Evaluating ADHD in Children and Adolescents
Presented by Gene Carroccia, Psy.D.
This program was recorded on Friday, January 20, 2023
Access provided upon registration on “My Courses” page
ADHD is a foundational disorder that frequently occurs with coexisting conditions. There are a number of sleep, neurodevelopmental, sensory processing, fetal substance exposure, psychological, trauma, substance use conditions which can frequently occur with and worsen ADHD, or cause ADHD-like symptoms when true ADHD does not exist. Between 67 to 80% of clinic-referred children and 80% or more of adults with ADHD have at least one additional disorder, up to 50% have two or more other conditions (Pliska, 2015), and 20% have three or more coexisting disorders. When other disorders exist along with ADHD, these combinations can magnify and sometimes even mask ADHD to create more complex diagnostic presentations that make successful evaluations and treatment even more challenging. Because ADHD can “hide” these conditions, they may not be recognized as separate disorders and these other symptoms and conditions may be incorrectly assumed to be part of the ADHD.
Additionally, while clinical practice guidelines recommend that ADHD evaluations include the exploration of potential coexisting or other conditions, clinicians may not adequately screen for and identify the numerous additional conditions as part of their diagnostic process because they do not know about the disorders, or have not been informed to do so. Sometimes true ADHD does not exist, but because many conditions can cause ADHD-like presentations, a misdiagnosis of ADHD may result. Further, when coexisting conditions are not identified, comprehensive and effective treatment typically does not occur and families and clinicians may experience confusion with only partial progress, while symptoms and frustrations can persist without hope or relief.
To support clinicians in their diagnostic work, Dr. Carroccia will present his 10-Step ADHD Evaluation Approach for Children and Adolescents. This comprehensive model includes exploring a number of other possible coexisting conditions, including trauma, neglect, medical, sleep, neurodevelopmental, sensory processing, fetal substance exposure, and psychological conditions. This approach will help clinicians more accurately conduct evidence-based ADHD evaluations, as well as identify and better understand the numerous other possible coexisting conditions that may present along with and worsen true ADHD, or cause ADHD-like presentations when ADHD does not exist.
Access provided upon registration on “My Courses” page
This program, when attended in its entirety, offers 3.0 CEs for Psychologists, 3.0 IL CEUS for Counselors and Social Workers, or 3.0 BBS California CEUs for LPCCs, LPSW, and LMFTs.
ADHD is a foundational disorder that frequently occurs with coexisting conditions. There are a number of sleep, neurodevelopmental, sensory processing, fetal substance exposure, psychological, trauma, substance use conditions which can frequently occur with and worsen ADHD, or cause ADHD-like symptoms when true ADHD does not exist. Between 67 to 80% of clinic-referred children and 80% or more of adults with ADHD have at least one additional disorder, up to 50% have two or more other conditions (Pliska, 2015), and 20% have three or more coexisting disorders. When other disorders exist along with ADHD, these combinations can magnify and sometimes even mask ADHD to create more complex diagnostic presentations that make successful evaluations and treatment even more challenging. Because ADHD can “hide” these conditions, they may not be recognized as separate disorders and these other symptoms and conditions may be incorrectly assumed to be part of the ADHD.
Additionally, while clinical practice guidelines recommend that ADHD evaluations include the exploration of potential coexisting or other conditions, clinicians may not adequately screen for and identify the numerous additional conditions as part of their diagnostic process because they do not know about the disorders, or have not been informed to do so. Sometimes true ADHD does not exist, but because many conditions can cause ADHD-like presentations, a misdiagnosis of ADHD may result. Further, when coexisting conditions are not identified, comprehensive and effective treatment typically does not occur and families and clinicians may experience confusion with only partial progress, while symptoms and frustrations can persist without hope or relief.
To support clinicians in their diagnostic work, Dr. Carroccia will present his 10-Step ADHD Evaluation Approach for Children and Adolescents. This comprehensive model includes exploring a number of other possible coexisting conditions, including trauma, neglect, medical, sleep, neurodevelopmental, sensory processing, fetal substance exposure, and psychological conditions. This approach will help clinicians more accurately conduct evidence-based ADHD evaluations, as well as identify and better understand the numerous other possible coexisting conditions that may present along with and worsen true ADHD, or cause ADHD-like presentations when ADHD does not exist.
After attending this intermediate-level program, participants will be able to:
- Understand a range of possible coexisting conditions for children and adolescents with ADHD.
- Provide effective clinician referrals for these other suspected conditions.
- Identify conditions in children and adolescents that may coexist with, worsen, and mimic ADHD.
- Improve the accuracy of diagnosing ADHD and other conditions in their evaluations of children and adolescents.
This program meets APA’s continuing education standard 1.1: Program content focuses on application of psychological assessment and/or intervention methods that have overall consistent and credible empirical support in the contemporary peer reviewed scientific literature beyond those publications and other types of communications devoted primarily to the promotion of the approach.
This program meets APA’s continuing education goal 3: Program will allow psychologists to maintain, develop, and increase competencies in order to improve services to the public and enhance contributions to the profession.
General Admission: $95.00
The Chicago School Students/Faculty/Staff/Alumni: $75.00
(Please email [email protected] for coupon code)
Refund Policy: 100% of tuition is refundable up to 48 hours before the program. Within 48 hours of the program, and at any point in Homestudy format, tuition is nonrefundable.
Barkley, R. (2013). Taking charge of ADHD (3rd. ed.). New York: Guilford Press.
Carroccia, G. (2020). Evaluating ADHD in children and adolescents. Springfield, IL: Charles C Thomas.
Pliszka, S. (2015). Comorbid psychiatric disorders in children with ADHD. In R. Barkley (Ed.), Attention deficit hyperactivity disorder: A handbook for diagnosis and treatment (4th ed., pp. 140-168). New York: Guilford Press.
Gene Carroccia, Psy.D.
Gene Carroccia, Psy.D. earned his Bachelor of Arts in psychology from the University of Delaware in Newark, Delaware. He obtained his doctorate in clinical psychology from the Illinois School of Professional Psychology in Chicago, Illinois in 1998. Dr. Carroccia is a licensed clinical psychologist in Illinois who has extensive experience working with individuals with ADHD, as well as other conditions, including psychological trauma and maltreatment. For over twenty years, he has evaluated and treated hundreds of children, adolescents, and adults with ADHD. He works at a large not-for-profit health care system as a vice president of behavioral health care services. For many years prior to this he supervised doctoral interns and was the director of an accredited doctoral clinical psychology internship training program. Dr. Carroccia is the author of two ADHDology books entitled Treating ADHD/ADD in Children and Adolescents: Solutions for Parents and Clinicians (2019) and Evaluating ADHD in Children and Adolescents: A Comprehensive Diagnostic Screening System (2020). He was also the editor of the clinical workbook Treating Sexual Abuse and Trauma with Children, Adolescents, and Young Adults with Developmental Disabilities, published by Charles C. Thomas. For more information about his books, please visit adhdology.com.
Target Audience: Healthcare and mental healthcare professionals, university faculty and students.
Psychologists. This program, when attended in its entirety, is available for 3.0 continuing education credits. The Chicago School of Professional Psychology is committed to accessibility and non-discrimination in its continuing education activities. The Chicago School of Professional Psychology is also committed to conducting all activities in conformity with the American Psychological Association’s Ethical Principles for Psychologists. Participants are asked to be aware of the need for privacy and confidentiality throughout the program. If program content becomes stressful, participants are encouraged to process these feelings during discussion periods.
Counselors/Clinical Counselors. This program, when attended in its entirety, is available for 3.0 hours of continuing education. The Chicago School of Professional Psychology is licensed by the Illinois Department of Financial and Professional Regulation (IDFPR) to provide continuing education programming for counselors and clinical counselors. License Number: 197.000159
Social Workers. This program, when attended in its entirety, is available for 3.0 hours of continuing education. The Chicago School of Professional Psychology is licensed by the Illinois Department of Financial and Professional Regulation (IDFPR) to provide continuing education programming for social workers. License Number: 159.001036
MFTs, LPCCs, and LCSWs. Course meets the qualifications for 3.0 hours of continuing education credit for MFTs, LPCCs, and/or LCSWs as required by the California Board of Behavioral Sciences. If you are licensed outside of California please check with your local licensing agency to to determine if they will accept these CEUs. The Chicago School of Professional Psychology is approved by the California Board of Behavioral Sciences (BBS) to offer continuing education programming for MFTs, LPCCs, LEPs, and/or LCSWs. The Chicago School of Professional Psychology is an accredited or approved postsecondary institution that meets the requirements set forth in Sections 4980.54(f)(1), 4989.34, 4996.22(d)(1), or 4999.76(d) of the Code.
Non-Psychologists. Most licensing boards accept Continuing Education Credits sponsored by the American Psychological Association but non-psychologists are recommended to consult with their specific state-licensing board to ensure that APA-sponsored CE is acceptable.
*Participants must attend 100% of the program in order to obtain a Certificate of Attendance.
If participants have special needs, we will attempt to accommodate them. Please address questions, concerns and any complaints to [email protected]. There is no commercial support for this program nor are there any relationships between the CE Sponsor, presenting organization, presenter, program content, research, grants, or other funding that could reasonably be construed as conflicts of interest.