ADHD From Child to Adult: Understanding Attention Difficulties - Challenges and Possible Solutions

 

The conference brought together many different professionals, scientists, social workers, teachers, educators and parents. The aim was to enhance the knowledge and current understanding of ADHD and empower teachers and parents with strategies they can use at home and in the classroom.

 

Main presenters:

 

Prof. Stephen Eliez, Faculty of Medicine & Director General of Child Psychiatry and Special Education, Geneva, had an update about research in neuroscience regarding ADHD and ASD.

http://www.pole-autisme.ch/

 

 

Prof. Saskia Van Der Oord, Associate Professor, Research group Clinical Psychology, Dep of Physiology and Educational Sciences

 

Stigma and ADHD

https://www.ncbi.nlm.nih.gov/pubmed/28593620

Children and adults with ADHD and autism spectrum disorder (ASD) often find themselves being stigmatized. There is evidence of public stigma, but this research brings evidence that ADHD has a negative coverage in the media, a phenomenon that can be regarded as a form of structural stigma. Often, in the media, the title of the article is significantly more negative than the actual message in the main article itself. Therefore, newspapers need to adjust and correct their negative and inaccurate portrayal of symptomatology, diagnostics and treatment of ADHD and, to a lesser extent, of ASD. Readers of these newspapers also need to be given a less negative impression of ADHD and ASD.

 

How to Motivate adolescents with ADHD?

Children with ADHD normally experience certain executive function deficits like working memory, inhibition, planning. This leads to motivational deficits. Intrinsic motivation is needed for behavior changes and this motivation can be enhanced.

The enhancement can be done by motivational interviewing (MI) and finding a child’s real motivation. The aim is to understand the true reason of a child’s behavior. How to implement MI:

  • Never ignore resistance, roll with it

  • Listening, empathy and inhibit your repairing reflex

  • Let adolescents set their own goals

  • Use scale questions

  • Use pro and con list of current and new behavior

  • Encourage own strategies for change

  • Reinforce/praise wanted behavior/behavior changes/what goes well

 

 

Prof. Steven Evans, Professor of Psychology, Co-Director, Center for Intervention Research in Schools, Ohio University (evenss3@ohio.edu)

 

Evidence-based practices for treating youth with ADHD: What changes with the transition to adolescence

In summary, this review provides an update on the state of the science for psychosocial interventions for youth with ADHD. It highlights the innovations that have occurred in the last 5 years including innovations to existing well-established treatments to reach new populations, an increase in research on adolescents and preschool children with ADHD, and the development of a new category of interventions (i.e., TI). We also highlighted several critical issues to be incorporated into the next generation of research, such as attention to characteristics of participants, diagnostic procedures, outcome measures, and the system classifying levels of evidence. We look forward to observing and participating in advancements that take place in the next 5 years and the impact that those scientific advances may have on practice and policy this review provides an update on the state of the science for psychosocial interventions for youth with ADHD.

This review provides an update on the state of the science for psychosocial interventions for youth with ADHD.

Evidence-based practices for treating youth with ADHD were analyzed and presented.

https://www.ncbi.nlm.nih.gov/pubmed/24245813

A review of evidence-based practices for children and adolescents with ADHD was presented. It provides a method for considering meaningful differences in the methods and possible mechanisms of action for treatments for teens with ADHD. Characteristics of treatments, participants, and measures, as well as the variability in methods for classifying levels of evidence for treatments, are reviewed in relation to their potential effect on outcomes and conclusions about treatments.

 

The role of schools in the provision of effective support for children and adolescents with ADHD

Three keys to success for providing effective services:

  • Relationships – the student cares what you think

  • Interventions – effective practices over time

  • Self-care – take care of yourself

 

Lois Addy, Independent Lecturer and Consultant in SEND (liois@addyg.co.uk)

 

The Influence of Sensory Regulation on Attention/Concentration
Children with ADHD frequently meet the criteria for sensory modulation disorder (SMD). The main sensory problems are tactile sensitivity, visual sensitivity, sensation-seeking and auditory filtering. It is important to assess sensory processing to guide the intervention process that should enhance proprioception, tactile and visual processing difficulties. Children with ADHD who have sensory hypersensitivity usually experience an increase in anxiety.

 

In summary, this review provides an update on the state of the science for psychosocial interventions for youth with ADHD. It highlights the innovations that have occurred in the last 5 years including innovations to existing well-established treatments to reach new populations, an increase in research on adolescents and preschool children with ADHD, and the development of a new category of interventions (i.e., TI). We also highlighted several critical issues to be incorporated into the next generation of research, such as attention to characteristics of participants, diagnostic procedures, outcome measures, and the system classifying levels of

evidence. We look forward to observing and participating in advancements that take place in the next 5 years and the impact that those scientific advances may have on practice and policy

 

Mme. Daniela Brustolin (President ASPEDAH)

The main objective of the association is the placement of adults with an ADHD diagnosis in the employment market, taking into consideration the applicable cantonal employment laws and regulations, labor unions and the role that ASPEDAH can play in this regard.

 

 

David Sender, 16-year old student with ADHD

 

Dealing with Difficulties and Going for my Goals

David was talking about his own experience of dealing with challenges in school, home and society. He has tried different school systems and with the support of his parents found the best way to learn that suits him at the moment. He has tried different therapies and medications. As a result of his reflection process and personal reactions to various interventions, David now is focusing on a natural holistic approach to support his physiological and physical health. Sport, nutrition, natural remedies work for him very well and he is able to share his positive experience with other young people with ADHD.  

 

A whole series of workshops were focused on different methods and educational approaches that boost learning capacity and are available locally.

 

Marsha Staubli, Tomatis Consultant and Psyhologist

https://www.tomatis-rolle.ch/

 

Attention for Success: Optimal brain functioning depends on the correct auditory processing

The TOMATIS method that was developed by Prof. Timatis, a pioneer of the basic structure and mechanism for learning. This method demonstrates that by modifying hearing, a transformation in behavior and language occurs.

 

 

Debbie Gilmore, Executive Director, Arrowsmith Program

https://arrowsmithschool.org

 

Strengthening Learning Capacities

The Arrowsmith Program is based on the philosophy that it is possible to treat specific learning difficulties by identifying and strengthening cognitive capacities.

The program of intensive and graduated cognitive exercises that are designed to strengthen the underlying weak cognitive capacities that are hypothesized to underlie a range of specific learning difficulties. Each student’s program is based on a careful assessment to identify the specific learning difficulties.

For more information you can contact:

Mrs Rita Margarita - European Representative of Arrowsmith Program

rmargarita@arrowsmithprogram.ca

 

 

Valentina Nikolic, Center Director, Lindamood-Bell Learning Center, London UK

https://lindamoodbell.com

 

 

The Imagery-Language Connection: Symptoms, Causes, and Solutions for Children with Weak Reading and Comprehension

The Lindamood-Bell Learning Approach utilizes unique programs, authored by its co-founders. Traditional reading and tutoring programs focus on content instruction. Lindamood-Bell programs focus on the sensory-cognitive processing necessary for reading and comprehension. Lindamood-Bell is the only official provider endorsed by the authors of these programs and offers the highest level of instructional quality and fidelity.

Sébastien Henrard, M.D., ADHD Neuropsychologist

 

Classroom accommodations for students with ADHD

The presentation tackled classroom accommodations, explaining the objective of putting in place classroom accommodations for students with ADHD, allowing students to achieve curriculum targets while taking into account their lagging skills. As a prerequisite, a proper evaluation must be made by all parties involved (the parents, the teacher and the student). A diagnosis gives little insight. More weight should be given to the child’s cognitive and behavioral profile as well as his strengths and weaknesses. The efficiency of accommodations should not be measured solely by the grades attained by a student, but by his overall well-being. 

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