Session Overview:
Attention Deficit Hyperactivity Disorder (ADHD) is the most common co-occurring diagnosis for autistic youth. However, the substantial overlap between autism and ADHD can pose challenges in identifying and supporting students with autism, ADHD, or both. The goal of this webinar series is to provide information about executive functioning differences that are common in autistic students and how these challenges relate to and are distinct from ADHD.
Part 2 of this webinar will provide an overview of evidence-based approaches that can be used to support the executive functioning of autistic students, including those with co-occurring ADHD.
You can view part 1 here.
By the end of the webinar, participants will be able to:
Speaker:
Katherine Pickard, Ph.D., received her doctorate in clinical psychology from Michigan State University and completed a two-year postdoctoral fellowship at JFK Partners at the University of Colorado School of Medicine. Her primary research interest is in the translation of evidence-based practices into community systems that are naturally positioned to serve children with autism spectrum disorders (ASD) and developmental delays. Dr. Pickard's research is grounded in community-engaged research models and guided by dissemination and implementation science. Dr. Pickard leads and collaborates on research examining mechanisms that foster the adoption, implementation and sustainment of evidence-based practices within a variety of community systems, including early intervention and public school systems. She is particularly interested in the role of families and community stakeholders in shaping interventions as they are implemented within the community, and in other factors that impact the reach and sustainability of translation efforts. Clinically, Dr. Pickard is a licensed psychologist and has a strong background in supporting individuals with ASD and other developmental disabilities across the lifespan. She holds specific expertise in parent-mediated interventions rooted in naturalistic, developmental and behavioral principles (know as NDBIs) as well as cognitive behavioral therapy (CBT) for youth with ASD and co-occuring anxiety.
In our products, we choose to use identity first language (i.e., autistic students) in response to the preference of many autistic individuals and in an effort to avoid ableist ideologies. We recognize that this is not the language preference of every individual. For more information on the rationale for our language choice, please see the Bottema-Beutel et al., 2021.
