SCCAP/Miami International Child & Adolescent Mental Health (MICAMH) Conference/2018/Day 3
Day 3
editKeynotes
editSchool Mental Health Services Are Central to Best Practices for Youth with Emotional and Behavioral Problems
editPresenter: Steven W. Evans, Ph.D., Ohio University
Powerpoint: https://mfr.osf.io/render?url=https://osf.io/g2juw/?action=download%26mode=render
Learning Outcomes:
Explain the definition of school mental health and how it is similar and different than other mental health services for children
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Explain the advantages and disadvantages of providing mental health services at schools instead of clinics
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Critically discuss the role of accommodations and interventions in secondary schools for students with IEPs and 504 plans for emotional or behavioral problems
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Describe at least two examples of evidence-based practices in schools at the universal and targeted level
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Explain the Life Course Model and how it applies to school mental health
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Response to Intervention (RTI) Process and Strategies for Elementary School
editPresenter: George J. DuPaul, Ph.D., Lehigh University. Dr. DuPaul has been at Lehigh University College of Education since 1992.
Powerpoint: https://mfr.osf.io/render?url=https://osf.io/c5y6s/?action=download%26mode=render
Learning Outcomes:
Understand the conceptual and empirical foundations of response-to intervention (RTI) frameworks in elementary school
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State steps and processes used to implement a unified model of RTI to address academic and behavior problems exhibited by elementary school students
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Identify examples of RTI implementation in the context of multi-tiered systems of support
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Families and ADHD
editPresenter: Charlotte Johnston, Ph.D., University of British Columbia
Powerpoint: https://mfr.osf.io/render?url=https://osf.io/psyd7/?action=download%26mode=render
Learning Outcomes:
Acquire knowledge of possible mechanisms, including genetic and environmental influences that may underlie parent-child interaction difficulties in families with members with ADHD symptoms
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Develop an understanding of the influence of child and parent comorbidities on parent-child interactions in families of members with ADHD symptoms
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Recognize possible ways in which ADHD symptoms in parents and/or children may impact treatment engagement and treatment outcomes for the children
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Workshops
editSchool Mental Health Services for Adolescents with ADHD
editPresenter: Steven W. Evans, Ph.D., Ohio University
Powerpoint: Treatment for Adolescents with ADHD
Learning Outcomes:
Explain the limitations of applying current evidence-based practices for elementary-aged children with ADHD (e.g., behavioral classroom management) in secondary schools with adolescents
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Application to adolescents?
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Describe typical areas of impairment for secondary students with ADHD and methods for measuring them
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List feasible and effective tier-1 practices for students with ADHD
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Describe the evidence-based school mental health targeted practices for adolescents with ADHD
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Describe the application of the Life Course Model to school mental health practices for adolescents with ADHD
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Classroom Management Strategies for Students with ADHD and Disruptive Behavior
editPresenter: George J. DuPaul, Ph.D., Lehigh University. Dr. DuPaul has been at Lehigh University College of Education since 1992. He is co-author with Dr. Thomas Power of the ADHD Rating Scale–5[1].
Powerpoint: https://mfr.osf.io/render?url=https://osf.io/vtfa9/?action=download%26mode=render
Learning Outcomes:
1.) Identify the typical academic, behavioral, and social difficulties experienced by students with ADHD and related disorders
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2.) Understand the need for a balanced approach to intervention that emphasizes positive behavior support including preventive and consequence-based strategies
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3.) Identify evidence-based school intervention strategies for children and adolescents with ADHD and related disorders including contingency management, daily report card, peer tutoring, organizational skills support, and self-regulation techniques
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Building Social and Behavioral Competencies in the Elementary School Setting
editPresenter: Erika K. Coles, Ph.D., Florida International University
Learning Outcomes:
- Recognize how Tier 1 and Tier 2 behavioral strategies contribute to social and emotional learning in children
- Define trauma-informed schools and how using a trauma-informed framework can build social and behavioral competencies in the school setting
- Implement evidence-based strategies for building social and behavioral competencies
Promoting Homework Success: Strategies for Parents, Teachers, and Students
editPresenter: Thomas J. Power, Ph.D., ABPP, Children's Hospital of Philadelphia
Powerpoint: https://mfr.osf.io/render?url=https://osf.io/428yv/?action=download%26mode=render
Learning Outcomes:
- Learn the potential benefits of homework
- Learn strategies for helping parents and teachers to promote student success with homework
- Learn strategies for training students in organization, time management, and planning skills to improve homework performance
Using What We Know from Evidence-Based Approaches to Assist Children and Adolescents in Coping with Marginalization, Discrimination, and Oppression
editPresenter: Sannisha K. Dale, Ph.D., University of Miami
Learning Outcomes:
- Describe the link between marginalization/oppression and negative affect/emotions
- Learn some evidence-based strategies that can enhance coping with marginalization, discrimination, and oppression
- Note the limitations of some techniques in the context of oppression
Other 2018 Resources
edit- SCCAP/Miami International Child & Adolescent Mental Health (MICAMH) Conference/2018/Day 1
- SCCAP/Miami International Child & Adolescent Mental Health (MICAMH) Conference/2018/Day 2
References
edit- ↑ DuPaul, George J.; Reid, Robert; Anastopoulos, Arthur D.; Lambert, Matthew C.; Watkins, Marley W.; Power, Thomas J.. "Parent and teacher ratings of attention-deficit/hyperactivity disorder symptoms: Factor structure and normative data.". Psychological Assessment 28 (2): 214–225. doi:10.1037/pas0000166. http://doi.apa.org/getdoi.cfm?doi=10.1037/pas0000166.