Evidence-Based Assessment of Learning Disabilities and ADHD in Older Adolescents and Adults
Presented by:
Dr. Robert L. Mapou
April 12th, 2019 at the Hilton Christiana, 9AM-4:30PM
100 Continental Drive, Newark, DE 19713
6 Continuing Education Credits
Please see the Program Brochure
WORKSHOP DESCRIPTION:
This workshop will teach participants how to complete or review assessments of older adolescents and adults with learning disabilities (LDs) and ADHD from an evidence-based perspective. Topics will include research on LDs and ADHD, emphasizing research related to assessment; components of a cognitively-based assessment, including performance and symptom validity assessment; briefer assessments when time is a factor; disability documentation based on the Americans with Disabilities Act (ADA), the associated 2008 ADA Amendments Act, and 2015 Department of Justice recommendations; reasonable accommodations; and interventions/treatment. The workshop will conclude with one or more case examples.
ABOUT THE PRESENTER:
Dr. Robb Mapou is a board-certified clinical neuropsychologist practicing in Sussex County, Delaware and Chevy Chase, MD. For over 25 years, he has specialized in the evaluation of adolescents and adults with learning disabilities and ADHD. However, for the past five years, he has been seeing individuals for evaluation of autism spectrum disorders. He also evaluates individual with neurological conditions including memory deficits, dementia, traumatic brain injury, and stroke.
Disclosure: Dr. Mapou receives royalties from Oxford University Press for his 2009 book, Adult Learning Disabilities and ADHD: Research-Informed Assessment.
WORKSHOP OBJECTIVES
At the completion of this workshop, you will be able to:
(1) Summarize current research about learning disabilities and ADHD in older adolescents and adults.
(2) Identify the types of evidence-based learning disabilities in older adolescents and adults and the assessment components needed for each.
(3) Recognize key historical factors that can help diagnose learning disabilities and ADHD in older adolescents and adults.
(4) Apply a typical assessment battery—including history, checklists, tests, feedback, and documentation—to evaluate learning disabilities and ADHD in older adolescents and adults.
(5) Understand the implications of the 1990 Americans with Disabilities Act (ADA), the 2008 ADA Amendments Act, and 2015 DOJ recommendations for assessment, documentation, and accommodations in school and at work.
(6) Understand and apply the requirements in testing agency/university documentation guidelines and DOJ recommendations to assessment and documentation of learning disabilities and ADHD in post-secondary education students and high-stakes testing candidates.
(7) Identify reasonably acceptable accommodations in school or on the job for older adolescents and with learning disabilities or ADHD.
