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10 CEUs Treating Locking In & Blocking Out: ADD Adults

CEU Answer Booklet
Psychologist CEs, Counselor CEUs, Social Worker CEUs, MFT CEUs | ADD CEU Courses

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Audio Transcript Questions The answer to Question 1 is found in Track 1 of the Course Content. The Answer to Question 2 is found in Track 2 of the Course Content… and so on. Select correct answer from below. Place letter on the blank line before the corresponding question. Do not add any spaces.
Important Note! Numbers below are links to that Section. If you close your browser (i.e. Explorer, Firefox, Chrome, etc..) your answers will not be retained. So write them down for future work sessions.

Questions:
1. What are four challenges that ADD adults may have?
2. What are the three aspects of the challenges with intense feelings and distorted senses that ADD adults face?
3. What are the five steps of memory?
4. What are the two types of controlling methods of coping with the ADD diagnosis?
5. What are the ADD adult’s aggressive methods of coping with the ADD diagnosis?
6. What are the Five Stages of Grief an ADD client may experience?
7. What are six common balancing issues that adults with ADD face?
8. What are the three questions an ADD adult can answer to develop a Moral Inventory?
9. What are the four steps in the "Scripted Calling" technique to help your Phone-a-Phobic ADD client?
10. What are three difficulties ADD adults face in group interfacing?
11. What are two difficulties adults with ADD face in a one-on-one interaction?
12. What are the four challenging areas for the ADD adult in the workplace?
13. What is one tool you might use with the ADD family client?
14. What percent of the ADD population will experience a comorbid condition?
Answers:
A. Shifting gears rapidly, Running out of gas, and Setting the cruise control for mega-speed.
B. Written Rules, Unwritten Rules, Communication, and Managing ADD Symptoms.
C. Manipulation and Blaming.
D. "What Can I Do Well?", "What Can I Do Adequately?",and "What Can’t or Shouldn’t I Do?"
E. Acquisition, registration, storage, access, and transfer.
F. Working too hard and having too much intensity.
G. The One Channel Operational System, the Locking In and Blocking Out Phenomena, the Defective Filter, and the "I Hate Details" Dynamic.
H. Rebellion and Perfectionism
I. Anger, Denial, Bargaining, Depression, Acceptance.
J. Write down and rehearse what you are going to say; make the call from a quiet, distraction-free place; keep your notes in front of you; and stick to the script.
K. Sixty-five percent.
L. Work vs. Play, Your Needs vs. Others’ Needs, Overstimulation vs. Understimulation, Hyperactivity vs. Hypoactivity, Detailed vs. Global Thinking, and Depression vs. Euphoria.
M. The "Message Center."
N. The Intense Emotional Roller Coaster, the Bottomless Pit of Needs and Desires, and the Time Tyrant.

Course Content Manual Questions The Answer to Question 15 is found in Section 15 of the Course Content… and so on. Select correct answer from below. Place letter on the blank line before the corresponding question.
Important Note! Numbers below are links to that Section. If you close your browser (i.e. Explorer, Firefox, Chrome, etc..) your answers will not be retained. So write them down for future work sessions.

Questions:
15. According to Wasserstein, why are the current DSM symptom thresholds for ADD inappropriate for diagnosing ADD in adult clients?
16. According to Wasserstein, what are key components of the diagnostic process for adult ADD?
17. According to Stevenson, what are the goals of a cognitive remediation program for adults with ADD?
18. In what way was Cathy’s presentation typical of adult clients with ADD?
19. According to Robbins, what three ADD behaviors most significantly impact adult relationships?
20. According to Quinn, what is the key reason ADD often goes unrecognized in females?
21. What factors may delay the diagnosis of adult ADD?
22. What are the five steps in a "Couple’s Dialogue"?
23. According to Nadeau, what are the six internal resilience factors common to successful adults with ADD?
24. According to Nadeau, what is one strategy you might use with a client who is continually late for work?
25. Paul’s progress and ultimate career direction required what types of extensive analysis?
26. According to Yewers, what is the co-occurrence rate of ADD and substance abuse disorders?
27. What are behaviors that are targeted for classroom observation?
Answers:
A.  Initiating a dialogue, mirroring, validating, empathizing, and exchanging roles.
B.  Because ADHD is conceptualized as a developmental disability, target symptoms must be age-inappropriate relative to peers. Adult sufferers, who may still have relative deficits and show many ADHD-based problems but do not fully meet criteria because  they may have "outgrown" the normative sample, but not the disorder.
C.  She was self-referred, complained of chronic disorganization and problems with attention, had a history of diagnostic ambiguity, and sought help because of an acute problem in school or the work world.
D.  Extensive analysis of cognitive and psychological issues as well as a detailed knowledge of the multiple workplace considerations.
E. Have the client set his alarm for a half-hour earlier than he needs to get up. When the alarm goes off, the client takes his first dose of stimulant medication, and then goes back to sleep for half an hour.
F. Diagnosis of ADHD has been reported to be delayed if an individual has protective influences such as a high IQ, a supportive family, relatively good social skills, and no symptoms of conduct disorder.
G.  Assess current level of symptoms. Assess degree of functional impairment. Establish childhood history. Perform general psychological evaluation. Obtain developmental history. Obtain family psychiatric and neuropsychiatric history. Institute specialized psychological or neuropsychological testing. Be mindful of medical mimics.
H.  Their symptoms, such as forgetfulness, disorganization, low self-esteem, anxiety, and demoralization, are all considerably less overt than the disruptive behaviors typically seen among males, and hyperactivity in females is more likely to manifest as hyper-talkativeness or emotional reactivity than excessive motor activity.
I. Research suggests a 50% comorbity between ADD and substance abuse disorders.
J. Poor communication skills, impulsive behavior, and executive dysfunction.
K. Control, desire, goal orientation, reframing, persistence, and learned creativity.
L. Reduce ADD symptomalogy, improve organizational skills, reduce anger, and improve self-esteem.
M.
problems of attention; problems of hyperactivity; problems of impulsivity; and more challenging behaviors such as severe aggressive or disruptive behavior


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