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 challenges that ADHD adults may have?
2.
What are the aspects of the challenges with intense feelings
and distorted senses that ADHD adults face?
3.
What are the steps of memory?
4.
What are the types of controlling methods of coping with the ADHD
diagnosis?
5.
What are the ADHD adult’s aggressive methods of coping with the
ADHD diagnosis?
6.
What are the Stages of Grief an ADHD client may experience?
7.
What are common balancing issues that adults with ADHD face?
8.
What are the questions an ADHD adult can answer to develop a
Moral Inventory?
9.
What are the steps in the "Scripted Calling" technique
to help your Phone-a-Phobic ADHD client?
10.
What are difficulties ADHD adults face in group interfacing?
11.
What are difficulties adults with ADHD face in a one-on-one interaction?
12.
What are the challenging areas for the ADHD adult in the workplace?
13.
What is one tool you might use with the ADHD family client?
14.
What percent of the ADHD 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 ADHD 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
ADHD inappropriate for diagnosing ADHD in adult clients?
16.
According to Wasserstein, what are components of the diagnostic process
for adult ADHD?
17.
According to Stevenson, what are the goals of a cognitive remediation program
for adults with ADHD?
18.
In what way was Cathy’s presentation typical of adult clients with
ADHD?
19.
According to Robbins, what ADHD behaviors most significantly impact
adult relationships?
20.
According to Quinn, what is the key reason ADHD often goes unrecognized in
females?
21.
What factors may delay the diagnosis of adult ADHD?
22.
What are the steps in a "Couple’s Dialogue"?
23.
According to Nadeau, what are the internal resilience factors common
to successful adults with ADHD?
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 ADHD 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. 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. 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. 50% .
J. Poor communication skills, impulsive behavior,
and executive dysfunction.
K. Control, desire, goal orientation, reframing,
persistence, and learned creativity.
L. Reduce ADHD 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 |
If you have problems with scoring or placing an order please contact us at [email protected].
|
|
|
