Course Preview

Disciplines: Occupational Therapy
Hours: 3 Contact Hours
Author(s): Shelley Mulligan, PhD, OTR/L
Peer Reviewer(s): Shelly J. Lane, PhD, OTR/L, FAOTA
Item#: I6358
Contents: 1 Course Book (80 pages)
Sign up for the Western Schools 365 Online Membership

Attention-Deficit/Hyperactivity Disorder and the Role of Occupational Therapy

Price $29.95
Item # I6358
When available, the Online Course format is included with the hard copy, eBook, or audio book formats!

Expiration Date: March 23, 2019

This course presents information on the diagnosis of attention deficit/hyperactivity disorder (ADHD), and the assessment tools and intervention strategies used in addressing this disorder.  This basic-level course is designed for occupational therapists and occupational therapy assistants who have the background knowledge required for working with individuals with neurobiological disorders such as ADHD.  Background knowledge that will support achievement of the learning objectives include an understanding of abnormal psychology and mental health conditions, human development, an understanding of the domain of occupational therapy, and the service delivery process applied by occupational therapists, including general principles associated with occupational therapy evaluation and intervention. Upon completing this course, participants will have greater awareness of the diagnostic considerations and medical and non-medical interventions for ADHD and the potential roles for occupational therapists with this population.  Specific occupational therapy evaluation and intervention strategies that can be used with both children and adults with ADHD are presented.

Attention deficit hyperactivity disorder (ADHD) is the most common neurobiological disorder that manifests in childhood. It is characterized by persistent and maladaptive symptoms of inattention and hyperactivity/impulsivity and often continues into adolescence and adulthood. ADHD is often co-morbid with learning, mood, anxiety, and disruptive behavior disorders in children and adults, and with substance abuse in adults. The average age of onset is seven years of age, and boys are four times more likely than girls to have the disorder.  The prevalence of ADHD has steadily increased over the past 20 years, and is now reported to be present in 11% of children across the United States. Providing supports and clinical services for individuals with ADHD continues to be an important area for healthcare professionals including occupational therapists.

AOTA Content Focus - Occupational Therapy Process: Evaluation, Intervention

Course Objectives

  • Describe attention-deficit/hyperactivity disorder (ADHD), including its diagnostic criteria and clinical presentations.
  • Identify common medical and educational assessments and interventions used with children and adults with ADHD.
  • Describe the occupational therapy role with children and adults with ADHD.
  • Describe the occupational therapy evaluation process, including common methods and assessment tools used with children and adults with ADHD.
  • Identify common occupational therapy intervention approaches and techniques with children and adults with ADHD.

Shelley Mulligan, PhD, OTR/L, is an associate professor in the Department of Occupational Therapy at the University of New Hampshire. She received her bachelor’s degree in occupational therapy from the University of Western Ontario, in London, ON, her master’s of science degree in occupational therapy from Colorado State University in Fort Collins, CO, and her PhD in special education from the University of Washington, Seattle, WA. Her clinical and research interests include early intervention services; sensory integration; and the sensory and motor functions of children with attention disorders, sensory processing disorders, and autism spectrum disorders. Prior to joining the faculty at the University of New Hampshire, Dr. Mulligan worked as an occupational therapy clinician for 10 years in both clinic and school settings, specializing in the delivery of services for children with neurodevelopmental conditions, including attention and learning disorders, sensory processing disorders, and autism spectrum disorders. She is also an instructor for the Comprehensive Certification Program in Sensory Integration (sponsored by Western Psychological Services/University of Southern California), and author of the book Occupational Therapy Evaluation for Children, 2nd edition, published in 2013.

Shelly J. Lane, PhD, OTR/L, FAOTA, is a professor in the Department of Occupational Therapy at Virginia Commonwealth University (VCU), director of the Kathryn Lawrence Dragas Sensory Processing and Stress Evaluation (SPASE) Lab, and director of post-professional education for the Department of Occupational Therapy. She received her bachelor of science degree in occupational therapy from The Ohio State University, her PhD in anatomy with emphasis in neuroscience from the University of Texas Health Science Center at San Antonio, and completed a post-doctoral fellowship in neurophysiology at the Neuropsychiatric Institute at the University of California, Los Angeles. Dr. Lane’s research and teaching have focused on sensory integration and processing in children with disabilities, as well as neuroscience applications in occupational therapy. Recent investigations have included examining aspects of sensory modulation disorder in children with attention-deficit/hyperactivity disorder and autism spectrum disorder. She recently served as a member of the Children’s Health Insurance Program Reauthorization Act (CHIPRA) Pediatric Measurement Center of Excellence (PMCoE) ADHD Expert Work Group. Professor Lane presents both nationally and internationally, and has edited, authored, and contributed to books addressing issues related to sensory integration and processing, neuroscience applications to practice, and pediatric occupational therapy practice. Her most recent book is Kids Can Be Kids, a text co-edited with Professor Anita Bundy. Professor Lane is currently working on the 3rd edition of Sensory Integration: Theory and Practice, for which she will be both co-editor with Professor Bundy, and co-author. 

  • 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 the 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.
  • There are no prerequisites for this course.