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Identify the differences between DSM-IV, TR and DSM-5 regarding the diagnosis of Attention-Deficit/Hyperactivity Disorder in children, adolescents, and adults

Examine the reasons why specific changes were made to diagnostic criteria for AD/HD and their impact on patients

Discuss how to diagnose and treat AD/HD in children, adolescents, and adults according to the DSM-5

Demonstrate adaptations and accommodations that can be made to the school and work environment that can aid those with AD/HD

Describe "Crichton Syndrome" (a.k.a. Inattentive AD/HD) and why it was not included in the DSM-5

 

Introduction

• The difference between an ability and a skill
• What is a developmental disorder?
• The difference between a disorder and a disability

 

DSM-5 and how it differs from DSM-IV, TR

• DSM-IV, TR: attention-deficit and disruptive behavior disorders—the inside story
• DSM-5: attention deficit and disruptive behavior disorders
  • AD/HD, predominately hyperactive/impulsive presentation
  • AD/HD, combined presentation
  • AD/HD, predominately inattentive presentation
  • other specified AD/HD
  • unspecified AD/HD
• The state of DSM-5 on May 1, 2012 regarding AD/HD: Why all the changes?
• What about the ICD-11?

 

AD/HD

• Definition
  • Barkley's theory
    • executive functions defined
  • Brown's theory
  • why there is now only one type of AD/HD
• What about AD/HD, inattentive presentation (restrictive)?
• What does "neurobiological" mean?
  • genetics and neurobiology
  • "acquired" AD/HD
  • 30 to 40% rule
    • driving
    • lifestyle health
• Diagnosis
  • what the near future may have in store
  • the 3 most important things in diagnosing AD/HD
  • paperwork and collaterals
  • how to protect against feigned disability
  • continuous performance tests (CPTs)
  • I.Q. and AD/HD
  • neuropsychological batteries and AD/HD
  • rating scales
  • documentation and practice guidelines
• Treatment
  • warnings about stimulant medications
  • the "MTA" and 8 year follow-up
  • making facial expressions
  • medications, benefits, and side effects
  • non-medical treatments for AD/HD
    • cognitive behavioral modification (CBT)
    • visual-spatial working memory training
    • AD/HD coaching and professional organizing
    • mindfulness training
    • exercise
    • therapy dogs
    • complementary and alternative medicine
• Classroom modifications
  • classroom management rules
  • 80-20% rule
  • token economies
  • actively ignoring negative behavior
  • color coding
  • classroom stoplight
  • daily report card
  • 3 R's and AD/HD
  • technology
  • extended time
  • AD/HD teens in the classroom
  • college accommodations
• Vocational counseling
  • difficulties of AD/HD adults in the workplace
  • employers of adults with AD/HD

 

"Crichton Syndrome" – what was to be AD/HD, Inattentive Presentation Restrictive

• Definition
• Symptoms
• What may cause it?
• Possible treatments

Accommodations

Biography is not currently avaiable.

Continuing Education Information
This educational offering is designed to qualify for continuing education for many professionals in every state.


Materials that are included in this course could include interventions and modalities that are beyond the authorized practice for your profession. As a licensed professional, you are responsible for reviewing the scope of practice, including activities that are defined in law as beyond the boundaries of practice in accordance with and in compliance with your professions standards.


Listed below are the continuing education credit(s) currently available for this educational offering. Please note, your state licensing board dictates what is an acceptable form of continuing education. Please refer to your state rules and regulations. If your profession is not listed, please contact your licensing board to determine your continuing education requirements and check for reciprocal approval. For other credit inquiries not specified below, please contact customerservice@vyne.com or 800-397-0180.


CE information is based on 100% attendance.

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