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Instructional Level: Beginner

Accreditation Information:

Author

Shelley Mulligan, PhD, OTR/L, FAOTA

Attention-Deficit/Hyperactivity Disorder: The Role of Occupational Therapy 3rd Edition

Attention-Deficit/Hyperactivity Disorder: The Role of Occupational Therapy 3rd Edition

2 Hours Instructional Level: Beginner
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$33

Description:

Attention-deficit/hyperactivity disorder (ADHD) is the most common neurobiological disorder that manifests in childhood, and the condition often continues into adolescence and adulthood (Wolraich et al., 2019). In the American Psychiatric Association’s (APA) Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5), ADHD is placed within the section describing neurodevelopmental disorders, whereas previous editions had placed the disorder among the disruptive behavior disorders (APA, 2013). This condition is characterized by persistent and maladaptive symptoms of inattention, hyperactivity, and impulsivity and is often comorbid with learning, mood, anxiety, and disruptive behavior disorders in children and adults, and with substance use disorders in adults. The average age of onset is seven years, and boys are four times more likely than girls to have the disorder. ADHD includes three presentations (subtypes): combined, predominantly inattentive, and predominantly hyperactive-impulsive (APA, 2013). 

 Differences in data-gathering methods have caused prevalence estimates for ADHD in children to fluctuate over time across studies, ranging from as low as 3% to as high as 20% of children. The American Academy of Pediatrics’ most recent clinical practice guidelines reported that prevalence studies indicate that 7% to 15% of children have ADHD (Wolraich et al., 2019). A synthesis of prevalence data suggests that 8% to 11% of children have ADHD, making clinical services and other supports for individuals with ADHD an important area of focus for healthcare professionals, including occupational therapy practitioners. 

Full Course Description
Attention-deficit/hyperactivity disorder (ADHD) is the most common neurobiological disorder that manifests in childhood, and the condition often continues into adolescence and adulthood (Wolraich et al., 2019). In the American Psychiatric Association’s (APA) Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5), ADHD is placed within the section describing neurodevelopmental disorders, whereas previous editions had placed the disorder among the disruptive behavior disorders (APA, 2013). This condition is characterized by persistent and maladaptive symptoms of...

Goals & Objectives:

Course Goals:

This basic-level course presents information on the diagnosis of ADHD and the assessment tools and intervention strategies used in addressing this disorder. This 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 includes an understanding of abnormal psychology, mental health conditions, and human development, as well as the domain of occupational therapy and the service delivery process applied by occupational therapy practitioners – including general principles associated with occupational therapy evaluation and intervention. Upon completing this course, participants will have a greater awareness of the diagnostic considerations and medical and nonmedical interventions for ADHD as well as the potential roles for occupational therapy practitioners with this population. The course also presents specific occupational therapy evaluation and intervention strategies that can be used with both children and adults with ADHD.

Learning Outcomes:

  • 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 role of occupational therapy 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 used with children and adults with ADHD.

Goals & Objectives:

Course Goals:

This basic-level course presents information on the diagnosis of ADHD and the assessment tools and intervention strategies used in addressing this disorder. This 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 includes an understanding of abnormal psychology, mental health conditions, and human development, as well as the domain of occupational therapy and the service delivery process applied by occupational therapy practitioners – including general principles associated with occupational therapy evaluation and intervention. Upon completing this course, participants will have a greater awareness of the diagnostic considerations and medical and nonmedical interventions for ADHD as well as the potential roles for occupational therapy practitioners with this population. The course also presents specific occupational therapy evaluation and intervention strategies that can be used with both children and adults with ADHD.

Learning Outcomes:

  • 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 role of occupational therapy 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 used with children and adults with ADHD.

Disclosures:

TEXT

Text courses are viewed on your web browser if the online version is purchased, or sent via mail if the physical copy is purchased.

Contact Hours: 2 contact hours in length (check your state’s approval status in the state specific course catalog for your profession).

Target Audience: Ocupational Therapist.

Instructional Level: Beginner.

Criteria for Completion: A score of 75% or more is considered passing. Scores of less than 75% indicate a failure to understand the material and the test will need to be taken again until a passing score has been achieved.

If you require special accommodations, please contact Colibri Healthcare Support by visiting our Contact Us page (https://www.homeceuconnection.com/contact-us/) or by using the chat functionality. 

AOTA logoColibri Healthcare, LLC is an AOTA Approved Provider of professional development. Course approval ID# 7317. This Distance Learning-Independent is offered at 0.2 CEUs, Introductory, OT Service Delivery, Foundational Knowledge. The assignment of AOTA CEUs does not imply endorsement of specific course content, products, or clinical procedures by AOTA.

Personnel Disclosure:

Financial – ​​​​​​​​​Shelley Mulligan, PhD, OTR/L, FAOTA is employed and receives a salary. She received payment from Colibri Healthcare, LLC for the presentation of this course. 

Nonfinancial - no relevant nonfinancial relationship exists.

No relevant conflicts of interest exist for any member of the activity planning committee.

Content Disclosure: This course does not focus solely on any specific product or service

Cancellation Policy: For activity cancellation, returns, or complaint resolution, please contact us by email help@homeceu.com or by phone at 1.800.55.4CEUS (2387). We have a 100% satisfaction guarantee. Refunds will be issued for courses that have not been completed (exam not taken), or for any course that has been rejected by your board of approval. Webinar attendance must be canceled 24 hours before the scheduled start time.

Disclosures:

TEXT

Text courses are viewed on your web browser if the online version is purchased, or sent via mail if the physical copy is purchased.

Contact Hours: 2 contact hours in length (check your state’s approval status in the state specific course catalog for your profession).

Target Audience: Ocupational Therapist.

Instructional Level: Beginner.

Criteria for Completion: A score of 75% or more is considered passing. Scores of less than 75% indicate a failure to understand the material and the test will need to be taken again until a passing score has been achieved.

If you require special accommodations, please contact Colibri Healthcare Support by visiting our Contact Us page (https://www.homeceuconnection.com/contact-us/) or by using the chat functionality. 

AOTA logoColibri Healthcare, LLC is an AOTA Approved Provider of professional development. Course approval ID# 7317. This Distance Learning-Independent is offered at 0.2 CEUs, Introductory, OT Service Delivery, Foundational Knowledge. The assignment of AOTA CEUs does not imply endorsement of specific course content, products, or clinical procedures by AOTA.

Personnel Disclosure:

Financial – ​​​​​​​​​Shelley Mulligan, PhD, OTR/L, FAOTA is employed and receives a salary. She received payment from Colibri Healthcare, LLC for the presentation of this course. 

Nonfinancial - no relevant nonfinancial relationship exists.

No relevant conflicts of interest exist for any member of the activity planning committee.

Content Disclosure: This course does not focus solely on any specific product or service

Cancellation Policy: For activity cancellation, returns, or complaint resolution, please contact us by email help@homeceu.com or by phone at 1.800.55.4CEUS (2387). We have a 100% satisfaction guarantee. Refunds will be issued for courses that have not been completed (exam not taken), or for any course that has been rejected by your board of approval. Webinar attendance must be canceled 24 hours before the scheduled start time.