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Understanding ADHD in Children: Assessment, Executive Function, and School-Based Supports | 2 NASP-approved CPD Credits

Original price was: $20.00.Current price is: $0.00.

This course examines ADHD assessment, executive functioning, differential diagnosis, and evidence-based school interventions to support attention.

 

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ADHD & Executive Function · Continuing Education

Understanding ADHD in Children: Assessment, Executive Function, and School-Based Supports

A 2-credit, self-paced course examining ADHD assessment, executive functioning, differential diagnosis, and evidence-based school interventions to support attention, behavior, organization, and academic success.


2 CE Credits


Self-Paced


Reading-Based

Course Overview

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental condition associated with difficulties in attention regulation, behavioral inhibition, executive functioning, and everyday performance. Psychologists working in schools play an important role in understanding these difficulties, interpreting assessment findings, and supporting effective educational interventions.

Using the 2025 systematic review and meta-analysis School-Based Randomized Controlled Trials for ADHD and Accompanying Impairments, this course examines school-based ADHD interventions and their effects on behavioral, academic, and functional outcomes. Participants explore symptom presentation, assessment considerations, executive functioning, and intervention research.

Emphasis is placed on translating research findings into practical supports, including behavioral interventions, classroom accommodations, organizational strategies, educator consultation, and progress monitoring.

What You’ll Explore

ADHD Assessment & Differential Considerations

Examine ADHD characteristics, functional impairment, multi-informant assessment, executive functioning, and factors contributing to attention and behavioral difficulties.

Research & Intervention Effectiveness

Interpret randomized controlled trials, systematic review findings, intervention outcomes, and research limitations to evaluate school-based ADHD supports.

School-Based Supports & Intervention Planning

Apply behavioral strategies, organizational supports, classroom accommodations, educator collaboration, and data-based progress monitoring to individual student needs.

Learning Objectives

Upon successful completion of this course, participants will be able to:

  1. Analyze how ADHD symptoms and executive functioning difficulties influence academic performance, classroom behavior, and educational functioning.
  2. Differentiate ADHD-related difficulties from developmental, academic, emotional, and environmental contributors to attention concerns.
  3. Interpret school-based ADHD intervention research, including effectiveness, outcome measures, and methodological limitations.
  4. Evaluate evidence-based behavioral, instructional, and organizational supports for students with ADHD.
  5. Develop individualized school-based intervention recommendations incorporating educator collaboration, implementation, and progress monitoring.
  6. Apply assessment findings and research evidence to school-based cases requiring professional judgment and data-based decision-making.

Course Format

This 2-credit course includes four self-paced instructional lessons addressing ADHD-related school difficulties, assessment and differential considerations, interpretation of school-based intervention research, and applied intervention planning. Activities include guided readings, interactive cases, research appraisal, data interpretation, and intervention decisions. A final multiple-choice assessment evaluates the application of course concepts to school-based psychological practice.

Course Resources & Documentation

Required Reading

School-Based ADHD Intervention Research

School-Based Randomized Controlled Trials for ADHD and Accompanying Impairments: A Systematic Review and Meta-Analysis (2025).


View Open-Access Article ↗

CE Credit Documentation

Mergener Credit Hour Determination

Review the credit hour calculation supporting the 2 CE credits assigned to this self-paced course.


View Credit Hour Calculation (PDF) ↗

 

 

Child & School Psychology CE accreditation information

Continuing Professional Development
NASP Approved Provider
Child & School Psychology CE is a NASP-approved provider of continuing professional development for school psychologists.

Continuing Education Credit
Eligible courses provide continuing education credit after successful completion of required course activities and assessments.
Certificate of Completion
A certificate is available after successful completion of the applicable course requirements.

Please Note:
Continuing education requirements vary by state, licensing board, employer, and credentialing organization. Participants are responsible for confirming that a course meets the requirements applicable to their individual license or credential.

Home-Study Credit Calculation
How CE Hours Are Determined
For asynchronous home-study courses, Child & School Psychology CE uses the Mergener Formula to estimate the instructional time required to complete the educational program.
This standardized method considers the amount of instructional reading, the complexity of the material, and the course assessment to provide a structured basis for assigning continuing education hours when live attendance time is not used.
Child & School Psychology CE maintains documentation supporting the continuing education hours assigned to each home-study course.

Source Use & Attribution
Open Access & Copyright Notice
Child & School Psychology CE may use scholarly articles, government publications, reports, guidance documents, and other educational resources that are publicly available, open access, or in the public domain.
Open access does not necessarily mean that a work is free of copyright.
Materials are used in accordance with the copyright status, license terms, permissions, or public-domain designation applicable to the original source. Required attribution and source information are provided when applicable.
Child & School Psychology CE does not claim ownership of third-party materials. Original course organization, instructional commentary, learning activities, assessment materials, and other content created by Child & School Psychology CE remain the intellectual property of Child & School Psychology CE unless otherwise indicated.
Source-Specific Terms:
Participants should refer to the original publication or linked source for the copyright notice, open-access license, reuse restrictions, or public-domain designation that applies to that resource.

 

Jaime Flowers, Ph.D., LEP, BCBA, NCSP

Course Instructor
Jaime Flowers, Ph.D., LEP, BCBA, NCSP
School Psychologist • Educational Psychologist • Behavior Analyst

About Dr. Flowers
Dr. Jaime Flowers is a licensed educational psychologist, Board Certified Behavior Analyst, and Nationally Certified School Psychologist with extensive experience in school psychology, behavior analysis, assessment, consultation, and professional continuing education. Her work has focused on translating evidence-based practices into practical strategies that psychologists and other education professionals can apply in real-world settings.

Ph.D.
School Psychology
LEP
Licensed Educational Psychologist
BCBA
Board Certified Behavior Analyst
NCSP
Nationally Certified School Psychologist

Professional Focus
✓ School psychology practice
✓ Behavioral assessment and intervention
✓ Consultation and problem-solving
✓ Evidence-based educational practices
✓ Professional continuing education

 

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Sample the Course
You may sample the lessons from this page before enrolling. Please note that progress completed without logging in will not be saved. Registration and purchase are required to access the final quiz and earn your certificate of completion.

Course Content

Artificial Intelligence Disclosure

Artificial intelligence (AI) was used during course development for editorial assistance, including review of wording, organization, clarity, and presentation of author-developed materials.

In designated written activities, AI may also provide immediate formative feedback on participant responses based on course concepts and criteria established by the course developer.

AI does not independently determine course completion or continuing education credit. Course content, sources, learning objectives, assessments, and final materials are reviewed and approved by the course developer and applicable program-planning personnel.

What You Will Learn
Learning Objectives
By the end of this course, participants will be able to analyze ADHD-related assessment findings, interpret executive functioning and intervention research, and apply evidence-based strategies to support students with ADHD in school settings.
1
Analyze ADHD Characteristics and Educational Impact Analyze how ADHD symptoms, developmental characteristics, and executive functioning difficulties influence attention regulation, behavioral inhibition, academic performance, and everyday functioning in school environments.
2
Differentiate ADHD From Other Sources of Difficulty Differentiate ADHD-related attention and behavioral difficulties from concerns associated with learning disorders, emotional conditions, sleep difficulties, developmental variation, and environmental demands when interpreting school-based assessment information.
3
Interpret Assessment and Executive Function Data Interpret multi-informant behavioral ratings, developmental history, functional observations, and executive functioning measures to identify student strengths, educational needs, and patterns of impairment across school settings.
4
Evaluate School-Based ADHD Intervention Research Evaluate findings from randomized controlled trials and systematic reviews of school-based ADHD interventions, including intervention effects, outcome measures, methodological limitations, and implications for educational practice.
5
Select Evidence-Based Classroom and Behavioral Supports Select behavioral interventions, instructional accommodations, organizational strategies, daily behavior report cards, and self-regulation supports that address identified attention, executive functioning, and classroom performance difficulties.
6
Develop Individualized School-Based Intervention Plans Develop coordinated intervention recommendations that incorporate student needs, classroom demands, educator consultation, family collaboration, measurable goals, and appropriate educational accommodations and supports.
7
Monitor Outcomes and Refine ADHD Supports Interpret behavioral, academic, and functional progress-monitoring data to evaluate intervention effectiveness, examine implementation fidelity, and make data-based adjustments to individualized supports for students with ADHD.
 

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a young boy sitting at a table writing on a piece of paperUnderstanding ADHD in Children: Assessment, Executive Function, and School-Based Supports | 2 NASP-approved CPD Credits
Original price was: $20.00.Current price is: $0.00.
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