Attention Deficit/Hyperactivity Disorder (ADHD) is an ever-growing field of study. Our understanding of ADHD has changed as scientific research tools such as fMRI machines have improved. Important updates because of the latest research require a change in the tools for the management of symptoms that professionals use. This course will review the evidence and breakthroughs provided by research as well as misconceptions and errors in past research. Practice on diagnosis as well as reviewing the complications such as comorbidity with trauma that can arise will be completed. Identifying common problems with misdiagnosis as well as issues related to treatment with comorbidity will be briefly covered and completed with a focus on correctly diagnosing to create better treatments. Steps for treatment/symptom management will be broken down into obtainable steps with time to discuss complications and considerations of using accommodations in school settings.
Upon completion of this training, participants will be able to:
- Identify one reason for the use of clinical scales
- Identify steps for diagnosing ADHD
- Provide psychoeducational about the impact of ADHD on the brain and behavior
- Identify steps to differentiate attentional or hyperactive problems due to other disorders of due to ADHD
Social workers completing this course will receive 3 Clinical, General recorded distance learning asynchronous continuing education credits.
For other board approvals, this course qualifies for 3 hours of Ethics, Clinical, and General Skill Building continuing education training.
Course Format: This course is a recorded asynchronous distance learning course delivery with downloadable presentation slides and, if applicable, course supplemental handouts. The learner is required to complete an evaluation assessing the applicability of the course to meet their learning and development needs, and pass a quiz based on course content with a 70% or higher to achieve the CE certificate of completion. The learner is able to reset the test as needed until a satisfactory score is achieved. Once the learner has completed the evaluation and successfully passed the quiz, they will be able to return to their account dashboard and view/download their certificate.
Target Audience: Licensed Social Workers, Licensed Mental Health Counselors, Licensed Marriage & Family Therapists.
For all other questions not addressed, please visit our FAQs page.
Course Syllabus:
I. Historical and Diagnostic Evolution
- Definitions and terminology changes from 1920s to DSM-5
- Shift from minimal brain damage to neurodevelopmental disorder
- Importance of using DSM-5 criteria for standardized diagnosis
II. Diagnostic Procedures and Clinical Tools
- Stepwise process: scales, interviews, medical assessment, educational testing
- Use of validated screeners: Vanderbilt, ASRS, Brown Attention Disorder Scales
- Importance of multi-setting evaluations and ruling out other conditions
III. Symptomatology and Subtypes
- Inattention: distractibility, forgetfulness, poor time management
- Hyperactivity/Impulsivity: restlessness, emotional lability, impulsive actions
- Combined type and impact on functional impairment
IV. Differential Diagnosis and Comorbidities
- Differentiating ADHD from depression, anxiety, ODD, and autism
- High rates of co-occurring disorders in both children and adults
- Use of SCID and functional impairment criteria to confirm diagnosis
V. Neurobiology and Cognitive Functioning
- Brain structure and functional connectivity findings via fMRI
- Executive function deficits, especially in working memory and inhibitory control
- ADHD as a heterogeneous disorder with varied brain activity patterns
VI. Developmental Considerations
- Brain maturation differences between children and adults
- Neuroplasticity and the role of early intervention
- Delayed activation in brain regions related to self-regulation and attention
VII. Genetic and Environmental Contributions
- Heritability estimates as high as 74–78%
- Role of miRNA, gene expression, and gene-environment interaction
- Genetics influence brain function; environment affects symptom severity
VIII. ADHD and Substance Use
- Shared neural pathways and impulsivity between ADHD and addiction
- ADHD as part of a broader reward-deficiency syndrome
- Importance of assessing comorbid substance use in treatment planning
IX. Current and Emerging Treatments
- Medication management: stimulants and non-stimulants
- Behavioral interventions combined with pharmacotherapy yield best results
- PET scan findings supporting individualized medication approaches
X. Research Trends and Future Directions
- Growth in neuroimaging and genetic research
- Ongoing efforts to refine diagnosis using objective brain-based markers
- Caution against unsupported “cures”; emphasis on evidence-based treatment
Recording Date: 10/14/2024
CEUS On-Demand, LLC, provider #2274, is approved as an ACE provider to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Regulatory boards are the final authority on courses accepted for continuing education credit. ACE provider approval period: 08/7/2026 - 08/6/2027. Social workers completing this course receive 3hrs Clinical, General continuing education credits.
CEUs On-Demand, LLC has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 7091. Programs that do not qualify for NBCC credit are clearly identified. CEUs On-Demand, LLC is solely responsible for all aspects of the programs.
System Requirements: Firefox, Chrome, Brave, Safari, Edge on any modern operating system (Windows, MacOS, Linux, Android, iOS). A desktop browser is recommended. We do not provide support resources for issues encountered using a mobile device.
Request for Special Accommodations: Learners can request special accommodations by contacting the administrative team at admin@ceus-ondemand.com
Leo DeBroeck is a Licensed Mental Health Counselor and Child Mental Health Specialist in Washington State. He is CBT Plus certified through the University of Washington and Harborview Sexual Assault and Traumatic Stress Center. He has completed his Master’s of Science in Clinical Psychology. He has worked in several different levels of care for mental health treatment including long-term inpatient care, WISe wraparound intensive services, school- based therapy services, and outpatient clinical settings.