to assessment and treatment planning.
Develop clinical strategies to calm the nervous system of clients diagnosed with ADHD.
Assess the clinical implications of environmental influences on ADHD symptoms in clients.

Outline

Why Not Medication?

Useful as a short-term tool
Concerns with long-term use: Effects on the brain

ADHD and the “Immature” Brain

Brain imaging evidence of ADHD
Research regarding ADHD brain development
- Frontal lobes mature more slowly in the ADHD brain
- Excess theta brainwaves
Implications for treatment

Movement-Based Strategies

Wake up an underaroused ADHD brain
Hyperactivity as an adaptive mechanism
The impact of play and exercise on the brain
Role of rhythm and timing training
Integrated movement systems for ADHD

Frontal Lobe/Working Memory Strategic Tools

Use it or lose it: Increase memory, attention and focus
Games for impulse control and working memory
Computerized cognitive training programs
Meditation and mindfulness for ADHD
Neurofeedback

Diet and Nutrition

The impact of sugars, fats, proteins and water
Diet and dopamine
Omega 3-6-9: What you need to know for brain health
Multivitamins/minerals: Do they make a difference?
Gluten, food additives and pesticides

ADHD and Nervous System Overstimulation

”Overaroused” subtype of ADHD
Stress, anxiety and ADHD: the connection
Breathwork and movement for nervous system calming
Heart rate variability biofeedback
Art therapy techniques to quiet and focus the brain

Environmental Influences

Video games and Social Media
Sleep deprivation
- Same symptoms as ADHD
- Strategies to help insomnia
Environmental toxins: lead, phthalates, pollution
The impact of time in nature on ADHD symptoms

Target Audience

Counselors, Teachers/Educators, Marriage & Family Therapists, Nurses, Occupational Therapists & Occupational Therapy Assistants, Psychologists, Social Workers, Speech-Language Pathologists, and other Mental Health Professionals

Copyright : 08/18/2017

Advances in the Management of ADHD: Evidence-Based Medications and Psychosocial Treatments

The past 10-15 years have witnessed a number of major developments in the medications and delivery systems available for the management of ADHD. Dr. Russell Barkley discusses the types of medications now available for ADHD management and the various delivery systems developed to extend the effectiveness of the medications across the day. For each medication, he will present the major beneficial effects and side effects. He will also discuss various issues clinicians should consider in selecting medications to use with a patient with ADHD, such as those issues related to the social context, the patient’s characteristics, and any comorbid conditions that may exist.

This recording then moves on to an overview of the science-based approaches to the psychosocial management of ADHD. It also discusses those treatments that, while popular, have little evidence for their effectiveness in managing the disorder.

Program Information

Objectives

Assess and characterize the utility of current FDA approved ADHD management medications for symptom management
Discriminate between effective and unproven adjunctive ADHD interventions and its treatment implications
Articulate the beneficial effects and potential side effects associated with ADHD medications in relation to assessment and treatment planning

Outline

Purpose of medication interventions

Stimulant medications most effective and well researched ADHD interventions
Safety, convenience and cost effectiveness are well established

Mechanisms of action for the three categories of ADHD medications Neurobiological mechanism of operation

Traditional stimulants as compared to new alpha-2a receptor conceptualizations

Primary US approved stimulant medications

Efficacy and factors in noncompliance
New developments in delivery systems
OROS, Pulse delivery, transdermal, lisdexamfetamine

Stimulant efficacy in preschoolers

Gains smaller, side effects greater than in older children

Behavioral benefits of stimulant interventions

Academic, temperamental

Primary side effects of stimulant interventions

Insomnia, appetite suppression, head ache, gastric distress, cardiac effects

Common misconceptions related to stimulant use Predictors of positive response to medications Newer medication interventions

Atomoxetine – positive and side effects, rationale for use
Guanfacine XR - positive and side effects, rationale for use

Importance of early intervention in ADHD

Neuroprotective effects

Off label medications used for ADHD Factors involved in choosing which medication to use

Intervention context, patient characteristics, comorbidity

Conclusions

Evidence based treatments
Experimental psychosocial treatments
Nutritional interventions
Disproven therapies

Target Audience

Counselors
Social Workers
Psychologists
Marriage And Family Therapists
Speech-Language Pathologists
Teachers
School Administrators
Occupational Therapists
Occupational Therapy Assistants
Nurses
Other Helping Professionals Who Work with Children

Copyright : 08/28/2018

Executive Function, ADHD and Stress in the Classroom

Join ADHD expert Cindy Goldrich, Ed.M., ACAC, for practical and effective TIPS, TOOLS and STRATEGIES to:

Improve motivation to learn and engage
Ease stress and anxiety to help kids anticipate and prepare effectively
Strategies to help manage their homework and improve accountability
Decrease time spent off task and out of compliance

Do you need new strategies to get kids to pay attention and learn more effectively? Are you struggling with kids who can’t get started, stay involved, or complete their class work?
This seminar teaches techniques and tools for children who struggle to focus, cooperate, and perform to their potential.

Take advantage of the latest brain research and evidence-based best practices to get kids motivated, focused, organized, and performing closer to their true potential.
Empower students to take charge of their challenges and take responsibility for their own success in school and in life
Improve collaboration with parents who struggle to effectively help their children

This seminar draws on Cindy's clinical expertise of working with teachers other support professionals and parents as she brings to life how to bridge the gap between theory/research and actual implementation to address learning and behavior challenges in school. She will help you design subtle changes in the classroom to improve time management, working memory, motivation and emotional regulation that will benefit all children, not only those with ADHD. Walk away with new ideas, valuable handouts and important resources for teachers, parents, and students to manage homework, home/school communication, study-skills, behavior and more.

Program Information

Objectives

Implement strategies to increase students’ executive functioning skills during both structured activities and open learning times.
Employ classroom interventions that will improve time management, organizational and study skills for kids diagnosed with ADHD.
Apply simple breathing and mindfulness techniques to reduce students’ stress levels, improve emotional regulation in order to meet classroom expectations.
Adapt traditional behavior modification programs to address non-compliant behavior in kids who have ADHD.
Utilize classroom management strategies that apply to the whole class while also meeting the needs of students who are easily distracted or who have cognitive processing delays.
Implement strategies to improve homework compliance and improve study skills among students.

Outline

Impact of ADHD, Executive Function and Stress on Learning and Behavior

Challenges ADHD creates beyond impulsivity, inattentiveness and hyperactivity
Relationship between ADHD, executive function and stress
Determining eligibility for services

Techniques to Strengthen Emotional/ Self-Regulation in School

Self-monitoring strategies for students to adjust their self-talk and focus control
Specific time management techniques for deepening concentration and perseverance
Environmental modifications to help students harness innate strength
Addressing the issues of ADHD medication in school

Strategies to Reduce Disruptive Behaviors, Stress & Anxiety

Powerful changes in the classroom environment to support student independence
Supporting lagging developmental skills required for self-regulation
Class-wide culture shifts to aide calm and focus for all students
Problem solving and self-advocacy tools to increase self-monitoring

Strategies to Improve Attention, Organization, Time Management and Memory

Powerful use of graphic organizers facilitate writing, organizing and problem solving
Specific timers, paper organizers, and homework management systems
Keys to incorporate movement, fidgets, and mindfulness techniques
Making IEP and 504 plans more effective and impactful for teachers and students

Target Audience

Counselors, Teachers/Educators, Occupational Therapists & Occupational Therapy Assistants, Psychologists, Social Workers, Speech-Language Pathologists, and other Mental Health Professionals.

Copyright : 03/13/2017

ODD, ASD, ADHD & Mood Disorders - Over 50 Behavior-Changing Techniques for Children and Adolescents

It’s guaranteed… this recording will guide you through focused, clear and successful methods for treating children. You will walk away with evidence-based techniques that will not only re-energize your practice but also help your clients to:

Decrease:

Aggression
Distractibility
Impulsivity
Over-Activity
Sensory Sensitivity
Irritability/Temper Tantrums
Hopelessness
Panic/Anxiety

Increase:

Effective Communication
Self-Control
Coping with Environmental Change & Transitions
& Transitions
Task-Focus & Persistence
Empathy & Remorse
Respect
Social Skills

Jennifer Wilke-Deaton, M.A., L.P.A., national speaker, expert and author will teach you more than 50 techniques that can quickly improve the lives of children and adolescents with ODD, ASD, ADHD and mood disorders. Learn how to troubleshoot and adapt techniques for preschool through high school aged kids through real-life case studies, video/audio clips, reproducible client-friendly worksheets, and step-by-step directions for every intervention. Jen’s passion, caring, humor, and time-tested approaches will make this day of learning fly by! You will leave invigorated and empowered to treat the top childhood disorders.

Program Information

Outline

DSM-5® Updates & Making Effective Treatment and Academic Goals for:

ODD/CD
ASD
ADHD
Anxiety/Depression
Trauma
Substance Abuse

The Brain-Behavior Connection

Executive Functioning
Auditory Processing
Emotion Regulation
Sensory-Motor

Treatment Techniques for ODD

Increase autonomy through established environmental support
Decrease arousal states with immediate use self-regulation techniques
Reverse aggression and inattention caused by technology exposure and videogame play
Promote healthy brain function with structured daily living practices
Reduce power struggles and anger through CBT and validation techniques
Foster positive peer involvement & altruism
…and more

Treatment Techniques for ASD

Group and individual techniques for developing social skills of:
Improved prosody
Appropriate eye contact
Awareness of personal space
Effective use of gesture and posture
Redirection from preoccupational interests
Coping with transitions
…and more

Treatment Techniques for ADHD

Reducing excessive movement and climbing
Improve executive functioning and attention to detail
Develop an effective teaching/learning environment
Promote fluid task shifting
Develop “whole-brain” problem-solving skills
Boost sensory regulation
Effectively advocate for seating assignment, home/classwork planning, and task fatigue
…and more

Treatment Techniques for Anxiety/Depression/Trauma

Inoculate anxiety in high pressure situations with behavioral tools
Facilitate anxiety control and decrease escapism at school and home
Reverse lethargy and withdrawal through CBT techniques
Increase distress tolerance skills utilizing sensory tools and imagery
Nurture mindfulness skills and prevent hopelessness and worthlessness
Prioritize worries for mindfulness practice through narrative activities and engagement of acceptance and commitment
Create hands-on tools for decreasing sensory sensitivity
Teach body awareness

Target Audience

Counselors, Psychologists, Social Workers, Psychotherapists, Therapists, Marriage & Family Therapists, Teachers, School Guidance Counselors, Case Managers, Speech-Language Pathologists, Occupational Therapists & Occupational Therapy Assistants, Educational Paraprofessionals, School Administrators, Nurses, Other Helping Professionals who Work with Children

Objectives

Utilize over 50 proven techniques for working with kids with behavioral issues, high-functioning ASD, ADHD and mood disturbance.
Recommend how to promote “whole brain” change in children with verbal processing and auditory learning issues.
Develop tools for daily mindfulness and self-regulation practice.
Apply strategies to develop life skills for a wide variety of emotional disturbances and behavioral problems.
Implement strategies for treating intolerance, anxiety and impulsivity.
Dissect how to reduce power struggles & anger through CBT and validation techniques.

Copyright : 02/06/2018

The Two Attention Disorders: Identifying, Diagnosing, and Managing ADHD vs. SCT

In this program, Dr. Barkley provides detailed information on the specific nature of ADHD symptoms and the current DSM-5 diagnostic criteria for ADHD. He then reviews the various modifications necessary for updating the DSM criteria and making them more useful and rigorous with special populations (girls, adults, etc.). Dr. Barkley then addresses the issue of subtyping of ADHD along with the emerging conclusion that one form of the inattentive type may constitute a new disorder known in research as sluggish cognitive tempo or sometimes called ADD by clinicians.

Program Information

Objectives

Characterize the specific nature of the inhibition and attention deficits in ADHD
Apply DSM-5 criteria effectively to accurately diagnose ADHD and develop successful treatment interventions
Utilize modifications to DSM-5 criteria to improve diagnostic rigor and identification of Sluggish Cognitive Tempo (SCT)
Discriminate effectively between ADHD and SCT

Outline

Advances in understanding the symptoms of ADHD

Dimensions of deficits – hyperactivity-impulsivity and inattention

Subtypes of attention impairment

DSM-5 criteria for diagnosis of ADHD and varied presentations

Inattentive, Hyperactive, Combined

Changes in criteria from DSM-IV to DSM-5

Overlooked issues needing further explication

Sluggish Cognitive Tempo as distinct from ADHD

History of presentation

Distinguishing SCT from Inattentive ADHD

Prominent discriminating symptoms
Use of Barkley SCT Rating Scale
Demographic differences
Cognitive presentation
Current SCT research findings
Comorbidity with ADHD and personality traits
School and academic correlates
Family and social distinctions

Impairment associated with SCT

Relative comparison with ADHD impairments

Possible etiologies Basic nature of SCT – differentiating from normal styles of cognition Treatment interventions for SCT

Medication research
Psychosocial treatment considerations

Limitations of SCT conceptualization Summary and consideration of factors that potentially establish SCT as distinct from ADHD

Target Audience

Counselors
Social Workers
Psychologists
Marriage and Family Therapists
Speech-Language Pathologists
Teachers
School Administrators
Occupational Therapists
Occupational Therapy Assistants
Nurses
Other Helping Professionals Who Work with Children

Smart but Scattered Adults - Manage ADHD by Targeting Executive Skills

Strategies to improve the ability of adults with ADHD to:

Get organized
Manage time
Control emotions
Avoid procrastination
Stay focused
Control impulses
Shift gears/roll with the punches
Keep track of it all

Many adults with ADHD fail to finish college, hold down a job, progress in their career, or maintain satisfactory relationships with friends and family. Failure and the recognition that they are working well below their potential erode self-confidence, and eat away at self-esteem.

Even highly motivated clients with ADHD struggle to follow through on the changes they need to make to improve their physical or emotional well-being. They know they need to change, they know what they need to do to change, they may even be able to take a step or two toward making those changes—and then they plateau or give up. What’s getting in the way is not their unwillingness or resistance to change, but weak executive skills.

Executive skills are underlying brain processes that help people manage their everyday lives, get things done, control their emotions, and help them manage obstacles that interfere with productivity and behavior change. Attend this seminar and learn cutting-edge neuroscience on executive functioning and practical strategies for your ADHD clients to help them overcome the obstacles presented by weak executive skills. At the end of the day you will be able to best help your clients assess their executive skill strengths and weaknesses and create an action plan that is realistic and leads to true and lasting change.

Program Information

Target Audience

Counselors, Marriage & Family Therapists, Nurses, Occupational Therapists & Occupational Therapy Assistants, Psychologists, Social Workers, Speech-Language Pathologists, and other Mental Health Professionals.

Outline

The Executive in the Brain

How the brain’s “control center” governs executive skills
The impact of ADHD on frontal lobe functioning
How effective behavior change revolves around executive skills

Assessment tools

Executive Skills Questionnaire—a rating scale to help clients determine their executive skill strengths and weaknesses
Workplace assessment tools to help clients better use their executive skill strengths and minimize the impact of their weaknesses
Home management tools to help clients understand why they avoid some chores like the plague—and what to do about it!
A rating scale to help partners understand each other’s profile and the impact of profile differences on relationships

The Impact of Executive Skills in the Daily Life of Adults with ADHD

Executive skills in the workplace
- Goodness of fit between executive skills profile and the job
- Maximizing executive skill strengths
- Managing weaknesses
- Creating an action plan
Executive skills in the home
- The concept of “effortful work”
- Matching executive skills profiles to appropriate tasks
- Effective roles for family members living with adults with ADHD
Executive skills in relationships
- How the executive skills profiles of adults with ADHD affect those they live with
- The impact of mismatches and different executive skills profiles on relationships
- Tips for working with couples where one partner has ADHD

Key Strategies to Help ADHD Clients Cope with Weak Executive Skills

Environmental modifications to reduce the impact of executive skill challenges
- Change the physical or social environment
- Modify tasks to make them more do-able
- Enlist the help of others

Strategies for Improving Executive Skills

In the workplace
- 12 executive skills that impact productivity and behavior change
- Make a SMART goal
- Using a deadline
- Make a plan
- The importance of clear start dates
- Using technology to support behavior change
In the home
- Find logical ways to share the work load
- Understand the start point
- Start small, build incrementally
- Practice, practice, practice
- Using visible reminders
- Motivators
In relationships
- How different profiles signal tension points in relationships
- Keys to resolving conflicts arising from executive skill differences
- The liberal use of humor, patience, forgiveness, negotiation
- Using self-talk to motivate, problem solve and persist
- The power of positivity

Objectives

Outline the key role executive skills play in understanding adults with ADHD.
Evaluate assessment tools to determine clients’ profiles of executive skill strengths and weaknesses.
Formulate with clients on the best way to restructure their environment to reduce the impact of weak executive skills.
Build a realistic change plan that enables ADHD clients to improve executive skills in situations and settings they identify as problematic.
Determine effective strategies ADHD clients can use to cope with executive skill challenges in the workplace, the home and in relationships.
Evaluate tools to enhance 12 executive skill domains.