Are you an ADHD double agent? Do you let your ADHD out to play when you’re at home, but slap on a mask of “normal” when you appear in public? You’re not alone. Most ADHD adults have learned to hide behind a variety of masks that allow them to “pass” in a linear world. It’s exhausting pretending to be normal, day after day, but it’s also embarrassing to show up in all your ADHD glory. What’s the solution? This session takes a look at the reasons behind the ADHD Masquerade and its impact on relationships, job performance, and health and wellbeing. We’ll discuss the wide variety of masks chosen by ADHD folks such as The Perfectionist, The Space Cadet, The Intellect, The Rebel, and others. Then we’ll set out some practical steps so you can shed some or all of those protective masks. Step out of the ADHD closet and into your Authentic Self in this lively, humorous session with a serious message: It’s okay to be yourself!
Making your mind a marvelous memory machine takes patience, concentration, focus, and willful effort. Shifting short-term memory into long-term memory requires learning strategies. Come explore the facts around memory’s unique properties, and through experiential learning exercises enable yourself to develop a set of skills to enhance your own memory.
Boundaries around digital media bedevil parents and professionals, requiring a balancing act between education and entertainment, against the fact that children require firm, common-sense limits to thrive. Hundreds of studies have now established clear concerns about the misuse of media as a negative influence on child development. Excess time and inappropriate content have been linked to everything from academic problems to obesity, to early drinking and poor body image, to disturbances in executive function. Media use isn’t inherently bad, but research demonstrates clearly that it does need to be monitored well for the safety of our children. This session will provide an overview of media research, as well as offering engaging and practical ways to use mindfulness and common sense to return technology to its rightful place as a useful tool that we use, rather than being used by.
Internal Family Systems and its focus on bringing balance and harmony to clients' inner system of parts through the development of self-leadership opens up enormous possibilities in working with people with ADHD. Our clients are often burdened with enormous amounts of shame and helplessness around their ADHD symptoms, and enormous amounts of energy are tied up in struggles between different motivations. Giving clients the tools to identify these parts of themselves and learn to work with them frees up enormous amounts of inner space and energy, and transforms clients' relationships to their selves from shame to compassion. This workshop will include an opportunity to make parts maps, and there will be a short demo session with an audience member.
This presentation offers an overview into understanding, assessing, and treating African-American and Hispanic/Latino children diagnosed with ADHD. It will provide a basic review of the multimodal plan of intervention strategies, tailored to the needs of the individual child and family. This will include a combination of medical, behavioral/psychosocial, and educational interventions, implemented as needed at different times in the child’s lifespan. Children with ADHD often do best with a combination of structuring of their environment, medication, behavior modification and specific behavior management strategies, educational support, counseling, and parent training.
Edward Aull, MD, will discuss the symptoms that help a clinician determine whether a patient simply has ADHD, or if they might have mild autism. Some symptoms attributed to ADHD are really more often related to autism issues. Patients with significant autism are usually readily diagnosed, but when the number and severity of symptoms are less prominent, the diagnosis of Asperger syndrome is often missed, especially in females. It is not uncommon for mild social deficits not to show up until the patient reaches high school and tries to maintain a “steady dating” relationship. Other issues, such as making and keeping friends, anxiety, eye contact, sensory issues, language-based learning disability, and incorrect reading of nonverbal cues will be discussed. There will also be some discussion on how certain symptoms will alter medication usage in the mild autism spectrum patients. Dr. Aull has long felt that some of the patients who are thought to have “just” ADHD, whose treatment has not been consistent or fraught with side effects of medication treatment, may have an autism spectrum disorder. He will try to show how one or two mild symptoms may actually lead to an amended diagnosis and treatment. Patients with Asperger syndrome do indeed typically have ADHD also, but the medication management is often a little more difficult to achieve optimal outcomes.
In this presentation, adults with ADHD and the coaches who support them will learn factors that contribute to impulsivity and how to reduce or eliminate impulsive behaviors. Strategies for restraint of pen and tongue, curbing impulse shopping, and alleviating stressful triggers that incite impulsive reactions will be given. Utilizing a three-phase process consisting of exploration, insight, and action, participants will gain a greater understanding of impulsivity versus spontaneity and learn healthier, more appropriate ADHD coping skills.
Since 1798, the medical literature on attention disorders has distinguished between at least two kinds, one a disorder of distractibility, lack of sustained attention, and poor inhibition and the other a disorder of low power, arousal, or focus. This second disorder has been largely ignored for nearly two centuries until the mid-1980s when studies of children having ADD without Hyperactivity suggested that an important subset had a relatively distinct pattern of symptoms not central to ADHD. These symptoms included daydreaming, mental fogginess and confusion, staring, slow processing of information, hypoactivity, slow movement, and lethargy, among others. The new pattern was called sluggish cognitive tempo (SCT). Controversy has continued over the past 25 years on the nature of SCT and whether it is a subtype of ADHD or a distinct disorder from it. In this presentation, Dr. Barkley reviews the history of SCT and what is known about it from past research. He also describes the results of his own recent investigations into SCT in children and the only study of SCT in adults that he recently published, all of which suggest that SCT is a distinct disorder from ADHD but one that may overlap with it in nearly half of all cases. Dr. Barkley discusses the differences between SCT in symptoms, executive functioning, comorbidity for other disorders, and psychosocial impairment and what little is known about differential treatment response. He also discusses several different possibilities for explaining the underlying nature of SCT.
Imagine a world where both you and your child make choices about how to engage rather than react. Finding ways to encourage Response-Ability in children with ADHD can be uniquely challenging. This workshop will review thoughtful strategies that will help you put a plan together to nurture a child’s ability to make appropriate goals, and take responsibility for their actions and behavior. Willson will outline strategies to help parents and professionals work with children to produce better results in decisionmaking, follow-through, and taking responsibility by learning to practice Response-Ability.
Two experienced therapists (physical and occupational) provide an overview of the science behind improving focus, learning, and quality of life for individuals with ADHD through physical activity. They will explain the importance of recognizing the (clumsy) child with delayed gross motor skills and ADHD. They will emphasize the importance of the family and community in these days of decreased school funding for physical exercise and suggest ways to match the individual with the right sport or activity for him or her.
One of the greatest challenges parents of children with ADHD face is that they have a difficult time helping their children manage their frustration and anger. Before very long, children become upset and struggle to communicate why they are troubled. Additionally, they often have a difficult time understanding how their behavior and position may be impacting another person or situation. This workshop will address Effective Communication on three levels: why communication is more challenging for children with ADHD, why actively teaching communication skills can vastly improve relationships and self-regulation, and how to help parents teach the art of a productive conversation. Games and techniques will be introduced to demonstrate methods of teaching children the steps involved in being heard, communicating that they truly understood what is being said, and expressing empathy for another person’s perspective.
This general conference session, designed for diagnosticians will focus on method to evaluate ADHD in the presence of comorbid disorders. This will include assessment strategies and diagnostic process.
As researchers continue to explore the relationship between ADHD and eating disorders, the available research suggests that the same patterns of neurochemical imbalances in the reward-related regions of the brain are present in clients in both populations. Research has found that girls who were diagnosed with ADHD in childhood are at risk for self-reported disordered eating behaviors and body image dissatisfaction, and were 3.6 times more likely to meet criteria for an eating disorder at the five-year follow-up when compared to their non-ADHD counterparts. Early identification of maladaptive eating behaviors and prevention strategies are necessary for this vulnerable population, as eating disorders have the highest mortality rate among all psychiatric disorders. Due to the potentially fatal complications of untreated ADHD, healthcare providers and caregivers must be well-informed to effectively intervene. This presentation will enable clinicians to successfully distinguish ADHD and eating disorder symptomology as part of a targeted prevention effort.
The ADHD-affected relationship (one partner has ADHD and the other does not) can be harmonious and satisfying despite some of the problems created by the symptoms of adult ADHD, such as impulsivity, distractibility, and restlessness. This session will help to identify some of the common roadblocks that ADHD-affected couples experience and will offer key strategies to overcome and avoid these roadblocks in order to achieve a higher level of relational success.
The parents of financially dependent adult children with ADHD are often depleted of their own happiness as a result of continually supporting, "coaching," and intervening in issues created by their adult, while ignoring their own pain and resentment. This session documents the changes that were made to CHADD of Greater Baltimore's support group for parents of adults with ADHD, to support them through a program called The Keys to Happiness (Rhodes, 2016), a customized modification
Designed to introduce parents and teachers to the nature of motivation problems in teens with ADHD, this session will discuss what adults can do to promote the development of self-motivation in these youth. It will include educational content on adolescent brain development and ADHD, as well as practical strategies to help teens become self-motivated and self-directed. We will also discuss common dilemmas faced by parents and teachers, such as what to do when the teen has unrealistic goals for their future (i.e., becoming a YouTube personality), whether or not to rely on external rewards and consequences to motivate struggling teens, and how to strike a balance between supporting teen independence and providing needed structure and assistance to a teen with ADHD.
The session begins with a reading of the following poem composed by Jay Perry. - A PAUSE / A pause is a possibility /It can inspire / It can open a window to the present moment/ It can interrupt an old habit/ It can prevent a violent word or a violent action/It can create anticipation/It allows thoughts to come and to go/ It can remind us of who we are and who that person is right in front of us /It can stop the action/ It can allow everyone else to catch up/ It can change the direction of a day and of a lifetime/ It can restore sanity/ A pause is a possibility Participants will then read the poem to each other and share their experiences related to the pause with their partners. Participants will then be encouraged to share their experiences with the whole group. This will open a conversation about how studies and coaching experience provide supporting scientific evidence of how and why the pause is a critical coaching tool that encourages our clients' best-brain performance. We will then provide a brief, live coaching example of how the pause can be artfully employed. Then participants will be given the opportunity to try these techniques in brief sessions with each other. Finally, participants will be given an opportunity to share their experience of the session and the most important things they will be taking away. Our hope is that the combination of personal experience in the exercises and the supporting science that backs up the critical importance of the pause will inspire participants to pay more attention to the benefits of employing this strategy with their clients with ADHD and in their own lives.
Awareness, recognition, and diagnosis of kids and adults with ADHD is on the rise, yet women and girls continue to be overlooked. In this very personal session, Dr. Kathleen Duryea, along with her daughters Carly and Kendall Duryea, join CHADD coordinator and parent coach Jeremy Didier, along with her daughter Sophie Didier. The two mothers will share their experiences as they struggled to find an accurate diagnosis for themselves and their children and the reasons they believe it was missed.
People with ADHD report difficulty maintaining healthy eating and proper weight management. Studies demonstrate a strong association between ADHD and obesity, as well as patients with binge eating disorder. The cognitive, regulating, emotional, and neurobiological factors that predispose children and adults with ADHD to be overweight will be reviewed. In addition, much of the presentation will be devoted to ADHD-friendly strategies for promoting healthy eating and weight. Brief discussion will also be paid to research on additives, preservatives, OMEGA-3 fatty acids, sugar, and protein.
ADHD symptom or entrepreneurial trait? The answer is, yes! Recent studies show successful entrepreneurs often have ADHD. Many ADHDers struggle at work. Why do these entrepreneurs say their ADHD contributes to their success? Join us as we explore the ADHD symptoms most people struggle with. We’ll explore why they are success factors for entrepreneurs, and they can help you, too. Discover how you can use those traits to help you succeed at work as an employee, as a self-employed professional , or, of course, as an entrepreneur.
Parenting is tough. It's even more challenging when ADHD affects a child, a parent—or both! Using data generated by thousands of routines on the Brili platform, CEO Pierre Séguin presents unprecedented insights into the activity patterns that lead to the most successful outcomes.
This session will focus on the results from an NIH-funded pilot study comparing a culturally adapted ADHD treatment for Latino families to standard treatment. Engagement and acceptability outcomes, as well as symptomatology and child and parental/family functioning outcomes, will be presented. Information regarding the adaptation process and the adaptations also will be discussed.
There are no perfect parents. Parenting is an ongoing process, and parenting competencies are learned, practiced, and improved upon like any other set of skills. Parenting the ADHD child has its own unique set of challenges. F.O.S.T.E.R. is a simple tool for the parent of the ADHD child that harnesses your empathy and understanding while bolstering your child's interpersonal and emotional resilience.
Many parents worry about their graduating high school student’s readiness for independent living in college. This is especially true for students with ADHD, who may be more than smart enough for college level work, but may not have the executive functioning skills to manage the lack of oversight and structure. We will talk about the necessary skills for success in college and how these students can work on preparing themselves for that greater level of independence. We will also discuss options if the student is not yet ready, so they can use that additional time at home productively to help them get ready. Finally, we will discuss how to help college students who need to take time off to then get ready to go back to school.
DHD and anxiety often go hand in hand in ways that can adversely impact learning and relationships. In this presentation, the neurobiological mechanisms of anxiety and their effect on the brain’s availability for learning and interpersonal connection will be reviewed. The session will also include description of a practical, skill-based model for managing worry that can reduce the impact of stress and increase the brain’s readiness for learning, regulation, and relationships.
Women with ADHD often feel overwhelmed and misunderstood. Professional competition, entrepreneurial isolation, and lack of support for female business owners can also create a sense of loneliness. This presentation will help you identify how to create your professional support network (your tribe) and share your ADHD in a professional context. Attendees will have the opportunity to evaluate their personality and ADHD traits, needs for support, and then connect with other attendees to create their tribe./ This presentation is sponsor by SHIRE
Individuals with ADHD may be able to successfully work with a family member, friend, or coach to develop an initial plan for change, yet may struggle with implementing the plan without adequate accountability-based supports. We will discuss the elements of empirically supported behavioral interventions for individuals with adult ADHD, as well as areas of these behavioral plans that stand a greater chance for success through the development of firm accountability systems. Different types of interpersonal accountability and how they can contribute to varying degrees of increased motivation will be explored, and personality factors in choosing a successful accountability partner will be discussed. We will review strategies to help an individual with ADHD successfully initiate an accountability plan and integrate that plan as part of a larger behavioral intervention plan. Other techniques of external motivational enhancement, such as reminder systems and currently available apps, may also be discussed.
We live in a digital society, rich in technology, with advances in communication, collaboration and productivity. And it’s great, except when it isn’t. The features of digital society including endless information, information turn-on, and an increase in distractions and interruptions impacts adult with ADD right where it hurts – in your weakened executive function. The result: digital disorganization. Digital disorganization is characterized by an attack on your working memory, the extraordinary challenge of getting things done (with an emphasis on ‘done’) and more difficulty planning than ever before. There’s no putting the genie back in the bottle. Digital society is here to stay, but digital disorganization is not inevitable. You’ll learn great ways to handle endless information; get to that elusive ‘done’, and plan no matter how your executive function functions or fails to.
An experienced occupational therapist will describe the scientific evidence behind optimal alertness and self-regulation as key components for learning and focus. Participants will learn the mechanisms of how the body takes in and reacts to specific sensory information. During an interactive workshop, participants will identify, select, and explore a variety of sensory materials.
All too often the gifted child with ADHD is misdiagnosed, overlooked, or misunderstood. Learn how characteristics can be similar to yet different from the typical ADHD or gifted child. Walk away with strategies, program ideas, and tools to use in elementary and middle school classrooms to help gifted children with ADHD blossom.
The Parent Child Journey program represents a unique approach to providing support for parents of children with developmental differences and behavioral challenges. The Parent Child Journey program, developed over decades and recently published, represents a systematic, evidence-based and individualized method for parent behavior management training and support. By using a large parent group format and “pay-what-you-can” model, Parent Child Journey is always available and affordable.
Psychological test data can have a profound impact both on how we understand students with ADHD and intervene to make their lives better—in theory. The reality is that psychologists, educators, parents, and related service providers often speak a different language, which sometimes leads to communication breakdowns instead of sparking collaboration. As both a former consumer of psychological assessment reports, and now a producer of assessment reports, Dr. Resnik addresses practical strategies for how to use test data to foster productive collaboration from both professionals and parents. This presentation is designed to present a novel strategy for presenting and interpreting psychological test data to inform evidence-based interventions for students.
When you can't divide the labor or share some expenses, handling ADHD on your own provides challenges. However, it can also make sense and come with a plethora of benefits. Both will be discussed. Benefits can include the freedom to work from 2-5am, the ability to tidy on your own time, and the space to honor your energy cycles.Some challenges may include increased cost of living and not having someone present to help you sort through a decision, care that you close cupboard doors, eat non-processed food or remember your yearly physical. We’ll also talk about how society views not being in a relationship and how easy it may be to shame ourselves. Ideally we’ll get a chance to share some ways to interact with the “smug marrieds,” as Bridget Jones calls them, and talk with others who may be troubled by the single status of their friend or relative. Perhaps your nest just emptied out or you have a parent, adult child, client or friend who is going it alone with ADHD. Perhaps you want to end a relationship but feel daunted by the idea of having to manage everything on your own. This presentation will address some of the ways ADHD may contribute to the choice/result of flying solo, some unique challenges and strategies to manage them, and some of the ADHD specific ways it might be advantageous
If your student is honing in on where they want to go to college, now is the time to figure out the process for requesting ADHD accommodations. This presentation will help parents, students, and those who work with them, navigate the world of college accommodations. It will offer practical information regarding the process of applying for and getting accommodations in college, which begins in high school, as well as bring to light the available resources, including the “less publicized” services offered.
Dr. Saline will discuss how listening to and working with the voices of kids diagnosed with ADHD can improve cooperation and success. Based on her interviews with over 40 kids and their parents and 25 years of clinical experience, she provides parents, educators and clinicians with extremely helpful insights into how kids honestly think and feel about having ADHD and how to better assist them. She has created a unique, strength-based approach called "the 5 C's of ADHD parenting" that helps families improve self-Control, Compassion, Collaboration, Consistency and Celebration. Her collaborative approach integrates mindfulness, cognitive therapy and positive psychology while teaching effective skills to reduce the stress in families’ lives. This presentation will be both didactic and experiential in nature.
Participants will witness firsthand how the emotional distress syndrome of ADHD develops and the best ways to learn to navigate EDS throughout life. Participants will understand the science and vital nature of learning mindful meditation. Participants will explore mindfulness exercises and learn how to create new neural nets to manage the EDS of ADHD. Ochoa will discuss the intersections of neuroscience, psychology, spirituality, and imagination in successfully treating ADHD.