Mental Health: Autism and ADHD
A Six-hour Interprofessional Symposium for Healthcare Workers
Sunday, June 8
8:45 am – 4:30 pm ET
Cost:
- Eligible 1199SEIU members: No out-of-pocket costs
- All other participants: $150
Live Webcast (Internet)
The deadline to register for this event is Friday, June 6, noon.
Program Moderator
TBC
Program and Learning Objectives
8:45 am — Participants Log in
9:20 am — Welcome and Introductory Remarks
9:30 am — “ADHD Through the Lifespan”
Presenter:
Jay E. Selman, MD
Descriptive Summary:
This presentation will provide an overview of attention deficit/hyperactivity disorder (ADHD) from childhood to adulthood, including epidemiology, presentation, evaluation, comorbid conditions and treatments.
Learning Objectives:
Upon completion, participants will be able to:
- Explain how ADHD presents in children and adults;
- Discuss the trend in the prevalence of ADHD; and
- Describe how ADHD is diagnosed and treated.
10:30 am — “Autism Diagnostic Assessment”
Presenter:
Amy Lemelman, PhD
Descriptive Summary:
The presentation will provide an overview of autism spectrum disorder (ASD)—a complex neurodevelopmental condition characterized by challenges in social communication and the presence of repetitive behaviors—including its prevalence and etiology. The diagnostic assessment process for ASD, with an emphasis on early diagnosis in children, and diagnostic criteria outlined in the DSM-5 will be discussed. The complexities involved in diagnosing ASD and the critical role that early identification plays in leading to improved outcomes for individuals with ASD and their families will be addressed.
Learning Objectives:
Upon completion, participants will be able to:
- Define and understand the DSM-5 criteria for ASD;
- Identify common co-occurring and differential diagnoses associated with ASD; and
- Understand the importance of a comprehensive evaluation, including history, observation and standardized assessments.
11:30 am — “Improving Autism Diagnosis in Girls”
Presenter:
Sylvie Goldman, PhD
Descriptive Summary:
This presentation will address the reasons for and effects of delayed diagnosis and misdiagnosis among girls and women of ASD—which traditionally has been considered a predominantly male disorder, leading to a lack of knowledge about how ASD presents in females. How sex/gender biases affect diagnostic outcomes and recent data from the Centers for Disease Control and Prevention regarding the prevalence of autism in girls and boys will be discussed. The role of teachers and parents in the diagnostic process, and, ways that women and girls diagnosed with ASD and their families can receive support, including through education, identity development and healthcare, will be explored.
Learning Objectives:
Upon completion, participants will be able to:
- Describe specific characteristics, biases and stereotypes of females with autism;
- Explain the unique challenges, diagnostic considerations and experiences of delayed diagnosis in girls and women;
- Discuss the role of parental and teachers’ observations in the diagnostic process; and
- Outline clinical priorities to support girls with autism and their families.
12:30 pm — Lunch Break
1:30 pm — “Genetic Testing in Autism”
Presenter:
Christina Szialta, MS, CGC
Descriptive Summary:
This presentation will provide an overview of the role of genetics in ASD and common contributors such as single-gene conditions, copy number variants and multifactorial inheritance. Genetic testing approaches typically used in evaluation—such as chromosomal microarray, Fragile X testing and exome/genome sequencing—and how results may inform clinical care and recurrence risk counseling will be discussed. Common challenges in genetic testing, including variants of uncertain significance, incidental findings and psychosocial impacts on families, will be explored.
Learning Objectives:
Upon completion, participants will be able to:
- Describe the genetic architecture of ASD, including common types of genetic contributions;
- Discuss genetic tests commonly ordered in the evaluation of individuals with autism;
- Appreciate how a genetic diagnosis can impact clinical management and inform family counseling, including recurrence risk; and
- Identify common challenges and misconceptions in the genetic evaluation of autism.
2:30 pm — “ADHD Treatment”
Presenter:
Megan Ann Mendoza, MD
Descriptive Summary:
This presentation will focus on treatments for ADHD, including both pharmacologic and non-pharmacologic modalities—which are not curative but can significantly decrease symptoms and/or functional impairment—including stimulants, which are one of the most effective medications in the field of psychiatry. Current treatments for ADHD, including their efficacy, safety profile, risks and clinical utilization, will be explored.
Learning Objectives:
Upon completion, participants will be able to:
- Analyze current evidence regarding the efficacy and safety of nonpharmacologic and pharmacologic treatments for ADHD;
- Compare the benefits and risks of using stimulants, non-stimulants or therapy to treat ADHD, and identify clinical scenarios when one may be superior to others;
- Engage in a risk-risk analysis of untreated ADHD versus side effects of treatment; and
- Formulate a basic ADHD treatment plan.
3:30 pm — “Psychopharmacology of ASD”
Presenter:
Pankhuree Vandana, MD
Descriptive Summary:
The presentation will focus on the role of pharmacology in addressing symptoms in individuals with ASD. Evidence-based pharmacological options for managing co-occurring mental health conditions in those with ASD, and considerations in prescribing psychotropic medications, including challenges with medication administration, sensitivity to side effects and polypharmacy, will be discussed. The critical role of pharmacists in monitoring side effects; supporting medication adherence; and collaborating with individuals, families and prescribers in the care of individuals with ASD will be explored.
Learning Objectives:
Upon completion, participants will be able to:
- Explain the role of pharmacology in addressing symptoms in individuals with ASD;
- Discuss current evidence-based pharmacological options for managing co-occurring mental health conditions in those with ASD;
- Recognize considerations in prescribing psychotropic medications to those with ASD; and
- Discuss the role of pharmacists in monitoring side effects, supporting medication adherence and collaborating with families and prescribers in the care of those with ASD.
4:30 pm — Program Ends
Accreditation
CASACs
An application has been submitted to the New York State Office of Alcoholism and Substance Abuse Services for six (6) clock hours.
Clinical Laboratory Practitioners
This continuing medical laboratory education activity is recognized by the American Society for Clinical Pathology (ASCP) for six (6) CMLE credits. ASCP CMLE credits are acceptable for the ASCP Board of Registry Certification Maintenance Program.
Dietitians/Dietetic Technicians
An application has been submitted to the Commission for Dietetic Registration (CDR) for six (6) continuing education units.
Imaging Technologists
This course is approved by the American Society of Radiologic Technologists (ASRT) for seven (7) Category A continuing education credits. The American Registry for Diagnostic Medical Sonography (ARDMS) accepts ASRT Category A credits.
LPNs/RNs/Nurse Practitioners:
This course is approved by the California Board of Registered Nursing for six (6) continuing education credits.
Medical Records Coders
This course is approved by the American Health Information Management Association (AHIMA) for six (6) continuing education credits.
Occupational Therapists/Occupational Therapy Assistants
This course is approved by the New York State Occupational Therapy Association, Inc. (NYSOTA) for six (6) contact hours (NY licensees only).
Paramedics/EMTs
An application has been submitted to the Regional Emergency Medical Services Council of New York City for EMS CME credits.
Pharmacists and Pharmacy Technicians:
The New York State Council of Health-system Pharmacists (NYSCHP) is accredited by the Accreditation Council for Pharmacy Education (ACPE) as a provider of continuing pharmacy education.
- Module A (AM): This course, 0134-0000-25-147-L01-P; 0134-0000-25-147-L01-T, is approved for 0.3 CEUs (3 contact hours).
- Module B (PM): This course, 0134-0000-25-148-L01-P; 0134-0000-25-148-L01-T, is approved for 0.3 CEUs (3 contact hours).
Statements of Continuing Pharmacy Education Credit are available to participants upon the conclusion of the program through survey links. Participants have 45 days from the date of program to claim credits and must verify attendance at the meeting by entering the program CE code.
Physical Therapists/Physical Therapy Assistants
This course is approved by the New York Physical Therapy Association (APTA-NY) for 7.2 contact hours (NY licensees only).
Respiratory Therapists
This course is approved by the American Association for Respiratory Care (AARC) for six (6) continuing education credits.
Social Workers
The 1199SEIU League Training and Upgrading Fund SW CPE is recognized by the New York State Education Department’s State Board for Social Work as an approved provider of continuing education for licensed social workers under provider #0286. Licensed NYS Social Workers are required to provide NYS license number to receive certificate of credit. This course is approved for six (6) continuing education hours.
All Other Healthcare Professionals
You will receive a general certificate of attendance. Please check with your accreditation board with respect to receiving credit for this program.
Presenters:
Jay E. Selman, MD
Professor of Neurology and Pediatrics, Division of Child Neurology, Columbia University Irving Medical Center, New York, NY
Amy Lemelman, PhD
Psychology Training Director, Center for Autism and the Developing Brain; Assistant Professor of Psychology in Clinical Psychiatry, Weill Cornell Medicine, Department of Psychiatry, White Plains, NY
Sylvie Goldman, PhD
Associate Professor of Neuropsychology, Department of Neurology and G.H. Sergievsky Center, Divisions of Child Neurology and Cognitive Neuroscience, Columbia University Medical Center, New York, NY
Christina Szialta, MS, CGC
Genetic Counselor, Department of Obstetrics and Gynecology, and Department of Pediatrics, NewYork-Presbyterian Brooklyn Methodist Hospital, Brooklyn, NY
Megan Ann Mendoza, MD
Assistant Professor of Clinical Psychiatry, Division of Child and Adolescent Psychiatry, Weill Cornell Medical College; Assistant Attending Psychiatrist, NewYork-Presbyterian Hospital, New York, NY
Pankhuree Vandana, MD
Associate Professor, Division of Child and Adolescent Psychiatry, Columbia University Irving Medical Center/NYSPI; Service Chief, CADB Positive Behavior Support Program; Medical Director, Medicine Research Program, Center for Autism and Developing Brain, NewYork-Presbyterian Westchester Behavioral Health Center, White Plains, NY
Eligibility for 1199SEIU Members
Training and Employment Fund Members
Members must have been a part-time or full-time employee for at least one year, work at least three-fifths of a regular workweek, and work for an employer who contributes to the 1199SEIU League Training and Upgrading Fund or the 1199SEIU Greater New York Education Fund.
City of New York Education, Child and Eldercare Fund Members
Pharmacists, Dietitians, Clinical Laboratory Practitioners and LPNs must have worked with NYC Health + Hospitals or a mayoral agency for at least one year.
Registered Nurse Training and Job Security Fund members
Members must have been a part-time or full-time employee for at least one year and work for an employer who contributes to the 1199SEIU/Hospital League Health Care Industry Registered Nurse Training and Job Security Fund.
For Further Information
Email: Institute@1199Funds.org
Refund and Cancellation Policy
If you wish to cancel, you must do so at least 48 hours before the program date to avoid a penalty. To cancel, contact the 1199SEIU League Training and Upgrading Fund (TUF) by telephone, (212) 894-4390; fax, (212) 643-8795; or e-mail, Institute@1199Funds.org. TUF reserves the right to cancel or reschedule a program in the event of insufficient enrollment or unforeseen circumstances. Participants will be notified and given the option of receiving a refund or attending the rescheduled program or an alternate program.
