Online

Thursday, August 15, 2024 & Friday, August 16, 2024 
10:00 a.m. to 5:00 p.m. (Eastern Time)

What time is this for me?

An estimated 8.6% of Canadian children and adolescents are diagnosed with attention-deficit hyperactivity disorder (ADHD; Morkem et al., 2020 ), therefore at least one student with ADHD is likely to be present in every single classroom. ADHD significantly impacts school performance (e.g., Rigoni et al., 2020 ; Sunde et al., 2022 ), and students with ADHD benefit from interventions addressing learning deficits and cognitive difficulties to improve academic outcomes ( Beaudry, 2020 ). By utilizing the EASE framework (Educate, Accommodate, Scaffold, Empower; Flynn, 2022 ), occupational therapy professionals can empower students with ADHD with better aligned, strength-based, and individualized strategies to facilitate participation and performance in every single occupation across the lifespan.

This two-day workshop equips school-based occupational therapy professionals with a comprehensive understanding of ADHD in schools and a robust set of practical evidenced-based resources to improve classroom participation and performance in students with ADHD. Participants will learn about the many misconceptions and stereotypes surrounding ADHD and gain insight into the lived experiences of students with ADHD. The flexible framework EASE (Educate, Accommodate, Scaffold, Empower) will be explored to support children with ADHD in schools. Participants will then apply this framework to challenge myths, improve collaboration, design accommodations, and develop executive function scaffolds that will improve outcomes for students with ADHD.

Preliminary workshop agenda

Day 1

Day 2

Learning objectives
By the end of this workshop, you will be able to:

1. Apply current evidence on the neurological implications and complexities of ADHD to challenge and dispel harmful misconceptions and stereotypes surrounding ADHD and recognize the diversity of experiences among students with ADHD.
2. Evaluate the impact of ADHD and correlated executive function challenges on academic and social functioning in school-aged children, including challenges related to learning, behaviour, and social interactions that impact classroom participation and performance.
3. Evaluate the benefits and limitations of different classrooms accommodations, environmental modifications, behavioural interventions, and instructional adaptations to improve academic and social functioning in students with ADHD.
4. Apply collaborative consultation skills and strategies to improve classroom participation and performance in students with ADHD and develop effective collaboration with educators, including addressing resistance to collaboration, promoting shared decision-making, and resolving conflicts.
5. Apply best available evidence to select scaffolding interventions to support executive function skills needed for improved classroom participation and performance of students with ADHD. 

Target audience

Occupational therapist clinicians and educators as well as occupational therapist assistants who wish to learn how to facilitate sustainable performance and participation for students with ADHD in elementary and secondary schools.

Please note: Each participant is responsible to ensure they apply the information within the context of their licensure, provincial/territorial legislations, institution regulations, scope of practice, etc.

Client age group

Children (5-12 years old), Adolescents (13-19 years old)

Areas of practice

Autism/Neurodiversity, Caregiver/Family Education, Case Management, Cognition, Developmental Disability, Pediatrics, Universal & Inclusive Design

Workshop level

Intermediate (3-5 years of experience in this specific practice area) 

Please note: Participants with more or less than this stated level of experience are welcome to attend the workshop. The workshop content will be geared towards those with 3-5 years of knowledge and experience in this practice area.

Presenter

Lori Flynn, OTR/L

Lori Flynn is a practicing school-based occupational therapist, certified ADHD practitioner and parent coach with a Master’s Degree in Occupational Therapy. She is the founder of OT4ADHD.com, a website dedicated to providing school-based professionals with effective, research-based strategies that facilitate improved classroom performance for children with ADHD. Lori has been working in the school-based setting over 20 years and has a passion for making a positive difference in the lives of children with ADHD and the adults who support them. Her knowledge and passion surrounding ADHD is shaped by extensive ongoing continuing education and lived experience.

Registration fees

Early bird rates: Registration and payment completed by June 19, 2024

Regular rates: Registration and payment completed after June 19, 2024

Registration deadline: August 15, 2024 at 9:59 a.m. (Eastern Time)

Please note that CAOT does not offer group registration fees.  

*It may be more cost effective to become a CAOT Member or Associate rather than pay the non-member rate. See “Can a non-member register for a Workshop?” in our Professional Development FAQs to know which membership category you are eligible for.

Included in your registration fee:

Online workshop, access to the recording for a period of 14 days following the workshop, electronic copy of presentation slide handouts, opportunity to network and make connections with other occupational therapists interested in this topic, electronic certificate of attendance.

Cancellation/refund policy

All cancellation/refund requests must be sent in writing to  education@caot.ca . All cancellation requests received by July 31, 2024 will be given a full refund minus a $50.00 administrative fee. No refunds will be given after July 31, 2024. Substitutions and transfers requests received by August 7, 2024 are permitted and are subject to a $50.00 administrative fee.

If you are exceptionally unable to complete the workshop, please reach out to  education@caot.ca  by 25 days following the end of the workshop for extended access to the recording (up to one month after the end of the workshop) or a one-time transfer to another offering of the  same workshop if currently open for registration. 

CAOT reserves the right to modify the workshop title, description, registration dates and information on the workshop webpage. CAOT will notify participants on or before July 5, 2024 if there is insufficient registration by that date and reserves the right to cancel a Workshop due to insufficient registration up until July 19, 2024. CAOT reserves the right to modify the offering, interrupt Workshops, change the timing of a Workshop, cancel a Workshop or change the technology for the Workshop due to the presenter no longer being able to present the Workshop, severe weather, power failure, building closures or other special circumstances that are beyond the control of CAOT by notifying participants as soon as possible. If the Workshop is cancelled by CAOT, registrants will receive a full refund of the registration fee. CAOT will not be responsible for other costs or expenses incurred by registrants as a result of any such changes.

  Professional Development FAQs