Attention-Deficit/Hyperactivity Disorder (ADHD) can significantly influence children's academic performance, behavioral regulation, executive functioning, and social experiences in school. Psychologists working in schools play an important role in understanding these challenges and supporting evidence-based educational decision-making.
This research-based continuing education course examines ADHD-related difficulties in educational settings, approaches to assessment and interpretation, and the effectiveness of school-based interventions. Participants will evaluate findings from a recent systematic review and meta-analysis of randomized controlled trials and apply the evidence to practical student support decisions.
Course Overview
This 2-credit independent-study course is designed for psychologists working in schools, educational psychologists, and other professionals involved in supporting children with ADHD.
Using a 2025 systematic review and meta-analysis of school-based randomized controlled trials, participants will examine how intervention research can inform decisions about attention, behavioral functioning, academic skills, and social outcomes.
Emphasis is placed on interpreting research findings, recognizing individual differences in student needs, considering executive functioning and assessment information, and identifying defensible approaches to school-based intervention planning.
Learning Objectives
Upon successful completion of this course, participants will be able to:
- Identify common ADHD-related difficulties and describe their potential effects on academic, behavioral, and social functioning in educational settings.
- Analyze assessment information and differential considerations relevant to understanding ADHD-related school difficulties and executive functioning needs.
- Evaluate findings from randomized controlled trials examining school-based interventions for children with ADHD.
- Interpret research outcomes related to attention, academic performance, behavioral regulation, and social functioning.
- Apply research findings to select individualized school-based supports, develop intervention recommendations, and identify appropriate progress-monitoring procedures.
Course Lessons
The course includes four instructional lessons combining professional reading, research interpretation, and applied learning activities.
Understanding ADHD and Its Impact on School Functioning
Examine ADHD symptoms and associated difficulties in academic, behavioral, and social functioning. Consider developmental variation, executive functioning, and the importance of understanding students' needs across educational contexts.
Assessment and Differential Considerations
Explore the use of multiple sources of information when evaluating ADHD-related concerns. Consider how assessment findings, contextual factors, and co-occurring difficulties inform educational decision-making. Examine how intervention studies define participants and measure ADHD-related difficulties.
Evaluating School-Based ADHD Intervention Outcomes
Analyze findings from randomized controlled trials and the meta-analysis. Compare outcomes related to attention, academic performance, externalizing behavior, and social functioning. Examine implications of effect sizes, study limitations, and variability across interventions.
Applying Research to School-Based Support Planning
Translate research findings into practical recommendations. Examine individualized intervention selection, collaboration with educational teams, implementation considerations, and progress monitoring through applied student case scenarios.
Required Reading
This course is based on one open-access, peer-reviewed research publication. The reading is available at no cost.
This systematic review and meta-analysis evaluates research on school-based interventions for children with ADHD, providing evidence relevant to attention, behavioral functioning, academic outcomes, and social skills.
View Free Research Article ↗Course Format and Requirements
Continuing Education Credit-Hour Documentation
The instructional time for this course was determined using the Mergener formula for text-based independent study. The calculation incorporates assigned reading and instructional content, learner-response items, assessment questions, and instructional difficulty.
The documented course design supports the award of 2.0 continuing education hours.
View Credit-Hour Determination (PDF) ↗Course Instructor
Jaime Flowers, Ph.D., NCSP, LEP, BCBA
Child & School Psychology CE
Course content is intended for professional continuing education and does not replace individualized clinical judgment, applicable professional standards, or local educational policies and procedures.