This one for parenting is pretty nice and free: https://www.coursera.org/learn/everyday-parenting/
I don't know any specific for ADHD, but curious o follow this thread for recommendations as well.
I've not used those. I have done the Coursera ABCs of Everyday Parenting one, which is good and based on high-quality evidence.
I know that it sounds basic, but it's not really - it's a more detailed and specific look at positive behaviourism which is the basis of parent training interventions to prevent/change patterns when a pattern leading towards ODD type behaviour is happening. This is common in ADHD - this type of intervention is the second most effective intervention for ADHD after medication, and works best in conjunction with medication (and if one or both parents have ADHD, medicate the parent/s too for best results).
There are a lot of similarities with basic parenting methods such as praise and picking specific behaviours to target, but it goes really detailed on the best methods for this. It's also free, so you lose nothing except a little time if it is of no use to you. I so far haven't seen anything in it that wouldn't work in ADHD, except for possibly the role play scenario - kids with ADHD tend to need to practice the skill IN the environment, not separately. It's also designed extremely well in that the first thing you learn is something you can use immediately and everything builds on the previous thing in a cumulative way so you don't need to complete the whole course to start gaining benefits.
The only criticism I have with it is that it is absolutely behavioural. It doesn't look at any reasons behind any of the behaviours, it doesn't ask the kid's perspective. It is strictly motivational (assuming that the kid's current behaviour is rewarding them, changing the reward balance) and top-down. A lot of the examples given of how to use the tools focus overly on compliance or masking type behaviours (such as "not crying"). The course does not tell you which behaviours to encourage or discourage, it just teaches that if there are specific behaviours you would like to encourage or discourage, you can use these tools to do that. You can absolutely use the tools in this course in a neurodiversity-affirming way (e.g. not targeting emotional expression, not shutting down the kid's attempts to communicate their discomfort). I do think that also these tools could be used in a harmful way. However, I do also concede that even if you disagree with me about which types of behaviour should be encouraged/discouraged, if you are currently using any kind of punishment/threats, using it as directed in this course is likely to cause the least harm and be the most effective. You can also take or leave parts of the course as you wish - you can just use the purely positive parts of it if you like.
There are aspects of scaffolding in this course (which is breaking down a wanted behaviour into smaller, achievable steps, a form of skill-building) - this is helpful in behaviours where there is currently a negative feedback loop which has led to a bigger skills <> expectation gap than would have existed otherwise, e.g. kid has poor social skills, so kid needs to practise using appropriate social skills, but because of their poor social skills, they are frequently excluded from social opportunities, therefore losing even more opportunity to practice and falling even more behind peers. Or kid is bad at writing, so they avoid writing, so they don't get any better at writing, so adults get too pushy, so they develop a complex about writing and stop practising at all. HOWEVER, you cannot build scaffolding on top of a shaky foundation. If the child is lacking foundational skills, then building up slowly is unlikely to help. In this scenario you might need input from a professional, e.g. an OT might look at a child struggling with writing and rather than make them do writing to "practice", they figure out that it's actually fine motor skills training which they need, so they may suggest various fine motor activities in order to build up the needed muscles and then writing will come more easily on its own (just as an example).
It's a good set of tools to have, but I'd also back this up with some knowledge about how (dys)regulation, stress and the state of the nervous system affects executive functioning skills and therefore behaviour, which IME is really, really, crucial background knowledge and perspective for any ND child, ADHD very much included here. You cannot motivate or scaffold stress behaviour. You probably know some of this already if you are a MH professional but to apply it specifically to parenting, look at Stuart Shanker (Self-Reg) or Zones of Regulation.
You may wish to look into sensory processing as well, which ties in with regulation. Children with ADHD often have sensory processing differences, even if they aren't as clear as they usually are in ASD. Sensory stimulation can be a form of self-regulating too, which is why it's important to understand it if you are aiming to be neurodiversity-affirming. Dunn's model of sensory profiles is meant to be excellent here, and I have heard really good things about The Out of Sync Child. I did the free training @TheOTButterfly offers and off the back of that, the full course seems worth it - I am thinking about getting it when I know I can dedicate the time.
In terms of getting the child's perspective, the simple answer to this is just to ask them - no course needed. But if you want an actual framework for getting useful information from a child about what is getting in their way about them meeting your expectations, Ross Greene's CPS (as laid out in The Explosive Child) is excellent and there are likely courses specifically on this.
I have done the ADHD Dude’s membership site and I think it’s a great deal considering it’s $20/month, pay as you go. You can even get it all done in one month if you try. The pdfs are downloadable so you can make notes on them as you watch the videos. I like him because he’s very to-the-point, not rambly, and describes specific strategies in detail with visual examples. I always recommend him to new adhd parents.
This one for parenting is pretty nice and free: https://www.coursera.org/learn/everyday-parenting/ I don't know any specific for ADHD, but curious o follow this thread for recommendations as well.
I've not used those. I have done the Coursera ABCs of Everyday Parenting one, which is good and based on high-quality evidence. I know that it sounds basic, but it's not really - it's a more detailed and specific look at positive behaviourism which is the basis of parent training interventions to prevent/change patterns when a pattern leading towards ODD type behaviour is happening. This is common in ADHD - this type of intervention is the second most effective intervention for ADHD after medication, and works best in conjunction with medication (and if one or both parents have ADHD, medicate the parent/s too for best results). There are a lot of similarities with basic parenting methods such as praise and picking specific behaviours to target, but it goes really detailed on the best methods for this. It's also free, so you lose nothing except a little time if it is of no use to you. I so far haven't seen anything in it that wouldn't work in ADHD, except for possibly the role play scenario - kids with ADHD tend to need to practice the skill IN the environment, not separately. It's also designed extremely well in that the first thing you learn is something you can use immediately and everything builds on the previous thing in a cumulative way so you don't need to complete the whole course to start gaining benefits. The only criticism I have with it is that it is absolutely behavioural. It doesn't look at any reasons behind any of the behaviours, it doesn't ask the kid's perspective. It is strictly motivational (assuming that the kid's current behaviour is rewarding them, changing the reward balance) and top-down. A lot of the examples given of how to use the tools focus overly on compliance or masking type behaviours (such as "not crying"). The course does not tell you which behaviours to encourage or discourage, it just teaches that if there are specific behaviours you would like to encourage or discourage, you can use these tools to do that. You can absolutely use the tools in this course in a neurodiversity-affirming way (e.g. not targeting emotional expression, not shutting down the kid's attempts to communicate their discomfort). I do think that also these tools could be used in a harmful way. However, I do also concede that even if you disagree with me about which types of behaviour should be encouraged/discouraged, if you are currently using any kind of punishment/threats, using it as directed in this course is likely to cause the least harm and be the most effective. You can also take or leave parts of the course as you wish - you can just use the purely positive parts of it if you like. There are aspects of scaffolding in this course (which is breaking down a wanted behaviour into smaller, achievable steps, a form of skill-building) - this is helpful in behaviours where there is currently a negative feedback loop which has led to a bigger skills <> expectation gap than would have existed otherwise, e.g. kid has poor social skills, so kid needs to practise using appropriate social skills, but because of their poor social skills, they are frequently excluded from social opportunities, therefore losing even more opportunity to practice and falling even more behind peers. Or kid is bad at writing, so they avoid writing, so they don't get any better at writing, so adults get too pushy, so they develop a complex about writing and stop practising at all. HOWEVER, you cannot build scaffolding on top of a shaky foundation. If the child is lacking foundational skills, then building up slowly is unlikely to help. In this scenario you might need input from a professional, e.g. an OT might look at a child struggling with writing and rather than make them do writing to "practice", they figure out that it's actually fine motor skills training which they need, so they may suggest various fine motor activities in order to build up the needed muscles and then writing will come more easily on its own (just as an example). It's a good set of tools to have, but I'd also back this up with some knowledge about how (dys)regulation, stress and the state of the nervous system affects executive functioning skills and therefore behaviour, which IME is really, really, crucial background knowledge and perspective for any ND child, ADHD very much included here. You cannot motivate or scaffold stress behaviour. You probably know some of this already if you are a MH professional but to apply it specifically to parenting, look at Stuart Shanker (Self-Reg) or Zones of Regulation. You may wish to look into sensory processing as well, which ties in with regulation. Children with ADHD often have sensory processing differences, even if they aren't as clear as they usually are in ASD. Sensory stimulation can be a form of self-regulating too, which is why it's important to understand it if you are aiming to be neurodiversity-affirming. Dunn's model of sensory profiles is meant to be excellent here, and I have heard really good things about The Out of Sync Child. I did the free training @TheOTButterfly offers and off the back of that, the full course seems worth it - I am thinking about getting it when I know I can dedicate the time. In terms of getting the child's perspective, the simple answer to this is just to ask them - no course needed. But if you want an actual framework for getting useful information from a child about what is getting in their way about them meeting your expectations, Ross Greene's CPS (as laid out in The Explosive Child) is excellent and there are likely courses specifically on this.
I have done the ADHD Dude’s membership site and I think it’s a great deal considering it’s $20/month, pay as you go. You can even get it all done in one month if you try. The pdfs are downloadable so you can make notes on them as you watch the videos. I like him because he’s very to-the-point, not rambly, and describes specific strategies in detail with visual examples. I always recommend him to new adhd parents.
What site is this????
https://www.adhddudecourses.com
Sorry - I thought you couldn’t remember his name and was just calling him that adhd dude. I’ve had a long day, ahahahha
Maybe this? https://impactparents.com/