When available, the Online Course format is included with the hard copy, eBook, or audio book formats!
Release Date: May 24, 2016
Expiration Date: May 24, 2019
This intermediate-level course provides current, evidence-based information on attention deficit/hyperactivity disorder (ADHD) and is ideal for busy clinicians in a wide range of settings including schools, health clinics, private practice, and social service agencies. This intermediate-level course provides current, evidence-based information on attention deficit/hyperactivity disorder (ADHD) and is ideal for busy clinicians in a wide range of settings including schools, health clinics, private practice, and social service agencies. The text presents key clinical facts and practice recommendations for this commonly misunderstood diagnosis. This comprehensive yet concise course describes the terminology and epidemiology of ADHD, along with its course and prognosis. DSM-5 and ICD-1-criteria are presented in an easily referenced chart form.
Differential diagnosis and co-morbidity is often a concern even for very experienced clinicians who treat childhood and adolescent disorders. The text offers detailed guidance for addressing symptom overlap in the domains of emotional or behavioral conditions, neurological or developmental disorders, physical or medical conditions, and psychosocial or environmental factors. In addition, the course focuses upon the frequency of co-morbid conditions and the related clinical considerations. The course reviews current theories and models of ADHD including the role of genetic contributions, environmental risk factors, and psychosocial factors associated with the disorder and the interplay among risk factors.
Perhaps most importantly for counselors, psychologists, social workers, and family therapists, the text discussed ADHD assessment, diagnosis, and treatment. The elements of assessment procedures are detailed including: guidance on gathering a developmental history, conducting a clinical interview, the use of behavior rating scales and neuropsychological testing, and differential diagnosis and comorbidities. Methods of treatment are explained in detail, including the benefits and limitations of each method, with a comprehensive review of current psychopharmacology treatments, psychosocial and behavioral therapies, parent training, peer interventions, classroom management and other academic interventions, school accommodations, neurofeedback, and the use of variations and combinations of methods. The text concludes with case vignettes to illuminate the clinical presentations of ADHD and an appendix with tools and resources to assist clinicians treating children and adolescents with ADHD.
- Social Workers will receive 4 (Clinical Content) continuing education clock hours upon successfully completing this course. Accreditations
- Psychologists will receive 4 CE credits upon successfully completing this course. APA Approval
- Explain the symptoms, epidemiology, and differential diagnosis of ADHD in children and adolescents.
- Describe theories and models of ADHD in children and adolescents.
- Identify issues involved in assessing and diagnosing ADHD in children and adolescents.
- Differentiate treatment methods and treatment challenges for youth with ADHD.
- Analyze case studies of youth diagnosed with and treated for ADHD.
Brian P Daly, PhD, is assistant professor of psychology and director of practicum training at Drexel University, Philadelphia, PA. Dr. Daly has authored or coauthored two books, 26 research articles, and 20 book chapters related to child psychopathology, pediatric chronic illness, and school mental health.
Aimee K. Hildenbrand, MS, is a doctoral student in the clinical psychology program at Drexel University, Philadelphia, PA. She is a student advisory board member for the Society of Pediatric Psychology (APA Division 54) and is a graduate student representative of the SPP Hematology/Oncology/Bone Marrow Special Interest Group.
Ronald T Brown, PhD, ABPP, is the president of the University of North Texas at Dallas and professor of psychology. Previously he served as the provost and senior vice president for academic affairs at Wayne State University in Detroit, MI. He has provided leadership for a variety of national associations.
- Courses must be completed on or before the expiration date noted in the course description above.
- You must score 75% or higher on the final exam and complete the course evaluation to pass this course and receive a certificate of completion.
- Through our review processes, Western Schools ensures that this course content is presented in a balanced, unbiased manner and is free from commercial influence. It is Western Schools’ policy not to accept commercial support.
- All persons involved in the planning and development of this course have disclosed no relevant financial relationships or other conflicts of interest related to the course content.