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Self-Study

Executive Functions & ADHD in Children & Adolescents: Proven Techniques to Increase Learning & Manage Attention


Credit Available - See CEs/Contact Hours tab below.

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Categories:
ADHD/Attention Deficit Hyperactivity Disorder |  Children and Adolescents |  Executive Function |  Schools/Classroom
Trainer:
Cindy Goldrich, EdM
Duration:
5 Hours 40 Minutes
Format:
Audio and Video
Original Recording Date:
Mar 23, 2015

  • Program no longer active
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Description

Practical Strategies to Enhance Success for:

  • Working memory
  • Attention
  • Organization
  • Problem solving
  • Conflict resolution
  • Homework and testing
  • Techniques to reduce stress, anxiety and problem behaviors
  • Decrease time spent redirecting, refocusing, and re-teaching inattentive distracted students
  • Effective collaboration with parents and paraprofessionals without excessive time commitment

Do you need some new strategies to get kids to pay attention and learn more effectively? Are you struggling with kids who can’t get started, stay involved, or complete their work? This seminar teaches techniques and tools for children who struggle to focus, cooperate, and perform to their potential.

  • Teach kids a targeted ten-minute lesson on how their brain works will help them focus, reduces stress, and learn more effectively.
  • Take advantage of the latest brain research and evidence-based best practices to get kids motivated, focused, organized, and perform closer to their true potential.

Cindy will help you design subtle changes in the environment to improve time management, working memory, motivation and emotional regulation that will benefit all children, not only those with ADHD. Walk away with new ideas, valuable handouts and important resources for teachers, parents, and students to manage homework, home/school communication, study-skills, behavior and more.

CEs/Contact Hours


**

NOTE: Tuition includes one free CE Certificate (participant will be able to print the certificate of completion after completing the on-line post-test (80% passing score) and completing the evaluation). 

Continuing Education Information:  Listed below are the continuing education credit(s) currently available for this non-interactive self-study package. Please note, your state licensing board dictates whether self-study 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 cepesi@pesi.com or 800-844-8260 before the event.

Materials that are included in this course may include interventions and modalities that are beyond the authorized practice of 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 profession's standards.  

All members of the PESI, Inc. planning committee have provided disclosures of financial relationships with ineligible organizations and any relevant non-financial relationships prior to planning content for this activity. None of the committee members had relevant financial relationships with ineligible companies or other potentially biasing relationships to disclose to learners.  For speaker disclosures, please see the faculty biography.


Educators

This course consists of 6.0 self-study clock hours. Credit requirements and approvals vary per state board regulations. Please save the course outline, the certificate of completion you receive from this self-study activity and contact your state board or organization to determine specific filing requirements. 


New Jersey Educators, Administrators & Education Services Personnel

6.0 Actual Professional Development Hours (self-study). MEDS-PDN, powered by PESI, Inc., is a registered New Jersey Professional Development Provider with the NJ Dept of Education.  


Illinois Educators

IL EDU Logo

6.0 ISBE Professional Development (PD) Clock Hours have been made available through Quincy University. Those requesting ISBE PD Clock Hours will need to complete additional steps in order to receive the ISBE “Evidence of Completion for Professional Development” form.

 

While completing the post-test/evaluation be sure to answer the question “Are you an Illinois Educator” Yes. PESI will then be prompted to send you the “Evaluation for Workshop, Conference, Seminar, Etc.” form. You will need to complete the ISBE evaluation form, and return it plus the applicable ISBE enrollment fee(s) (made payable to PESI, Inc.), and your name within two weeks from receiving your CE certificate. You will then be emailed the “ISBE Evidence of Completion for Professional Development” form.


Indiana Educators

6.0 Professional Growth Points are available for full attendance of this self-study package per the Indiana Department of Education standards.


Montana Educators

This self-study package is offered for 6.0 Renewal Units. PESI, Inc. is an Approved Renewal Unit Provider with the Montana Office of Public Instruction.


New York Educators Self-Study

PESI, Inc. is an approved sponsor of CTLE with the New York State Education Department's (NYSED) Office of Teaching Initiatives. Provider #23567. This self-study activity will qualify for 6.0 Approved Continuing Teacher and Leader Education (CTLE) Hour(s), in the area of Pedagogy. Hours are based on full attendance. Board required certificates will be sent after the program.


Texas Educators

PESI, Inc., has been approved as a CPE Provider #500-981 for Texas Educators by the Texas State Board for Educator Certification (SBED). This self-study package qualifies for 6.0 CPE clock hours.


Nurses, Nurse Practitioners, and Clinical Nurse Specialists

This intermediate activity is approved for 5.0 clock hours of continuing education instruction. Credit requirements and approvals vary per state board regulations. Please contact your licensing board to determine if they accept programs or providers approved by other national or state licensing boards. A certificate of attendance will be awarded at the end of the program to participants who are in full attendance and who complete the program evaluation.


California Nurses

PESI, Inc. is a provider approved by the California Board of  Registered Nursing, Provider #: 17118 for 5.0 self-study contact hours. 

** You will need to provide your license number to PESI. PESI must have this number on file in order for your hours to be valid.


Florida Nurses

PESI, Inc. is an approved provider by the Florida Board of  Nursing. Provider #: FBN2858. These materials qualify for 5.0 self-study contact hours.

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Iowa Nurses

PESI, Inc. is an approved provider by the Iowa Board of Nursing. Provider #: 346. Nurses successfully completing these self-study materials will earn 6.0 self-study contact hours. Please email cepesi@pesi.com with your license number, include the title, speaker name and date. PESI must have this number on file in order for your hours to be valid.


Arizona Occupational Therapists & Occupational Therapy Assistants

CE credit is available. This self-study course consists of 6.0​ continuing education clock hours for Arizona OTs and OTAs. The Arizona Board of Occupational Therapy Examiners (R4-43-203) confirms acceptance of continuing education programs relevant to occupational therapy that are approved by the American Occupational Therapy Association (AOTA).


Florida Occupational Therapists & Occupational Therapy Assistants

PESI, Inc. is an approved provider with the Florida Board of Occupational Therapy. Provider Number #50-399. This course qualifies for 6.0 self-study continuing education credits.

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Speech-Language Pathologists & Audiologists

This course contains 6.0 hours of self-study continuing education. It was not offered for ASHA CEUs. Please retain your certificate of completion. If audited for ASHA Certification Maintenance, you can submit this certificate of completion at that time. For state licensure, teacher certification renewal, or other credential renewal, contact those agencies for information about your reporting responsibilities and requirements.


California Speech-Language Pathologists & Audiologists

PESI, Inc. is an approved provider with the California Speech-Language Pathology and Audiology Board, #PDP 319. This course meets the qualifications for 6.0 hours of self-study continuing professional development credit for Speech-Language Pathologists or Audiologists, as required by the California Speech-Language Pathology and Audiology Board.


Florida Board of Speech-Language Pathology and Audiology

PESI, Inc. is an approved provider with the Florida Board of Speech-Language Pathology and Audiology. Provider Number: 50-399. This self-study course qualifies for 6.0 continuing education credits. 


Kansas Speech-Language Pathologists

Approved for 7.0 self-study continuing education clock hours for Kansas licensed Speech-Language Pathologists by the Kansas Department for Aging and Disability Services.


Other Professions

This self-study activity qualifies for 6.0 continuing education clock hours as required by many national, state and local licensing boards and professional organizations. Save your activity advertisement and certificate of completion, and contact your own board or organization for specific requirements.



Handouts

Trainer

Cindy Goldrich, EdM's Profile

Cindy Goldrich, EdM Related Seminars and Products

PTS Coaching


Cindy Goldrich, EdM, is a mental health professional, certified ADHD coach and teacher trainer. She is the author of 8 Keys for Parenting Children with ADHD, a book recognized for providing parents, educators, and therapists with a practical, easy-to-read guide for addressing challenging kids. She is the creator of the workshop series Calm and Connected: Parenting Children with ADHD© designed to teach parents and caregivers how to manage and support their children's unique needs successfully. Through her ADHD Parent Coach Academy, she trains other professionals to become ADHD parent coaches.

Cindy is known to be a passionate, engaging speaker. She conducts training workshops for schools, associations and national conferences addressing how ADHD and executive function deficits impact children and how to help boost behavior and performance in school and at home.

Cindy received her Master's in Education in Counseling Psychology from Columbia University, Teachers College and her ADHD coach certification from the Institute for the Advancement of AD/HD Coaching. She is a certified mentor for Think: Kids, formally The Collaborative Problem Solving (CPS) Institute, dedicated to understanding and helping challenging children and adolescents. She is the co-founder and president of the Long Island Professionals ADHD Consortium and is on the executive board of Nassau CHADD.

 

Speaker Disclosures:
Financial: Cindy Goldrich maintains a private coaching practice and receives royalties as a published author. She receives a speaking honorarium, recording, and book royalties from PESI, Inc. She has no relevant financial relationships with ineligible organizations.
Non-financial: Cindy Goldrich is a contributing author to The ADHD Awareness Book Project: 365 Ways to Succeed with ADHD; 365 Ways to Succeed with ADHD; and 8 Keys to Parenting Children With ADHD. She is the Co-Founder of the Long Island ADHD Professional Consortium and the president of the Boulder Colorado Division of The Clinicians Collective. Cindy is a member of the Institute for the Advancement of ADHD Coaching, ADHD Coaches Organization, Children and Adults with Attention-Deficit/Hyperactivity Disorder, and the American Professional Society of ADHD and Related Disorders.


Target Audience

Counselors, Social Workers, Psychologists, Psychotherapists, Teachers, School Administrators, Educational Paraprofessionals, Marriage & Family Therapists, Case Managers, Speech - Language Pathologists, Occupational Therapists & Occupational Therapy Assistants, and Other Helping Professionals Who Work with Children

Objectives

  • Identify how executive functioning deficits are impacting students’ ability to successfully utilize classroom learning and perform well on curriculum objectives.
  • List enhanced strategies for engaging and maintaining students’ attention and active participation.
  • Apply subtle changes in classroom structure and environment to improve time management, organizational skills and study skills that will benefit all children, not only those with ADHD.
  • Show how to reduce students’ stress levels so they can perform better and meet greater expectations
  • Describe how participating in experiential exercises shows how adjustments in your approach can positively impact student leaning outcomes.
  • Identify pre-arranged strategies to aid slower processors and distracted students.

Outline

ADHD and Executive Function Updates

  • Notable changes in the new DSM-5®
  • Relationship between ADHD and executive function
  • Impact of ADHD beyond impulsivity, inattentiveness and hyperactivity
  • Connection between executive function skills and academic performance – grades alone are not a measure for services

Strategies to Improve Attention, Organization, Time Management and Memory

  • Graphic organizer and free websites to facilitate effective outlining and organizing
  • Effective timers, paper organizers, and homework management systems
  • Verbal and Visual prompts
  • Keys to incorporate movement, fidgets, and mindfulness techniques

Strategies to Reduce Disruptive Behaviors, Stress & Anxiety

  • Identify the lagging skills
  • How to structure the environment
  • Breathing techniques
  • Create a safe atmosphere to experiment, explore and self-advocate
  • Teach children to take a more active role facing their challenges

Techniques to Strengthen Emotional/Self-Regulation in School and at Home

  • Improve problem solving and advocacy skills by increasing self-awareness and self-talk
  • Pomodoro Time Management Technique for concentration and tenacity
  • Environmental modifications to harness innate strengths – examples?
  • Emotional reactions to medications