EASE: The Full Scope of Evidenced Based Support for Learners with ADHD

 

Workshop Information: 

Educational Level: Intermediate level
Prerequisites, if applicable: None
Classification Code: OT Service Delivery Foundational Knowledge
Units : 8.0 Hours/ .08 CEU
Distance Learning—Interactive 
Target Audience: School based OT’s , SLPS , Classroom Teachers and Behavioral Support Staff
 
 
BY OT4ADHD LLC,
www.ot4adhd.com
Po Box 1287 Montauk Ny 11954
[email protected]
 

 

Course Outline 

Module 1

ADHD- Moving Beyond the Stereotypes

Understand ADHD’s neurodevelopmental roots and impact upon executive function, co-occurring conditions, contextual dependence and challenging behavior. 

  • Lesson 1.1 Misconception and Misinformation - Are you a Barrier?
  • Lesson 1.2: ADHD as a Neurodevelopmental Disorder
  • Lesson 1.3: Complicated by Co-occurring Conditions
  • Lesson 1.4: The Impact of ADHD on Executive Functions
  • Lesson 1.5: Contextual Dependence and Symptom Variability of ADHD
  • Lesson 1.6: Challenging Behavioral Outcomes
  • Lesson 1.7: Understanding ADHD Key Points
  • Module 1 Quiz
Module 2

Understanding Executive Function

Connect the dots between ADHD and executive functions. Deep dive into how ADHD affects academic, social, and emotional aspects of executive function development for self regulation.

  • 2.1: Executive Function Role and Domains
  • 2.2: Development of Executive Function
  • 2.3: Executive Function Challenges
  • 2.4: ADHD’s Impact on Core Executive Functions
  • 2.5: ADHD’s Impact Time Mgmt, Flexibility and Sustained Attention
  • 2.6: ADHD’s Impact on PPO
  • 2.7 Evaluating Executive Function Skills
  • 2.8 : Key Points
Module 3

Introducing EASE

Identify gaps in current support systems , explore best practices in school based OT to support for learners with ADHD. Understand the foundation of the EASE framework. 

  • 3.1 PROBLEMS WITH EXISTING SUPPORTS
  • 3.2 Best Practice
  • 3.4 EASE Facilitating Occupational Performance
Module 4

"Educate" Caregiver Collaboration

Equip yourself with strategies to educate caregivers on ADHD, fostering a collaborative and supportive environment both in and outside the classroom.

  • 4.1 Caregiver Education
  • 4.2: Understanding Collaboration Interventions
  • 4.3: Barriers : Addressing Resistance to Collaboration
  • 4.4: Evidence-Based Strategies for Promoting Collaboration
  • 4.5: Strategies for Addressing Resistance to Collaboration
  • 4.6 Key Points
Module 5

Designing ADHD Informed Accommodations 

Practical guidance on implementing accommodations effectively, with  accommodation strategies related to optimizing the learning environment to the unique needs of learners with ADHD.

  • 5.1 Accommodations are not suggestions
  • 5.2 Implementation guidance
  • 5.3.Presentation accommodations
  • 5.4 response accommodations
  • 5.5. Setting accommodations
  • 5.6. Timing accommodations
Module 6

Scaffolding Executive Function Skills

Master the use of strategy instruction, declarative language and explore actionable strategies for promoting various executive functions that can be implemented immediately

  • 6.1 Five Stages of Strategy Instruction
  • 6.2 Declarative Language
  • 6.3 Strategies for Promoting Inhibition
  • 6.4 Strategies for Working Memory
  • 6.5 Strategies for Promoting Task Initiation
  • 6.6 Strategies for Promoting Emotional Reg
  • 6.7 Strategies for promoting Time Awareness
  • 6.8 Strategies for promoting Flexibility
  • 6.8 Strategies for Promoting PPO
Module 7

Empowering Outcomes  

Learn and apply strength based neurodiversity affirming approaches to empower generalization for life long management of ADHD. 

  • 7.0 Learning objectives
  • 7.1 Implementing a Strengths-Based Approach
  • 7.2 ND Affirming practice within the box
  • 7.3 Developing Resilience and Coping Skills
  • 7.4 Collaboration and Advocacy
  • 7.5 Key Points
Module 8

Implementation of the EASE Framework 

Learn how to implement Universal and individual intervention plans for students with ADHD using the EASE Framework. 

  • 8.1 Developing and implementing Universal plans for students with ADHD
  • 8.2 Developing and implementing Individualized plans for students with ADHD
  • 8.3 Executive Function Coaching ?
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Course Format/PD Activity Description:

 

This course is delivered in a distance learning/interactive format, combining online modules, live webinars, and group discussions. The online modules cover foundational content, while the live webinars and group discussions allow participants to engage with the material, ask questions, and share experiences. The course is designed to be accessible and flexible, featuring self-paced modules and opportunities for asynchronous discussion. Participants will complete assignments and assessments to demonstrate their understanding.

The course is tailored to professionals working with individuals with ADHD in educational settings. It uses diverse instructional methods to accommodate various learning styles and provide ongoing support across different school contexts. The course includes:

  • Visual Aids and Diagrams:
  • Auditory Explanations and Discussions: 
  • Closed Captioning and Transcripts: 
  • 200-Page Workbook

Course Materials:

 Participants will have access to a range of course materials, including online modules, readings, videos, and interactive tools. These materials will be designed to be engaging, informative, and practical, with a focus on evidence-based practices and real-world examples. Participants will also have access to a course facilitator who can provide guidance and support throughout the course.

The flexible delivery format includes weekly synchronous sessions and recorded content for convenience, accommodating various schedules and time zones. This evidence-based instructional design ensures effective learning outcomes by incorporating UDL principles, providing comprehensive support, and promoting application in diverse school settings. 

Cancellation Policies 

By OT4ADHD LLC:

Learners will have access to contact information for activity cancellation prior to registration. Training may be canceled if no more than 5 registrations have been received 24 hours before the training or when a speaker emergency arises. Refunds for the full amount paid will be credited to accounts within 24 hours of cancellation.

Training may be canceled by OT4ADHD  LLC if no more than 5 registrations have been received 24 hours before the training or when a speaker emergency arises.

  • First-time presentations: Refunds for the full amount paid will be credited to accounts within 24 hours of cancellation. Learners will be notified by email before the training start time.
  • Repeat presentations: A refund will not be issued since the previously recorded version is included with each purchase and cannot be deleted from the account.

Participants must reply to verify receipt of the email notifications.

 

By Participants :

Participants may cancel registrations up until the start time of the live course. Refunds will be issued upon request via email with your course information.

Complaint Resolution: 

 

OT4ADHD LLC will work to resolve all complaints made known on course evaluation forms. Full refunds will be given to registrants who experience technical difficulties or express dissatisfaction with the course at any time before completing the post-test. Refund requests may be emailed to [email protected].

 

Informing Learners About the Complaint System

  • Initial Notification: At the start of any educational program, learners are informed about the complaint resolution process through multiple channels, including the course syllabus, orientation sessions, and the OT4 ADHD website.
  • Accessible Information: Details about how to register/document a complaint are available on the OT4 ADHD website, within the learning management system (LMS), and in printed materials provided during orientation.

Submitting a Complaint

  • Complaint Form: Learners can submit a complaint via an online complaint form available on the OT4ADHD website and within the LMS. A paper form is also available upon request.
  • Required Information: The form requires details such as the learner’s name, contact information, the nature of the complaint, dates, involved parties, and any relevant documentation or evidence.

Acknowledgement of Complaint

  • Confirmation of Receipt: Upon receiving a complaint, the system automatically sends an email acknowledgment to the learner, confirming receipt and outlining the next steps in the process.
  • Time Frame: The acknowledgment is sent within 24 hours of receipt of the complaint.

Investigation Process

  • Assigning an Investigator: Lori Flynn , sole owner of OT4ADHD acts as the Complaint Resolution Officer (CRO) to investigate the complaint.
  • Information Gathering: The CRO reviews the complaint details, gathers additional information, interviews relevant parties, and examines any supporting documents.
  • Confidentiality: All information related to the complaint is treated with the utmost confidentiality and is shared only with individuals directly involved in the resolution process.

Decision and Resolution

  • Evaluation: The CRO evaluates the gathered information and determines the validity of the complaint.
  • Decision Making: Based on the evaluation, the CRO makes a decision regarding the complaint and outlines the steps for resolution, which may include corrective actions, mediation, or further investigation.

Communication of Decision  

  • Written Notification: Once a decision is rendered, the learner is informed of the decision and the resolution steps through a formal written notification. This notification includes:
    • A summary of the investigation findings.
    • The decision that was made.
    • Any corrective actions to be taken.
    • Information on the appeal process, if applicable.
  • Time Frame: The written notification is sent within 10 business days of the decision being made.

Record Keeping

  • Documentation: All records of the complaint, investigation, decision, and communication with the learner are documented and securely stored in the OT4ADHD LLC complaint management system . 
  • Retention Period: Records are retained for a minimum of five years to ensure compliance and for future reference.

 Appeal Process

  • Appeal Submission: If the learner is not satisfied with the decision, they may submit an appeal in writing within 15 business days of receiving the decision notification.
  • Review of Appeal: A different, impartial senior officer reviews the appeal, re-evaluates the case, and makes a final decision.
  • Final Notification: The learner is informed of the final decision in writing within 10 business days. 

Frequently Asked Questions