Final Programme 2019

43 WORLD FEDERATION MEET-THE-EXPERT-SESSIONS Friday, 26 April 2019 ME-01 Meet-the-Expert-Session 17:45–18:45 Room 1.03 Why are adolescents with ADHD so hard to treat? Chair: M. Stein, USA Childhood ADHD typically persists into adolescence, yet medications are often discontinued and motivation for treatment is low. Indeed, suboptimal treatment of ADHD symptoms, emergence of psychiatric comorbidities and exacerbated impairments in response to changing school, social, and family environments can have devastating consequences. Factors in the adolescent, the family and service delivery models that do not fit a life-span disorder such as ADHD contribute to poor outcomes during this critical period. This case-based presentation will highlight therapeutic approaches to young and older adolescents and describe the ADHD Checkup, an innovative treatment strategy based on motivational interviewing and shared decision making within a collaborative care framework to encourage engagement and adherence to multimodal treatment tailored to adolescents. Will also discuss differences from treating childhood ADHD and treatment optimization and augmentation strategies based on clinical characteristics and patient and parent preferences. ME-02 Meet-the-Expert-Session 17:45–18:45 Room 1.04 How do I treat patients at the ADHD program in the Massachusetts General Hospital Chair: J. Biederman, USA In this session, Professor Biederman will answer questions from the audience on relevant issues on ADHD focused on aspects related to the best clinical practices for diagnosing the disorder and on disentangling effects of main comorbid conditions and on the management of patients across the life cycle with special attention for psychopharmacological interventions for ADHD based on his vast clinical experience in Mass General Hospital at Harvard University and his major role in research protocols in the field. ME-03 Meet-the-Expert-Session 17:45–18:45 Room 1.08 ADHD and giftedness Chair: I. Manor, Israel 'Twice-exceptional' children hold both unique cognitive capacity and some form of disability. Children who are academically gifted or talented (GT) and diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) impose a great challenge for researchers and mental health practitioners. The main reason to focus on children with both GT and ADHD is that their symptomology often manifests in a very complex pattern. Although ADHD is prevalent in highly-intelligent students, in reality two clinical and educational pictures tend to develop: (1) Both mental health professionals and teachers are inclined to focus on ADHD symptoms, which shadow the GT within the same child (A>G); or (2) Once giftedness is identified, both mental health professionals and teachers might ignore the possible existence of ADHD, or under-evaluate its importance (G>A). This presentation will deal with the reasons for this difficulty to differentiate these children, their specific characteristics, the misleading symptoms that might result in an incorrect diagnosis and will suggest treatment and some practical implications: 1. Being aware and accepting the possibility of this dual diagnosis and its implications 2. Treating both exceptions side by side 3. Treating the inferior social skills, instead of falling to the stigma of “the lonely genius” 4. Allowing more academic and social autonomy e Registration fee for Educational Seminars and Meet-the-Expert-Session: EUR 50 per session. Only valid in combination with the congress registration fee.