MarburnCon 2022

 

ADHD: From Research to Results

October 6th – 7th, 2022

Marburn Academy • 9555 Johnstown Rd • New Albany, Ohio • 43054

 

Early Bird Ticket (through September 15th) – $119

Standard Ticket (available until 5 p.m. on October 5th) – $149

Group Tickets, up to four people (available until 5 p.m. on October 5th) – $400

REGISTER HERE

 

MarburnCon is an annual conference that brings together innovative ideas and dedicated educators to explore best practices for teaching and supporting students who learn differently. This year’s conference theme is ADHD: From Research to Results. ADHD can impact academic and social outcomes in a variety of ways, and having an understanding and tools to support students in this area is critical for educators.

Over the course of the conference, attendees will learn about and have access to information to understand, identify needs, and engage in problem-solving and intervention to support students with Attention-Deficit/Hyperactivity Disorder (ADHD) at school.

The following are included with your registration:

  • In-person event sessions and networking opportunities.
  • Lunch provided on Friday, October 7th.
  • Exclusive post-event web access to view session recordings and download resources shared during the conference.
  • Certificates of Attendance are available upon request, up to nine contact hours.

 

Click on pictures for bios.

 

 

Thursday, October 6, 2022

1:30 – 3:00 p.m.

Establishing Supportive Environments for Students with ADHD

A number of characteristics of classroom and school environments are associated with student engagement, which is further associated with social, behavioral, and academic success. In this session we discuss several ways environments can be arranged to enhance these successes, and dispel myths that successful classrooms must be rigid, strict, or inflexible.

Learning objectives:

At the conclusion of the session, participants will be able to:

  • Define the characteristics of classrooms and schools that promote positive engagement.
  • Describe the elements that make up a classroom environment: physical space, schedules, the nature of instruction, learning activities, and interactions.
  • Distinguish between effective and ineffective strategies for arranging various elements of the classroom environment to promote success.

3:00 – 4:30 p.m.

Identifying Academic and Behavioral Needs for Youth with ADHD

The purpose of this workshop is to describe the assessment and problem-solving process used to identify the academic and behavioral needs of individual students with ADHD. Steps to consultative problem-solving will be described along with information about reliable and valid assessment methods and strategies. The workshop will conclude with discussion of how individual student needs can be used to guide intervention design and planning.

At the conclusion of the session, participants will be able to:

  • Identify steps to the consultative problem-solving process.
  • Describe reliable and valid assessment measures that can be used to identify individual student needs.
  • Describe how individual student needs are considered in the intervention design and planning process.

Friday, October 7, 2022

9:00 – 10:15 a.m.

Keynote Presentation: Beyond Medication: How Can We Help Students with ADHD Succeed in School?

Students with ADHD experience many challenges associated with being successful at school. They exhibit serious academic and social impairment that can increase their risk for failing grades, academic underachievement, peer rejection, and school exclusion. Thus, classroom teachers and other school personnel must be prepared to address these challenges by using evidence-based psychosocial and academic intervention and support strategies. This presentation will inform school professionals regarding psychosocial and academic intervention strategies that have research support and are feasible for use by teachers and other school personnel.

At the conclusion of the session, participants will be able to:

  • Describe academic, behavioral, and social impairment associated with ADHD that serve as targets for school and classroom-based intervention.
  • Describe the variety of treatment approaches available to students with ADHD and will identify those with evidence supporting their benefit.
  • describe the impact of school-based intervention for ADHD on student academic and behavior functioning.

10:30 – 11:45 a.m.

School-Based Supports for Social Difficulties in Children with ADHD

Many children with Attention-Deficit/Hyperactivity Disorder (ADHD) have difficulties working or playing with their classroom peers. These social problems can get in the way of academic engagement and performance. This presentation will cover what peer relationships tend to look like for children with ADHD, and why social problems are so common and so hard to treat in this population. Dr. Mikami will talk about strategies that educators can use to both bolster the social skills of children with ADHD, and also to encourage peers’ inclusive behaviors toward children with ADHD. She will discuss common barriers to implementing these strategies, and how progress might be tracked. Finally, an illustrative case example will be provided.

At the conclusion of this program, participants will be better able to:

  • Identify the reasons for common social problems in children with ADHD.
  • Explain why educators are in a good position to help children with ADHD and social difficulties.
  • Describe several school-based strategies to address social difficulties in children with ADHD.
  • Troubleshoot common challenges that may occur when implementing these strategies.
  • Track and evaluate the effectiveness of the strategies.

11:45 a.m. – 1:00 p.m.

Lunch at Marburn Academy

1:00 – 2:15 p.m.

Supporting School Success through Daily Report Cards: Evidence-Based Procedures

Participants will learn how to maximize the quality and effectiveness of key components of the Daily Report Card Intervention. Audience members will learn strategies for selecting and defining target behaviors, using data to set initial goals for student success, procedures for leveraging performance feedback to shape behavior, and using progress monitoring tools to modify the intervention over time. The presenter will use vignettes and case-based learning to engage audience members in the learning process.

 

2:30 – 3:45 p.m.

Positive, Proactive, Preventive Strategies for Addressing Behavioral Concerns

Even in positive, successful classrooms and schools, behavioral concerns will emerge at times for many students. In this session, we describe and demonstrate several specific strategies that can prevent many behavioral concerns before they emerge, or can be used to mitigate concerns at their earliest stages. Emphasizing an antecedent, low-intensity approach, we cover applications of positive greetings at the door, instructional choice, and behavioral momentum.

At the conclusion of the session, participants will be able to:

  • Describe the benefits of antecedent, positive, and preventive strategies for addressing behavioral concerns.
  • Describe the key features of at least the following specific strategies: positive greetings at the door, instructional choice, behavioral momentum.
  • Articulate ways that these strategies might be applied to their own school contexts.

3:45 p.m. – Conference Closing

Cancellations
If you should need to cancel your registration, this request must be received at marburnEC@marburnacademy.org by Monday, October 3 in order to be considered for a refund.

Accommodations
There are several hotels located within a 5-minute drive of Marburn Academy. A couple of options include:
Courtyard by Marriott
Hampton Inn and Suites

Questions?
Contact Stephanie Royal at marburnec@marburnacademy.org.