Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: To be determined

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This workshop will begin with a brief examination of the role of intelligence tests as part of a Psychoeducational assessment of ADHD. The research on traditional IQ tests will be summarized and the use of cognitive tests recommended. Special attention will be paid to the Planning, Attention, Simultaneous, Successive (PASS) theory as operationalized by the Cognitive Assessment System (Naglieri & Das, 1997). This theory and instrument will be described because there has been a line of research that has suggested the sensitivity of this theory to the cognitive weaknesses found for some children who have the combined type of ADHD. Particularly, children with this type of ADHD have had a weakness in Planning. Inattentive type ADHD has been associated with specific failure on the Attention component of the PASS theory. This research will be summarized with the goal of differential diagnosis and academic instructional planning.
The workshop will include the examination of cases studies and a summary of research on the use of the PASS theory for selection of appropriate academic interventions. Research that has been conducted with children who are poor in Planning will be summarized. Cognitive intervention for children with a deficit in attention will also be described. The goal of this workshop is to merge theory and practice in an applied context. Audience participation will be encouraged and sharing of cases appreciated.

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Abstract for Proposed Presentation at CHADD Conference-2004

Advanced Workshop: Treatment Dilemmas in Complicated Cases of ADHD

Thomas E. Brown, Ph.D.

In itself, ADHD is a complicated disorder involving impairments of many cognitive functions that are very important in learning, work, social relationships and family life. In addition, more than 50 percent of persons with ADHD also suffer, at some point in their lifespan, with one or more additional problems of learning, emotions, cognition and/or behavior.

Treatment of ADHD is complicated not only by the complexity of the disorder and the added complexity of comorbid disorders. Often it is further complicated by family issues, e.g. conflicts between family members over how best to allocate limited family resources of time, attention, effort and money to deal with a family member who has ADHD.

In some cases, treatment of ADHD is also complicated by medical problems of the individual being treated, e.g. hypersensitivity to specific medications, chronic problems with non-psychiatric medical disorders.

In addition to individual and family complications, sometimes treatment is complicated by problems in the school or community or resources for medical care, e.g. playground bullies, inexperienced teachers or inadequate administrators, inadequate insurance coverage for needed prescriptions or lack of availability of knowledgeable clinicians.

This half-day workshop for health care professionals will present a series of actual cases of children, adolescents and adults with ADHD where multiple complicating factors have presented difficult dilemmas for treatment. Cases will include persons with anxiety disorders, sleep disorders, mood disorders, learning disorders, substance abuse, Asperger’s disorder, tics, and obsessive-compulsive disorder. Many of the cases involve multiple comorbid disorders in addition to individual, family, school and/or community problems.

Important dilemmas in treatment of complicated ADHD will be highlighted in each case. Risks and benefits of alternative intervention strategies will be discussed.

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: College students diagnosed with ADHD constitute a significant population that is eligible for services under Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA). Further, college students with ADHD appear to be at higher than average risk for academic underachievement relative to their non-ADHD counterparts. Although relatively little empirical information is available concerning ADHD among college students, recent studies suggest that ADHD affects approximately 2 percent to 4 percent of this population. The purposes of this presentation are to (a) describe what is known about the academic and social functioning of college students with ADHD and (b) delineate assessment and treatment practices that may enhance services for this population.
Relative to their non-ADHD peers, college students who exhibit significant ADHD symptoms experience more academic performance difficulties, use fewer academic coping strategies, report more intrusive thoughts and a higher degree of internal restlessness, and report a lower quality of life. Preliminary studies suggest that these students may be at higher risk for substance abuse, financial mismanagement, poor employment performance, difficulty selecting a major, and legal problems; however, additional investigations are needed to substantiate these findings. Based on the limited studies available, college students with ADHD do not appear to have significant deficits in psychological, emotional, or neuropsychological functioning.
A thorough assessment of ADHD symptoms in a college student should include clinical interviews with the student and significant others, self-report questionnaires, behavioral questionnaires completed by parents, review of school records, and cognitive testing. The overall objective is to determine the extent to which a student’s symptoms meet DSM-IV criteria for ADHD while also carefully considering alternative diagnostic options (e.g., learning disabilities). Typically, the student and parents (or someone else who knows the student well) are interviewed regarding current concerns, developmental history, medical history, and family history. Self-report questionnaires regarding current ADHD symptoms and related psychological difficulties are completed. Both the student and parents also are asked to complete questionnaires regarding childhood ADHD symptoms (e.g., Barkley and Murphy ADHD Rating Scale). If available, school records are reviewed to document a history of ADHD-related concerns in school settings. The specific components of the cognitive evaluation vary according to presenting concerns; however, this typically includes assessment of intellectual ability, memory, and academic skills. Continuous performance tests may be helpful but are used with caution due to questionable diagnostic reliability. Although neuropsychological tests can provide valuable information about cognitive functioning, they do not reliably discriminate between college students with and without ADHD.
Treatment of ADHD in college students may include a variety of interventions such as stimulant medication combined with educational accommodations such as extra time for tests, provision of distraction-free environments, books on tape, note-taking services, and adaptive technology. Specific services vary across institutions. Further, empirical studies of the effectiveness of educational accommodations are lacking.
The presentation will conclude with a discussion of directions for future research. The emphasis will be on going beyond extant descriptive studies and empirically documenting efficacious treatments specific to the college student population.

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: To be determined...