- Develop a deep understanding of ADHD and executive functions and how to optimize key assets
- Understand self-regulation, stress behaviour, and misbehaviour
- Implement strategies to support positive behaviours and effective behaviour management
- Implement practical strategies help ADHD children and teens in all areas of functioning.
Supporting the Development of the ADHD Brain in Children and Teens
Dr. Caroline Buzanko, Psychologist
Effective techniques to optimize self-regulation and promote adaptive behaviours
Excerpt:
- 6h of continuing education
- 36 lessons that last from 5 to 15 minutes each
- 1 certificate of achievement
- 1 PowerPoint
- 1 bibliography
- 1 course evaluation
- 7-day money back guarantee
- Unlimited access
- 96% of participants who completed the satisfaction survey declare they would recommend this course to a colleague
Overview
Attention deficit/hyperactivity disorder (ADHD) is a complex, heterogeneous disorder of behavioural inhibition that impairs executive functioning, which leads to difficulties with self-regulation, organizing and planning behaviours, attention and distractibility. When left unmanaged, ADHD is associated with long-term pervasive impairment across all areas of functioning.
Given the substantial risk for children and youth with ADHD, developing effective interventions to promote success is critical to mitigate associated impairments and long-term risks.
In this workshop, clinicians will develop a comprehensive understanding of ADHD to foster student well-being and growth in all areas of functioning.
Participants will learn about:
- How the ADHD brain works.
- How executive functioning deficits manifest.
- How to teach self-regulation.
- How to support the ADHD brain and nurture the child’s overall social, emotional, and behavioral functioning.
Practical case-base material is presented so participants can easily adapt strategies to meet the unique needs of children and youth.
When managed effectively, ADHD is an asset that supports individuals’ successes. There are so many positive qualities of ADHD that need to be celebrated, which are also addressed.
By the end of this workshop, participants will have a renewed outlook on ADHD, and they will be better equipped to design and implement effective intervention programs for children and teens with ADHD.
Accreditation
About the expert
Dr. Caroline Buzanko is a registered psychologist, clinical director of Koru Family Psychology in Alberta, and adjunct assistant professor at the University of Calgary. With over twenty years of clinical experience, she specializes in neurodevelopmental assessment and intervention for children, adolescents, and families.
Dr. Buzanko is internationally recognized for her expertise in comprehensive psychological assessment, particularly in differential diagnosis of ADHD and other neurodevelopmental conditions. Her clinical work emphasizes neuroaffirmative, strengths-based approaches that honor neurodiversity while addressing functional impairment across home, school, and community settings.
As a sought-after international speaker and trainer, Dr. Buzanko has trained thousands of mental health professionals and educators in evidence-based assessment and intervention strategies. Her work focuses on translating diagnostic data into meaningful intervention planning, promoting collaborative relationships with families, and developing ecologically valid assessment approaches that capture real-world functioning.
Dr. Buzanko's clinical philosophy centers on maximizing confidence, forging resilience, and fostering strong connections for neurodivergent individuals and their families. She is passionate about training clinicians to conduct diagnostically precise assessments that lead to actionable outcomes and long-term success for clients across the lifespan.
Learning objectives
Learning material
A theoretical course illustrated with clinical examples. This course is composed of videos of 5 to 15 minutes each. The PowerPoint of the course to download.
Syllabus
- PowerPoint
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Understanding the ADHD Brain and Executive Functions
- 1. Presentation
- 2. The ADHD Brain
- 3. ADHD A disorder of executive functions
- 4. Executive Functions (EF)
- 5. Developmental transitions and progression
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Teenagers with ADHD: Challenges and Interventions
- 6. The ADHD brain of teenagers
- 7. The flipside of what adults see as problematic
- 8. Intervention
- 9. The role of emotions
- 10. The right environment
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Communication, Learning, and Building Skills
- 11. Connection and communication styles
- 12. Validation and effective communication
- 13. Externalize motivation
- 14. Effective teaching
- 15. Perception and understanding
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Promoting Independence, Productivity, and Self-Regulation
- 16. Optimizing architecture
- 17. The video game model
- 18. Key to success- self-efficacy
- 19. Closing the EF gap
- 20. Capitalize on EF skills
- 21. Behavior inhibition
- 22. Working memory
- 23. The problem of sequencing and dependency
- 24. Promoting learning
- 25. The big picture
- 26. Scaffold to independence
- 27. Becoming time masters
- 28. Individual worl system
- 29. Improving productivity and motivation
- 30. Teaching focus
- 31. Optimizing self-regulation
- 32. Managing big emotions
- 33. Co-regulation and self-regulation
- 34. Self-monitoring
- 35. Goal setting
- 36. Conclusion
- Bibliography
CE Credits
Download a certificate of successful completion.
Audience
This training is intended for mental health professionals.
Your comments
"The delivery of the course made it easier to empathise with young people with ADHD and the suggestions were supportive." (automatically translated)
A mental health professional
"The course was very detailed and offered many strategies to use with children and youth."
A psychologist (Canada)
Registration
Ask a question
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Frequently asked questions
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Is there an evaluation at the end of the course?
To validate the achievement of the learning objectives, a final evaluation in the form of true/false questions is required. It must be completed in order to obtain the certificate of completion.
In addition, an optional self-assessment is offered at the beginning and end of the course, allowing you to measure your progress on the targeted skills.
These evaluations are not graded and are intended primarily to support your professional reflection.
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I have a disability. Can I receive specific support?
Yes! This training is offered as a pre-recorded video format, without subtitles. If you have a disability, we can provide an adapted alternative (technical assistance for viewing or individual supervision). For any request, please contact our disability coordinator at the following address: contact@asadis.net
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How long do I have access to the course?
After your registration, the course is accessible anytime and from anywhere with unlimited access.
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When does the course start?
That is entirely up to you! When you buy a course, you'll receive an access link that you can activate when you want.
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Is there a student rate?
Yes there is! To learn more, email us at contact@asadis.net.
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The courses offered by ASADIS are accredited by different professional organisations. In addition, ASADIS is approved by the Canadian Psychological Association to offer continuing education for psychologists. ASADIS maintains responsibility for the program.
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