Family education and psychosocial interventions are foundational for the treatment of attention-deficit/hyperactivity disorder (ADHD). A large body of research supports the effectiveness of behavioral interventions for children and adolescents with ADHD. However, access to behavioral interventions is variable and especially challenging for families who are economically marginalized. Integrating evidence-based interventions for ADHD into schools and primary care practices is a successful strategy for improving access. This presentation will describe effective psychosocial interventions for ADHD that are provided in school and primary care practices. School-based approaches include classroom behavioral interventions, strategies based on family-school collaboration such as daily report cards, and child skills training programs to improve organization and social skills. Interventions based in primary care focus on behavioral parent training approaches enhanced by school partnership and collaborative practice with pediatric primary care clinicians. The presentation will include a discussion of subgroup effects and mediation models to identify how, and for whom, interventions for ADHD are effective.
CE Learning Objective(s)
Following this presentation, participants will be able to:
1. Identify subgroups of children and youth most likely to encounter problems accessing evidence-based interventions for ADHD.
2. Identify key components of behavioral interventions to improve school performance, including daily report cards.
3. Describe key components of child skills training interventions to improve organization and social skills.
4. Identify strategies for providing psychosocial interventions for ADHD in primary care practices.
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: Checlists, 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.
References
References
DuPaul, G. J., & Stoner, G. (2014). ADHD in the schools: Assessment and intervention strategies (3rd ed.). The Guilford Press.
Nissley-Tsiopinis, J. D., Power, T. J., Fleming, P. F., Tremont, K. L., Poznanski, B., Ryan, S., Cacia, J., Egan, T., Montalbano, C., Holdaway, A., Patel, A., Gallagher, R., Abikoff, H., Localio, A. R., & Mautone, J. A. (2024). School-based organizational skills training for students in grades 3 to 5: A cluster-randomized trial. Journal of Consulting and Clinical Psychology, 92, 674-691. https://doi.org/10.1037/ccp0000909
Power, T. J., Mautone, J. A., Marshall, S. A., Jones, H. A., Cacia, J., Tresco, K. E., Cassano, M. C., Jawad, A. F., Guevara, J. P., & Blum, N. J. (2014). Feasibility and potential effectiveness of integrated services for children with ADHD in urban primary care practices. Clinical Practice in Pediatric Psychology, 2, 412-426. https://doi.org/10.1037/cpp0000056
Power, T. J., Mautone, J. A., & Soffer, S. L. (2024). Family-school success for children with ADHD: A guide to intervention. New York: Guilford Press.
