ADHD: Intervening to Prevent the Cascade of Sequelae
Attention-Deficit/Hyperactivity Disorder (ADHD) in all of its variations can wreak havoc on development. ADHD can impair the ability of young children to learn to attend, thrive in educational and social settings, manage their urges and impulses, get along with others, and follow directions, rules, and expectations. ADHD typically presents very early and is the primary driver of discipline referrals in day care and preschool settings.
This workshop helps early childhood mental health consultants and educational professionals to recognize signs of ADHD and provide attendees with empirically-supported usable strategies and tools to help children with ADHD be more available to meaningfully participate and decrease the interference in their own learning and the learning of others.
As a participant of this workshop, attendees were able to:
- State the difference in frequency, rate and intensity of behaviors that are normative versus signs and symptoms of ADHD.
- State the PRIDE skills used in the relationship-enhancement phase of Parent-Child Interaction Therapy (PCIT) and Teacher-Child Interaction Therapy (TCIT).
- State four of the eight elements of effective instructions in the PCIT and TCIT models.