NOTE: The seminar manual, CE information, and CE test are contained on disc #1 in PDF format. To access these documents, play disc #1 in your computer. For the video presentation, begin playing disc #1 in your DVD player. ADHD is among the most common childhood and adolescent behavioral disorders, affecting up to 5-7 percent of the school-age population and 4-5 percent of adults. Research has shown that ADHD is a disorder of the brain’s executive functions that provide for human self-regulation across time to anticipate future events. The longer ADHD persists over development, the more likely it is to overlap with other disorders and the more likely it is to adversely impact major domains of life activities. The disorder impairs all major life activities studied to date, including family, peer, community, educational, occupational, sexual, social, driving, and financial domains. It is therefore imperative that mental health, medical, and educational professionals understand the executive functions, how they develop, how ADHD interferes with that development, and how best to address those executive and self-regulatory deficits produced by ADHD. This seminar recording will provide a summary of the major advances over the past decade in the nature, diagnosis, life course, etiologies, and management of ADHD in children and teens. It also discusses the role of executive functioning and self-regulation in the disorder and what this means for management of ADHD. New research exists on the life course of children with ADHD and their adult outcomes that illustrate how impaired EF can negatively impact major life activities. The results of that research have numerous implications for the management of ADHD. Dr. Barkley will discuss the advances in our scientific knowledge of ADHD and their exciting implications for optimizing the effective treatment of children and teens having ADHD. He will also discuss the science-based treatments for the management of ADHD, its executive functioning deficits, and the impairments likely to arise from the disorder. OBJECTIVES Understand the nature of ADHD as a developmental disruption in executive functioning and self-regulation, providing tremendous insight into the nature of the disorder and treatment planning
Explain the demographic and situational factors affecting the occurrence and severity of ADHD
Describe the causes of ADHD and how they impact the brain’s executive functions
Identify the developmental course of ADHD, the impairments it may produce in various major life activities, and their implications for treatment planning
Summarize each of the major empirically based treatment approaches for ADHD, including parent counseling, classroom management, and ADHD medications OUTLINE Symptoms and Diagnosis of ADHD History of ADHD
Symptoms
Demographics
Persistence
Diagnostic Criteria
Discovery of a second attention disorder - Sluggish Cognitive Tempo ADHD and Executive Functioning What is executive functioning (EF)?
How ADHD impairs executive functioning – ADHD is EFDD
Implications for understanding and managing ADHD/EFDD The Causes of ADHD and Impact on Brain EF Systems Summary of research on various causes
Neurobiology
Future developments from the neuro-genetic view Life Course Outcomes of ADHD/EFDD and Treatment Implications Review of various childhood domains of impairment
Persistence of ADHD – rates of retention and recovery
Impact of adolescence of ADHD and domains of impairment
Education, peers, health and sex, and driving
Impairments in ADHD children by adulthood
Impact on treatment planning Overview of the Science-Based Treatments for ADHD Parent Counseling and Home Management of ADHD The 18 guiding principles for managing ADHD
What issues to cover with parents
Parent training programs
Parent-teen problem-solving communication training Medication Management of EF Deficits in ADHD Stimulants
Atomoxetine
Guanfacine XR
Other Medications School Management of EF Deficits in ADHD Basic considerations
Peer tutoring
Adjusting classroom incentives
Daily behavior report cards
Disciplinary options
Keys to managing ADHD teens at school RUSSELL BARKLEY, Ph.D. Russell A. Barkley, Ph.D. is a Clinical Professor of Psychiatry at the Medical University of South Carolina. He was previously Professor of Psychiatry and Neurology and Director of Psychology at the University of Massachusetts Medical School (1985-2002) and, before that, Associate Professor of Neurology at the Medical College of Wisconsin (1977-1985) and founder of its Neuropsychology Service. He is a Diplomate in three specialties, Clinical Psychology (ABPP), Clinical Child and Adolescent Psychology, and Clinical Neuropsychology (ABCN, ABPP) and Fellow in the American Psychological Association. Dr. Barkley is a clinical scientist, educator, and practitioner who has authored, co-authored, or co-edited 18 books and clinical manuals numbering 27 editions and published more than 250 scientific articles and book chapters related to the nature, assessment, and treatment of ADHD and related disorders. He is the Editor of the bimonthly clinical newsletter, The ADHD Report. He has presented more than 700 invited addresses internationally and appeared on the nationally televised 60 Minutes, the Today Show, Good Morning America, CBS Sunday Morning, CNN, and many other programs on behalf of those with ADHD. In 1996, he was awarded the C. Anderson Aldrich Award from the American Academy of Pediatrics for his research career in child development. He has received several awards from the American Psychological Association for his contributions to research in ADHD, to clinical practice, and for the dissemination of science. He resides in the Charleston, South Carolina area. His website is www.russellbarkley.org. | 
