• Uses of lists, visual timetables and other prompts for younger learners with ADHD to help with memory and organisation difficulties.
• Ready to learn? Identifying whether younger children with ADHD are in a position to begin learning, both long term and short term.
• Timetabling strategies and differences for younger children with ADHD
• The benefits of using visual interventions and communication as a supplement to auditory verbal communication.
• Seating plans and maximising attention.
• Overstimulating/understimulating – getting the balance right.
• Keeping them busy: creating opportunities to keep younger children with ADHD busy in a positive way.
• Using a range of pre-emptive and responsive intervention to assist EYFS children in self-regulating behaviour.

An overview and what to look out for in the eight most common anxiety conditions:

1. Anxiety
2. Social Anxiety
3. Panic and Panic Attacks
4. Stress
5. Depression
6. Obsessive Compulsive Disorder (OCD)
7. Post Traumatic Stress Disorder (PTSD)
8. Specific Phobias

Guidance on how to treat these conditions in a school setting.

• What is Attachment Disorder? When things go right, when things go wrong and risk hotspots
• How children express the effects of insecure attachment
• Emotional and social tasks and targets
• Some supportive dos and don’ts
• A range of attachment disorder presentations and some strategies and interventions to overcome them.
• A range of visual interventions for helping young people with attachment needs
• Exploiting special interests to achieve positive results
• Simplifying tasks and emotional and social situations
• Relating to the child in a constructive manner.

• b, d,p, q confusion: strategies for letter formation
• A range of ideas for getting letters the correct way round
• Using visual mnemonics
• Using kinaesthetic strategies to spend quality time with individual letters and/or numbers

• What is it and what areas of neurological and physical development does it affect?
• How does FASD cause damage to the unborn child in the womb?
• How does FASD present in school and pre-school aged children?
• Other coexistent disorders which may be present
• How FASD affects social, emotional, and mental health (SEMH), wellbeing and self – esteem
• The difficulties that teaching and support staff may have with this when creating interventions for children with these presentations – especially those who are undiagnosed
• Consistency of interventions
• Some tried and tested strategies that work… and a few that don’t
• Environmental and social strategies for inclusion
• Transitions and progression for learners with FASD
• Starting school and pre – school EYFS for children with FASD
• Some of the challenges children with FASD may face and some workable strategies to overcome them

• What is sensory processing disorder and what does it cover.
• Interactions with others
• Daily functioning
• Social and family relationships
• Behavioural challenges
• Regulating emotions
• Self-esteem
• Learning
• Causes of certain behaviours and appropriate interventions.