Healthcare Training Institute - Quality Education since 1979
CE for Psychologist, Social Worker, Counselor, & MFT!!

Course Learning Objectives/Outcomes

By the end of the course, the Counselor, Marriage and Family Therapist, Social Worker or Psychologist will be able to:
-Discuss eight symptoms of ADHD in children.
-Describe five patterns in diagnosing ADHD symptoms.
-Explain three steps on how to use the ADHD rating scale.
-Explain three behavior therapy for ADHD.
-Discuss four interventions with parents of children with ADHD.
-Discuss five tactics regarding prosocial behavior for ADHD children.
-Discuss five general principles regarding monitoring students with ADHD.
-Explain four parent-teen behavior therapy for adolescents with ADHD.
-Discuss four steps of behavioral interventions for ADHD.
-Discuss two parts of attribution process in Parent-Adolescent Conflict.
-List five ideas to consider before pharmacological therapies in ADHD adolescents.
-Discuss seven collaborative school-home behavioral interventions for ADHD.
-Explain five strategies regarding managing ADHD children inside the classroom.
-Discuss four steps regarding improving task performance among ADHD children.
-Name the three subtypes of ADHD.
-Name the four most commonly occurring comorbid disorders in children with ADHD.
-Explain what area of social functioning is most positively impacted by social skills training.
-Name the four objectives of parent training.
-Explain which subtype of ADHD should be considered the most impaired.
-Explain how was home-school communication accomplished, in Colton’s example of conjoint behavioral consultation,
-Name the four principles to consider when evaluating the family of a child with ADHD.
-Name five of the key topics to include in the sessions, when conducting training for the parents of an ADHD child,
-Name 6 strategies adolescents with ADHD can use to enhance attention.
-Explain the steps in the "CAN DO" mnemonic.
-Explain what is a group intervention exercise that can help ADHD children gain insight into the need for organization.
-Name the five characteristics of an ADHD-friendly adult.
-Name three dependent specific, measurable goal statements to use in the Goal Attainment Scaling (GAS).


"The instructional level of this course is introductory, intermediate, or advanced depending on the learners clinical area of expertise."

.