5 hours of professional development
ADHD course book
Register on Teachable via credit card or email Dolly for invoice
As part of typical childhood development, the majority of children will at times find it difficult to sit still, pay attention or control impulsive behaviour. This usually ceases as the child progresses through development however, some children can continue to present with difficulty in areas such as these. Such individuals may receive a diagnosis of Attention Deficit Hyperactivity Disorder (ADHD).
ADHD is defined by the Diagnostic and Statistical Manual of Mental Disorders 5th edition (DSM-5) as a neurodevelopmental disorder characterised by behavioural patterns involving inattention, disorganisation and/or hyperactivity/impulsivity (American Psychiatric Publishing (APA), 2013).
The term ‘neurodevelopmental’ refers to atypical growth and/or development of the brain and/or central nervous system (CNS), resulting in functional change. Individuals with ADHD are typically diagnosed before the age of 12 and fall into one of three diagnostic categories: inattention; hyperactivity or inattention and hyperactivity combined. ADHD diagnosed before the age of 12 can continue into adulthood and diagnosis can also occur in adulthood.
The three diagnostic categories of ADHD as stated in the DSM-5 (APA, 2013) are characterised as follows:
- ADHD, predominantly inattentive type
Individuals with this form of ADHD have challenges with sustaining attention, concentration, distractibility and organisation. Individuals with this form of ADHD can often appear to be attending/concentrating, symptoms are often less obvious.
- ADHD, predominantly hyperactive/impulsive type
Individuals with this form of ADHD again have challenges with sustaining attention, they often talk constantly, fidget often and act ‘as if driven by a motor’. These individuals often present with risk-taking behaviour and frequently interrupt others during conversation.
- ADHD, combined type
Individuals with this form of ADHD present with both inattentive and hyperactive/impulsive symptoms as described above.
Overall, the symptoms associated with ADHD must affect the quality of social, academic or occupational functioning in order for a clinical diagnosis of ADHD to be reached. Behavioural strategies and/or medication can often be used to support the management of these symptoms.
Causes of ADHD
There is not thought to be any one specific cause for ADHD, however, there are numerous risk factors which are thought to increase the likelihood of diagnosis:
- Hereditary factors – inherited personality traits
- Maternal health – diseases or infections of the mother during pregnancy
- Parental behaviours – smoking and drinking alcohol during pregnancy
- Post-birth related factors – infection, disease, malnutrition, brain injury and abuse and neglect
- Around birth related factors - such as low birth weight, prematurity and obstetric complications
- Temperamental factors – reduced behavioural inhibition, negative emotionality and elevated novelty seeking
- Environmental factors – exposure to high levels of environmental toxins in utero
Associated Emotional and Behavioural Difficulties
Those who meet the diagnostic criteria for ADHD must present with some or all of the following symptoms:
ADHD, predominantly inattentive type symptoms
- Individual has difficulty paying attention to details and makes careless errors
- Individual has difficulty paying attention during tasks or during play
- Individual appears not to listen when directly addressed
- Individual has difficulty following instructions and moves from task to task without completing anything
- Individual has difficulties with organising tasks or activities
- Individual avoids or dislikes doing tasks that require sustained mental effort or sustained concentration
- Individual often loses things needed for tasks or activities
- Individual is easily distracted
ADHD, predominantly hyperactive/impulsive type symptoms
- Individual is constantly restless, fidgets and finds it difficult to sit still
- Individual frequently leaves their seat in environments where this is expected
- Individual runs or climbs excessively in inappropriate situations
- Individual has difficulty playing quietly
- Individual is often ‘on the go’ or acts as though they are ‘driven by a motor’
- Individual often talks excessively
- Individual will often blurt out answers before the speaker has finished the question or before raising their hand in class
- Individual has difficulty waiting their turn
- Individual often interrupts or intrudes on others
If those with ADHD, including children, are not provided with adequate support they can experience academic, social, self-esteem, personal organisation and emotional difficulties. Positive Behaviour Support Strategies for Children and Adolescents with Attention Deficit Hyperactivity Disorder is a comprehensive online course that will provide you with a toolkit of practical strategies to help individuals with ADHD achieve better communication, social, emotional, behavioural and learning outcomes. You’ll also be taught a range of behaviour management strategies to respond effectively to behaviour which challenges and also to develop a behaviour support plan to support the individual develop positive ways of managing their emotions and behaving.
Following completion of this course, you will be equipped with:
- A toolkit of practical strategies to assess, manage and prevent challenging behaviour in children and adolescents with ADHD
- Guidance to develop a behaviour support plan
- Free copy of ebook ‘Positive Behaviour Support for Students with ADHD
- A certificate of participation of 5 hours CPD
- Completion of an accredited Teacher Quality Institute of ACT.
What you'll learn
This online, self-paced course is divided into three modules:
Module 1 – Introduction to ADHD
- Defining ADHD
- Characteristics of ADHD
- Types of ADHD
- Co-occurring Conditions
- Diagnostic Process
- Causes of ADHD
- Prevalence of ADHD
Module 2 – Positive Behaviour Support
- Learn about data collection (frequency, duration and intensity)
- Complete a functional behaviour assessment
- Identify triggers and functions of challenging behaviours
- Learn and identify appropriate behaviour management strategies
- Learn and identify safe and appropriate de-escalation strategies
- Develop a customised behaviour support plan
- Learn and identify appropriate minimisation and prevention strategies
- Learn and identify appropriate strategies and tools for helping children develop cognitive, communication, behavioural and social skills
Module 3 – Positive Behaviour Support and ADHD
- Positive Behaviour Support and ADHD
- Using Visual Strategies to Support Children and Adolescents with ADHD
How to enrol and receive your resources
Teachable – Click on START THIS COURSE to begin the course through Teachable, where you’ll be required to pay the course fee of $165 via credit card.
If you would prefer an invoice or have multiple participants please email email@example.com
Once enrolled, you will receive a Welcome email with the course information.
Confirm the email address you would like the Amazon voucher to be sent to so you can download a free copy of the coursebook Positive Behaviour Support Strategies for Students with ADHD: A step by step guide to assessing, preventing and managing emotional and behavioural difficulties on Amazon Kindle.
Course tasks to complete and send via email to firstname.lastname@example.org
Since you’re here, you probably have questions and concerns. I am Dolly Bhargava, am here to help. I am a NDIS registered behaviour support practitioner and speech pathologist.
I have worked in a number of settings for over 21 years so, how can I help?
Please tell me what is worrying you right now and I will do my best to recommend resources and/or services that will be most useful to you in your situation.
- 0423 293 254
- Read my Blog