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4-Part Series: Intervention Options for ADHD - John Taylor

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£25.00£90.00

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On Demand

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Buy the whole series or choose which one hour, pre-recorded module suits your requirements!

CPD/CE credits

4
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Instant Access!

Buy the whole series or just choose which one hour, pre-recorded module suits your requirements!

CPD / CE / NBCC Hours: 1 for every module

 

Despite thousands of journal articles about ADHD diagnosis, prognosis, and treatment over the last 60 years, there is still great controversy about exactly how best to help parents, the affected children and teens, and those who continue to have symptoms throughout adulthood. This series of four fast-paced webinars portrays most of the leading approaches that have been credibly successful at reducing or eliminating ADHD symptoms among all age groups, from toddlerhood through adulthood. Prescribed medication leads the list and is the most popular type of intervention attempted worldwide. It too has its limitations and is not without its own controversies, from within as well as outside of the medical community.

Scientific evidence over the years has validated four broad categories of effective intervention, reported to various degrees in scientific, mental health, educational, occupational therapy, speach/language/hearing and medical journals. Of course ADHD almost always is part of a multi-faceted pattern of deficits within the individual and seldom stands as the only dysfunction worthy of professional attention. Physiological interventions are the only intervention category of the four that must be included in any serious attempt to ameliorated this condition. The other three apply to most, but not all, individuals with ADHD and are especially useful in addressing the wide array of comorbid conditions that typically contribute to the symptom picture. Likewise, the four valid intervention categories are best applied in connection with each other, so that the individual receives multiple simultaneous interventions from among the four broad intervention categories.

This series presents an authoritative, panoramic and inclusive introduction to the various (1) physiological, (2) psych-social, (3) academic and (4) sensory-motor interventions that have been shown to be helpful in working with these individuals and their families. It is designed to equip you with a wealth of valid approaches that potentiate each other and can be combined for a powerful multidimensional approach you can adapt to just about any individual with ADHD, regardless of the unique array of comorbid conditions the individual presents.

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TRAINING information

Despite thousands of journal articles about ADHD diagnosis, prognosis, and treatment over the last 60 years, there is still great controversy about exactly how best to help parents, the affected children and teens, and those who continue to have symptoms throughout adulthood. This series of four fast-paced webinars portrays most of the leading approaches that have been credibly successful at reducing or eliminating ADHD symptoms among all age groups, from toddlerhood through adulthood. Prescribed medication leads the list and is the most popular type of intervention attempted worldwide. It too has its limitations and is not without its own controversies, from within as well as outside of the medical community.

Scientific evidence over the years has validated four broad categories of effective intervention, reported to various degrees in scientific, mental health, educational, occupational therapy, speach/language/hearing and medical journals. Of course ADHD almost always is part of a multi-faceted pattern of deficits within the individual and seldom stands as the only dysfunction worthy of professional attention. Physiological interventions are the only intervention category of the four that must be included in any serious attempt to ameliorated this condition. The other three apply to most, but not all, individuals with ADHD and are especially useful in addressing the wide array of comorbid conditions that typically contribute to the symptom picture. Likewise, the four valid intervention categories are best applied in connection with each other, so that the individual receives multiple simultaneous interventions from among the four broad intervention categories.

This series presents an authoritative, panoramic and inclusive introduction to the various (1) physiological, (2) psych-social, (3) academic and (4) sensory-motor interventions that have been shown to be helpful in working with these individuals and their families. It is designed to equip you with a wealth of valid approaches that potentiate each other and can be combined for a powerful multidimensional approach you can adapt to just about any individual with ADHD, regardless of the unique array of comorbid conditions the individual presents.

Module 1

Module One: Physiological interventions for ADHD

This webinar provides an overview of various valid interventions that enhance or normalize the most commonly impaired body functions found among individuals who have ADHD. Whereas addressing brain physiology with prescribed medications is the most popular mode of physiologial intervention, other organs and systems besides the brain often show impaired functioning and exacerbate the symptom picture. Some ADHD symptoms can be controlled, reduced, or eliminated by addressing those facets of body chemistry and functioning. And the brain itself can be addressed through safe, reliable non-medication strategies.

Learning Objectives:

After participating in this webinar, you will be able to:

1. Cite the five most commonly impaired organs and body systems among those with ADHD
2. Describe indications of malfunctioning for each of those organs and systems.
3. Describe at least two interventions to enhance the functioning of the digestive system.
4. List at least four categories of toxins that, when exposure is scientifically reduced or eliminated, will often help decrease symptoms.
5. Depict at least three effective guidelines for sleep duration and reducing sleep latency.
6. List at least four effective guidelines for exercise for individuals with ADHD.

Module 2

Module Two: Sensory-motor Interventions for ADHD

This webinar provides an overview of commonly occurring sensory processing impairments (SPIs) among individuals who have ADHD, along with the seven major avenues of intervention to alleviate these deficits. Numerous body parts display impaired coordination of involved muscle groups, acute hypersensitivity, or suppressed response to sensory stimulation, sometimes seen as obsessions, compulsions, obliviousness, touch defensiveness, and weak attention focus. They are all caused by the brain’s abnormal muting or magnifying of its response to sensory inputs. Much of the classroom disruption created by students who have ADHD is the result of these sensory processing impairments. Some ADHD symptoms can be controlled, reduced, or eliminated by addressing these sensory-motor components, regardless of any other interventions occurring at the time.  Primarily through the seven avenues of intervention, SPIs are often addressed as a professional service by occupational therapists, physical therapists, speech/language/hearing practitioners, and to a lesser extent, mental health professionals.

Learning Objectives:

After participating in this webinar, you will be able to:

1. Cite at least three action steps for responding to a child who is in sensory overload.
2. Describe at least three distinctive indicators of sensory overload.
3. Describe at least three methods to divert sensory seeking.
4. List at least three shortcomings of using distraction as an intervention for sensory seeking
5. Depict at least three “Go” steps when directing muscle movement or position.
6. List at least three de-stress steps to lessen sensory avoidance.

Module 3

Module 3: Psycho-social Interventions for ADHD

This fascinating webinar provides an overview of common struggles in the areas of social skills and interpersonal relationships faced by individuals who have ADHD, along with several avenues of intervention to alleviate those struggles. Dr. Taylor shows you how to gain rapport with parents, along with specific parenting approaches that are crucial for preventing the devastating self-control and interpersonal problems generated by children and teens with ADHD. Many hyperactive children alienate their peers, siblings and classmates by the time they have completed elementary school. Their most common complaint is that they don’t have enough friends.

This webinar presents you with dozens of helpful suggestions and insights for recognizing ADHD, including talent areas and tip-offs to hyperactivity. For parents, how to gain rapport, errors to help them avoid, helping the child experience healthy power and self-confidence, and refining parents leadership and discipline strategies. For the child and teen, Dr. Taylor shows how to help manage anger, resist temptations, improve friendship skills, sharpen decision-making, and become more organized for school and work. For the adult with ADHD, he portrays the six biggest risks they will face, how to eliminate pockets of chaos and improve day-to-day functioning, and how to help them cope more effectively with stress.

Learning Objectives:

After participating in this webinar, you will be able to:

1. Cite at least three action steps for gaining rapport with parents.
2. Describe at least three patterns of maladaptive parenting likely to occur among these parents.
3. Describe at least six hyperactivity indicators from early childhood.
4. List at least three methods for improving anger control in children with ADHD.
5. Depict at least six methods to sharpen organization and time management.
6. Describe at least four potentially devastating adjustment risks for adults with ADHD.

Module 4

Module 4: Academic Interventions for ADHD

This webinar provides an overview of common educational and classroom behavior challenges experienced by children and teens with ADHD, along with high-powered interventions to alleviate those challenges. Four out of five children with ADHD require modified classroom procedures in order to function well at school. A high percentage of students with ADHD also have learning disabilities, and the average hyperactive student usurps about 15% of the teacher’s total time and energy during a typical school day. Taking class notes is often a disaster for them. This webinar provides keys for stopping this huge energy depletion from teachers and opening the way for proficiency with homework and tests as well as attentive cooperation in class. Schools that fail to provide reasonable modifications as portrayed in this webinar seldom find students with ADHD to be productive and successful.

Dr. Taylor gives you practical strategies for use at home as well as in the classroom. You will learn how to help these students with daily as well as long-term assignments, sharpen their study methods for tests, and keep them motivated, alert and focused. He shows you specialized methods attuned to the cognitive characteristics unique to ADHD to help them take class notes, memorize information for tests, and study more efficiently at home.

Learning Objectives:

After participating in this webinar, you will be able to:

1. Describe the best lighting and location for students with ADHD to do homework.
2. Describe the organized notebook ideal for students with ADHD.
3. Use the calendar method to help these students with long-term assignments.
4. Explain the teacher’s ideal role when the student receives pharmaceutical treatment for ADHD.
5. List at least four methods for resolving squirming and fidgeting by the student in class.
6. Describe at least four components of the ideal method to improve the student’s ability to take class notes.

About John

During his over 45-year career as a clinical family psychologist, John F. Taylor, Ph.D. has treated over 1600 children, adolescents and adults with ADHD and overlapping conditions. The father of four children with these symptoms, he has produced over 40 major works in this field, including landmark publications such as Helping Your ADD Child, From Defiance to Cooperation, and Nutrition & Neurochemistry: The ADD Link. He was selected to write the definitive article on ADHD for the Encyclopedia Americana and was among the first to advocate a multidimensional approach combining academic, psycho-social, physiological and sensory-motor interventions.

A popular consultant and trainer for school districts, he has produced major resources on each, including The ADHD Student At School (academic), Improving Social Skills (psycho-social), Dietary & Nutritional Treatment of ADHD (physiological), and Learn to Have Fun With Your Senses (sensory-motor). He is the author and developer of two ADHD clinical forms, the Hyperactivity Screening Checklist and the Medication Effectiveness Report. He earned his MA and PhD degrees in Psychology at Kent State University and has taught in three institutions of higher learning. His website is Parentology.guide.

CPD/CE

CPD/CE/NBCC credits: 1 for each module

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4-Part Series: Intervention Options for ADHD - John Taylor

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