Seminar Detail

2-Day: ADHD Certification Course
Monday, April 29, 2019 - Tuesday, April 30, 2019

This event is not currently available for purchase.

For more information: Call (800) 844-8260
Course Description:

Become a leader in the mental health field and elevate your practice with state-of-the-art advancements for working with clients diagnosed with ADHD. This unique offer is a blend of live and online CE hours that provide you with evidence-based, innovative intervention strategies that will revolutionize your ADHD treatment across the lifespan, using both medication and non-medication approaches.

Begin by joining Dr. Sharon Saline, ADHD-CCSP, in this intensive 2-day course packed with tools and techniques you can use immediately with children and adolescents to improve behavior, gain cooperation and repair relationships. Using strength-based, collaborative approach that synthesizes neurobiology, behavior and emotion, you can create effective, powerful interventions for kids and families that go beyond medication and crisis management.

You’ll walk away with concrete, practical strategies that:
  • Create a family-centered treatment plan that the client buys into
  • Treat the shame, stress and anxiety that often coincide with ADHD
  • Reduce meltdowns and conflicts at home and school
  • Empower parents and caregivers to be a part of the solution
Sign up today!

Become ADHD-CCSP Certified!

Upon completion of Dr. Saline’s 2-day seminar, you will be granted access to 18 hours of free content (with CE credit) by leading ADHD experts, including Dr. Russell Barkley. Topics include:
  • Evidence-based medication and psychosocial treatment of ADHD
  • ADHD vs. Sluggish Cognitive Tempo (SCT)
  • Adult ADHD treatment considerations
  • ODD, ASD & Mood Disorders in children & adolescents
Once you have completed both the live and digital content (30 hours total), you will have met the full education criteria for ADHD-CCSP (Certified Clinical Services Provider) certification through The Institute of ADHD Professionals endorsed by CHADD. For more details, visit

  1. Identify the biological, behavioral and emotional factors related to ADHD symptoms and executive functioning skills.
  2. Summarize current research on ADHD and executive functioning including medical and non-medical treatment options and socioeconomic and cultural factors affecting young people with ADHD.
  3. Explain how the ADHD brain develops through childhood and adolescence and the effect of drugs, alcohol and trauma.
  4. Ascertain how ADHD, learning disabilities and mental health issues impact social and familial relationships.
  5. Assess for a range of executive skills in children and adolescents as it relates to treatment planning.
  6. Develop effective strategies and collaborative interventions for improving executive functioning skills that increase kids’ participation in treatment and promote lasting change.
  7. Recognize how co-existing disorders and learning disabilities impact and interact with ADHD and executive functioning skills.
  8. Implement practical treatment interventions that increase motivation and cooperation at home and school for children diagnosed with ADHD.
  9. Design an effective treatment plan that integrates CBT, family systems and psychodynamic approaches to engage clients and improve symptomology.
  10. Advocate successfully on your client’s behalf with teachers, administrators, other school personnel or health professionals.
  11. Recognize warning signs of risky behavior among adolescents diagnosed with ADHD and gain effective tools for addressing them.
  12. Investigate the relationship between ADHD and technology and formulate appropriate interventions to help families struggling with screens.

Why an Integrative, Collaborative Approach to ADHD?
  • Includes the client in the process of change to improve success rates
  • Builds self-esteem through strength-based thinking and acquisition of skills
  • Normalizes challenges related to living with ADHD – for kids and parents
  • Fosters self-acceptance through biology-based information
Assessment and Treatment Planning
  • How to obtain an accurate diagnosis
  • The neurobiology of ADHD, including the impact of trauma
  • Co-Occurring Disorders: Is it ADHD and/or something else?
    • ODD, anxiety, OCD, learning disability, autism
  • Factors to consider
    • Environmental influences, quality of sleep, video games/social media
  • Current population trends in co-existing disorders
  • Techniques for differential diagnosis
  • Individual v. group therapy
  • How to engage the family in treatment
  • Limitations of the research and potential risks.
The Critical Role of Executive Functioning (EF) in ADHD Treatment
  • What are executive functioning skills?
  • How to identify EF strengths and weaknesses
  • Effective methods for improving EF skills
  • Tools for uncovering family patterns related to EF skills
The Medication Debate: What Every Clinician Needs to Know
  • Pros and cons of using medications to treat ADHD
  • How medications work: Stimulants and non-stimulants
  • Providing effective psychoeducation to clients about medication
  • Non-compliance: How to respond
  • Efficacy of common medication alternatives
The 5C’s Approach: Empower Kids for Success in School and Life
  • Teaching self-control for parents and kids
  • When Compassion is more than empathy
  • How Collaboration fosters essential buy-in
  • Consistency means steadiness, not perfection
  • Celebration encourages effort
ADHD at Home: Help Families Reduce Conflict and Stay Connected
  • Treatment strategies to:
    • Avoid homework hassles
    • Manage emotional outbursts
    • Improve sibling relationships
    • Create routines and lists that help things run smoother
  • Getting things done: Improving motivation
  • Techniques for working with dispirited, tired adults
ADHD at School: Boost Academic and Social Success
  • Why school is the hardest domain of functioning
  • Classroom interventions that facilitate learning and self-confidence
  • Parent advocacy vs. interference (and what to do about it)
  • Create effective parent-school alliances
  • Strategies for teaching executive functioning skills related to academics
  • Tools to improve peer relationships
  • Techniques to help kids handle frustration and failure
ADHD in Your Office: In-Session Strategies for Building Trust and Cooperation
  • Help kids accept their ADHD brains – strengths and challenges
  • Improve communication skills with peers and adults
  • Strategies to talk about problematic behavior without a shame response
  • Tools for improving family communication – beyond active listening skills
  • Navigate setbacks and refusal to participate
The ADHD Teen: Risky Behaviors and Special Considerations
  • Identify risk factors unique to teens with ADHD
  • Why nicotine, vaping and marijuana are so appealing and how to curb their use
  • Early and active sexuality: Help teens make healthy, safe choices
  • Vulnerability to bullying: Generate appropriate clinical, parental and school responses
Technology and ADHD
  • How today’s technology impacts the developing ADHD brain
  • The effect of social media on distractibility, self-esteem and peer relationships
  • Tips for fostering safe online practices
  • Gaming: Fun or an addiction?
Target Audience

  • Counselors
  • Social Workers
  • Psychologists
  • Marriage and Family Therapists
  • Speech-Language Pathologists
  • Teachers
  • School Administrators
  • Occupational Therapists
  • Nurses
  • Occupational Therapy Assistants
  • Other Helping Professionals Who Work with Children


Sharon Saline, PsyD., a licensed clinical psychologist in private practice, is a top expert in how ADHD, learning disabilities and mental health issues affect children, teens and families. Dr. Saline has worked extensively with schools on mental health issues in the classroom, interpreting psychological evaluations and improving teacher/parent communication. Dr. Saline funnels this expertise into her forthcoming book, What Your ADHD Child Wishes You Knew: Working Together to Empower Kids for Success in School and Life. Heralded as an invaluable resource, she addresses hot topics and offers effective tools designed to improve communication and reduce conflict. She is also a monthly contributor of the Dear Parent Teen Coach column for

As an internationally sought-after lecturer and workshop facilitator known for combining her expertise in psychology with a background in theater, she addresses a variety of topics such as understanding ADHD and executive functioning, making sense of the teen brain and working with different kinds of learners. Dr. Saline is also a part-time lecturer in the Continuing Education Program at the Smith School for Social Work and the founder and co-facilitator of “Got kids? Let’s talk!” a monthly parenting series in Western Massachusetts. A graduate of Brown University, she received her master’s degree in psychology from New College of California and her doctorate in psychology from the California School of Professional Psychology at Alliant University. Sharon lives with her family in Northampton, MA. More information is available at, Facebook @DrSharonSaline and Twitter @DrSharonSaline.

Speaker Disclosures:

Financial: Sharon Saline maintains a private practice. She is a lecturer at Smith College School for Social Work. Dr. Saline receives a speaking honorarium from PESI, Inc.

Non-financial: Sharon Saline is a member of the American Psychological Association; the Massachusetts Psychological Association; Children and Adults with ADHD (CHADD); and Attention Deficit Disorder Association (ADDA).
Credits listed below are for full attendance at the live event only. After attendance has been verified, pre-registered attendees will receive an email from PESI Customer Service with the subject line, “Evaluation and Certificate” within one week. This email will contain a link to complete the seminar evaluation and allow attendees to print, email or download a certificate of completion if in full attendance. For those in partial attendance (arrived late or left early), a letter of attendance is available through that link and an adjusted certificate of completion reflecting partial credit will be issued within 30 days (if your board allows). Please see “live seminar schedule” for full attendance start and end times. NOTE: Boards do not allow credit for breaks or lunch.

If your profession is not listed, please contact your licensing board to determine your continuing education requirements and check for reciprocal approval. For other credit inquiries not specified below, or questions on home study credit availability, please contact or 800-844-8260 before the event.

Materials that are included in this course may include interventions and modalities that are beyond the authorized practice of mental health professionals. As a licensed professional, you are responsible for reviewing the scope of practice, including activities that are defined in law as beyond the boundaries of practice in accordance with and in compliance with your professions standards.

PESI, Inc. offers continuing education programs and products under the brand names PESI, PESI Healthcare, PESI Rehab and Psychotherapy Networker.

This intermediate activity consists of 12.5 clock hours of continuing education instruction. Credit requirements and approvals vary per state board regulations. Please save the course outline, the certificate of completion you receive from the activity and contact your state board or organization to determine specific filing requirements.

Illinois Counselors: This intermediate activity consists of 12.5 clock hours of continuing education instruction. Credit requirements and approvals vary per state board regulations. Please contact your licensing board to determine if they accept programs or providers approved by other national or state licensing boards. A certificate of attendance will be awarded at the end of the program to participants who are in full attendance and who complete the program evaluation.

This course is designed to qualify toward your professional development requirement. The program is 12.5 clock hours in length.

Illinois Educators:
12.5 ISBE Professional Development (PD) Clock Hours will be made available through Quincy University.

Marriage & Family Therapists
This activity consists of 760 minutes of continuing education instruction. Credit requirements and approvals vary per state board regulations. You should save this course outline, the certificate of completion you receive from the activity and contact your state board or organization to determine specific filing requirements.

Illinois Marriage & Family Therapists: PESI, Inc. has been approved as a provider of continuing education by the State of Illinois, Department of Financial and Professional Regulation, Division of Professional Regulation. Provider #: 168-000156. Full attendance at this course qualifies for 12.5 credits.

Nurses, Nurse Practitioners, and Clinical Nurse Specialists
American Nurses Credentialing Center Logo
PESI, Inc. is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center’s Commission on Accreditation.

Nurses in full attendance will earn 12.6 contact hours. Partial contact hours will be awarded for partial attendance.

Occupational Therapists & Occupational Therapy Assistants
PESI, Inc. is an AOTA Approved Provider of continuing education. Provider #: 3322. Full attendance at this course qualifies for 12.5 contact hours or 1.25 CEUs in the Category of Domain of OT and Occupational Therapy Process. Partial credit will be issued for partial attendance. The assignment of AOTA CEUs does not imply endorsement of specific course content, products, or clinical procedures by AOTA. Course Level: Intermediate.

This activity consists of 6.0 clock hours of continuing education instruction. The following state psychologist boards recognize activities sponsored by PESI, Inc. as an approved ACCME provider: Alaska, Arkansas, California, Colorado, Georgia, Illinois, Indiana, Kentucky, Maine, Maryland, Missouri, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, Oklahoma, Pennsylvania, South Carolina and Wisconsin. Certificates of attendance will be issued for you to submit to your state licensing board to recognize for continuing education credit.

PESI, Inc. is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians. PESI, Inc. designates this live activity for a maximum of 6.0 AMA PRA Category 1 Credits™. Physicians should only claim credit commensurate with the extent of their participation in the activity.

Psychologists/School Psychologists: PESI, Inc. is approved by the National Association of School Psychologists to offer professional development for school psychologists. PESI maintains responsibility for the program. Provider #1140. PESI is offering this activity for 12.5 hours of continuing education credit. Full attendance is required; no partial credits will be offered for partial attendance.

Speech-Language Pathologists

This course is offered for 1.25 ASHA CEUs (Intermediate level, Professional area).

Social Workers
PESI, Inc., #1062, is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved as ACE providers. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. PESI, Inc. maintains responsibility for this course. ACE provider approval period: January 27, 2017 - January 27, 2020. Social Workers completing this course receive 12.5 Clinical Practice continuing education credits. Course Level: Intermediate. Full attendance is required; no partial credits will be offered for partial attendance. A certificate of attendance will be awarded at the end of the program to social workers who complete the program evaluation.

Illinois Social Workers: PESI, Inc is an approved provider with the State of Illinois, Department of Financial and Professional Regulation, Division of Professional Regulation. License #: 159-000154. Full attendance at this course qualifies for 12.5 contact hours.

Other Professions
This activity qualifies for 760 minutes of instructional content as required by many national, state and local licensing boards and professional organizations. Save your course outline and certificate of completion, and contact your own board or organization for specific requirements.

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