Recognising ADHD in Adults and Adolescents, inline with the SASC Guidance - Nov 2023 to Dec 2024
Overview
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Date(s)18 Nov 2023 - 18 Nov 2024
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Cost£155.00
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ProviderPatoss
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Delivery typeDistance
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Course levelAdvanced
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Course summary
An opportunity for diagnostic and needs assessors, SENCOs, SpLD practitioners and H.E. disability advisers to familiarise themselves with and explore the implications for guidance on ADHD which covers both Adults and Adolescence.
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CPD credit hours5 hours
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Course themesReviewing principles of psychometrics, statistics, assessment and underlying theory, SpLD testing methods, interpretation, report writing, feedback and test materials
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AudienceAssessors, Support, Assessment centres, Training institutions
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SASC CodeSASC-20231114-84
Description
ADHD is a neurodevelopmental disorder that is characterised by features of both a mental health condition and a specific learning difficulty. As noted in the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), ADHD is characterised by a persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with normal functioning or development; It is present in multiple settings (e.g., home, school, work); Its symptoms interfere with or reduce the quality of social, academic or occupational functioning. Hyperactive-impulsive symptoms are less common in adults, who may present predominantly with problems of inattention. Educational performance is a specific difficulty for almost all individuals with ADHD, and there is considerable overlap with specific learning difficulties. Professionals need to:
- improve the participants' understanding of ADHD and its impact on both Adults and Adolescents.
- help the assessor identify evidence of the lack of attention, and behaviour that is impacting on student's learning may be due to ADHD.
- be able to apply a screening instrument to effectively collect evidence which can be used for a referral to other professionals.
- conduct a diagnostic interview to investigate if ADHD is a possible cause of learning difficulties impacting on the learner.
- ensure that the assessor has collected all the relevant academic and other supporting evidence to support the suggestion that ADHD may be a barrier to the student's learning.
- make sure that the diagnostic report that is written reflects good practice in that it signposts correctly the symptoms identified by the DSM 5, to be able to strongly suggest that the student has ADHD; and then to make relevant recommendations for support.
Learning outcomes
- how ADHD impacts learning
- how professional practice can best support an Adult or Adolescent with ADHD
- how to develop best practice in screening, assessment, and referral
- how to promote greater awareness amongst colleagues of ADHD
The course will also enable the participants to be aware of the other co-occurring difficulties which occur alongside ADHD and health issues that may appear as an ADHD difficulty where in fact it may be a health issue.
Course prerequisites
- Professor Asherson will be covering his up to date research during the day but we would request, that delegates download the present SASC ADHD Guidance to enable the delegate to have an understanding of how Prof. Asherson's new research which relates to the existing SASC ADHD Guidance (2013)
- Delegates are expected to either: hold a relevant qualification in the diagnostic assessment of SpLDs. [Level 7 or equivalent qualification] or hold a current role as a SENCO / H.E. disability adviser / DSA needs assessor.