Thursday, January 24 ADHD Pre-Conference Workshop Part I
Providing Educational Assistance and Vocational Planning and Placement Services through VR for adults and teens
Presented by Kathy Wyatt, M.Ed., CRC, Senior Rehabilitation Counselor, Alabama Department of Rehabilitation, Dothan, AL; Janet Bryan, Vocational Counselor, Alabama Department of Rehabilitation, Andalusia, AL; Fred George, Ph.D., Clinical Psychologist, Enterprise, AL
Description: This session will cover both the eligibility requirements for services, as well as the types of services provided by Vocational Rehabilitation Services for teenagers and adults.
Objectives: After completing this session, participants will be able to • •
Describe services provided by Vocational Rehabilitation Services to teenagers and adults and the VRS referral procedures. Describe types of Psychological Evaluations provided by Vocational Rehabilitation Services and reasons for evaluations.
Thursday, January 24 ADHD Pre-Conference Workshop Part II
Providing Career Planning and Placement Services through VR for Adults and Teens
Presented by Kathy Wyatt, M.Ed., CRC, Senior Rehabilitation Counselor, Alabama Department of Rehabilitation, Dothan, AL; Janet Bryan, Vocational Counselor, Alabama Department of Rehabilitation, Andalusia, AL; Fred George, Ph.D., Clinical Psychologist, Enterprise, AL
Description: This session will cover both the eligibility requirements for services, as well as the types of services provided by Vocational Rehabilitation Services for teenagers and adults, including career planning and placement services.
Objectives: After completing this session, participants will be able to • •
Describe educational and workplace accommodations provided to Consumers. Explain process and description of procedures to obtain assistance through Vocational Rehabilitation Services.
Thursday, January 24 ADHD Pre-Conference Workshop (12:15pm-1:45pm)
What Every Educator Must Know About the Impact of ADHD & Executive Function Deficits on Learning & Behavior Presented by Chris A. Zeigler Dendy, Author, Former Educator, School Psychologist and Children’s Mental Health Professional; Chris A. Zeigler Dendy Consulting, LLC, Cedar Bluff, AL
Description: Roughly ninety (90) percent of children who have ADHD will struggle in school at some point in their career. In addition, over half these students also struggle with deficits in executive functions. This practical session provides a review of ten key ADHD facts, their impact on school performance and behavior, current research on the brain, the role of neurotransmitters, coexisting conditions, and a medication update. The impact of executive function deficits on learning and behavior will also be reviewed. Common learning and behavioral strategies will be reviewed. Specific intervention strategies to address these challenges will be discussed in Mr. Dendy’s Friday morning session. Objectives: After completing this session, participants will be able to • • •
Describe the impact of ADHD’s known effect of the “three year delay in brain maturity” on school performance or behavior. Identify two changes in behavior that should be observed when medication is working effectively. Describe how deficits in working memory (a critical executive skill) impact school performance and behavior.
Thursday, January 24 ADHD Pre-Conference Workshop (2:00pm-3:30pm) The Impact of Recent ADA/Section 504 Revisions on Students and Adults Presented by Mary Durheim, B.S., Educational Consultant, Educational Rights Information & Consulting Center, McAllen, TX
Description: Parents and professionals often worry about what the future holds for children with ADHD, primarily because of their delayed maturity and lack of organizational and planning skills. This session will provide a review of educational and career pursuits available after high school, including Job Corps, the military, technical school and college, plus a brief discussion of interest inventories that might be of help. The role of Section 504 & ADA accommodations in school and at work will also be reviewed. Long distance coaching strategies will also be discussed.
Objectives: After completing this session, participants will be able to • • •
Explain the differences in provision of benefits between Section 504 in public school and post-secondary to eligible students. Explain the definition of an eligible student with a disability under both Section 504 and the ADAAA as well as the definition of disability in the work arena. Discuss the process of accessing reasonable accommodations for post-secondary and work.
Thursday, January 24 Pre-Conference Keynote (3:45pm-5:15pm)
The Power of Resilience in ADHD: Why Some Thrive and Others Struggle to Survive Presented by Sam Goldstein, Ph.D., Neuropsychologist, Author and Educator, Neurology, Learning and Behavior Center, Salt Lake City, UT
Description: In this presentation, Dr. Goldstein will offer a brief overview of the current state of the science of ADHD and adult outcome. He will then examine the variables that appear to predict best outcome into adulthood for individuals with ADHD and offer a model for improving the outcome odds based on the science of resilience.
Objectives: After completing this session, participants will be able to • • •
Describe their understanding of the current science in adult outcome for ADHD. Describe their understanding of the current science of resilience. Describe strategies and mindset needed to improve the outcome for adults with ADHD.
Friday, January 25 ADHD Conference Keynote (8:15am-9:45am)
The New Science of Executive Functioning and ADHD Presented by Sam Goldstein, Ph.D., Neuropsychologist, Author and Educator, Neurology, Learning and Behavior Center, Salt Lake City, UT
Description: In this presentation, Dr. Goldstein will review the history of Executive Function (EF) research and assessment focusing on the increasing interest in EF in explaining function and outcome for individuals with ADHD. He will discuss data from the largest epidemiological sample gathered thus far on EF. The session will conclude with a review of the promising research on improving EF and reducing the impairments caused by EF deficits in conditions like ADHD.
Objectives: After completing this session, participants will be able to • • •
Define and be able to describe the science of Executive Function (EF). Define and be able to show the relationship of EF to ADHD. Summarize their understanding of the promising interventions for EF that may well prove to greatly reduce impairment in ADHD.
Friday, January 25 Concurrent Session (10:15am-11:45am)
Ensuring ADHD School Success Presented by Chris A. Zeigler Dendy, Author, Former Educator, School Psychologist and Children’s Mental Health Professional, Chris A. Zeigler Dendy Consulting, LLC, Cedar Bluff, AL
Description: Once academic and behavioral problems related to ADHD and executive function deficits are identified, implementation of effective intervention strategies is critical. This nuts and bolts workshop provides this guidance by offering practical strategies to address executive function deficits, including memory and organizational skills, completion of homework and long-term projects, specific academic challenges, and tips for maximizing behavioral strategies.
Objectives: After completing this session, participants will be able to • • •
Identify two common learning challenges in students with ADHD and describe intervention strategies for each one. Identify an effective teaching strategy selected from the “Learning Pyramid” and describe its impact on retention of information. State two strategies for ensuring the timely completion of long-term projects.
Friday, January 25 Concurrent Session (10:15am-11:45am) After high school, what’s next? Job Corps, technical school, college, or the military? Presented by Tommy Dendy, Retired Military, Cedar Bluff, AL; Jerry Morris, BCL Manager, Montgomery Job Corps, Montgomery, AL; Judy Thorpe, M.Ed., C.R.C., Director, Office of Disability Services, The University of Alabama, Tuscaloosa, AL.
Description: Parents and professionals often worry about what the future holds for children with ADHD, primarily because of their delayed maturity and lack of organizational and planning skills. This session will provide a review of educational and career pursuits available after high school, including Job Corps, the military, technical school and college, plus a brief discussion of interest inventories that might be of help. The role of Section 504 & ADA accommodations in school and at work will also be reviewed. Long distance coaching strategies will also be discussed.
Objectives: After completing this session, participants will be able to • • •
Describe possible career paths for students with ADHD. Describe how to identify a career interest assessment via an interest inventory. Explain and describe specific accommodations and supports available pursuant to Civil Rights Legislation, e.g., (Section 504/ADAA).
Friday, January 25 Concurrent Session Coaching Young Adults through High School and Young Adulthood Presented by Holly West Jones, M.A., ADHD Educator and Coach, Waterside Coaching, LLC, Excelsior, MN
Description: This ADHD coaching workshop will focus on adolescents from high school through young adulthood, up to age thirty. The information presented will help parents and professionals guide young people through this important life transition. Using research based education about ADHD and Executive Functions, issues are identified, goals are set and specific skills are taught and monitored. This workshop will touch on the most common issues facing young adults with ADHD. These include time management, persistence towards a goal, follow-through, organization, reading comprehension, written expression, impulsive behavior, “point of performance” reminders, motivation and emotional regulation.
Objectives: At the conclusion of this workshop, parents and professionals will be able to • • • • •
Implement strategies to help ADHD young adults learn skills for time management and organization. Assist ADHD individuals to understand motivation and how to persist towards a goal. Describe how to use “Point of Performance” reminders to follow through on tasks. Understand how to use “Executive Thinking” when problem solving with and ADHD young adult. Help young adults with ADHD choose the best environment for higher education or employment.
Friday, January 25 Concurrent Session (10:15am-11:45am)
Treating children with ADHD Kathleen Duryea, M.D., Centre, AL; John I. Bailey, M.D., Center for Attention and Learning, Mobile, AL
Description: Two physicians who specialize in treating children with ADHD will share important information that parents, teachers, and medical professionals need to know to advance school success in these students. This practical lecture will touch upon pharmacologic and no-pharmacological methods and will emphasize the need for all involved -including the student -- to be well educated in the diagnosis itself and in its treatment. Methods of enhancing school-to-home communication will be discussed as well as ways of managing problems which may arise in treatment. Special emphasis will be placed on techniques for ensuring best use of medications and particularly on those for evaluating medication effectiveness in order to make needed adjustments.
Objectives: After completing this session, participants will be able to • • • •
List, define, and describe those who need to know their role in ADHD management: Classroom staff, home life, and medical professionals. Identify how those who need to know their role in ADHD management find out the needed information. Describe the practical problems patients and parents encounter with medication course and needed adjustments. Summarize strategies for self-help: What can the patient do to help the patient?
Friday, January 25 Concurrent Session (1:00pm-2:30pm) Panel Discussion: Roadblocks to School Services for Students with ADHD Parents: Linda Mays, Rhonda Hampton, Mickie Kerr Discussants: Mary Durheim, Cynthia Lester, Karri Findley Responder: Tuwanna McGee
Description: Three parents will share war stores regarding the challenges they have encountered in their quest to obtain services for their children with ADHD. Both success stories and the remaining challenges will be discussed. Three knowledgeable professionals will discuss potential supports the school system could provide and offer these parents additional guidance: Kari Findley, V. Principal Saks Elementary; Charlie Jackson, Alabama Education Specialist; and Mary Durheim, a Section 504 mediator and educational consultant
Objectives: After completing this session, participants will be able to • • •
Identify common roadblocks to services for students with ADHD. Identify strategies for overcoming roadblocks and pursuing services for students with ADHD Summarize legal rights provided pursuant to IDEA and Section 504.
Friday, January 25 Concurrent Session (1:00pm-2:30pm)
Conducting In-depth ADHD Assessments Presented by Joseph Ackerson, Ph.D., Pediatric Neuropsychologist, Ackerson & Associates, Birmingham, AL
Description: Dr. Ackerson will present information on the use of neuropsychological principles and methods to conduct comprehensive, in-depth assessments of ADHD and related disorders of executive functioning. Specific consideration will be given for conducting these assessments as part of an Individual Educational Evaluation (IEE) and incorporating findings into specific, individualized intervention plans.
Objectives: After completing this session, participants will be able to • • •
Demonstrate an understanding of the role of neuropsychological principles and methods when conducting in-depth evaluations of individuals with ADHD and related executive disorders. Describe how a neuropsychological approach to in-depth assessments of ADHD can be used as part of an IEE. Apply their knowledge of how to use the results of in-depth assessments of ADHD to improve individualized treatment plans.
Friday, January 25 Concurrent Session (1:00pm-2:30pm) ADHD Learning Lab: Innovative School Program Supporting Students, Parents, and Teachers Presented by Judy Bandy, R.N., L.S.N, ADHD School Specialties, Eden Prairie, MN Description: A school based ADHD Learning Lab addresses the specific executive function deficits of students with ADHD. While students receive direct support twice a week at school, a comprehensive approach is maintained supporting parents and teachers. Students, teachers and parents learn the neurological basis of ADHD and strategies helpful in managing ADHD. This presentation will explain foundational aspects of planning, implementing and maintaining an ADHD Learning Lab. Fundamental components of educating students, parents and teachers regarding the neurological basis of ADHD will be reviewed. Key features of an ADHD Learning Lab program, including coordinating, structuring a learning lab session, and learning outcomes will be covered. Establishing an ADHD Learning Lab allows for students to maximize their abilities through educational support and learning tools to manage executive function deficits. Objectives: After completing this session, participants will be able to • • •
Identify key components of educating parents, teachers and students about ADHD. Explain the key components of a successful ADHD Learning Lab Program. Describe expected outcomes for students, teachers and parents of an ADHD Learning Lab Program
Friday, January 25 Concurrent Session (1:00pm-2:30pm) Optimizing ADHD Therapy in Adolescents & Young Adults Presented by Mark H. Thomas, M.D., Co-Chair, Staff Physician, Student Health Center/University Medical Center, College of Community Health Sciences, The University of Alabama, Tuscaloosa, AL Description: ADHD is a common neurobehavioral disorder that affects Adolescents and Young Adults. The pharmacotherapy of ADHD involves the use of medications which can be quite effective when optimally managed. Many times, however, primary care physicians’ initial evaluation findings note that patients are on a less than optimal treatment regimen and adjustments are needed. Treatment of ADHD in this age group should take into consideration that ADHD affects patients in other aspects of their life beyond the academic realm. Adverse effects of medications as well as patient diversion to other alternatives are among the greatest challenges facing healthcare providers. This workshop will provide a practical overview of the treatment options available to and the common problems facing ADHD Adolescents and Young Adults. Objectives: After completing this session, participants will be able to • •
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Apply principals of our evolving understanding of ADHD to maximize the benefit of ADHD treatment in adolescents and young adults. Utilize an optimized regimen of ADHD pharmacotherapies to provide effective therapeutic coverage throughout the day for adolescent and college aged populations. Describe strategies that can minimize the adverse effects of ADHD pharmacotherapies that can minimize the possible diversion to controlled substances.
Friday, January 25 Concurrent Session (2:45pm-4:15pm) School-Based Mental Health Services Presented by Mabrey Whetstone, Ph.D., Past Director, Special Education Services, Alabama Department of Education, Titus, AL
Description: The Alabama Department of Education and the Alabama Mental Health Department have developed a deliberate strategy aimed at improving service quality within and continuity between the two agencies. The goal of this collaboration is to ensure that children and adolescents, both general and special education, enrolled in the public schools will have access to high quality mental health prevention, early intervention and treatment services. This program will be discussed, procedures described, and outcomes identified.
Objectives: After completing this session, participants will be able to • • •
Recognize the need/value of School-Based Mental Health Services (SBMH) in the public schools. Describe the process for providing school-based mental health services. State the anticipated student outcomes for the SBMH program.
Friday, January 25 Concurrent Session (2:45pm-4:15pm)
Facilitating the Development of Emotional Regulation and Social Skills Presented by John E. Lochman, Ph.D., ABPP, Professor and Saxon Chair of Clinical Psychology, College of Arts & Sciences, The University of Alabama
Description: The weak social skills and aggressive behavior of some ADHD children and adolescents are often quite stable over time, and serve as prominent risk markers for adolescent substance abuse, delinquency and violence. In the last several decades, research has explored how cognitive-behavioral interventions can improve adolescents’ social skills and their emotion regulation abilities, and thus reduce their aggressive behaviors. This session will provide an overview, with concrete examples from the Coping Power program of some of the intervention activities that can be used to enhance social skills and emotional regulation. The evidence-based Coping Power program has been implemented in school and clinic settings with good success.
Learning Objectives: After completing this session, participants will be able to • • •
Assist ADHD children and adolescents in developing, defining, and applying needed anger-management skills. Instruct and assist ADHD children in didactics of perspective-taking skills. Identify and Improve ADHD children and adolescents’ social problem-solving skills.
Friday, January 25 Concurrent Session (2:45pm-4:15pm)
Strategies to Address Academic Challenges for students with ADHD: Written Expression & Executive skills (getting started, organization, etc)— Presented by Greg Spoon, Veteran Teacher, Centre Middle School, Centre, AL
Description: A veteran teacher who specializes in helping students with ADHD will discuss strategies to help students who are struggling with written expression and/or executive skills. Students with ADHD often struggle with specific academic skills like written expression (65%) and academically related executive skills such as getting started and being organized. Research on deficits in executive skills for students with ADHD varies from around 50% up to 90%+. This nuts and bolts session will be helpful to both parents and teachers.
Objectives: After completing this session, participants will be able to • • •
Identify strategies to help students with their writing skills. Describe how executive function deficits impact a student’s ability to get started, finish, and be organized. State one intervention strategy to help a student get started and organize finished work and remember to return it to school.
Friday, January 25 Concurrent Session (2:45pm-4:15pm) Potential Interactions Between Psychoactive Medications and Other Prescriptions Presented by Charles Caley, Pharm.D., Clinical Professor at University of Connecticut, Hartford, CT Description: The proportion of university students receiving psychotropic medications has been increasing in number over the past several years. Therefore, the likelihood that college aged students are receiving these types of medications is also increasing. This presentation will discuss the types of drug interactions that psychotropic medications can cause. There will be a focus on the medications used to treat ADHD, depression, anxiety and insomnia.
Objectives: After completing this session, participants will be able to • • •
Discuss the differences between pharmacokinetic and pharmacodynamic drugdrug interactions. Describe the pharmacologies of commonly prescribed medications for ADHD, depression, anxiety, and insomnia. List the psychotropic medications which are clinically important inhibitors and inducers of drug metabolizing enzymes.
Friday, January 25 Conference Keynote (4:30pm-5:30pm)
ADHD Throughout the Lifespan Presented by Edward Hallowell, M.D, Ed.D., Child and Adult Psychiatrist, Bestselling Author, Hallowell Center, New York
Description: Dr. Hallowell will introduce the audience to the world of ADHD and its impact across the lifespan. He will discuss how to diagnose attention deficit disorder in both children and adults, including the identification of talents and strengths. He will review how to treat ADHD with and without medication focusing on a strength-based approach. He will also describe what it feels like to have ADHD, what to watch out for when you live with ADHD or near it, and how to handle ADHD in combination with other problems. An overview of the potential benefits that exist in having ADHD, a look at what the latest research reveals in this field, as well as a preview of what is on the horizon will also be part of the presentation.
Objectives: After completing this session, participants will be able to • • •
Describe the progression from the moral model to the medical model to the strength-based model. Describe how to develop the skills and talents of a person with ADHD. Explain benefits of exercise, nutrition, and other non-medication approaches for ADHD individuals.
Saturday, January 26 Post-Conference Keynote (8:45am-10:45am)
A Strength-based Approach to Treatment of ADHD in Children and Adults Presented by Edward Hallowell, M.D, Ed.D., Child and Adult Psychiatrist, Bestselling Author, Hallowell Center, New York
Description: Dr. Hallowell will present a strength-based approach model to treating ADHD in Children and Adults. He will discuss the human experience of ADHD, the impact of ADHD on the family and the various treatments available, as well as the directions of current research. His goal is to help people master the power of ADHD while avoiding its pitfalls. Whether for children or adolescents, the treatment of ADHD should be comprehensive and include a wide range of possible interventions provided over the long-term. He will provide a comprehensive eight step plan for treating children and adolescents with ADHD and reveal the positive side of ADHD by approaching ADHD as a gift that is often difficult to unwrap. Objectives: After completing this session, participants will be able to • • • •
Outline the process for identification of talents and strengths for treating ADHD. List and describe the five-step plan that promotes talents and strengths: Connect, Play, Practice, Mastery and Recognition. Summarize basic facts and strategies about ADD/ADHD and its successful management. Describe how changes in lifestyle can promote a healthier mental and physical life for ADD/ADHD individuals.
Saturday, January 26 Post-Conference General Session (11:00am-12:30pm) Conduct problems and Aggression in Children and Adolescents with ADHD Presented by Paul J. Frick, Ph.D., University Distinguished Professor, Chair, Department of Psychology, University of New Orleans
Description: Two of the most common concomitant conditions for children and adolescents with ADHD are the presence of significant and impairing levels of conduct problems and severe aggressive behaviors. In fact, the presence of these concomitant problems often predict more problems in adjustment, both in childhood and later in development, than the symptoms of ADHD themselves. The current presentation will outline the various developmental pathways through which children with ADHD may develop severe conduct problems and aggressive behaviors. It will then focus on how these developmental pathways are being reflected in the upcoming revision of the Diagnostic and Statistical Manual for Mental Disorders-5th Edition (DSM-5) published by the American Psychiatric Association and the implications of these pathways for treating children and adolescents with ADHD.
Objectives: After completing this session, participants will be able to • • •
Describe the various developmental pathways through which children with ADHD develop severe conduct problems and aggressive tendencies. Describe the upcoming changes in diagnostic criteria for disorders involving severe conduct problems. Describe the treatment implications for children and adolescents with ADHD associated with the different developmental pathways to conduct problems and aggression.
Saturday, January 26 Post-Conference General Session (1:30pm-3:00pm) Understanding the Neuropharmacology of ADHD Presented by Charles Caley, Pharm.D., Clinical Professor at University of Connecticut, Hartford, CT
Description: The pathophysiology of psychiatric illnesses including ADHD is complex. This presentation will discuss the neurologic systems likely to be involved in ADHD and how the neuropharmacology of the psych stimulants and other ADHD pharmacotherapies help treat the symptoms of this disorder. Additionally, this presentation will address and describe the advances and limitations in clinical pharmacogenomics testing available for ADHD patients.
Objectives: After completing this session, participants will be able to • • •
Discuss the neurologic pathways affected by ADHD. Discuss the pharmacologic similarities and differences between medications commonly used to treat ADHD. Describe the key elements to ADHD treatment outcomes with respect to efficacy and tolerance.
Saturday, January 26 Post-Conference General Session (3:15pm-4:45pm)
Medication Management Presented by John I. Bailey, MD, Center for Attention & Learning, Mobile, AL
Description: After diagnosis, medication is the keystone of ADHD treatment. While there are new drugs and new forms of old drugs, they are limited and are often misunderstood and underutilized. All members of the ADHD treatment team need to have a basic understanding of how these medications work, but it is even more important for us to know how they can be fine-tuned and used for maximum possible benefit. Those who observe ADHD students can help by understanding the concept of all-day, level treatment so they can evaluate it, and those who treat patients need state-of-the-art information to be able to prescribe appropriate medications. This practical lecture should be highly useful for each group.
Objectives: After completing this session, participants will be able to • • • •
Define the spectrum of medications available for ADHD treatment. Describe the subtle differences among these medications. Choose medications most closely aligned with the ADHD patient’s needs based on personality type and environmental setting. Describe how a medication plan which offers an uninterrupted, continuous flow of treatment throughout the day is preferable.
