Tag: Center for Children and Families

Speaker Series: Intervention for children with ADHD & co-existing Dyslexia

Based on the presentation, participants will earn one free continuing education credit and be able to:

  1. Describe the prevalence, key characteristics, and functional impairments of children with ADHD and co-existing Dyslexia
  2.  Discuss current intervention approaches for youngsters with ADHD and co-existing Dyslexia
  3. Critique the presented randomized controlled trial of multi-modal intervention for children with ADHD and co-existing Dyslexia

About the speaker:

Rosemary Tannock is now Professor Emerita at the University of Toronto but continues as a Senior Scientist at the Hospital for Sick Children in Toronto, Canada, She held a Tier 1 Canada Research Chair in Special Education at the Ontario Institute for Studies in Education in the University of Toronto from January 2006-February 2013.

Her clinical research program, which focuses on the nature and treatment of cognitive and academic impairments in ADHD and Specific Learning Disorders, has been funded continuously since 1990 from peer-reviewed Canadian and USA federal grants.

 

From 2007-2013, she was a member of the DSM-5 Work Group on ADHD and Externalizing Disorders and liaison-consultant to the Neurodevelopment Disabilities Work Group for Specific Learning Disabilities. Currently, she is an appointed member of the Steering Committee for the WHO International Classification of Functioning, Disability and Health (ICF) Core Set for ADHD & a consultant for the ICD-11 section on Specific Learning Disorders.

 

Speaker Series: Critical challenges in treating the most high risk suicidal adolescents: Results from a recently completed RCT

Based on the presentation, participants will earn one free continuing education credit and be able to:

1) Describe the components of an integrated CBT protocol for adolescents with co-occurring disorders.

2) Become familiar with the factors that may affect replication in clinical trials.

3) Describe potential new approaches for improving outcomes for treatment-resistant adolescents with co-occurring disorders.

 

About the speaker:

 

Anthony Spirito, Ph.D., ABPP is Professor of Psychiatry and Human Behavior at the Warren Alpert Medical School of Brown University.  He received his Ph.D. in Clinical Psychology from Virginia Commonwealth University and completed his predoctoral and postdoctoral training at Boston Children’s Hospital. Dr. Spirito has published over 200 peer-reviewed articles and his work has been supported by NIMH, NIAAA, and NIDA as well as foundations, such as the American Foundation for Suicide Research. Along with colleagues at Brown, he recently completed three treatment development studies to determine if combined approaches, e.g., exercise and CBT, can increase the efficacy of treatment for adolescent depression.  Dr, Spirito and colleagues developed an integrated, intensive CBT protocol for adolescents with substance use disorders, NSSI, depression, and suicidality as well as their parents. He and his colleagues just completed a test of this protocol in a large efficacy trial with a sample of adolescents discharged from inpatient psychiatric care. He also just completed a trial of the same protocol in an Intensive Outpatient Program in a community mental health clinic where mental health counselors were trained in the protocol.

 

Speaker Series_ Anthony Spirito

Speaker Series: Self-regulation and academic skills of young children- Disentangling associations and identifying potential points of intervention

2017-2018 Speaker Series v7 (10)

This free Speaker Series talk is presented by Dr. Christopher J. Lonigan, distinguished research professor of psychology and an associate director of the Florida Center for Reading Research at Florida State University. 

Based on the presentation, participants will earn one free continuing education credit and be able to:

  • Describe the association between components of young children’s self-regulation and their academic skills.
  • Assess evidence concerning the direction of influence between self-regulation and academic skills.
  • Identify possible points of intervention to enhance young children’s academic skills, self-regulation, or both.