Practical ADHD and Executive Functioning Tools for Child and Teen Clients
Course #9223L -
- Participation Instructions
- Review the course material online or in print.
- Complete the course evaluation.
- Review your Transcript to view and print your Certificate of Completion. Your date of completion will be the date (Pacific Time) the course was electronically submitted for credit, with no exceptions. Partial credit is not available.
This live event takes place Sunday, December 13, 11:30 am-12:30 pm EST (8:30 am-9:30 am PST).
This presentation will provide clinicians with a practical toolkit of strategies to support children and teens with executive function challenges. Moving beyond a theoretical understanding, Dr. Heller will focus on actionable solutions for everyday struggles. The session is designed to empower clinicians with concrete tools to help their clients (and parents of clients) develop skills and establish routines in organization, planning, and time management, fostering greater independence and reducing family stress.
This live webinar is designed for behavioral health professionals and other clinicians who work with children and adolescents with ADHD and executive functioning challenges, as well as their families.
The purpose of this course is to enhance learners' ability to recognize and assess executive functioning deficits associated with ADHD and apply practical, individualized strategies that improve clients' organization, planning, time management, emotional regulation, and independence while reducing family stress.
Upon completion of this course, you should be able to:
- Differentiate between the three primary presentations of ADHD as defined by the DSM-5-TR and their specific relationships to executive functioning deficits.
- Assess the impact of executive functioning weaknesses on a client's school and home life, specifically regarding task initiation, emotional regulation, and working memory.
- Apply planning techniques to help clients improve time-blindness and challenges with routines including morning and evening ones.
- Construct a customized executive functioning toolkit for clients using a combination of visual schedules, physical organization checklists, and specific digital task-management applications.
- Formulate a collaborative parent-child plan that utilizes modeling and structured family meetings to improve household efficiency and reduce ADHD-related friction.
Carey Heller, PsyD, is a licensed psychologist and founding partner of Heller Psychology Group based in Bethesda, Maryland. He specializes in the evaluation and treatment of ADHD and executive function challenges. Dr. Heller is also on the National Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD) board and is a frequent contributor to Attention magazine.
Contributing faculty, Carey Heller, PsyD, has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
Kimberly Byrd, EdD, PMSW
Scott Deatherage, PhD
The division planners have disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
Sarah Campbell
The Director of Development and Academic Affairs has disclosed no relevant financial relationship with any product manufacturer or service provider mentioned.
The purpose of NetCE is to provide challenging curricula to assist healthcare professionals to raise their levels of expertise while fulfilling their continuing education requirements, thereby improving the quality of healthcare.
Our contributing faculty members have taken care to ensure that the information and recommendations are accurate and compatible with the standards generally accepted at the time of publication. The publisher disclaims any liability, loss or damage incurred as a consequence, directly or indirectly, of the use and application of any of the contents. Participants are cautioned about the potential risk of using limited knowledge when integrating new techniques into practice.
It is the policy of NetCE not to accept commercial support. Furthermore, commercial interests are prohibited from distributing or providing access to this activity to learners.
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The role of implicit biases on healthcare outcomes has become a concern, as there is some evidence that implicit biases contribute to health disparities, professionals' attitudes toward and interactions with patients, quality of care, diagnoses, and treatment decisions. This may produce differences in help-seeking, diagnoses, and ultimately treatments and interventions. Implicit biases may also unwittingly produce professional behaviors, attitudes, and interactions that reduce patients' trust and comfort with their provider, leading to earlier termination of visits and/or reduced adherence and follow-up. Disadvantaged groups are marginalized in the healthcare system and vulnerable on multiple levels; health professionals' implicit biases can further exacerbate these existing disadvantages.
Interventions or strategies designed to reduce implicit bias may be categorized as change-based or control-based. Change-based interventions focus on reducing or changing cognitive associations underlying implicit biases. These interventions might include challenging stereotypes. Conversely, control-based interventions involve reducing the effects of the implicit bias on the individual's behaviors. These strategies include increasing awareness of biased thoughts and responses. The two types of interventions are not mutually exclusive and may be used synergistically.