Product Detail

Certified ADHD Professional (ADHD-CCSP) Intensive Training Course
Online Course
$919.94 USD
$299.99 USD
Product Details
Format:
Online Course
Authors:
DAVID NOWELL, PHD
JENNIFER WILKE-DEATON, MA, LPA
MARGARET M. DAWSON, ED.D., NCSP
CINDY GOLDRICH, M.ED., ACAC
RUSSELL BARKLEY, PH.D.
Publisher:
PESI Inc.
Copyright:
10/16/2018
CE Available:
Yes, See CE credit tab for complete continuing education details
Product Code:
CRS001282
Objectives
[+] [-] 012210 - ODD, ASD, ADHD & Mood Disorders: Over 50 Behavior-Changing Techniques for Children and Adolescents
  1. Utilize effective clinical techniques for working with kids with behavioral issues, high functioning ASD, ADHD and mood disturbance.
  2. Determine how to promote “whole brain” change to improve clinical outcomes in children with verbal processing and auditory learning issues.
  3. Develop tools for daily mindfulness and self-regulation practice to improve child/adolescent level of functioning.
  4. Analyze the diagnostic symptoms of behavioral/emotional disorders in children and adolescents and establish how this informs your choice of intervention strategies.
  5. Dissect how to reduce power struggles & anger through CBT and validation techniques.
  6. Explore clinical manifestations among anxiety disorders, ADHD, mood disorders and ODD as it relates to diagnosis.

[+] [-] 049975 - Changing the ADHD Brain:
  1. Articulate the relationship between the frontal lobe of the brain and ADHD symptomology for the purpose of client psychoeducation.
  2. Determine the impact of movement and exercise on the reduction of ADHD symptoms as it relates to assessment and treatment planning.
  3. Implement treatment interventions for improving impulse control and working memory in clients.
  4. Analyze the influence of diet and nutrition on ADHD symptoms in relation to assessment and treatment planning.
  5. Develop clinical strategies to calm the nervous system of clients diagnosed with ADHD.
  6. Consider the clinical implications of environmental influences on ADHD symptoms in clients.

[+] [-] 051220 - Smart but Scattered Adults:
  1. Outline the key role executive skills play in understanding adults with ADHD.
  2. Compare and contrast assessment tools to determine clients’ profiles of executive skill strengths and weaknesses.
  3. Communicate with clients on the best way to restructure their environment to reduce the impact of weak executive skills.
  4. Build a realistic change plan that enables ADHD clients to improve executive skills in situations and settings they identify as problematic.
  5. Discuss effective strategies ADHD clients can use to cope with executive skill challenges in the workplace, the home and in relationships.
  6. Identify tools to enhance 12 executive skill domains.

[+] [-] 051725 - Executive Function, ADHD and Stress in the Classroom
  1. Implement strategies to increase students’ executive functioning skills during both structured activities and open learning times.
  2. Establish classroom interventions that will improve time management, organizational and study skills for kids diagnosed with ADHD.
  3. Apply simple breathing and mindfulness techniques to reduce students’ stress levels, improve emotional regulation in order to meet classroom expectations.
  4. Adapt traditional behavior modification programs to address non-compliant behavior in kids who have ADHD.
  5. 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.
  6. Implement strategies to improve homework compliance and improve study skills among students.

[+] [-] 052583 - The Two Attention Disorders:
  1. Characterize the specific nature of the inhibition and attention deficits in ADHD
  2. Apply DSM-5 criteria effectively to accurately diagnose ADHD and develop successful treatment interventions
  3. Utilize modifications to DSM-5 criteria to improve diagnostic rigor and identification of Sluggish Cognitive Tempo (SCT)
  4. Discriminate effectively between ADHD and SCT

[+] [-] 052584 - Advances in the Management of ADHD:
  1. Assess and characterize the utility of current FDA approved ADHD management medications for symptom management
  2. Discriminate between effective and unproven adjunctive ADHD interventions and its treatment implications
  3. Articulate the beneficial effects and potential side effects associated with ADHD medications in relation to assessment and treatment planning

Outline
[+] [-] 012210 - ODD, ASD, ADHD & Mood Disorders: Over 50 Behavior-Changing Techniques for Children and Adolescents

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

Proven Treatment Techniques for ODD

  • Environmental support to increase autonomy
  • Self Regulation to decrease arousal states
  • Reverse aggression and inattention caused by technology and video games
  • 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

Proven 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

Proven Treatment Techniques for ADHD

  • Reduce 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

Proven 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


[+] [-] 049975 - Changing the ADHD Brain:
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

[+] [-] 051220 - Smart but Scattered Adults:

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

[+] [-] 051725 - Executive Function, ADHD and Stress in the Classroom
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

[+] [-] 052583 - The Two Attention Disorders:

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

[+] [-] 052584 - Advances in the Management of ADHD:
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

Author

DAVID NOWELL, PHD

David D. Nowell, Ph.D., is a clinical neuropsychologist in private practice in Northborough, Massachusetts. He offers consultations to patients on an inpatient rehabilitation unit and is an adjunct instructor in neuropsychology to graduate students in the Clark University psychology program. He serves as a physician advisor with the University of Massachusetts Medical School Disability Evaluation Service where he was the former clinical director of the Learning Disability Assessment Program. Dr. Nowell writes a popular blog at Psychology Today on motivation and time management, and speaks internationally to clinicians on such topics as executive functioning, non-medication management of ADHD, and applying findings from Positive Psychology.

Speaker Disclosure:

Financial: David Nowell maintains a private practice. He receives a speaking honorarium from PESI, Inc.

Non-financial: David Nowell has no relevant non-financial relationship to disclose.

JENNIFER WILKE-DEATON, MA, LPA

Jennifer Wilke-Deaton, M.A., L.P.A., is a licensed behavioral health therapist working in a private practice setting in Richmond, KY. Jen has more than 20 years of experience working with crisis management, psychological testing, inpatient/outpatient treatment, groups, families, and the court system. A tireless and passionate advocate for children and families, she developed a parent training program recognized by the Governor’s Commission for the Treatment of Children & Families and Kentucky’s Child Protective Services. Jen helped create a regional children’s crisis stabilization unit, children’s advocacy center, and an intensive after-school program for behaviorally-challenged youth. She has published the Creative Parenting Handbook, CD Awareness in Focus: Modern Guided Imagery Techniques for Immediate Practice, Awareness in Focus By Kids For Kids: Modern Guided Imagery Activities for Immediate Practice, and The Mandala Workbook: Activities Across the Lifespan.

In addition to delivering her nationally recognized training programs for PESI and keynote presentations, Jen regularly speaks on mental health issues and child abuse for Morehead State University, Eastern Kentucky University, and National Public Radio; as well as psychological evaluations for the Department of Disability Determinations and the Office of Vocational Rehabilitation. Jennifer consults regularly for private/state foster care organizations, social services, schools, psychiatric hospitals, Head Start programs, in-home therapy programs, disability determinations, and case management services. Her specialties are in the areas of child abuse, PTSD, DBT, behavioral disorders, anxiety, autistic spectrum, and attachment. Jen shares time-tested, real approaches from the trenches, using humor, energy and passion for an engaging and effortless day of practical learning.
Speaker Disclosures:

Financial: Jennifer Wilke-Deaton has an employment relationship with Hundley Psychological Services. She has developed audio products for Media Integrated Applied Psychology, LLC. and receives royalties. She is an author for Premier Publishing and Media and receives royalties. She is a compensated speaker for Morehead State University, Eastern Kentucky University, and National Public Radio. She receives a speaking honorarium for PESI, Inc.

Nonfinancial: Jennifer Wilke-Deaton has no relevant nonfinancial relationship to disclose.

MARGARET M. DAWSON, ED.D., NCSP

Peg Dawson, Ed.D., NCSP, is a school psychologist and for over 20 years has worked at the Center for Learning and Attention Disorders in Portsmouth, New Hampshire, where she specializes in the assessment of children and adults with learning and attention disorders. She is co-author of the best-selling books on executive dysfunction, Executive Skills in Children and Adolescents; 2nd Edition (Guilford, 2010), Smart but Scattered (Guilford, 2009) and Smart But Scattered Teens (Guilford, 2013).

Peg is a past editor of Communiqué, the newsletter of the National Association of School Psychologists, and has published numerous articles and book chapters on a variety of topics, including retention, ability grouping, reading disorders, attention disorders, the sleep problems of adolescents, the use of interviews in the assessment process and homework.

Peg has many years of organizational experience at the state, national and international levels and served in many capacities, including president of the New Hampshire Association of School Psychologists, the National Association of School Psychologists (NASP) and the International School Psychology Association. She has also participated in many of NASP’s leadership initiatives, including the Futures Conference and the development of both the second and third Blueprint for the Training and Practice of School Psychology. She is the 2006 recipient of NASP’s Lifetime Achievement Award. Peg received her doctorate in school/child clinical psychology from the University of Virginia..

Speaker Disclosures:

Financial: Margaret (Peg) Dawson is an author for Guilford Press and receives royalties. She is an author for Amacon publishers and receives royalties. She receives a speaking honorarium from PESI, Inc.

Nonfinancial: Margaret (Peg) Dawson has no relevant nonfinancial relationship to disclose.

CINDY GOLDRICH, M.ED., ACAC

Cindy Goldrich, M.Ed., ACAC, is a mental health counselor, certified ADHD coach and teacher trainer. She is the author of 8 Keys for Parenting Children with ADHD, a book recognized for providing parents, educators, and therapists with a practical, easy-to-read guide for addressing challenging kids. She is the creator of the workshop series Calm and Connected: Parenting Children with ADHD© designed to teach parents and caregivers how to manage and support their children’s unique needs successfully. Through her ADHD Parent Coach Academy, she trains other professionals to become ADHD parent coaches.

Cindy is known to be a passionate, engaging speaker. She conducts training workshops for schools, associations and national conferences addressing how ADHD and executive function deficits impact children and how to help boost behavior and performance in school and at home.

Cindy received her Master’s in Education in Counseling Psychology from Columbia University, Teachers College and her ADHD coach certification from the Institute for the Advancement of AD/HD Coaching. She is a certified mentor for Think: Kids, formally The Collaborative Problem Solving (CPS) Institute, dedicated to understanding and helping challenging children and adolescents. She is the co-founder and president of the Long Island Professionals ADHD Consortium and is on the executive board of NASSAU CHADD.

Speaker Disclosures:

Financial: Cindy Goldrich maintains a private practice. She receives a speaking honorarium from PESI, Inc.

Non-financial: Cindy Goldrich is a contributing author to The ADHD Awareness Book Project: 365 Ways to Succeed with ADHD. She is the Co-Founder of the Long Island ADHD Professional Consortium.

RUSSELL BARKLEY, PH.D.

Russell A. Barkley, Ph.D., is a Clinical Professor of Psychiatry at the Virginia Treatment Center for Children and Virginia Commonwealth University Medical Center, Richmond, VA. He is a Diplomate (board certified) in three specialties, Clinical Psychology (ABPP), Clinical Child and Adolescent Psychology, and Clinical Neuropsychology (ABCN, ABPP). Dr. Barkley is a clinical scientist, educator, and practitioner who has published 23 books, rating scales, and clinical manuals numbering 41 editions. He has also published more than 270 scientific articles and book chapters related to the nature, assessment, and treatment of ADHD and related disorders.

He is the founder and editor of the bimonthly clinical newsletter, The ADHD Report, now in its 25th year of publication. Dr. Barkley has presented more than 800 invited addresses internationally and appeared on nationally televised programs such as 60 Minutes, the Today Show, Good Morning America, CBS Sunday Morning, CNN, and many other programs on behalf of those with ADHD. He has received awards from the American Psychological Association, American Academy of Pediatrics, American Board of Professional Psychology, Association for the Advancement of Applied and Preventive Psychology, American Professional Society for ADHD and Related Disorders, New England Educational Institute, the Wisconsin Psychological Association, and Children and Adults with ADHD (CHADD) for his career accomplishments, contributions to research in ADHD, to clinical practice, and for the dissemination of science. His websites are www.russellbarkley.org and www.ADHDLectures.com.
Speaker Disclosures:

Financial: Dr. Russell Barkley is employed by the Medical University of South Carolina. He is on the speaker’s bureau for Eli Lilly and receives compensation. He has an advisory board relationship with Theravance and receives compensation. He is an author for Guilford Press and receives royalties. He is an author for Jones and Bartlett Publishers and receives royalties. He is a speaker for J&K Seminar and receives royalties. He is a speaker for PsychContinuingEd.com and receives royalties. He is a speaker for ContinuingEdCourse.com and receives royalties. He is a speaker who receives an honorarium for PESI, Inc.

Nonfinancial: Dr. Russell Barkley has no relevant nonfinancial relationship to disclose.
Continuing Education Credits Awarded for Completion of Entire Package
[+] [-] Combined Continuing Education Credit From All Components
Breakdown of Continuing Education Credits by Components
[+] [-] 012210 - ODD, ASD, ADHD & Mood Disorders: Over 50 Behavior-Changing Techniques for Children and Adolescents
[+] [-] 049975 - Changing the ADHD Brain:
[+] [-] 051220 - Smart but Scattered Adults:
[+] [-] 051725 - Executive Function, ADHD and Stress in the Classroom
[+] [-] 052583 - The Two Attention Disorders:
[+] [-] 052584 - Advances in the Management of ADHD:
Audience
Psychologists, Counselors, Social Workers, Case Managers, Marriage & Family Therapists, Nurses, Teachers/Educators, Speech-Language Pathologists, Occupational Therapists & Occupational Therapy Assistants and other Mental Health Professionals,
    ,
  • 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
  • ,
,
  • Marriage And Family Therapists