Headlines headlines
View news itemSASC 2022 Conference and AGM booking now open
The SASC Annual Conference for 2022 will be held online from 8-10 June. Bookings are ...
View news itemSASC Consultation Launched
SASC issues consultation paper on identification of and effective intervention for literacy difficulties in children ...
View news itemWJIV Cognitive Abilities tests updated guidance
An updated (Feb 2022) version of the guidance on using WJIV Tests of Cognitive Abilities ...
View news itemSASC 2022 Conference - SAVE THE DATES
SASC 2022 Annual Conference and AGM will be held on-line, 8-10 June
View news itemReport Guidance and Formats Updated
The Pre and Post 16 Report Formats and Additional Guidance documents have been updated

SASC news feed SASC news feed

  Course Details
Recognising ADHD in Adults and Adolescents, in line with the SASC Guidance
Course Level: Intermediate
Course Type: Distance
CPD Long Term:
CPD Credit Hours: Hours: 5 Minutes: 0
  Event Address

  Contact Details
Provider: Patoss
Course Manager: Mrs Sheila Rostill
Telephone: 01386 257808
Email: srostill@patoss-dyslexia.org
Website: www.patoss-dyslexia.org
  Event Details
Dates: 18/11/2021 - 18/11/2022
Times: N/A - N/A
No. of Delegates: Unlimited
Delegate Price: GBP 150.00
SASC Ref.: PAT-15929-181121-OL
   Audience Restriction
Member £150, non-members £175
   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.
   Course Detail
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.

To improve the participants' understanding of ADHD and its impact on both Adults and Adolescents. To help the assessor identify evidence of the lack of attention, and behaviour that is impacting on student's learning may be due to ADHD.  To be able to apply a screening instrument to effectively collect evidence which can be used for a referral to other professionals. To conduct a diagnostic interview to investigate if ADHD is a possible cause of learning difficulties impacting on the learner. To 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. To 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. 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.

   CPD Themes
  • Reviewing principles of psychometrics, statistics, assessment and underlying theory
  • Assessors
  • Support
  • Assessment centers
  • 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 relates to the existing guidance: https://www.sasc.org.uk/SASCDocuments/ADHD%20Guidance-September%202013.pdf
  • 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.
   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