ADHD and Learning Disabilities: Non-Pharmacological Treatments

ADHD and Learning Disabilities: Non-Pharmacological Treatments 

The CDC now estimates that 11% of all American children have been diagnosed with ADHD. Children with the slightest bit of fidgetiness or behavior issues are commonly being given this diagnosis. Often, educational institutions and physicians recommend psychostimulant medication. Currently, almost five million American children are taking psychostimulant medication. Those wishing for alternative treatments are subjected to a confusing array of for-profit “fixes” for ADHD. This webinar reviews the common sense and evidence-based nonpharmacological treatments for ADHD. SLPs will learn simple techniques that can be employed in their office or that can be recommended to parents. In addition, SLPs will be able to discriminate a confusing array of other diagnoses commonly mislabeled as ADHD, such as bipolar disorder and anxiety. Children with educational deficits are also misdiagnosed as ADHD. This presentation outlines the common types of learning disabilities, thereby helping SLPs discriminate them from ADHD and make proper referrals.


Hours: 1.50


Certificates provided by accrediting body (1 Match)

Kansas Health Department of Aging and Disability Services (Speech)


Approved for 1.50 continuing education clock hours for Kansas Speech Pathologists and Audiologists by the Kansas Department of Aging and Disability. Long Term Sponsorship number LTS-S1057. This activity is approved for 1.50 contact hours.

Course Details

Course Code: REL-RT-0-NPTA
Hours: 1.5
Type: Online Course
Content Expiration Date: 9/30/2020
Learning Objectives:
Define the eight components of executive function and be able to differentiate EF from ADHD.
Describe basic principles for managing the inattention commonly seen with ADHD.
Describe the causes of ADHD.
Discuss and explain the symptoms of bipolar disorder and its differences with ADHD.
Describe what learning disabilities and anxiety have in common with ADHD and why they are commonly misdiagnosed.
Define the differences between the symptoms commonly manifested with boys versus girls with ADHD.
Identify the different types of learning disabilities in the process of a speech therapy evaluation.
Recognize the early signs of learning disabilities and differentiate elementary school level versus high-school level LD.
Define basic therapies for bipolar disorder and ADHD.
Define the pros and cons of psychostimulant medication for ADHD.
Recall the alternative medicines commonly successful with ADHD including essential oils, exercise and diet.

1. ADHD Key Issues a. What is Executive Function? b. Dr. Barkley’s Principles of Managing ADHD c. American ADHD Stats d. This Is What Jack Sees e. Types of ADHD in DSM-5 f. Predictors of ADHD g. Is ADHD Increasing? h. ADHD Emotional Factors i. Anxiety and ADHD j. Behaviors of Children with CAPD: k. Oppositional Defiant Disorder l. Lack of Sleep Is Known to Cause… m. Intellectual Developmental Disorder n. Youngest Children in Kindergarten Class 2. Types of Learning Disabilities a. Reading b. Or Reading Comprehension Can Be the Greater Issue c. Math d. This Is a Different Animal Than Reading LD e. Writing Disabilities or Dysgraphia 3. Processing Deficits a. (Central) Auditory Processing Deficits b. Early Signs of LD c. K Through 3 Symptoms d. Upper Elementary School e. Psychoeducational Evaluations f. History g. More CAPD Recommendations h. Child Must Help Themselves Too i. Accommodating Reading j. Accommodating Reading Too k. Math Accommodations l. Accommodating Memory Deficits m. Long-Term Memory Deficits n. Higher Order Cognitive Struggles 4. Bipolar vs ADHD a. How to Differentiate Bipolar from ADHD 5. Recommendations for Bipolar at School a. What Pushes Your Buttons? b. CARS c. Ticket System 6. Parenting the ADHD Child 7. ADHD Classroom Hints 8. ADHD Medications a. Other ADHD Meds b. Stimulants 9. Alternative Therapies for ADHD a. High Quality Omega 3 EFA Sources b. Diets to Treat ADHD c. Food Dyes d. Alternative Therapies for ADHD e. Exercise f. Essential Oils for ADHD 10. Specific Learning Disorder 11. New Diagnoses

Instructor: Gary Eisenberg, Ph.D., CPQ
Gary M. Eisenberg, Ph.D., CPQ, is a licensed psychologist and professor with over 25 years experience in psychotherapy and psycho-educational testing. Currently a practicing clinical psychologist and adjunct professor at Florida Atlantic University, he has been President of the Child, Adolescent and Family Division of the Florida Psychological Association, recipient of their 2003 Child Psychologist of the Year Award, and News Editor for their Child-Adolescent-Family Division. He is an active member of the American Psychological Association, the Florida Psychological Association (FPA), and the Association of Higher Education and Disabilities (AHEAD). He is also currently in practice in Littleton, Colorado. Dr. Eisenberg is a 2007 presenter to the FPA annual convention speaking on Child Developmental Disorders, has testified in Broward and Palm Beach County courts on child developmental custody and trauma cases and is a Florida Supreme Court-Certified Mediator. He is a frequent lecturer to schools, parent groups, and mental health organizations. Dr. Eisenberg received his BA from Muhlenberg College, his MA from Fairleigh Dickinson University and received his doctorate in Clinical Psychology from the University of South Florida. Disclosure: Gary Eisenberg, Ph.D., CPQ has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.
Target Audience:
The target audience for this course is: Speech and Language Pathologists; in the following settings: Post-Acute Care, Rehabilitation Settings.
Relias will be transparent in disclosing if any commercial support, sponsorship or co-providership is present prior to the learner completing the course.
Course Delivery Method and Format
Asynchronous/Online Distance Learning; please see certificate details for specifics on delivery format.
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All courses offered by Relias, LLC are developed from a foundation of diversity, inclusiveness, and a multicultural perspective. Knowledge, values and awareness related to cultural competency are infused throughout the course content.
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All characteristics and organizations referenced in the following training are fictional. Any resemblance to any actual organizations or persons living or dead, is purely coincidental.
To earn continuing education credit for this course you must achieve a passing score of 80% on the post-test and complete the course evaluation.
If you require special accommodations to complete this module, please contact Relias Customer Support here.