EASE: Facilitating performance and participation in school for students with ADHD
Thursday, August 15, 2024 & Friday, August 16, 2024 from 10:00 a.m. to 5:00 p.m. (Eastern Time)
This two-day workshop equips school-based occupational therapy professionals with a comprehensive understanding of ADHD in schools and a robust set of practical evidenced-based resources to improve classroom participation and performance in students with ADHD. Participants will learn about the many misconceptions and stereotypes surrounding ADHD and gain insight into the lived experiences of students with ADHD. The flexible framework EASE (Educate, Accommodate, Scaffold, Empower) will be explored to support children with ADHD in schools. Participants will then apply this framework to challenge myths, improve collaboration, design accommodations, and develop executive function scaffolds that will improve outcomes for students with ADHD. Occupational therapist clinicians and educators as well as occupational therapist assistants who wish to learn how to facilitate sustainable performance and participation for students with ADHD in elementary and secondary schools.
By the end of this workshop, you will be able to: Apply current evidence on the neurological implications and complexities of ADHD to challenge and dispel harmful misconceptions and stereotypes surrounding ADHD and recognize the diversity of experiences among students with ADHD. Evaluate the impact of ADHD and correlated executive function challenges on academic and social functioning in school-aged children, including challenges related to learning, behaviour, and social interactions that impact classroom participation and performance. Evaluate the benefits and limitations of different classrooms accommodations, environmental modifications, behavioural interventions, and instructional adaptations to improve academic and social functioning in students with ADHD. Apply collaborative consultation skills and strategies to improve classroom participation and performance in students with ADHD and develop effective collaboration with educators, including addressing resistance to collaboration, promoting shared decision-making, and resolving conflicts. Apply best available evidence to select scaffolding interventions to support executive function skills needed for improved classroom participation and performance of students with ADHD.