Attention-deficit/hyperactivity disorder (ADHD) occurs in about 10% of school-age children and adolescents. The causes of ADHD include complex transactions over the course of prenatal, perinatal, and postnatal development of genetic and psychosocial factors. ADHD has an impact on multiple domains, including academic performance, peer relationships, parent-child and teacher-student relationships, behavior regulation, and self-esteem. Most children with ADHD have co-occurring externalizing and/or internalizing disorders. Children with ADHD, especially those who develop co-occurring disruptive behavior disorders and mood disorders, are at increased risk for school dropout, substance use disorders, anti-social behavior, interpersonal problems, occupational impairment, and depression in early adulthood. The assessment of ADHD relies strongly on behavioral assessment methods, including rating scales and interviews of caregivers, teachers, and children themselves. Evidence-based interventions include a broad range of psychosocial interventions (e.g., behavioral parent training, classroom behavior management, behavioral peer interventions, and child skills training) and medication (i.e., stimulants and non-stimulants). Educational and behavioral interventions are foundational for the treatment of this disorder. The purpose of this presentation is to provide an updated conceptualization of ADHD, describe methods for assessing ADHD, and outline evidence-based psychosocial and pharmacological interventions to treat ADHD.
CE Learning Objective(s)
Following this presentation, participants will be able to:
- 1. Identify the most common impairments and comorbid conditions associated with ADHD.
- 2. Identify key environmental factors that interact with genetics to increase the likelihood of ADHD symptoms.
- 3. Describe strategies for assessing ADHD in a developmentally appropriate and culturally responsive manner.
- 4. Identify psychosocial and pharmacological interventions that have strong evidence of effectiveness.
About Presenter
Thomas J. Power, PhD, ABPP, is Professor of School Psychology in Pediatrics and Psychiatry at Perelman School of Medicine of University of Pennsylvania and Children’s Hospital of Philadelphia. Dr. Power has been invested in research, teaching, and clinical practice for children with ADHD for his entire career, and he has served as Director of the Center for Management of ADHD at CHOP for over 25 years. Dr. Power’s research, funded by National Institute of Mental Health, Institute of Education Sciences, and Patient-Centered Outcomes Research Institute, has focused on developing and evaluating interventions for children with ADHD, with a primary focus on implementation in schools and primary care practices. In addition, he has conducted numerous studies on the assessment of ADHD and its impairments for data-based decision making. Dr. Power’s research is characterized by partnership-based methods focused on addressing the needs of children marginalized by socioeconomic disadvantage and assignment to minority status. Among his contributions, he has co-authored Family-School Success for Children with ADHD: A Guide for Intervention (Guilford) and ADHD Rating Scale-5: Checklists, Norms, and Clinical Interpretation (Guilford).
Target Audience
This workshop is designed for licensed professionals & advanced graduate students with clinical experience who anticipate seeking licensure as mental health professionals. The instructional level of this presentation is INTERMEDIATE.
- Philadelphia Behavior Therapy Association is approved by the American Psychological Association to sponsor continuing education for psychologists*. Philadelphia Behavior Therapy Association maintains responsibility for this program and its content.
- This program provides two (2) hours of CE credits.
- * PBTA now offers CE to psychologists licensed in the state of New York in addition to all other United States. Attestation of full attendance and provision of license number post-event required to obtain certificate that meets NY criteria for CE.
- PBTA is also an authorized provider of CE credits for Professional Counselors, Marriage and Family Therapists, and Clinical Social Workers licensed in the state of Pennsylvania. Non-psychologist licensees in other states should confirm with their respective boards if this meets criteria for CE in their specific non-PA states.
- Full attendance with video display is required to obtain CE credit for this program. APA guidelines do not permit PBTA to issue partial CE credits. No refunds are provided for CE programs. No exceptions allowed. Registrants can log in and cancel up to 48 hours before event when registration closes.
Suggested Readings
Barbaresi, W. J., Campbell, L., Diekroger, E. A., Froehlich, T. E., Liu, Yi Hui, O’Malley, E., Pelham Jr., W. E., Power, T. J., Zinner, S. H., & Chan, E. (2020). Society for Developmental and Behavioral Pediatrics Clinical practice guideline for the assessment and treatment of children and adolescents with complex attention-deficit/hyperactivity disorder. Journal of Developmental and Behavioral Pediatrics, 41, S535-S557. doi: 10.1097/DBP.0000000000000770
DuPaul, G. J., Evans, S. W., Mautone, J. A., Owens, J. S., & Power, T. J. (2020). Future directions for psychosocial interventions for children and adolescents with ADHD. Journal of Clinical Child and Adolescent Psychology, 49, 134-145. DOI:10.1080/15374416.2019.1689825
Evans, S. W., Owens, J. S., Wymbs, B. T., & Ray, A. R. (2018). Evidence-based psychosocial treatments for children and adolescents with attention deficit/hyperactivity disorder. Journal of Clinical Child and Adolescent Psychology, 47(2),157-198. https://doi.org/10.1080/15374416.2013.850700
Wolraich, M. L., Hagan, J. F., Jr, Allan, C., Chan, E., Davison, D., Earls, M., Evans, S. W., Flinn, S. K., Froehlich, T., Frost, J., Holbrook, J. R., Lehmann, C. U., Lessin, H. R., Okechukwu, K., Pierce, K. L., Winner, J. D., Zurhellen, W., & Subcommittee on children and adolescents with ADHD (2019). Clinical Practice Guideline for the Diagnosis, Evaluation, and Treatment of Attention-Deficit/Hyperactivity Disorder in Children and Adolescents. Pediatrics, 144(4), e20192528. https://doi.org/10.1542/peds.2019-2528
