Attention-deficit/hyperactivity disorder (ADHD) is a common disorder most often diagnosed in childhood and adolescence. This systematic review updates and extends two previous Agency for Healthcare Research and Quality (AHRQ) reviews, compares the effectiveness of the methods used to establish the diagnosis of ADHD, examines pharmacologic and nonpharmacologic treatments, and evaluates different monitoring strategies used for children and adolescents through 17 years of age. This analysis compared evidence from 103 articles describing 90 unique studies to provide a systematic review of the research literature on this topic. This course will cover the evidence presented in this review, discuss the clinical implications of the findings, and discuss recommendations for future research.
This course is based on the reading-based online article, Attention Deficit Hyperactivity Disorder: Diagnosis and Treatment in Children and Adolescents created by Alex R. Kemper, M.D., M.P.H, M.S. ,et al. in 2018.
Publication Date:
Comparative Effectiveness Reviews, Number 203 2018
Course Material Authors
Course Material Authors authored the material only, and were not involved in creating this CE course. They are identified here for your own evaluation of the relevancy of the material this course is based on.
Alex R. Kemper, M.D., M.P.H, M.S.
Alex R. Kemper, M.D., M.P.H, M.S. is the Division Chief of Ambulatory Pediatrics at Nationwide Children’s Hospital and Professor of Pediatrics at the Ohio State University College of Medicine. His research focuses on the delivery of preventive services in the primary care practice setting. He has published multiple peer-reviewed journal articles, book chapters, and commentaries.
Gary R. Maslow, M.D., M.P.H.
Gary R. Maslow, M.D., M.P.H. is affiliated with Duke University School of Medicine Department of Pediatrics. He is a Child and Adolescent Psychiatrist, and Associate Professor of Psychiatry and Behavioral Sciences and the Co-Division Director of Child and Family Mental Health and Community Psychiatry. His work has been published in multiple peer reviewed journals.
Sherika Hill, M.H.A., Ph.D.
Sherika Hill, M.H.A., Ph.D. is a clinical epidemiologist, a Duke University Adjunct Assistant Professor, Department of Psychiatry and Behavioral Sciences, and the Frank Porter Graham Child Development Institute Research and Policy Liaison. Her research seeks to understand how mental health conditions or high risk-taking behaviors in adolescence develop during childhood and impact outcomes later in adulthood. She has published multiple articles in peer reviewed journals.
Anna Hollis, Ph.D., NCSP, is a nationally certified school psychologist currently living near Detroit, Michigan. She is licensed as a psychologist in 2 states (Michigan and South Carolina) and certified as a school psychologist in in 5 states (South Carolina, Michigan, Vermont, Pennsylvania, and Maryland). She is a member of the American Psychological Association (APA); the National Association of School Psychologists (NASP); the Michigan Association of School Psychologists (MASP); and the Association for Contextual Behavioral Science (ACBS). Dr. Hollis obtained her Ph.D. in School Psychology from the University of South Carolina. Her professional interests include Acceptance and Commitment Therapy (ACT); Positive Psychology; Trauma-Informed Practice; and Urban School Psychology.
Recommended For:
Counselors, marriage and family therapists, psychologists and social workers. This course is appropriate for all levels of knowledge.
Course Objectives:
After taking this course, you should be able to:
Recognize the background, history, diagnostic criteria, and prevalence of Attention-Deficit/Hyperactivity Disorder (ADHD).
Identify and discuss the treatment strategies for ADHD and compare the effectiveness of pharmacologic and nonpharmacologic treatments.
Describe the results of the current systematic review regarding ADHD diagnosis, treatment, and monitoring.
Discuss the implications of this study for clinical and policy decision-making.
Discuss the limitations of the current literature and recommendations for future research.
Disclosures
Disclosure of Relevant Financial Relationships
Disclosure of Relevant Financial Relationships
CE Learning Systems, LLC is an independent provider of continuing medical education. CE Learning Systems, LLC has no proprietary or financial interest in medical or healthcare products over which the FDA (USA) or EMA (EU) has regulatory authority.
In accordance with our disclosure policies, CE Learning Systems, LLC is committed to ensuring balance, independence, objectivity, and scientific rigor for all accredited continuing education. These policies include assigning relevance to, and mitigating, all perceived or real conflicts of interest between any individual with control over the content and any ineligible company (commercial interest).
Any individual with control over accredited content, including planner, faculty, and reviewer, is required to globally disclose:
Individual relationship(s) or lack thereof, and its nature, with any/all ineligible company, and
any investigational, off-label, or non-FDA approved content or discussion
CE Learning Systems, LLC has reviewed these disclosures, assigned relevance based on the relationship and scope of content, and identified those with the potential to compromise the goals and educational integrity of the education. Relevant relationships, or lack thereof, are shared with the learner.
Education has been independently peer-reviewed to validate content, mitigate identified conflicts of interest, and ensure:
All recommendations involving clinical medicine is based on evidence that is accepted within the medical profession as adequate justification for their indications and contraindications in the care of patients.
All scientific research referred to, reported, or used in accredited continuing education in support or justification of a patient care recommendation conforms to the generally accepted standards of experimental design, data collection, and analysis.
Content is appropriate, fair and balanced, unbiased, referenced, and non-promotional.
Planners
The planners have reported the following: There are no relevant disclosures.
Course Material Authors
The authors have disclosed any disclosures within the material.
Course Creator: Anna Lynn Hollis, Ph.D., School Psychologist
No relevant financial relationships.
Commercial support
There is no commercial support for this distance-learning course.
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