As he approaches the end of his career, Dr. Barkley decided to distill the major principles that parents need to know to raise a child with ADHD to be a more contented and effective individual while sustaining the bond of the parent-child relationship. From reviewing all newly published research on ADHD weekly, to his familiarity with the extensive past research on the disorder, from his teaching thousands of professionals worldwide through more than 800 invited lectures across more than 30 countries,and helping thousands of families directly with their ADHD children in his practice, he pulls together the essential ideas parents need to know. Some of these deal with parent’s attitude or mental stance toward their child and toward ADHD, others deal with how best to address the deficits in executive functioning and self-regulation, and still others address behavior management issues. His lecture is based on his recently published book of similar title (12 Best Principles for Raising a Child with ADHD, 2021, Guilford Publications). A truly seminal lecture that has yielded standing ovations from appreciative audiences internationally, it is one professionals and parents do not want to miss.
For families that have a child with a developmental delay or disability Home Visitation provides services, resources, and interventions that benefit the whole family. In our session, we will discuss the home visitation needs, barriers, and benefits for families that have a child with a developmental delay or disability. We will also discuss the impact that home visitation has on parent-child interaction, developmental centered parenting, and family well-being.
• Identify the purpose and benefit of home visitation services
• Recognize barriers to successful completion of home visitation programs
• Examine the impact of that home visitation has on parent-child interaction, developmental centered parenting, and family well-being
That childhood ADHD predisposes to increased risks for impairment in educational, family, peer, and eventual occupational functioning by young adulthood, among many other major domains of life activities is well established in research. Less appreciated is that the disorder also predisposes to increased health, medical, and dental risks, such as an increased risk for accidental injuries as well as suicide across the lifespan. That is because ADHD is a disorder of executive functioning (EF) that undermines human self-regulation. ADHD therefore predisposes people to make poor lifestyle choices countless times each day that have a significant impact on their health, life expectancy, and risk for early mortality. This lecture describes the nature of ADHD as a disorder of EF thus showing why it undermines daily decision-making in various health and lifestyle domains of major life activities. It will show that ADHD adversely affects health outcomes and that such outcomes may have a substantial detrimental impact on estimated life expectancy by young adulthood. The implications of these findings for alterations in ADHD management will also be discussed.
• Increase knowledge about ADHD as a disorder of EF and self-regulation
• Better understanding of the impaired major life activities associated with ADHD
• Improve understanding of the impact of ADHD on various health and medical problems
• Alert clinicians to the evidence that such adverse health effects adversely impact estimated life expectancy
• Review the implications of these findings for revising approaches to clinical management of ADHD
Parenting that is supportive, proactive, responsive and involved promotes resiliency and hope. Research shows parenting is critical in supporting and shaping children’s health, educational, emotional and developmental outcomes. Our asset-based, trauma- informed, and equity centered approach focuses on creating both short- and long-term positive outcomes to support overall family well-being.
• Discuss parenting culture, styles, realities and challenges
• Understand the importance of compassionate support
• Learn how to create family goals using positive and consistent communication
Protective factors strengthen children and families, decreasing the likelihood of child abuse and neglect and increasing family well-being. This session will look specifically at three protective factors that can be used to support both children and parents or caregivers. Participants will leave with practical strategies to help children and families thrive.
• Understand how to build resilience through learning skills needed to manage stress and nurture relationships
• Identify strategies to support individuals and families through positive relationships
• Develop ways to create positive environments for social-emotional well-being
9,232 children in SC are not yet identified as deaf or hard of hearing and/or not receiving appropriate services. Participants will learn about hearing loss in general, the impact of hearing loss, and what is needed to prevent the potential negative impact. Participants will learn about multiple resources to assist in identification and language development of deaf and hard of hearing children to use in their current role.
• Be able to identify red flags for hearing loss in children.
• Be able to state how to prevent delays in children who are deaf and hard of hearing.
•Identify 3 resources to use in their current role.
Naturalistic Developmental Behavioral Interventions (NDBIs) combine behavioral (i.e., behavioral learning principles from the field of ABA) and developmental perspectives (i.e., naturalistic settings, scaffolding goals). NDBIs have been found to be effective in helping toddlers and young children with and at elevated likelihood for autism spectrum disorder (ASD) better communicate and interact with others.
This talk will explore how strategies from NDBIs can be used in family-centered ways, how NDBIs leverage developmental science to foster growth in children’s social communication skills over time, and practical ways that providers and parents can use NDBI strategies with toddlers and young children from this talk forward.
• Understand behavioral and developmental perspectives as essential for high-quality, evidence-based social communication intervention
• Learn about Naturalistic Developmental Behavioral Interventions (NDBIs)
• Learn about the active ingredients of NDBIs- how caregivers can focus on “core” skills and strategies to help their child
• Discuss examples of NDBI strategies to use in practice or at home
During this workshop, attendees will learn about SC Medicaid State Plan, eligibilities, plan options, and the difference in MCO’s and Fee for Service plans. Attendees will also learn about transportation, mileage reimbursement and the Health Insurance Premium Payment program, how to apply and how to access the applications. This information will be a valuable resource for the families and the professionals who serve them.
• Learn about the SC Medicaid State plan
• Identify four of the common Medicaid eligibilities for children and adults with disabilities, including a description the criteria for each, and a more detailed description of the TEFRA eligibility process.
• Discuss Medicaid Fee for service and MCO’s
• Explore how Mileage Reimbursement and Health Insurance Premium Payment programs work and how they can benefit Medicaid recipients
When adults share parenting or caregiving responsibilities for a child, working together as a team is vital. Even more so when a child has a developmental disability or special health care need. Research shows that team parenting improves parent confidence, reduces parent stress, and improves child adaptive skills and emotion regulation. However, we all know that staying in sync is challenging, and the technologies meant to connect us often end up making it harder. In this ‘show and tell’ presentation, Dr. Hock will describe practical communication skills and technologies to help parents/caregivers build a winning team.
• Learn the key elements of successful parent teamwork, and how they contribute to family well-being.
• Reflect on the present-day challenges that make communication, support, and coordination between parents and caregivers difficult.
• Learn practical communication skills and technologies (apps, household devices, etc.) that they can use immediately to begin improving their teamwork.
This presentation will address the importance of collaboration in implementing and sustaining strong family, community, and school engagement partnerships. Our session will share efforts underway at the South Carolina Department of Education that support all stakeholders working together to ensure student academic success and social emotional development. We will discuss strategies that are crucial to forming strong family-school partnerships, outline best practices and offer valuable resources available to support continuous improvements.
• Explore parent and family engagement frameworks including the SC Family Engagement K-12 Framework, Joyce Epstein’s Framework of Six Types of Involvement, and Karen Mapp’s Dual Capacity Model.
• Acquire knowledge on parent and family engagement best practices and implementation strategies
• Obtain insight on cultural and pandemic-related barriers to effective engagement and some of the ways to address those challenges.
Throughout the pandemic, Carolina 321, our social group for adults with Down syndrome, has used Zoom to keep in touch with each other and even strengthen our friendships. In this session participants will learn how we do it and how they can duplicate our success. (Participants should be familiar with Zoom or other conferencing software.)
• List at least 3 qualities of a successful Zoom meeting.
• Describe at least one activity appropriate for a Zoom meeting with adults who have disabilities.
• Evaluate the roles of group members, parents/caregivers, and facilitator.
The Two-Generation Approach revisions policy supports for whole families; tracking outcomes for young children and parents together so that all have optimal environments to flourish. First Five SC and Palmetto Pre-K transform access to publicly-funded services, and align with 2Gen principles. In this session, Hatton-Moore will discuss 2Gen, Palmetto Pre-K and First Five SC.
• Introduce participants to concepts of 2Gen approach and system integration through technology solutions as a way to increase access and unify outreach
• Explain the current landscape of the early childhood system in SC and collaborations to foster system change to benefit families
• Understand the role of the Early Childhood Advisory Council and the Two-Generation Approach to whole family supports and its relationship to integrating First Five SC with the SC Birth-Five Plan and other system integration efforts underway.
A virtual professional development workshop for intentional approaches to understanding and integrating diversity, equity and inclusion for professionals by identifying, analyzing, and combating implicit bias that can be applied within the workplace.
• Learn the importance and power of language when discussing with and about individuals to avoid negative repercussions
• Learn how to grow from being vulnerable and lean into uncomfortable situations and acknowledge mistakes made related to diversity
• Gain peer to peer reflections and learning from one another’s personal experiences
• Apply concepts covered within workspaces to increase health equity
Preparing for a successful transition into adulthood takes effort from everyone, so we will look at current opportunities for skill-building, and ways to increase those for our youth. We will take a look at practical ways to promote and teach your youth with disabilities skills in self-advocacy, independent living, communication and goal setting. We will also hear from young adults with disabilities and their personal experiences in transition, learning from those that are living it!
• Walk away with strategies to begin to implement to empower their youth and promote opportunities for skill-building
• Complete a self-assessment to identify opportunities they are giving or not giving their youth for skill0building
• Hear from young adults with disabilities about what was helpful and not so helpful from their parents in their personal transition into adulthood
Transition from high school to adulthood for a student with a disability takes planning that involves many steps and many paths. It’s a complex but rewarding journey as you hear about your child’s goals and help them achieve their dreams.
This training provides information on transition planning and the importance of the Transition IEP in helping students be successful in their education, future employment, and independent living.
• Learn when and how to start planning for post secondary transition
• Learn how to Develop Measurable post secondary goals in the Transition IEP
• Learn What high school courses of study are available in SC
Handle with Care, a notification system that connects law enforcement, schools, and mental health providers, is now in South Carolina. Through this presentation, participants will learn (or review!) basic brain science through the lens of trauma, understand the goals and objectives of the P4 project that brought HWC to SC, and learn how Handle With Care can be the model to help mitigate the effects of trauma on our littlest learners.
• Learn (or review) basics of trauma, brain science, and its influence on behavior.
• Learn about the Handle With Care process and P4 Project’s model of best practice to mitigate the effects of trauma on our littlest learners.
• Gain the steps available to them to kick off Handle With Care within their own program and the process to make it happen.
Continuing Education Units
All workshops approved by SC Department of Social Services for recertification hours. Please submit the certificate to your licensing worker.
FOSTER CARE CREDITS: All workshops are approved by SC Department of Social Services for recertification hours. Please submit the certificate to your licensing worker.
EARLY INTERVENTION: Approved for Early Intervention Credentials – see titles in agenda on our conference webpage for specific approved trainings. For any BabyNet service providers or service coordinators (EIs) that want to receive training hours (EI credential) for the conference need to notify Suzanne Wingard. Suzanne will provide us, the Team for Early Childhood Solutions, with the list of people that indicated that they want training hours for the conference and we will add an evaluation to each person’s SCEILS account. The person will need to log into SCEILS and complete the evaluation. The evaluation will ask for the names of the workshops that the person attended and how these workshops will impact his/her work within BabyNet.
AHEC: This program is approved for 0.1 CEU’s (10.0 clock hours) of continuing education by Mid-Carolina AHEC, Inc. and meets the SC AHEC Continuing Education Best Practice Standards. Participants must attend 90% of the program to receive a certificate of attendance. No partial credit will be given.
COUNSELORS & THERAPISTS: This program has been pre-approved for 10.0 hours of continuing education by SC AHEC under its accreditation by the SC Board of Examiners for Licensure of Professional Counselors, Marriage and Family Therapists and Psycho-Educational Specialists.
NURSING: Mid-Carolina AHEC is an approved provider of nursing professional development by South Carolina Nurses Association, an accredited approver by the American Nurses Credentialing Center’s Commission on Accreditation. This nursing continuing education activity approval # 2110-022PR-088 has been approved for 10.0 hours.
SOCIAL WORKERS: This program has been approved by the SC Board of Social Work Examiners for 7.5 clock hours of social work and 2.5 clock hours of NON – social work continuing education.
CERTIFIED ADOPTION INVESTIGATORS: All workshops (except for Overview of Medicaid and TEFRA Eligibility) are approved by SC Department of Social Services for recertification hours.