| For All Conference Attendees: 9:00 a.m. – 9:25 a.m. |
AD/HD – The Basics You Need to Know
William Morgan, Psy.D.
This session will present valuable basic AD/HD information that is the foundation for understanding this complex
disorder. There will be a brief overview of symptoms, treatments, and the impact of AD/HD on everyday life, in both
childhood and adulthood. The information in this session will not be repeated during the conference, so you won’t
want to miss this opportunity to gain a greater understanding of AD/HD.
William Morgan, Psy.D.
This session will present valuable basic AD/HD information that is the foundation for understanding this complex
disorder. There will be a brief overview of symptoms, treatments, and the impact of AD/HD on everyday life, in both
childhood and adulthood. The information in this session will not be repeated during the conference, so you won’t
want to miss this opportunity to gain a greater understanding of AD/HD.
| Session 1: 9:30 a.m. - 10:45 a.m. (Choose One) |
A. In-Service on Managing AD/HD in the Classroom
Chester County CHADD Board of Directors
Chester County CHADD is pleased to present an in-service on childhood AD/HD that can be tailored for school districts, PTO’s, and
other organizations. Attend this session to preview our presentation and learn some strategies to help children with AD/HD become
more successful in school.
B. Becoming a Better Advocate
Charles Pugh, Esquire
Special education attorney Charles Pugh believes that most parents can become better advocates for their children through learning
and using the fundamental tools of advocacy: obtaining essential records; adopting a record-keeping system that works; developing
written, long-term goals; documenting important conversations; consistently following through; knowing where to find information
when needed; and developing a consistent, positive approach. Our goal: to help parents get better results for their children through
becoming better advocates.
C. Building Resiliency in Students with AD/HD
Adam DeAngelo
Based on Adam DeAngelo's work/study with Dr. Robert Brooks, author of Raising Resilient Children, this presentation will focus on the
resilient mindset that is so important to children with learning differences. Those with a resilient mindset view the world in an
optimistic way and set realistic goals and expectations. They recognize their strengths and talents as a way to counteract the negative
aspects of AD/HD. This presentation also focuses on the important environmental factors (parents, teachers, care givers, and
accommodations) needed for students to acquire a resilient mindset, which may be the most important factor between those kids that
make it and those that don't.
Chester County CHADD Board of Directors
Chester County CHADD is pleased to present an in-service on childhood AD/HD that can be tailored for school districts, PTO’s, and
other organizations. Attend this session to preview our presentation and learn some strategies to help children with AD/HD become
more successful in school.
B. Becoming a Better Advocate
Charles Pugh, Esquire
Special education attorney Charles Pugh believes that most parents can become better advocates for their children through learning
and using the fundamental tools of advocacy: obtaining essential records; adopting a record-keeping system that works; developing
written, long-term goals; documenting important conversations; consistently following through; knowing where to find information
when needed; and developing a consistent, positive approach. Our goal: to help parents get better results for their children through
becoming better advocates.
C. Building Resiliency in Students with AD/HD
Adam DeAngelo
Based on Adam DeAngelo's work/study with Dr. Robert Brooks, author of Raising Resilient Children, this presentation will focus on the
resilient mindset that is so important to children with learning differences. Those with a resilient mindset view the world in an
optimistic way and set realistic goals and expectations. They recognize their strengths and talents as a way to counteract the negative
aspects of AD/HD. This presentation also focuses on the important environmental factors (parents, teachers, care givers, and
accommodations) needed for students to acquire a resilient mindset, which may be the most important factor between those kids that
make it and those that don't.
| Session 2: 11:00 a.m. - 12:15 p.m. (Choose One) |
D. 10 Days to a Less Defiant Child or Teen
Jeffrey Bernstein, Ph.D.
Occasional clashes between parents and children are not uncommon, but when a child or teen's defiant behavior—such as tantrums,
defensiveness, resistance to rules, and negativity—becomes chronic, it can cause big problems within the family. This can wreak
havoc on even the best homes and classrooms. In fact, many well-intentioned parents unwittingly fuel their child’s defiant behaviors
when they attempt discipline. Attend this meeting to learn how to regain control over your defiant child or teen, including those with
Oppositional Defiant Disorder or any level of defiant behavior.
E. AD/HD and Family Dynamics
James L. Karustis, Ph.D.
Parents struggle every day with how their child’s AD/HD affects the rest of the family. Solutions that work for families of typical children
don’t seem to work in an AD/HD household. This session will address taking stock of support systems, including whether the support
system is truly supportive, changing the system as needed and desired, and expanding the support system. Also to be discussed is
the role of the parent in the functionality of the family.
F. (Simply) Good Teaching Strategies for AD/HD
Diane Tallman, M.A.
Students with AD/HD often receive special education accommodations to help them become more successful in school. Some
commonly known accommodations include seating the student in the front of the classroom and allowing extra time to complete
tests. But much more than this is available to help students who struggle with memory, organization, and some of the behavior
challenges that accompany AD/HD. Attend this session to learn some innovative ways to help students with AD/HD.
Jeffrey Bernstein, Ph.D.
Occasional clashes between parents and children are not uncommon, but when a child or teen's defiant behavior—such as tantrums,
defensiveness, resistance to rules, and negativity—becomes chronic, it can cause big problems within the family. This can wreak
havoc on even the best homes and classrooms. In fact, many well-intentioned parents unwittingly fuel their child’s defiant behaviors
when they attempt discipline. Attend this meeting to learn how to regain control over your defiant child or teen, including those with
Oppositional Defiant Disorder or any level of defiant behavior.
E. AD/HD and Family Dynamics
James L. Karustis, Ph.D.
Parents struggle every day with how their child’s AD/HD affects the rest of the family. Solutions that work for families of typical children
don’t seem to work in an AD/HD household. This session will address taking stock of support systems, including whether the support
system is truly supportive, changing the system as needed and desired, and expanding the support system. Also to be discussed is
the role of the parent in the functionality of the family.
F. (Simply) Good Teaching Strategies for AD/HD
Diane Tallman, M.A.
Students with AD/HD often receive special education accommodations to help them become more successful in school. Some
commonly known accommodations include seating the student in the front of the classroom and allowing extra time to complete
tests. But much more than this is available to help students who struggle with memory, organization, and some of the behavior
challenges that accompany AD/HD. Attend this session to learn some innovative ways to help students with AD/HD.
| For All Conference Attendees: 12:30 p.m. – 1:00 p.m. |
Why?
Shelli Barbush, M.Ed.
Come and hear Shelli Barbush’s own experience with AD/HD: “For most of my life hearing the word “why” was traumatizing. ‘Why,
can't you keep your room clean, why did you forget to pick your brother up, why isn't your homework finished, why do you look so
angry?’ Was I incapable of completing these seemingly minor tasks? Even as a child I knew that there was something confusing
about the way my mind worked. When you have AD/HD inattentive type and it finally gets diagnosed, it is amazing. You never run out
of gas on the side of the road (I knew it was empty, but there were days it felt too overwhelming to do anything about it), you get to work
a half hour early instead of late and you have an answer for the ‘why’. My life would have been different if I'd been diagnosed earlier.
But I have learned how to manage my days and not feel overwhelmed. I am happy.”
Shelli Barbush, M.Ed.
Come and hear Shelli Barbush’s own experience with AD/HD: “For most of my life hearing the word “why” was traumatizing. ‘Why,
can't you keep your room clean, why did you forget to pick your brother up, why isn't your homework finished, why do you look so
angry?’ Was I incapable of completing these seemingly minor tasks? Even as a child I knew that there was something confusing
about the way my mind worked. When you have AD/HD inattentive type and it finally gets diagnosed, it is amazing. You never run out
of gas on the side of the road (I knew it was empty, but there were days it felt too overwhelming to do anything about it), you get to work
a half hour early instead of late and you have an answer for the ‘why’. My life would have been different if I'd been diagnosed earlier.
But I have learned how to manage my days and not feel overwhelmed. I am happy.”
| Parents, Teachers Schedule |