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  • Social Work
  • Psychology
Hours: 2 Contact Hours
  • Roberta Waite, EdD, APRN, CNS-BC, FAAN
  • Meghan S. Leahy, MS, NCC
Peer Reviewer(s): Patricia O. Quinn, MD
Item#: B4274
Contents: 1 Course Book (64 pages)

Children, Adolescents, and College Students With ADHD

Price $19.95
Item # B4274
When available, the Online Course format is included with the hard copy, eBook, or audio book formats!

Release Date: May 25, 2017

Expiration Date: May 25, 2020

It is more important than ever that social workers and mental health professionals are prepared to treat ADHD throughout the lifespan. This intermediate-level course provides current information to help social workers and mental health professionals recognize, accurately diagnose, and support children, adolescents, and college students with ADHD.  The course pays special attention to the stages of development, assessments and other resources, and the clinician’s role based upon a client’s developmental stage. Because timely and accurate diagnosis and intervention are critical for maintaining an individual’s functioning, it is essential that clinicians stay up to date on the recent advances in assessment and intervention, as much has changed in the past several years with respect to conceptualizing and intervening with ADHD.  For children, developmental behaviors must be taken into consideration as well as cultural factors that shape parents’, guardians’, educators’, and healthcare providers’ perspectives about the challenges that affect these children. As children grow into adolescents it is imperative that clinicians understand the social context of cognitive, emotional, and behavioral symptoms of ADHD in teens. The course emphasizes interventions for clients with a childhood diagnosis and for clients who are diagnosed for the first time in adolescence or college. Furthermore, college students are a special sub-group of individuals with ADHD and as such assessments and interventions must be appropriately tailored to the individual’s developmental tasks and their environment.  Ways to support individuals with ADHD are described for each of the developmental life stages. Case scenarios throughout the course illuminate the key learning points.

For those readers interested in learning more about the history of ADHD and its etiology and treatment, please see Module 1 of this course series titled ADHD: ETIOLOGY AND TREATMENT

  • Social Workers participating in this course will receive 2 (clinical) continuing education clock hours upon successful course completion. Accreditation
  • Psychologists will receive 2 CE credits upon successfully completing this course. APA Approval

New Jersey Social Workers - This course is approved by the Association of Social Work Boards - ASWB NJ CE Course Approval Program Provider #52 Course #1522 from 8/25/2017 to 8/25/2019. Social workers will receive the following type and number of credit(s): Clinical Social Work Practice 2.

New York Social Workers - This course does NOT meet the NY Social Work Board's criteria for acceptable continuing education.

Course Objectives

  • Describe ADHD prevalence and risk factors for its development in children.
  • Explain the assessment and diagnosis of ADHD in children.
  • Describe ways for clinicians to support children with ADHD at school and at home.
  • Recognize cognitive, emotional, and behavioral ADHD symptoms in adolescence.
  • Explain the diagnosis of ADHD in adolescence.
  • Describe the prevalence, detection, and diagnosis of ADHD in college students.
  • Explain ways for clinicians to support college students with ADHD.
  • Distinguish laws governing accommodations in elementary and high schools from services at the college level.

Roberta Waite, EdD, APRN, CNS-BC, FAAN, is a tenured associate professor and serves as the assistant dean of academic integration and evaluation of community programs at Drexel University in Philadelphia. She is a graduate of Widener University (BSN) and the University of Pennsylvania (MSN). She also earned a doctorate in higher education administration-leadership from Widener University and completed a 2-year postdoctoral research fellowship (T32) at the Center for Health Disparities Research at the University of Pennsylvania. In 2011, the Josiah Macy Jr. Foundation awarded Dr. Waite with the title of Macy’s Faculty Scholar. Her clinical scholarly work focuses on help-seeking behaviors and treatment engagement, with particular interest in depression, adult ADHD, and trauma and adversity among diverse populations.

Meghan S. Leahy, MS, NCC, is a certified counselor and the founder and director of Leahy Learning in Wynnewood, Pennsylvania. She is a graduate of St. Joseph’s University (BA) and Villanova University (MS). Her clinical work focuses on problem-solving and success strategies, with a particular interest in education, counseling, learning disabilities, ADHD, and autism spectrum disorders. Ms. Leahy helps clients and their families to understand challenges inside and outside of the classroom and the implementation of successful strategies as modes both of prevention and response. Ms. Leahy has worked as a clinical associate in the Adult ADHD Treatment and Research Program in the Department of Psychiatry at the University of Pennsylvania. She also provides consultation and training to schools, universities, and corporations and has spoken on a variety of topics in education and mental health in both the United States and the United Kingdom.


Patricia O. Quinn, MD, is a developmental pediatrician in the Washington, D.C., area. A graduate of the Georgetown University School of Medicine, she specializes in child development and psychopharmacology. Dr. Quinn has worked for more than 30 years in the areas of ADD (ADHD) and learning disabilities. She conducts workshops nationwide and has appeared on several network television programs discussing the issue of girls and women with ADD. She has also authored several books on the topic of ADHD. In the year 2000, Dr. Quinn was inducted into the CHADD (Children and Adults with Attention-Deficit/Hyperactivity Disorder) Hall of Fame in recognition of her outstanding service to the field of ADHD.

  • 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.