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Live Webinar on December 5: Cognitive Disengagement Syndrome: A Distinct Kind of Inattention

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Not available December 5? Don’t worry. Register now and we’ll send you the replay link to watch at your convenience.Attention problems may signal ADHD — or another condition entirely.Some children and adolescents experience a unique type of attention problem with symptoms including excessive daydreaming, staring or zoning out, being lost in one’s thoughts, sleepiness, and peer relationship challenges.

These behaviors, once called sluggish cognitive tempo, are now known as cognitive disengagement syndrome (CDS). Up to 40 percent of children with ADHD also experience symptoms of CDS, such as trouble getting going and taking longer than others to complete activities or tasks.While CDS is not an official diagnosis in the Diagnostic and Statistical Manual of Mental Disorders, decades of research confirm that CDS is an important type of inattention that negatively impacts day-to-day functioning.In this webinar, you will learn:Have a question for our expert? There will be an opportunity to post questions for the presenter during the live webinar.Joseph Fredrick, Ph.D., is a clinical psychologist at the Center for ADHD at Cincinnati Children’s Hospital Medical Center.

He specializes in the evidence-based assessment and treatment of children and adolescents with ADHD. He provides therapy for youth with ADHD and various behavioral and emotional concerns, as well as leads many parenting and academic success treatment groups.He also is the lead psychologist of the first cognitive disengagement syndrome (CDS) clinical service at Cincinnati Children’s Hospital, which provides comprehensive assessment and treatment services for youth presenting with CDS.The sponsor of this ADDitude webinar is… Play Attention: Research conducted at.

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“How Educators’ Implicit Bias Stifles Neurodivergent Learners”
During a recent training session I led on inclusion and learning differences in the classroom, I posed the following question – a tough one – to the teachers in the audience: “Raise your hand if, upon discovering that you have a neurodivergent student in your class, your immediate, unfiltered thought is a negative one?”I clarified: “Do you assume, for example, that the student’s learning difference may add to your workload or disrupt the class in some way?”A few teachers reluctantly raised their hands.Then I asked, “And how many of you, upon finding out that you will be teaching a neurodivergent student, readily think, ‘This is great! I’m going to be able to really take advantage of some of the strengths of their brain.’” Cue lots of bowing heads and sheepish looks.As a teacher of 24 years, I know that less-than-favorable unconscious (and sometimes conscious) attitudes absolutely exist within the education system toward students with learning differences. To be clear, I also know that the majority of teachers have benevolent intentions and want the best for their students.Still, the longstanding approach in education systems has been that there is a core group of students that educators teach, and then there are “others” who require differentiated learning materials to accommodate their separate needs.
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