This document provides an overview of a presentation on helping students with learning challenges. It discusses:
1. Common mistakes families make like becoming exhausted repeating the same frustration patterns, falling for false successes from short-term supports, and relying on brute force to manage homework.
2. Better options like creating a long-term growth plan that takes a whole child approach focusing on the mind, brain, health, and education to build strengths rather than just targeting symptoms.
3. Why traditional options like medication management, 504 plans, and accommodations that provide only short-term relief are not sufficient for long-term success and can have negative side effects if relied on long-term. A growth plan is presented as a
ADHD is a neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity. It is one of the most common childhood disorders. There are three main subtypes - combined, predominantly inattentive, and predominantly hyperactive/impulsive. Evidence-based treatments include pharmacological interventions like stimulants and non-stimulants as well as behavioral therapies targeting things like parenting skills, classroom management, and social skills training. Exercise and physical activity are also important non-pharmacological interventions for managing ADHD symptoms. Consistency, routines, organization, and a structured environment are key to supporting children with ADHD.
Parents Brain Training webinar may 16 2014tbaker17
This document provides information about two case studies of students named Wendy and Abby. Wendy was diagnosed with ADHD at a young age and was prescribed medication. Her mother fought for accommodations but Wendy struggled in college and was unable to pursue her dream of becoming a teacher. Abby was having attention issues in school but her mother pursued brain training and other non-medication options first before considering medication. Abby found success in high school and pursued her passion for theater. The document discusses the different approaches taken by the families and lessons that can be learned from each case.
The document describes a mobile application called Happy Kids that aims to help identify and improve behavioral issues in Sri Lankan children. It focuses on four common disorders: ADHD, learning disabilities, autism, and anxiety/depression. The app provides questionnaires, activities and games for children and parents. It uses the results to diagnose the child's condition and recommend suitable therapies to track their progress over time. The researchers found the app could accurately identify symptoms in 70% of cases compared to standard questionnaires. It aims to better support relationships between the child, family, doctors and teachers to help the child's mental health.
Brain training webinar for parents - elementary aged ADHD girlstbaker17
This document provides an overview of a presentation on supporting students struggling with attention and learning. It discusses three brain facts: brains love patterns, connect in layers and webs, and there is a distinction between knowledge and cognitive skills. It identifies three barriers to growth: school emphasis on testing, home homework struggles, and self-imposed barriers. It notes that medical, accommodation, and homework-focused treatments are incomplete. The presentation recommends three free upgrades: investing in relationships over test scores, building strengths over fixing mistakes, and cultivating a growth mindset. Three obstacles are the lack of understanding of brain science, limited evidence-based support availability, and difficulty of change. Three action steps are provided: building a strength-based support network
We introduce the basics of adult ADHD and how it can be treated effectively with an online program based on the principles of Cognitive Behavioral Therapy.
The document discusses neuroplasticity and its potential role in treating ADHD as an alternative to medications like Ritalin. It notes that while Ritalin is commonly prescribed, the long term effects are uncertain and it may negatively impact children's lives. The document proposes exploring executive functions and how they can be developed through neuroplasticity in order to find an alternative treatment method for ADHD.
ADHD is a common childhood disorder characterized by inattention, hyperactivity, and impulsivity. While it was once thought to be outgrown, research now shows ADHD often persists into adulthood. Brain imaging reveals delayed development in the prefrontal cortex of individuals with ADHD. Treatments include stimulant medications and behavioral therapies, with the goal of managing symptoms and improving functioning over the lifespan. Ongoing research explores new treatment options and seeks to better understand the causes and lifelong impacts of ADHD.
ADHD is a neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity. It is one of the most common childhood disorders. There are three main subtypes - combined, predominantly inattentive, and predominantly hyperactive/impulsive. Evidence-based treatments include pharmacological interventions like stimulants and non-stimulants as well as behavioral therapies targeting things like parenting skills, classroom management, and social skills training. Exercise and physical activity are also important non-pharmacological interventions for managing ADHD symptoms. Consistency, routines, organization, and a structured environment are key to supporting children with ADHD.
Parents Brain Training webinar may 16 2014tbaker17
This document provides information about two case studies of students named Wendy and Abby. Wendy was diagnosed with ADHD at a young age and was prescribed medication. Her mother fought for accommodations but Wendy struggled in college and was unable to pursue her dream of becoming a teacher. Abby was having attention issues in school but her mother pursued brain training and other non-medication options first before considering medication. Abby found success in high school and pursued her passion for theater. The document discusses the different approaches taken by the families and lessons that can be learned from each case.
The document describes a mobile application called Happy Kids that aims to help identify and improve behavioral issues in Sri Lankan children. It focuses on four common disorders: ADHD, learning disabilities, autism, and anxiety/depression. The app provides questionnaires, activities and games for children and parents. It uses the results to diagnose the child's condition and recommend suitable therapies to track their progress over time. The researchers found the app could accurately identify symptoms in 70% of cases compared to standard questionnaires. It aims to better support relationships between the child, family, doctors and teachers to help the child's mental health.
Brain training webinar for parents - elementary aged ADHD girlstbaker17
This document provides an overview of a presentation on supporting students struggling with attention and learning. It discusses three brain facts: brains love patterns, connect in layers and webs, and there is a distinction between knowledge and cognitive skills. It identifies three barriers to growth: school emphasis on testing, home homework struggles, and self-imposed barriers. It notes that medical, accommodation, and homework-focused treatments are incomplete. The presentation recommends three free upgrades: investing in relationships over test scores, building strengths over fixing mistakes, and cultivating a growth mindset. Three obstacles are the lack of understanding of brain science, limited evidence-based support availability, and difficulty of change. Three action steps are provided: building a strength-based support network
We introduce the basics of adult ADHD and how it can be treated effectively with an online program based on the principles of Cognitive Behavioral Therapy.
The document discusses neuroplasticity and its potential role in treating ADHD as an alternative to medications like Ritalin. It notes that while Ritalin is commonly prescribed, the long term effects are uncertain and it may negatively impact children's lives. The document proposes exploring executive functions and how they can be developed through neuroplasticity in order to find an alternative treatment method for ADHD.
ADHD is a common childhood disorder characterized by inattention, hyperactivity, and impulsivity. While it was once thought to be outgrown, research now shows ADHD often persists into adulthood. Brain imaging reveals delayed development in the prefrontal cortex of individuals with ADHD. Treatments include stimulant medications and behavioral therapies, with the goal of managing symptoms and improving functioning over the lifespan. Ongoing research explores new treatment options and seeks to better understand the causes and lifelong impacts of ADHD.
ADHD is the most common neurobehavioral disorder in children characterized by inattention, hyperactivity, and impulsivity. It has no single cause but is linked to genetic and environmental factors like prenatal smoking. Treatment involves medication like stimulants which are effective for 75-90% of children, as well as behavioral therapies and lifestyle changes. A multimodal approach combining medication, parent/teacher training, and lifestyle modifications provides the most effective long-term management of ADHD symptoms.
The document is a survey report on Attention Deficit Hyperactive Disorder (ADHD) conducted among students at Taylor's University Lakeside Campus. It includes an introduction outlining the survey purpose and methodology, objectives of evaluating ADHD awareness between male and female students, and a methodology section describing participant selection and data collection. Tabulated data is analyzed through bar charts and percentages to compare response rates between genders on 15 multiple choice ADHD questions. Overall the report aims to apply statistical skills to analyze ADHD understanding levels between male and female students.
The Effect of a Brain Training Game on ADD7 FINALJasmine Jensen
The document summarizes research on using brain training games to help improve attention symptoms for those with ADD/ADHD. It discusses how brain training games have been found to increase cognitive performance in the specific tasks trained but not generalize to overall cognitive ability. The study described in the document had subjects with ADD/ADHD do a brain training regimen and their pre and post attention scores on the Stroop test were compared, finding no significant results but marginal significance indicating more subjects may find higher significance. Limitations and possibilities for future research are also discussed.
This study examined the associations between parental anxiety/depression and adolescent anxiety/depression, and whether adolescent self-esteem and physical activity moderate or mediate these associations. The study used data from over 5,700 Norwegian adolescents and their parents, collected over 10 years. Structural equation modeling found that parental anxiety/depression predicted adolescent anxiety/depression, and these associations were mediated by current parental symptoms and adolescent self-esteem. Physical activity moderated the association between maternal anxiety/depression and adolescent symptoms. Overall, the findings suggest familial aggregation of anxiety/depression over 10 years and that adolescent self-esteem and physical activity may influence this transmission.
Students Anxiety and Dilemma Causes and Prevention Survey ResearchZarjis Bin Zakir
This is my survey research presentation on Students Anxiety and Dilemma Causes and Prevention in North South University. This presentation contains deep information about Students Anxiety and Dilemma Causes and how to overcome it.I hope this research work would be helpful to many people.
This case study examines Wendy G, a 23-year-old senior studying special education. She has a history of ADHD, anxiety, childhood illnesses, and bullying. Testing shows her cognitive abilities are average, with high verbal skills and low processing speed. Her academic achievement is average except for superior writing skills and low oral language skills. While she does not meet criteria for a specific learning disorder, she experiences impairments in attention, perceptual abilities, and processing speed that affect her learning. She is diagnosed with a learning disorder not otherwise specified and is recommended to continue accommodations and consider medication to address her attentional difficulties.
This document discusses Attention Deficit Hyperactivity Disorder (ADHD) and the brain. It explains that ADHD is caused by issues with inattention, hyperactivity, and impulsivity that begin in childhood. Genetics play a large role, as approximately one-third of parents with ADHD have a child with the disorder. The brain structures affected include the prefrontal cortex, striatum, basal ganglia, and cerebellum, which relate to behavioral regulation, movement, and thought processes. ADHD is linked to abnormal dopamine functioning and regulation. Stimulant medications are effective for ADHD because they increase dopamine levels in the brain, especially the frontal lobe where dopamine receptors are located.
Bright IDEAS : Reducing emotional distress in mothers of Children recently diagnosed with cancer
Présentation de O.J. Sahler au colloque "Recherche interventionnelle contre le cancer : Réunir chercheurs, décideurs et acteurs de terrain » - 17 et 18 novembre 2014, BnF, Paris
The document summarizes a presentation about a study on the effects of mindfulness on math problem-solving. The study taught 8th grade students mindfulness techniques over 8 weeks using the MindUp curriculum. It found that students showed reduced math anxiety and off-task behavior, and below-grade-level students improved their scores on math assessments after learning mindfulness skills. The presentation concluded that mindfulness helps students reduce stress and anxiety, allowing them to focus better and extend their problem-solving abilities.
Matthew Wukasch and Kevin McGrew, presenting clinical uses of Interactive Metronome.
This session took place at the 2013 SharpBrains Virtual Summit: http://sharpbrains.com/summit-2013/agenda/
Interactive Metronome is a treatment that aims to improve timing, accuracy and motor skills. It was originally developed for musicians but is now used to help those with developmental delays, ADHD, brain injuries and more. Several studies found IM improved motor skills, attention, behavior and academics for conditions like ADHD, sensory processing disorders and more. Case studies describe individuals who showed benefits like improved concentration, coordination and independence after IM training.
This document provides an integrated communications strategy proposal from Canopy House for Brain Balance Achievement Centers. The proposal includes a situation analysis, strategic research on the competition and key challenges, creative campaign concepts including print, radio, television, and digital tactics, and a social media strategy. The overall goal is to raise awareness of Brain Balance and increase enrollment by focusing on public relations, introducing a Brain Balance App for at-home investment, and refocusing media to better target parents of children with learning and behavioral disorders.
A child’s body and mind are still developing, so his physical and emotional reactions are different from adults. The professionals at East Tennessee Children's Hospital's Developmental-Behavioral Center are trained to examine and treat children in ways that will help children relax and feel comfortable in order to achieve the most accurate diagnosis and the greatest results from treatment designed just for them.
Social Media and ADHD – Turning Distractions Into DirectionsGrant Crowell
Attention Deficit Hyperactivity Disorder (ADHD/ADD.) In today’s hyper-connected internet and Social age, many of us are showing increasing symptoms of “Virtual ADD:” easily distracted, expected to multi-task more than ever before, and experiencing greater difficulty to focus long-term and prioritize. Without having the important social cues we have to work with from being in person with each other, oftentimes our online networking and relationships create big mis-communications, social fax paus, and unintentional impressions of being inconsiderate to other people’s feelings.
Compounding on the problem, both academics and behavioral psychologists that specialize in emotional intelligence, along with ADD psychologists and coaches, lack the serious expertise and personal experience needed to cover the effects of social media on people dealing from ADD: both “virtual” and genetic.
ADD is not a deficiency in a person. Honed right, it can be an incredibly special gift. But today’s understanding of how social media affects ADD, and vice versa, has huge gaps in research.
What we need today is a new type of learning: education and training from professionals with technical and communications know-how in Facebook, LinkedIn, Twitter, YouTube, OkCupid, and many more of the online communities we spend out time in building relationships, both personal and professional. They understand people in the organic sense and the virtual sense, and understand how we are evolving like technology, and how to bring us back down to earth and make us mindful of social context, and of each other, for personal happiness and professional success. These are the new “Social Stylists.”
Learn from this presentation:
• The connection between Social Media and ADD/ADHD, and vice versa.
• How professionals in social media and other Internet communications can master “Virtual ADD” and still stay focused, organized, and effective with their responsibilities, both professional and personal.
• Social Media, and other jobs and responsibilities perfect for ADD/ADHD people.
• Tools and tips for how to manage ADD/ADHD for a happy and successful, per-fessional life.
• How to use distractions to your creative advantage, and how to set realistic systems in place for shutting them off. (Including constantly checking email and one’s social media walls.)
• How to learn the hard-to-find social cues in digital media, and make more thoughtful communications that lead to less misunderstandings, and better relationships.
• Stories from successful per-fessionals who mastered their own ADHD.
Adhdrichiecasepresentation 110602214025-phpapp01Alana T. Kristen
Richie, a 7-year-old male, was referred for a neuropsychological assessment for possible ADHD. Testing found strengths in verbal abilities but weaknesses in processing speed and working memory consistent with inattention. Rating scales completed by Richie's mother found symptoms in the 99th percentile. A treatment plan was developed using a multimodal approach including medication, behavioral management training for parents, and cognitive rehabilitation exercises. Close monitoring of the family's ability to implement interventions was also advised to maximize outcomes.
Adhdrichiecasepresentation 110602214025-phpapp01Alana T. Kristen
Richie, a 7-year-old boy, was referred for a neuropsychological assessment for possible ADHD. Testing found that while his general intellectual functioning was in the average to high average range, he showed weaknesses in attention, processing speed, and working memory consistent with ADHD. Rating scales completed by his mother also indicated significant inattentive and hyperactive behaviors meeting criteria for the combined presentation of ADHD. The treatment plan developed involved medication with methylphenidate, behavioral management training for parents and teachers, and cognitive rehabilitation therapy to target Richie's weaknesses and manage his ADHD symptoms. Close monitoring was recommended to evaluate the effectiveness of the multi-pronged intervention approach.
Michigan Model K 6 New Teacher One Day Training 08 09Wendy Sellers
Participants of the March 10 and March 11 trainings requested some of the information included in this PowerPoint, particularly the lists of effective versus ineffective drug prevention strategies.
Case Management and Outcomes for Neglected Children: A 5 year follow up studyBASPCAN
This document summarizes a study examining case management and outcomes for 138 neglected children over 5 years. It finds that outcomes were often unstable, with 65% of returns to parents ending within 5 years and 48% of children being re-abused. Younger age at return, proactive case management, and placement in a changed household predicted stability. Barriers like late intervention, failure to address parental issues, and over-identification with parents hindered effectiveness. The conclusion calls for earlier intervention and addressing barriers to improve management of neglected children's cases.
Due Facilitating group to post by Day 1; all other AlyciaGold776
Due: Facilitating group to post by
Day 1; all other students post to discussion prompt by
Day 3 and one other peer initial discussion prompt post by
Day 6
Initial Post: Created by Facilitating Group ( I am not in the facilitating group)
This is a student-led discussion.
· The facilitating group should choose one member from their group who will be responsible for the initial post.
· On
Day 1 of this week, the chosen group member will create an initial post that is to include the group's discussion prompts, resources, and the instructions for what your classmates are to do with the resources.
· During this week, each member of your group is to participate in the facilitation of the discussion. This means making certain that everyone is engaged, questions from students are being answered, and the discussion is expanding.
· It is the expectation that the facilitating group will address all initial peer response posts by Day 7.
Reply Posts: Non-Facilitating Students
· If you are not a member of the facilitating group, you are to post a discussion prompt response according to the facilitating group's instructions by
Day 3. Your reply posts should include substantive reflection directed to the presenters.
· You are also expected to respond to at least two other peer's initial discussion prompt posts.
Group Facilitated Discussion Plan: Attention Deficit Hyperactivity Disorder
Yanisleidy Mondeja and Laura Richard
NU664C Family Mental Health I
Attention Deficit Hyperactivity Disorder
This post entails an alliance of ideas and research blended to inspire a lively discussion entailing Attention Deficit Hyperactivity Disorder (ADHD) among children and adolescents. ADHD is one of the most common mental disorders affecting children and adolescents. Thomas et al. (2015) affirm that it is a common neurobehavioral disorder, with approximately 11% of children aged 4 to 17years being diagnosed in the United States alone. The presence of geographical differences affects the rate of diagnosis and treatment in which prevalence has increased over time. Considering the fifth edition of DSM-V, for an individual to be diagnosed with ADHD, one must meet six out of nine possible inattentive symptoms such as failing to give close attention to details or being easily distracted. This is alongside the six out of nine possible hyperactivity or impulsivity symptoms such as being on the ego or difficulty for an individual to wait for his turn. Moreover, symptoms need to be present for at least six months, occur in two different settings, be present before 12 years of age, and not be better explained by another disorder (Painter & Scannapieco, 2021).
Attention Deficit-Hyperactivity Disorder has three presentations: predominantly hyperactive/impulsive, predominantly inattentive, and a combination of the two based on how many symptoms in each diagnostic category a person meets. ...
1) The document discusses the management of ADHD in preschoolers, school-aged children, and adolescents. It covers prevalence, assessment, comorbidities, pharmacological and non-pharmacological treatment options.
2) Case vignettes are presented on a preschooler with hyperactivity, a school-aged child with inattention and arguing, and an adolescent no longer willing to take medication. Treatment recommendations include behavioral interventions and medication depending on the case.
3) Recent updates include evidence that stimulant medications effectively reduce ADHD symptoms with minimal risks over 6 months. Non-pharmacological interventions like parent training may also help reduce symptoms but evidence is limited. Combining medication and behavioral therapies is often
ADHD is the most common neurobehavioral disorder in children characterized by inattention, hyperactivity, and impulsivity. It has no single cause but is linked to genetic and environmental factors like prenatal smoking. Treatment involves medication like stimulants which are effective for 75-90% of children, as well as behavioral therapies and lifestyle changes. A multimodal approach combining medication, parent/teacher training, and lifestyle modifications provides the most effective long-term management of ADHD symptoms.
The document is a survey report on Attention Deficit Hyperactive Disorder (ADHD) conducted among students at Taylor's University Lakeside Campus. It includes an introduction outlining the survey purpose and methodology, objectives of evaluating ADHD awareness between male and female students, and a methodology section describing participant selection and data collection. Tabulated data is analyzed through bar charts and percentages to compare response rates between genders on 15 multiple choice ADHD questions. Overall the report aims to apply statistical skills to analyze ADHD understanding levels between male and female students.
The Effect of a Brain Training Game on ADD7 FINALJasmine Jensen
The document summarizes research on using brain training games to help improve attention symptoms for those with ADD/ADHD. It discusses how brain training games have been found to increase cognitive performance in the specific tasks trained but not generalize to overall cognitive ability. The study described in the document had subjects with ADD/ADHD do a brain training regimen and their pre and post attention scores on the Stroop test were compared, finding no significant results but marginal significance indicating more subjects may find higher significance. Limitations and possibilities for future research are also discussed.
This study examined the associations between parental anxiety/depression and adolescent anxiety/depression, and whether adolescent self-esteem and physical activity moderate or mediate these associations. The study used data from over 5,700 Norwegian adolescents and their parents, collected over 10 years. Structural equation modeling found that parental anxiety/depression predicted adolescent anxiety/depression, and these associations were mediated by current parental symptoms and adolescent self-esteem. Physical activity moderated the association between maternal anxiety/depression and adolescent symptoms. Overall, the findings suggest familial aggregation of anxiety/depression over 10 years and that adolescent self-esteem and physical activity may influence this transmission.
Students Anxiety and Dilemma Causes and Prevention Survey ResearchZarjis Bin Zakir
This is my survey research presentation on Students Anxiety and Dilemma Causes and Prevention in North South University. This presentation contains deep information about Students Anxiety and Dilemma Causes and how to overcome it.I hope this research work would be helpful to many people.
This case study examines Wendy G, a 23-year-old senior studying special education. She has a history of ADHD, anxiety, childhood illnesses, and bullying. Testing shows her cognitive abilities are average, with high verbal skills and low processing speed. Her academic achievement is average except for superior writing skills and low oral language skills. While she does not meet criteria for a specific learning disorder, she experiences impairments in attention, perceptual abilities, and processing speed that affect her learning. She is diagnosed with a learning disorder not otherwise specified and is recommended to continue accommodations and consider medication to address her attentional difficulties.
This document discusses Attention Deficit Hyperactivity Disorder (ADHD) and the brain. It explains that ADHD is caused by issues with inattention, hyperactivity, and impulsivity that begin in childhood. Genetics play a large role, as approximately one-third of parents with ADHD have a child with the disorder. The brain structures affected include the prefrontal cortex, striatum, basal ganglia, and cerebellum, which relate to behavioral regulation, movement, and thought processes. ADHD is linked to abnormal dopamine functioning and regulation. Stimulant medications are effective for ADHD because they increase dopamine levels in the brain, especially the frontal lobe where dopamine receptors are located.
Bright IDEAS : Reducing emotional distress in mothers of Children recently diagnosed with cancer
Présentation de O.J. Sahler au colloque "Recherche interventionnelle contre le cancer : Réunir chercheurs, décideurs et acteurs de terrain » - 17 et 18 novembre 2014, BnF, Paris
The document summarizes a presentation about a study on the effects of mindfulness on math problem-solving. The study taught 8th grade students mindfulness techniques over 8 weeks using the MindUp curriculum. It found that students showed reduced math anxiety and off-task behavior, and below-grade-level students improved their scores on math assessments after learning mindfulness skills. The presentation concluded that mindfulness helps students reduce stress and anxiety, allowing them to focus better and extend their problem-solving abilities.
Matthew Wukasch and Kevin McGrew, presenting clinical uses of Interactive Metronome.
This session took place at the 2013 SharpBrains Virtual Summit: http://sharpbrains.com/summit-2013/agenda/
Interactive Metronome is a treatment that aims to improve timing, accuracy and motor skills. It was originally developed for musicians but is now used to help those with developmental delays, ADHD, brain injuries and more. Several studies found IM improved motor skills, attention, behavior and academics for conditions like ADHD, sensory processing disorders and more. Case studies describe individuals who showed benefits like improved concentration, coordination and independence after IM training.
This document provides an integrated communications strategy proposal from Canopy House for Brain Balance Achievement Centers. The proposal includes a situation analysis, strategic research on the competition and key challenges, creative campaign concepts including print, radio, television, and digital tactics, and a social media strategy. The overall goal is to raise awareness of Brain Balance and increase enrollment by focusing on public relations, introducing a Brain Balance App for at-home investment, and refocusing media to better target parents of children with learning and behavioral disorders.
A child’s body and mind are still developing, so his physical and emotional reactions are different from adults. The professionals at East Tennessee Children's Hospital's Developmental-Behavioral Center are trained to examine and treat children in ways that will help children relax and feel comfortable in order to achieve the most accurate diagnosis and the greatest results from treatment designed just for them.
Social Media and ADHD – Turning Distractions Into DirectionsGrant Crowell
Attention Deficit Hyperactivity Disorder (ADHD/ADD.) In today’s hyper-connected internet and Social age, many of us are showing increasing symptoms of “Virtual ADD:” easily distracted, expected to multi-task more than ever before, and experiencing greater difficulty to focus long-term and prioritize. Without having the important social cues we have to work with from being in person with each other, oftentimes our online networking and relationships create big mis-communications, social fax paus, and unintentional impressions of being inconsiderate to other people’s feelings.
Compounding on the problem, both academics and behavioral psychologists that specialize in emotional intelligence, along with ADD psychologists and coaches, lack the serious expertise and personal experience needed to cover the effects of social media on people dealing from ADD: both “virtual” and genetic.
ADD is not a deficiency in a person. Honed right, it can be an incredibly special gift. But today’s understanding of how social media affects ADD, and vice versa, has huge gaps in research.
What we need today is a new type of learning: education and training from professionals with technical and communications know-how in Facebook, LinkedIn, Twitter, YouTube, OkCupid, and many more of the online communities we spend out time in building relationships, both personal and professional. They understand people in the organic sense and the virtual sense, and understand how we are evolving like technology, and how to bring us back down to earth and make us mindful of social context, and of each other, for personal happiness and professional success. These are the new “Social Stylists.”
Learn from this presentation:
• The connection between Social Media and ADD/ADHD, and vice versa.
• How professionals in social media and other Internet communications can master “Virtual ADD” and still stay focused, organized, and effective with their responsibilities, both professional and personal.
• Social Media, and other jobs and responsibilities perfect for ADD/ADHD people.
• Tools and tips for how to manage ADD/ADHD for a happy and successful, per-fessional life.
• How to use distractions to your creative advantage, and how to set realistic systems in place for shutting them off. (Including constantly checking email and one’s social media walls.)
• How to learn the hard-to-find social cues in digital media, and make more thoughtful communications that lead to less misunderstandings, and better relationships.
• Stories from successful per-fessionals who mastered their own ADHD.
Adhdrichiecasepresentation 110602214025-phpapp01Alana T. Kristen
Richie, a 7-year-old male, was referred for a neuropsychological assessment for possible ADHD. Testing found strengths in verbal abilities but weaknesses in processing speed and working memory consistent with inattention. Rating scales completed by Richie's mother found symptoms in the 99th percentile. A treatment plan was developed using a multimodal approach including medication, behavioral management training for parents, and cognitive rehabilitation exercises. Close monitoring of the family's ability to implement interventions was also advised to maximize outcomes.
Adhdrichiecasepresentation 110602214025-phpapp01Alana T. Kristen
Richie, a 7-year-old boy, was referred for a neuropsychological assessment for possible ADHD. Testing found that while his general intellectual functioning was in the average to high average range, he showed weaknesses in attention, processing speed, and working memory consistent with ADHD. Rating scales completed by his mother also indicated significant inattentive and hyperactive behaviors meeting criteria for the combined presentation of ADHD. The treatment plan developed involved medication with methylphenidate, behavioral management training for parents and teachers, and cognitive rehabilitation therapy to target Richie's weaknesses and manage his ADHD symptoms. Close monitoring was recommended to evaluate the effectiveness of the multi-pronged intervention approach.
Michigan Model K 6 New Teacher One Day Training 08 09Wendy Sellers
Participants of the March 10 and March 11 trainings requested some of the information included in this PowerPoint, particularly the lists of effective versus ineffective drug prevention strategies.
Case Management and Outcomes for Neglected Children: A 5 year follow up studyBASPCAN
This document summarizes a study examining case management and outcomes for 138 neglected children over 5 years. It finds that outcomes were often unstable, with 65% of returns to parents ending within 5 years and 48% of children being re-abused. Younger age at return, proactive case management, and placement in a changed household predicted stability. Barriers like late intervention, failure to address parental issues, and over-identification with parents hindered effectiveness. The conclusion calls for earlier intervention and addressing barriers to improve management of neglected children's cases.
Due Facilitating group to post by Day 1; all other AlyciaGold776
Due: Facilitating group to post by
Day 1; all other students post to discussion prompt by
Day 3 and one other peer initial discussion prompt post by
Day 6
Initial Post: Created by Facilitating Group ( I am not in the facilitating group)
This is a student-led discussion.
· The facilitating group should choose one member from their group who will be responsible for the initial post.
· On
Day 1 of this week, the chosen group member will create an initial post that is to include the group's discussion prompts, resources, and the instructions for what your classmates are to do with the resources.
· During this week, each member of your group is to participate in the facilitation of the discussion. This means making certain that everyone is engaged, questions from students are being answered, and the discussion is expanding.
· It is the expectation that the facilitating group will address all initial peer response posts by Day 7.
Reply Posts: Non-Facilitating Students
· If you are not a member of the facilitating group, you are to post a discussion prompt response according to the facilitating group's instructions by
Day 3. Your reply posts should include substantive reflection directed to the presenters.
· You are also expected to respond to at least two other peer's initial discussion prompt posts.
Group Facilitated Discussion Plan: Attention Deficit Hyperactivity Disorder
Yanisleidy Mondeja and Laura Richard
NU664C Family Mental Health I
Attention Deficit Hyperactivity Disorder
This post entails an alliance of ideas and research blended to inspire a lively discussion entailing Attention Deficit Hyperactivity Disorder (ADHD) among children and adolescents. ADHD is one of the most common mental disorders affecting children and adolescents. Thomas et al. (2015) affirm that it is a common neurobehavioral disorder, with approximately 11% of children aged 4 to 17years being diagnosed in the United States alone. The presence of geographical differences affects the rate of diagnosis and treatment in which prevalence has increased over time. Considering the fifth edition of DSM-V, for an individual to be diagnosed with ADHD, one must meet six out of nine possible inattentive symptoms such as failing to give close attention to details or being easily distracted. This is alongside the six out of nine possible hyperactivity or impulsivity symptoms such as being on the ego or difficulty for an individual to wait for his turn. Moreover, symptoms need to be present for at least six months, occur in two different settings, be present before 12 years of age, and not be better explained by another disorder (Painter & Scannapieco, 2021).
Attention Deficit-Hyperactivity Disorder has three presentations: predominantly hyperactive/impulsive, predominantly inattentive, and a combination of the two based on how many symptoms in each diagnostic category a person meets. ...
1) The document discusses the management of ADHD in preschoolers, school-aged children, and adolescents. It covers prevalence, assessment, comorbidities, pharmacological and non-pharmacological treatment options.
2) Case vignettes are presented on a preschooler with hyperactivity, a school-aged child with inattention and arguing, and an adolescent no longer willing to take medication. Treatment recommendations include behavioral interventions and medication depending on the case.
3) Recent updates include evidence that stimulant medications effectively reduce ADHD symptoms with minimal risks over 6 months. Non-pharmacological interventions like parent training may also help reduce symptoms but evidence is limited. Combining medication and behavioral therapies is often
The document summarizes the Collaborative Problem Solving (CPS) approach for treating children with explosive behaviors. It discusses limitations of traditional parent management training and introduces CPS as an alternative. CPS assumes explosive behaviors stem from lagging cognitive skills that impair flexibility, problem solving, and emotion regulation. It aims to identify specific cognitive deficits and situational triggers through clinical interviews and assessments, then address the underlying causes rather than just modifying behavior. The document outlines three approaches to handling problems - Plan A involves parental insistence, Plan C reduces expectations, while Plan B employs CPS's collaborative problem-solving to pursue expectations and teach missing skills, with the goal of reducing explosive episodes.
Neurodevelopmental Treatment and Cerebral Palsy- Researchda5884
An alternative description of my Critically Appraised Topic on Neurodevelopmental treatment when used on children with cerebral palsy. This presentation focuses more on the process of the research.
Healthy Children.Org Overcoming Adhd And Coming Into Your Ownmohair_sam
This document discusses ADHD, including causes, diagnosis, treatment, and long-term outcomes. It notes that ADHD is a chronic condition affecting 8-10% of American children. While not curable, it can be successfully managed through a combination of behavioral therapy and medication. Keys to success include strong communication between parents, doctors, and teachers, as well as creating a structured and supportive environment to help children build skills to overcome challenges. With proper treatment and support, children with ADHD can grow up to live happy and productive lives.
This document discusses ADHD/ADD disorder and potential treatments. It notes that ADHD is one of the most common childhood disorders and can continue into adulthood. There are three subtypes: predominantly hyperactive-impulsive, predominantly inattentive, and combined. Potential causes include genes, environmental factors, and brain injuries. While stimulant medication can help reduce hyperactivity and impulsivity, the document questions if they are safe. The author hypothesizes that counseling and teaching learning skills at a young age before medication may help patients better wean off medication as adults.
Behavioral Intervention for ADHD, ASD, ODD and General Behavior IssuesTuesday's Child
Meg Kincaid, PhD, Clinical Director of Tuesday's Child presents at the Illinois Chapter of the American Academy of Pediatrics Annual Conference on September 20, 2014.
For most of the 5th standard students, school life can be a little harder than in their previous years. Teaching and Result expectations are at a higher level, Friendship becomes more important and groups that share similar interests become common, these changes may not seem like a big deal for adults but they can be very stressful for kids. The study would focus on addressing issues from Parents and Children
Er.Ajith Mammen.MSW.Mphil (Medical & Psychiatric)
Intervento di Peter Sturmey - The Graduate Center and Queens College, City University of New York - "Il trattamento dei disturbi del comportamento e autolesionismo nelle persone con spettro autistico" al preconvegno del "5 Convegno Autismi" organizzato dal Centro Studi Erickson il 14 e 15 ottobre a Rimini.
1) The document discusses treatment options for children diagnosed with ADHD, specifically whether medication should be the first option.
2) While medication can help mask ADHD symptoms, it risks long-term side effects as the brain is still developing.
3) There are alternative treatments that combine therapy, lifestyle changes, and non-stimulant options that may be more effective without side effects.
Assessment and management of anxiety in children and youth for family physici...tkettner
The document discusses childhood and adolescent anxiety, outlining various types of anxiety disorders like separation anxiety, social phobia, and generalized anxiety disorder. It provides information on recognizing symptoms of anxiety in children and teens, as well as evidence-based treatment approaches like cognitive behavioral therapy and medication. Screening tools are also presented to help identify anxiety disorders and assess functioning, risk of depression, and suicide risk.
The presentation is about stress and anxiety.
As we know children are now fighting with so many stress and anxiety because of many reasons,
we have to take some big steps towards this matter.
36192 Topic PPT PresentationNumber of Pages 4 SlidesNumb.docxrhetttrevannion
36192 Topic: PPT Presentation
Number of Pages: 4 Slides
Number of sources: 3
Writing Style: APA
Type of document: Essay
Academic Level:Undergraduate
Category: Psychology
Language Style: English (U.S.)
Order Instructions: Attached
adding two additional pages for PPT Presentation ( Order ID: #3336139)
I also upload an example of PPT Presentation.
Feed back from my professor " Your Power point is too plain, please add more information and images on your power points."
Thank you for your help
· Strategy: the creation of a unique and valuable position, involving a different set of activities (Porter, 1996).
· Position
· Sustainability - “Fit” of activities
· “Fit” – internally consistent activities
· What not to be, and what not to be
· tradeoffs
· Dual advantage (strategy)
· Relatively low cost products with valued differentiated features.
· Use primary and support activities to produce differentiated products at relatively low costs.
Risks
Lack sufficient low cost
Lack differentiation.
· Dual advantage (strategy)
· Relatively low cost products with valued differentiated features.
· Use primary and support activities to produce differentiated products at relatively low costs.
Diagnosis of Depression in Early Childhood
NAME
University of Houston-Downtown
Research Question
What factors lead to depression in early childhood?
Font should be bigger
What is Depression?
-A serious medical illness that affects how one feels, thinks, and act
-Feelings of sadness about life and losing interest in previous activities
-Continues for months or years
Should include a scientific reference in APA format
What is Depression?
History of Depression
Depression was initially called ‘melancholia’(BC Mesapotamia)
Mental illnesses were attributed to demonic possession and treated by priests
Hippocrates proposed that mental illnesses were related to imbalance of hormones in the body
During the Renaissance, people were executed for mental illness but doctors believed Hippocrates who asserted that mental illness was due to natural causes
In the 18th and 19th centuries, people believed depression was inherited and that those with illnesses should be locked up
Symptoms of depression
Irritability
Feelings of sadness
Social withdrawal
Increased sensitivity to rejection
Change in appetite and sleep
Outbursts and difficulty concentrating
Video:Leah’s story
Research Article 1
Title: Understanding the developmental interrelations among symptoms of anxiety, depression, and conduct problems during early childhood
Hypothesis: Co-occurrence between anxiety, depression and conduct problems: causes or consequences?
The sample was a group of 2,000 children between the ages of 3-10
The researcher used data from the SOFIA study( Social and Physical Development, Int.
This document addresses ten common questions parents ask about prescribing medication to children. It summarizes the appropriate evaluations prior to medication, professionals who can prescribe, conditions where non-medical interventions are preferable, effectiveness of medications for conditions like ADHD, depression and bipolar disorder, safety and side effects of commonly used medications, expected duration of treatment, and signs that a child may not be receiving the right treatment.
Evaluation of Family SMILES: an NSPCC intervention for children whose parents...BASPCAN
This document summarizes an evaluation of the Family SMILES program, an NSPCC intervention for children with parents who have a mental illness. The evaluation found that after participating in the program, children showed statistically significant reductions in emotional and behavioral difficulties according to parent and practitioner reports. Children's self-esteem also improved significantly. Parents demonstrated enhanced protective behaviors as well. Qualitative interviews revealed that the program improved family communication around mental health issues. The evaluation used various tools to measure outcomes and experienced some facilitators and barriers to the program.
The document outlines the DISCOVER Workshop Programme, an open-access CBT group intervention for teenagers with anxiety and stress. It discusses the high rates of mental health issues in teenagers and barriers to them accessing support. The DISCOVER programme was developed to address this issue by bringing CBT-based support into schools. It involves a 4-month programme including an initial assessment, workshop sessions teaching coping strategies, goal setting with follow-ups, and evaluation. Research found DISCOVER significantly reduced anxiety and depression and improved wellbeing compared to a waitlist control. Students and staff provided positive feedback, and next steps involve expanding the programme.
The Hatfield Counseling Services provides mental health services to 462 students in the Licking Valley Head Start Program. They offer services like assessments, behavior modification, care plans, and on-site counseling for both children and their parents. Approximately 33% of students suffer from serious mental disorders like anxiety, depression, and conduct disorders if left untreated. Early identification and treatment can help minimize long-term effects and allow children to succeed in school. The Project Sycamore goal is to "regenerate" families through early diagnosis and helping each child have a 48% chance of long-term success.
The document discusses emotional and behavioral disturbance (EBD) in students. It provides statistics on EBD, such as 20% of school-aged children having a diagnosable mental illness and 5% being diagnosed with EBD. Students with EBD have a 50% dropout rate. The document also summarizes three research articles on EBD. The first article discusses function-based interventions for nonresponsive students. The second examines the effectiveness of video modeling interventions. The third is a meta-analysis of prevention and intervention programs for students with EBD.
Behavior modification is a therapeutic technique based on operant conditioning that uses reinforcement and punishment to modify behavior by rewarding desired behaviors and discouraging undesirable ones. It has roots in classical conditioning and is used to treat various disorders and problems by conditioning behaviors through a system of rewards and consequences. Behavior modification techniques for ADHD involve reinforcing positive behaviors, punishing negative ones, and breaking behaviors down into smaller steps to shape behavior through reinforcement.
This document provides an overview of the Cognizone Coach Training program for improving decision-making skills through brain training exercises. It discusses the benefits of brain training for academics, athletics, and family life. The program framework involves 10-15 minute student-coach training sessions followed by 10-15 minutes of app-based exercises. Coaches are encouraged to prepare lessons in advance and focus on making sessions fun and challenging for students. Consistency is emphasized through weekly training minutes and long-term commitment, similar to other extracurricular programs. Data-driven planning helps coaches evaluate student progress and adjust lessons accordingly. The goal is for both students and coaches to enjoy the brain training experience.
This document discusses training vs coaching approaches and summarizes research from the SCOPES program. It finds that traditional study skills training is often ineffective while coaching can help students increase perceived academic control. The SCOPES program uses online screening and coaching sessions to help students develop organizational skills, self-efficacy, and intrinsic goals. Research on SCOPES found high rates of comorbid issues like anxiety and sleep deficits negatively impacting students, and that coaching helped reduce family tensions by empowering students and shifting motivation from grades to interest.
This document provides information about cognitive training. It begins with an overview of the CHC model of cognitive strengths, including comprehension, long-term retrieval, visual-spatial thinking, auditory processing, fluid reasoning, processing speed, short term memory, executive function, and more. It then outlines the agenda for an upcoming cognitive training session, which will cover results, applications, caveats, methodology, and future directions. The document provides details on identifying appropriate cognitive training candidates and assessing cognitive synergy versus friction. It discusses establishing ground rules for students, parents, and brain coaches and managing motivation. The overall aim is to target malleable cognitive skills through cognitive workouts to improve academic well-being in the long run.
The document discusses brain coaching methods for middle school, high school, and college students. It describes different coaching styles like didactic, Socratic, and coactive approaches. It also outlines SCOPES, a program that uses online assessments and in-person coaching sessions to help students develop academic skills and intrinsic motivation. The goal is to shift students' motivation from grades to learning for its own sake by setting process-oriented goals.
This document summarizes a presentation on applied mind, brain, health and education sciences. It discusses two brain training initiatives - Cogniprep for brain training and SCOPES for brain coaching. It then covers demonstrations and opportunities for participation, as well as research projects. The presentation addresses topics like cognitive training versus curriculum, neuroplasticity, self-efficacy, different types of brain training through life experiences, and issues in brain training research.
The document discusses strategies for improving homework focus in students. It begins by defining homework focus and how it can be measured. It then discusses when homework focus becomes problematic and provides guidelines for appropriate amounts of homework and parental support by grade level. The document outlines types of healthy and risky parental support and discusses the high costs of low homework focus for students, families, and future success. It concludes by presenting seven rules and corollaries for developing good homework focus and describes additional options from Heartscope Learning.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
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How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
1. USING THE WEB SOFTWARE
YOUR MICROPHONE WILL
REMAIN MUTED
ASK QUESTIONS USING
WINDOW ON SIDE
(IPAD APP HAS A ? BUTTON
UPPER RIGHT CORNER)
ALL QUESTIONS WILL BE
ANSWERED BY STAFF IN NEXT 48
HOURS.
1
6. AboutYou
Parent(s)
Daughters aged 6-26
Immediate focus on girls’ symptoms of inattention
Teacher or home symptoms
More than one subject
More than one semester
6
7. We All ShareThe Same Long-Term Goals
Daughters growing to become
Happy
Healthy
Self-confident
Self-sufficient
7
8. Problem Defined
2007
Rate of teen symptoms:
Anxiety
Depression
ADHD
Substance abuse
Italy 26.0%
Spain 29.0%
Israel 29.7%
Lebanon 32.9%
Germany 33.0%
Mexico 36.4%
Belgium 37.1%
Netherlands 42.9%
France 47.2%
South Africa 47.5%
New Zealand 48.6%
Ukraine 48.9%
Colombia 55.2%
United States 55.3%Kessler et al (2007). Lifetime prevalence and age-of-onset distributions of
mental disorders in the World Health Organization's World Mental Health
Survey Initiative. World Psychiatry, 6(3), 168.
8
11. 3 Common Family Mistakes
#1: Exhaustion
#2: - Repeating same frustration pattern
From winter and spring
Over summer and fall
3rd Semester Rule
Ask ‘substantially better?’
11
12. #3- Lure Of False Success
Short-term supports
Meds, accommodations and/or school change
Often reduce short-term symptoms
Symptoms change,
Yet underlying problems remain
12
13. Better Options
Growth Plan
Details to follow
Applies to majority of viewers
Consider Unschool / Homeschool
If it’s truly in your heart
13
14. Case Studies for Today
Staying positive in school when things get tough,
thinking positive about herself. We have tried natural
vitamins, diet changes, counseling.
My son has a hard time focusing and grasping some
concepts (i.e. math). We think he may have ADD. We
have not tried drugs yet, just tutoring on the side and he
has an IEP. It's helping but he's still behind.
Low self-esteem due to repeated failures at school and
with friends. We've tried encouragement, breaking tasks
up into smaller time frames
14
15. Medication works pretty well but I want for my daughter
to develop other skills and coping mechanisms.
Consistent energy drain, slow progress in school,
frustration level. I tried tutoring, medication, private
school etc.
We (my daughter and me) are suffering from homework,
project delivery, reading and writing errors.
15
16. That our daughter may have inattentive ADHD and she
has challenges socially. Getting ready to enter High
School in the fall. We have an appointment on June 4th
with a neuropsychologist specializing in ADHD.
Finding ways to help her enjoy learning, get the things
done we need to get done, and encourage her natural
curiosity and creativity without having every day just be
play and projects (we homeschool).
16
18. Features of a Growth Plan
Whole child
Long-term
Step by step
Emphasis on strength-building
18
19. Growth Planning is Affordable
Our online tools
Expert support via email
$19.95 per month
No contracts
19
20. Other Expert Services
Upgrade to 1-1 Growth Planning
Brain training
parent as coach
computer as coach
student/parent as co-coaches
Study Skills Coaching
ages 13-26
1-1 Online (Skype)
Email Mary Jane or Tom for details
20
21. Features of a Growth Plan
Whole child
Long-term
Step by step
Emphasis on strength-building
21
23. Whole Child Examples
Mind
Self-esteem, self-efficacy, autonomy, motivation
Expand M view beyond treatment of illnesses
Brain
Working memory, processing speed, fluid reasoning,
executive function
23
24. MBHE
Health
Physical health, physical safety, emotional safety,
environmental safety
Education
Reading, math, writing, science, college major,
professional skills
24
25. Why Historic Trend to Focus on
‘E’ Factors?
Because E elements are easier to see
Teachers paid to monitor E factors 7 hours a day
Because E elements are easy to test
A-B-C-D-F origins to Pioneer Days
25
26. Why is a MBHE (Whole Child) View
More Important to You?
She is more
… than the sum of her parts
Growth and happiness
… are different than ‘not sick’
26
28. Growth Planning
As Compared To Historic Options
Medical symptom management
Manage grades and test scores with
accommodations
Manage day to day homework with brute force
Escape frustrations by changing schools
28
29. Paradox of Short-term Relief
Many (most?) short-term bridges
eg, meds, accommodations, brute force
Provide short-term relief
Sometimes even life-saving
Yet can be crippling if allowed to persist long-term
Metaphors: pain meds, kids on crutches
29
30. Short-term Bridges Not Always Bad
Understand each child’s individual needs
It’s okay to combine short and long term planning
But remember,
Unlikely the ‘system’ will change
… while your child is still a child
Ignore politics, biases and myths
Focus your energy on factors you can change
30
31. Background for New Viewers
Full webinar replays available on request
Including research references
How Kids’ Brains Grow and Thrive
ADHD Meds and Myths
504: Lure of False Success
Devastating Costs of Academic Stress
31
32. Alternatives to Growth Planning
React as symptoms appear
Struggle day to day, week by week
Each year: patterns repeat, evolve, get worse
Although 25% may self-resolve
Reality: 99% of our clients woke up one day and
realized a pattern of reactions
60% of families have ‘intuition’ response from one
spouse much earlier than other
32
33. Or, Redefine Symptoms as
Chronic Illness
eg, diabetes, asthma, cystic fibrosis
Therefore palliative care
33
34. Option: Medical Symptom
Management
Stimulants proven to change behavior in
short term
Assumes learning challenges are primarily
medical
Assumes changing behavior likely to ‘cure’
learning challenges
Or assumes incurable (palliative)
34
36. ’Gold Standard’ NIMH Long-term Trial (99-07)
“We had thought that children medicated longer would
have better outcomes.
“That didn’t happen to be the case.
“There were no beneficial effects, none.
“In the short term, [medication] will help the child
behave better, in the long run it won’t.
“And that information should be made very clear to
parents.”
MTA Investigator William Pelham, University at Buffalo
Daily Telegraph, “ADHD drugs could stunt growth, “ Nov. 12, 2007.
36
37. 1,379 Canadian Youth
14 studies that lasted a minimum of three months,
Canadian investigators concluded that there is “little
evidence for improved academic performance” with
stimulants.
Source: R. Sachar, “Attention-deficit hyperactivity disorder,” Canadian
Journal of Psychiatry 47(2002):337-348.
37
38. 2005 Oregon Public Health
In a 2005 review of 2,287 studies at Oregon Health and Science
University:
“no good quality evidence on the use of drugs to affect
outcomes relating to
global academic performance,
consequences of risky behaviors,
social achievements, etc.”
Source: McDonagh, “Drug class review on pharmacologic treatment
for ADHD,” 2006. http://www.ohsu.edu/drugeffectiveness
38
39. 2012 New York Times
“Attention-deficit drugs increase concentration in the short term,
“But when given to children over long periods of times, they
neither improve school achievement nor reduce behavior
problems
. . . to date, no study has found any long-term benefit of
attention-deficit medication on
academic performance,
peer relationships,
or behavior problems”
--Alan Sroufe, professor emeritus, University of Minnesota
Source: New York Times, “Ritalin Gone Wrong,” January 28, 2012.
39
41. In Support
2012: Shire Pharmaceuticals funded a study, led by its medical director,
that reviewed studies of long-term outcomes (>2yrs) for ADHD.
Reported 29 studies of favorable outcomes for treated ADHD in the
literature, on some measure or another, when compared to patients
who weren’t treated
Vs. 20 reports of no benefit or worse outcomes for treated ADHD.
Authors concluded: “Treatment for ADHD improved long-term
outcomes compared with untreated ADHD.”
(Shire manufactures Vyvanse, Adderall XR and Intuniv)
Source: M. Shaw. “A systematic review and analysis of long-term outcomes in attention deficit hyperactivity
disorder.” BMC Medicine10 (2012):99.
41
42. Do ADHD Girls ADHD Fare Better Than Boys? 42
Poor
Outcomes
12%
Positive
Outcome
88%
Non- ADHD Girls’ 10 Year
Results
Poor
Outcomes
84%
10 year
Positive
Outcome
16%
ADHD Girls’ 10 Year Results
43. Most Troubling: Link Between Other ADHD
Meds and Lifetime Disability
Children on SSDI for mental health issues
43
44. Features of a Growth Plan
Whole child
Long-term
Step by step
Emphasis on strength-building
44
45. Medication As Alternative to Growth
Planning
Symptom-driven
Only treats behaviors
Only effective in short term
Physical side-effects
Psychological side-effects
Delayed side-effects
Emphasis on chronic weakness
45
46. Case Study AJ age 13
Soccer star grades K-5
Relative gap declines each year as weaker players drop out
Underweight, sleep issues
Yet ‘elite’ club workouts 830-10pm
Parents’ View of Stimulants
‘Side-effects are worth it.’
‘Can’t function in school without his meds.’
‘We try to make him eat, but he refuses.’
46
47. Dr. Ken Weaver,
Dean, Emporia State University
Q: Are you concerned that the medication
mindset will become part of our national fabric in
the next ten years?
A: No, I don’t think it will – I think it already has.
Personal Communication 4/25/2014
47
48. Option: Manage Grades and Test
Scores With 504
Federal mandate (IDEA 1988, 2002)
Defined as modified curriculum requirements to improve
test scores
Eg, extra time on test, copy of teacher notes, shorter spelling list
Useful in short-term crisis situations
Example books on tape for student with eye injury
Unfunded
Expect current or future teacher resistance
Metaphor long term audiobooks vs Braille training
48
49. Research on 504 Accommodations
Law enacted prior to research
201* studies
149 accommodations described
9 measured
No (negative) evidence of incremental benefit
*(vs 1.1 million studies on reading scores)
49
50. Research on Accommodations
“Multiple accommodations are being recommended
without any evidence of effectiveness. This approach
… costs students in terms of their potential long-term outcomes,
… costs teachers' effort and time providing services unlikely to work,
… and costs districts and communities the resources used to provide
these strategies
Harrison, J. R., Bunford, N., Evans, S. W., & Owens, J. S. (2013). Educational
Accommodations for Students With Behavioral Challenges A Systematic Review of
the Literature. Review of Educational Research, 83(4), 551-597.
50
51. Features of a Growth Plan
Whole child
Long-term
Step by step
Emphasis on strength-building
51
52. Versus 504 Option
Only targets test scores
Only effective if effective defined as short-term
test scores
Future performance side-effects
Future psychological side-effects
Implied chronic weakness
52
53. Case Study – Wendy G
Lifetime of meds and accommodations
Evaluated by University learning specialists
Accommodations …. Meds
3x failure at elementary
ed practicum
Vicious critique from dept
chair
‘False sense of success’
53
54. Variation: IEPs vs 504 Plans
IEPs are legally binding, 504s are not
504s are un-funded, IEPs receive federal funds
Turf issues: Fed, State, District, School
Internal politics: RTI
IEPs are ‘E’ plans,
not MBHE plans
IEPs objective
Improve Reading and Math scores (‘E’)
Working ‘around’ not ‘on’ M, B* or H* obstacles.
54
55. Option: Brute Force
Homework H---
Parent
Student
Superstar teachers
Hired tutors
School as Prison Camp
Saturday school
Summer school
55
56. Features of a Growth Plan
Whole child
Long-term
Step by step
Emphasis on strength-building
56
57. Versus Manage Homework with
Brute Force
Only targets homework completion
Moderately effective in short term
Drains physical and emotional energy
Drains parent, student and often family
Spills over into sports, music, church, social and
free play time
57
58. Case Study – Dr Smith
I didn’t realize what we were doing until I talked
to you – I’m so embarrassed.
58
59. Variation: Permanent Tutor
Tutors effective for
Short-term, defined mission
Especially when ‘cause’ is clear
However,
Expensive for long term
Psychological side-effects
Delayed side-effects
59
60. Case Study – ‘D’, female age 14
Adult max dosage Vyvanse in 85# 14 year old
Father physician, mother personal trainer
Initial med plan didn’t ‘work’
so increased dose
Turned up heat on teachers and on daughter
who was desperately trying to comply
Parents dismissed weak ‘B’ factors
and missed coaching sessions, eg, couples massage
60
61. ‘D’
‘Can’t let her fail 8th grade’
‘Her self-esteem already low as it is’
‘Only option is tutor through high school’
61
63. Option: Repeating Grades
(Holding Back)
Relative age – better to prevent vs treatment options
Repeating K acceptable
Moderate risk repeating 1st or 2nd
Reduce risk by changing schools
High risks repeating older grades
Original problem remains
Adds new, permanent, self-esteem problem
63
65. Brain Training in Children
Children can improve their performance on cognitive
control tasks as a result of training.
demonstrated in healthy children
(e.g., Karbach and Kray, 2009; Thorell et al., 2009; St. Clair-Thompson
et al., 2010; Bergman Nutley et al., 2011; Loosli et al., 2011), and
children with cognitive or attentional impairments
(e.g., Klingberg et al., 2005; Shalev et al., 2007; Bangirana et al., 2009;
Holmes et al., 2009a; Mezzacappa and Buckner, 2010; Rabiner et al.,
2010; Van der Molen et al., 2010).
65
66. … Children
Cognitive training changes task performance and brain
activation in children diagnosed with ADHD
Hoekzema et al., 2010
training-related activation changes were found in syndrome-
associated brain regions in frontal lobe and cerebellum, which are
also target of psychostimulant medication.
in: Jolles, D. D., & Crone, E. A. (2012). Training the developing
brain: a neurocognitive perspective. Frontiers in human
neuroscience, 6.
66
67. Features of a Growth Plan
Whole child
Long-term
Step by step
Emphasis on strength-building
67
68. Option: Changing Schools
Effective only if original obstacle was curriculum (‘E’)
and only in that school
Caution: many private/rural schools pay lower wages; have
fewer specialists on staff
Wealthier districts have more reading and autism
specialists
School district takes a percentage of federal resources
If forced to change schools, get it right
Unwise to change again
68
69. Variation: Demanding Extra Services
from Schools
Temptation of ‘legally required’
Avoid adversarial at all costs
No matter how wrong you think they are
Reality: they can afford to delay, you can’t
The ‘system’ won’t change
Although sometimes individuals do
Don’t waste precious adult resources
Ask twice, politely .. (unlikely 3rd request will spark a change)
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70. Rare For Demands To Carry Over
Even year to year in same school
Dangers of ‘cume’ comments
Less to middle school or high school
Certainly not to college or job
Wear them down with baked goods, not outrage
70
71. Case Study – Ernie C
Experimental magnet K-5
‘Expert’ dx in 3rd
Dyslexia, ADHD
Extensive accommodations
Extra time, books on tape
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72. Ernie
Transfer to elite middle school
Huge bump in homework demands
Accommodations continue
Mother willing to invest brute force
Complains can’t remember facts from
audiobooks
Although decodes math word problems
‘because I’m good in math’
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73. Dyslexia as example of ‘B’ challenge
Commonly treated with an ‘E’ solution
Improving ‘E’ scores,
but leaving residual ‘B’ obstacles
creating ‘M’ barriers to future well-being
73
74. Details for Educators and Academics
Research-based webinars
How Kids’ Brains Grow
ADHD Meds and Myths
504: Lure of False Success
Devastating Costs of Academic Stress
Psychology of Success vs Psychology of Repair
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77. Features of a Growth Plan
Whole child
Long-term
Step by step
Emphasis on strength-building
77
78. Growth Plan Benefits - Whole Child
Because learning obstacles rarely just ‘1 thing’
MBHE factors all interact
Can work together to spark growth
Can work against to sabotage growth
Eg, ‘allostasis’
Future ‘Mind’ obstacles as teens
Especially motivation and self-esteem
Have roots in B and H factors as children
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79. Why Trend to ‘Over-treat’ E Factors?
Because E symptoms are easier to see
Teachers monitor E factors 7 hours a day
Teachers’ nature to ‘help’
Because E factors easier to test
New: schools’ financial incentives to boost scores
79
80. Downside of Growth Plan
Unlikely local specialists
Poor career move to decline insurance reimbursements
Limited research funding for non-medical alternatives
Parents can expect mild to moderate resistance
Parents have most to gain / lose
Yet affected families already stretched so thin
Rare for Invitation to Growth Community
Most families required to take initiative
And create their own growth allies
80
81. Case Study – Lawrence C
Mom, reading specialist at elite
school
3rd grade
‘Enigma’
Declined brain training
4th grade … Medication
5th – 7th grade
Struggled … Quit sports
Brute force (kid)
(Mom promoting meds)
8th grade
Mom lost job …
Lawrence dis-enrolled
Never a ‘behavior’ or ‘report
card’ problem
Yet ‘M’ Result
‘Let the family down’
81
83. Benefits – Long Term
Maintains ‘balanced’ point of view from adults
Long term is most important
Short term is most urgent
(Brains wired that urgency trumps importance)
May reduce teacher pressures to ‘do something’
Less parental guilt when obstacles arise
Thus more parent energy
83
84. Benefits – Step By Step
Long-term, step by step
Takes the pressure off in short term
Reduces pressure to find ‘cure’
More comfortable using other options as short-term
bridges
Many (not all) teachers will celebrate your thoughtful
planning
84
85. Benefits – Emphasis on Strength-
Building
Happiness is more than absence of
emotional pain
Strength focus increases resilience and autonomy
Autonomy protects against helplessness
and depression
More likely to create win-win parenting moments
versus I win, you lose parent battles
85
86. Best Methods for Motivation?
Punishments?
time-out, spanking, grounded, losing video games
Rewards?
money, shopping spree, ice cream party, extra recess
Vs
No need for external motivation
Re ‘intrinsic’ motivation
86
87. Getting Started
Pick a framework
Our online option is $19.95 a month
20-30 minutes of weekly email exchange … online workshops
Recruit allies
Unlikely 1 parent will succeed working alone
Procrastination is number one enemy
Recognize that change is hard
Decide cost of change vs long term value of change
87
89. The Best Allies Are Non-Judgmental
Helps you keep perspective
It’s so easy to get caught up in trees
… and miss the forest
89
90. The Best Allies Support
Always ‘safely’
Without deciding for you
While telling you what you need to hear
90
91. Knowledge Of New Research A Plus
Or at least a willingness to learn
91
92. Option To Hire Us As A Growth Coach
Same growth planning tools as available online
Adding 1-1 bimonthly or weekly Skype calls
$295-$495
Faster first stage (vs email)
92
93. How To Recruit Allies
“Invest time to save time”
“Our kids deserve better”
“The benefits of making lemonade out of lemons”
Don’t play the guilt card … Invite without judgment
Let them come to you … when they are ready
All parents want healthy happy kids
93
94. Fine-tuning Your Growth Plan
Start with a framework
Add details year over year
Risks of ‘waiting for clarity’
Adjust with growth
‘Whole child’ expected to
change and evolve
Don’t blindly label
Unless the label is clearly
helpful to child
Remember ‘growth’ goal
Not achievement
(See ‘Success’ webinar)
Move past pain to gain
Liberating for both
parent and student
94
95. Case Studies Reviewed
Staying positive in school when things get tough,
thinking positive about herself. We have tried natural
vitamins, diet changes, counseling.
My son has a hard time focusing and grasping some
concepts (i.e. math). We think he may have ADD. We
have not tried drugs yet, just tutoring on the side and he
has an IEP. It's helping but he's still behind.
Low self-esteem due to repeated failures at school and
with friends. We've tried encouragement, breaking tasks
up into smaller time frames
95
96. Medication works pretty well but I want for my daughter
to develop other skills and coping mechanisms.
Consistent energy drain, slow progress in school,
frustration level. I tried tutoring, medication, private
school etc.
We (my daughter and me) are suffering from homework,
project delivery, reading and writing errors.
96
97. That our daughter may have inattentive ADHD and she
has challenges socially. Getting ready to enter High
School in the fall. We have an appointment on June 4th
with a neuropsychologist specializing in ADHD.
Finding ways to help her enjoy learning, get the things
done we need to get done, and encourage her natural
curiosity and creativity without having every day just be
play and projects (we homeschool).
97
99. Other Expert Services
Upgrade to 1-1 Growth Planning
Brain training
parent as coach
computer as coach
student/parent as co-coaches
Study Skills Coaching
Ages 13-26
1-1 Online (Skype)
Email Mary Jane or Tom for details
99
100. Growth Planning is Affordable
Our online tools
Expert support via email
$19.95 per month
No contracts
100
101. We’d Love To Have You Join Our Team
EMAIL TOM@KCBRAIN.ORG
101