highlights from ahead denver - joshua kaufman - powerpoint
TRANSCRIPT
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Joshua Kaufman
Services Coordinator
Student Support Services
Western Carolina University
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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
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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
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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
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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
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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
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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
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“Pills Don’t
Teach Skills”
*Favorite quote from the conference by Thomas E. Brown Ph.D.
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The Most Powerful Approaches Use:
Medication Treatment combined with:
Cognitive Therapy
Skill Development
Counseling/Coaching
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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?!?
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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
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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
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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
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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…..?
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Documentation
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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.
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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
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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
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…and Demonstrate What?
“Substantial limitation(s)”
Specific reason for each accommodation
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What forms can we expect? IEP’s and similar evidence from the K-12 system
Traditional diagnostic evidence
Increased reliance on student interviews
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“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/
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“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/
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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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Questions/Comments