Week 1 Edcn633 Adhd

ECN 633 Spring 2009 Week 1 January 12 2009 ,[object Object],[object Object],[object Object]

ADHD #10 ,[object Object],[object Object]

Fact ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Fact ,[object Object],[object Object],[object Object],[object Object]

Fact ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

ADHD #7 ,[object Object],[object Object],[object Object]

Fact ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Fact ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Fact ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Fact ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

ADHD #1 ,[object Object],[object Object]

New Insights into ADHD - Self-Regulation and Intention

Some Early Explanations ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Current descriptions of ADHD are based mainly on DSM-IV: three categories Hyperactive/Impulsive Combined Inattentive

But the DSM-IV descriptions DO NOT: ,[object Object],[object Object],[object Object],[object Object]

Different Views of the Same Problem ,[object Object],[object Object],[object Object],[object Object]

The Brain-Behaviour Link I want you to know that I have a different physiology - in the frontal-striatal-cerebellar network. The effect is that I have low inhibition control and poor executive functioning!

Contemporary View of ADHD ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

ADHD Causes: Family and Heredity ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Empirically Proven Treatments ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Empirically Proven Treatments ,[object Object],[object Object],[object Object],[object Object],[object Object]

Outcomes for Children with ADHD ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Outcomes for Adults with ADHD ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

ADHD is Often Complicated by Comorbidity ,[object Object],[object Object]

Self-Regulation and Cognitive Processes - The Story of Aiden ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Assessing Self-regulation and Metacognition Case study on Aiden

What are Executive Functions? ,[object Object],[object Object],[object Object],[object Object]

EF Development and Demands ,[object Object],[object Object],[object Object],[object Object]

Executive Functions Often Impaired in ADHD

1. Organise, Prioritise, and Activate ,[object Object],[object Object],[object Object],[object Object]

2. Focus, Shift, and Sustain Attention ,[object Object],[object Object],[object Object]

3. Regulating Alertness, Effort, and Processing Speed ,[object Object],[object Object],[object Object]

4. Manage Frustration, Modulate Emotion ,[object Object],[object Object],[object Object]

5. Utilise Working Memory, Access Recall ,[object Object],[object Object],[object Object]

6. Monitor and Self-Regulate Action ,[object Object],[object Object],[object Object]

What We Know of Attention Attention implies a relationship between an event (stimulus) and the response of the individual to that stimulus To ‘attend’ effectively requires one to: ,[object Object],[object Object],[object Object],[object Object],[object Object]

Some Learning Characteristics ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

What do we see in students? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Guidelines for Assessment ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Implications for Treatment ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Some Good Management Ideas ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Classroom Management: Externalizing Rules and Time ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Classroom Management: Moving to Self-Management ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Some practical materials Let’s convert this information into practical ideas by reviewing the handouts.

Typical medications ,[object Object],[object Object],[object Object]

Evidence for ADHD – Magnetic Resonance Imaging ,[object Object],[object Object],[object Object],[object Object]

What does the medication do? ,[object Object],[object Object],[object Object]

Hypothesized effects of medication ,[object Object],[object Object],[object Object]

Three-times-daily medication: DEX and MPH ,[object Object],[object Object]

Three-times-daily medication: DEX and MPH ,[object Object],[object Object],[object Object],[object Object]

Problems with 3-times-daily MPH and DEX ,[object Object],[object Object],[object Object],[object Object]

Development of once-a-day methylphenidate ,[object Object],[object Object],[object Object],[object Object]

The vulnerability of parents of children with ADHD ,[object Object],[object Object],[object Object],[object Object]

Week 1 Edcn633 Adhd

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