Highlights from AHEAD Denver - Joshua Kaufman - PowerPoint

Joshua Kaufman

Services Coordinator

Student Support Services

Western Carolina University

Highlights from Denver AHEAD….. This is a summary of information by the following

presenters at the National Association on Higher Education and Disability (AHEAD) Conference in Denver July 2010.

For complete PowerPoint slides and handouts see the following website

http://www.ahead.org/conferences/2010/handouts

ADD a Chemical Imbalance Essentially ADD is a chemical imbalance

Unless the chemical imbalance is addressed most other interventions will have limited success at best

Medication is the currently the most effective treatment

Cognitive Therapy, Skill Building, and Coun./Coaching

2 Major Neurotransmitters Dopamine and Norepinephrine

These 2 chemicals are involved in many of the brain processes involved in Executive Functioning

The difficulty arises when the brain either doesn’t produce enough or doesn’t reuptake and/or re-release appropriately

80% of those treated respond well to appropriate medications

Noteworthy ADD Biological Markers

Very strong heritability .8 (approx. 3x higher than breast cancer)

25% also show signs of dyslexia (gen. pop. 5%)

Undersized Amygdala which is involved in emotional regulation such as anger, frustration tolerance, depression, and anxiety

Further research will likely yield a blood test identifying which med(s) would be most effective for particular individuals

Common Issues Associatedwith ADD/ADHD

Low Self-esteem

Lack self awareness and emotional regulation

Problems self monitoring in social situations

Low frustration tolerance

Can display mild to moderate OCD type thinking and behaviors

Common Issues Associatedwith ADD/ADHD

Difficulties with procrastination and sustained effort/attention

Lack time management skills

Frequently have alertness and sleeping difficulties

Reading fluency and concentration

Writing difficulties; procrastination, task completion, slowed production

Connecting, organizing and prioritizing information

“Pills Don’t

Teach Skills”

*Favorite quote from the conference by Thomas E. Brown Ph.D.

The Most Powerful Approaches Use:

Medication Treatment combined with:

Cognitive Therapy

Skill Development

Counseling/Coaching

Themes to guide strategies Education about the research is key for those with

ADD, their families, counselors, instructors, etc.

Structure, structure, structure

Novelty - as long as it’s planned into the routine!

Clearly defined expectations

Multiple checklists and tracking devices

Encourage the use of more of their senses

Widgets or dog poop?!?

Effective Strategies Provide appropriate referrals to campus and

community support services

Assist students in discovering their strengths and weaknesses

Recommend a mix of required course with desired course

Get to know your faculty

Maintain a supportive attitude and be patient

Effective Strategies Visual aids

Integrate kinesthetic action

Writing

Colored overhead sheets w/cutouts for reading

Time management skills such as:

Breaking large assignments into smaller tasks

Setting intermediate deadlines

Building in rewards that fit the individual

Effective Strategies Personal counseling may address:

Education

Improved social interaction

Self esteem issues

Self regulation and awareness

OCD type thinking

Depression

Anxiety

Substance use/abuse

In Your Interactions…..

Ask open ended questions

Keep them on task and don’t let them get you off track, don’t let them avoid the difficult questions

Ask questions that lead to planning or strategy development What would you do it…..?

What has worked for you in the past?

How would you handle it if…..?

Documentation

What was the intent?

The intent of the reauthorization is to move the focus (particularly in the work place) from showing “no

disability exists” or “otherwise not qualified” to the provision of appropriate accommodations.

The intent was to grant easier

access to accommodations.

Will Documentation Disappear?Not Likely

Determine appropriate accommodations

Determine specific deficits

It is not the job of ODS’s to diagnose students’ disabilities/difficulties but rather to implement/provide appropriate accommodations

Diagnostic Evidence Should…

Be determined on a case-by-case basis

Be an individual assessment

Not take too long or be too time consuming

Make basic sense, be legitimate and rational It can not be erroneous

…and Demonstrate What?

“Substantial limitation(s)”

Specific reason for each accommodation

What forms can we expect? IEP’s and similar evidence from the K-12 system

Traditional diagnostic evidence

Increased reliance on student interviews

“Understanding Executive Functioning”

Presenter Alicia Brandon

Landmark College Institute for Research and Training

For more information about Landmark College Institute of Research and Training go to

http://www.landmark.edu/institute/

“Helping to Improve Inadequately Treated ADD/ADHD”

Presenter Thomas E. Brown Ph.D.

Associate Director, Yale Clinic for Attention and Related Disorders, Department of Psychiatry, Yale Medical School

For more information about Dr. Brown and ADD/ADHD go to

http://drthomasebrown.com/

Heyward, Lawton and Associates Presenter Salome Heyward, JD

“[Dr. Heyward] is a civil rights attorney with over 30 years of experience and is a well-known and respected speaker and trainer in the area of disability discrimination law and disability management.”

For more information about Dr. Heyward go to

http://www.salomeheyward.info/

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