• Nursing
  • Advanced Practice Nursing
  • Psychiatric Technicians
Hours: 7 Contact Hours
(1 pharm hour)
  • Roberta Waite, EdD, APRN, CNS-BC, FAAN
  • Meghan S. Leahy, MS, NCC
Peer Reviewer(s): Patricia O. Quinn, MD
Item#: N1533
1 Course Book (226 pages)
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Attention Deficit/Hyperactivity Disorder Throughout the Lifespan: Research, Diagnosis, and Treatment, 2nd Edition

Price $32.95
Item # N1533
When available, the Online Course format is included with the hard copy, eBook, or audio book formats!

PLEASE NOTE: In accordance with accreditation criteria, credit will not be awarded for completion of this course beyond 10/31/2017.

Expiration Date: October 31, 2017

It is more important, now than ever, that healthcare professionals be prepared to treat AD/HD throughout the lifespan. AD/HD is no longer seen as a childhood disorder, and it is likely that many adults affected by the AD/HD are undiagnosed. It is for this reason that this comprehensive course has been developed: to educate healthcare professionals and bring clarity and a deeper understanding to the research, diagnosis, and treatment of AD/HD in individuals of all ages and various life stages. Additionally, the significance of culture and gender-related issues and AD/HD are discussed.

Over time, the understanding and perceptions of AD/HD have changed dramatically as a result of advances in medical technology and recent increases in medical knowledge. This course walks clinicians through that evolution, providing them with a comprehensive history as well as the latest available research. It begins, as it should, at the beginning, with initial conceptualizations of AD/HD and its historical underpinnings, including populations involved. From there, the etiology of AD/HD and its genetic, biological, and environmental factors will be explored and discussed. Multimodal treatment programs have been found crucial to dealing with the symptoms of AD/HD. The Food and Drug Administration (FDA)-approved pharmacological agents used to treat AD/HD, as well as common psychotherapies and other multimodal strategies for dealing with AD/HD will be discussed. The second section of the course addresses assessment and diagnosis throughout the various lifestages, beginning with childhood, then adolescence, to young adulthood, and finally, adulthood. Because healthcare practitioners rarely see cases of “pure” AD/HD, it is imperative that they understand the common comorbidities associated with AD/HD and their effect on treatment and outcomes for patients. In addition, they will need to be able to use this information to conduct a careful differential diagnosis. AD/HD affects not just the individual in isolation, but the workplace and the family dynamic as well. AD/HD is also more influenced by gender than most professionals would imagine. Finally, the changes in the DSM-5 related to AD/HD are elucidated, along with newer approaches used to improve access to care. Designed for healthcare professionals, this course will enhance the lives of both the professional and the patient. From historical background information to the latest research regarding diagnosis and treatment, this course will improve the knowledge base, clinical understanding, and perspective of care, providing a framework within which healthcare professionals can understand and treat individuals with AD/HD in the twenty-first century.

Course Objectives

  • Discuss the earliest references to attention deficit/hyperactivity disorder (AD/HD) in medical and scientific literature and how they compare to current knowledge.
  • Discuss several hypotheses about the etiology of attention deficit/hyperactivity disorder (AD/HD).
  • Discuss Food and Drug Administration (FDA)-approved pharmacological agents used to treat AD/HD, as well as common psychotherapies and multimodal strategies to help manage symptoms of AD/HD.
  • Identify common risk factors, prevalence of AD/HD, functional challenges that stem from AD/HD, and the assessment and diagnosis of AD/HD in children.
  • Discuss several aspects of AD/HD in the adolescent population, including its prevalence, common signs and symptoms, risk factors, and the application of DSM-5 diagnostic criteria.
  • Discuss prevalence information relevant to college students with AD/HD, factors that contribute to common challenges encountered in this new environment, and strategies to minimize difficulties through proactive planning during high school.
  • Discuss the assessment and diagnosis of adult AD/HD and the challenges adults with AD/HD encounter related to work, relationships, parenting, and stress.
  • Identify common comorbidities and differential diagnoses associated with AD/HD for individuals across the life course.
  • Describe the broad effects AD/HD can have on career choices and ways in which healthcare professionals may be able to assist the individual with AD/HD in choosing suitable career paths and workplace contexts.
  • Identify common issues that families must confront when a family member has AD/HD.
  • Describe the influence of gender and AD/HD across the lifespan, including referral bias, the impact of gender on clinical features of AD/HD, and gender differences in diagnosis.
  • Describe the DSM-5’s updated AD/HD criteria, as well as current approaches to care and management of AD/HD that make use of collaborative services offered in the community.
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, PA. 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 AD/HD, 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, PA. 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, AD/HD, and autism spectrum disorders. Meghan helps clients and their families to understand these experiences, their effects inside and outside of the classroom, and the implementation of successful strategies as both modes of prevention and response. Ms. Leahy has worked as a clinical associate in the Adult AD/HD 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 Medical School, she specializes in child development and psychopharmacology. Dr. Quinn has worked for over 30 years in the areas of ADD (AD/HD) and learning disabilities. She gives workshops nationwide and has appeared on several network television shows discussing the issue of girls and women with ADD along with author several books on the topic AD/HD. In 2000, Dr. Quinn received the CHADD Hall of Fame Award for her outstanding service to the field of AD/HD.
  • Contact hours will be awarded for up to one (1) year from date of purchase or through the expiration date indicated above, whichever date comes first.
  • 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.