Hidden in Plain Sight: Understanding, Identifying, and Supporting ADHD in Older Adults
Tracking # 20-1395567
$35.00
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Course overview
Attention-Deficit/Hyperactivity Disorder (ADHD) is frequently mischaracterized as a childhood condition, leaving older adults significantly underdiagnosed, misdiagnosed, or chronically underserved by mental health and medical systems. As the aging population continues to grow, social workers are increasingly positioned as first-line identifiers of late-life neurodivergence, yet most receive little to no training in this area. This training equips clinical social workers with the knowledge and practical tools necessary to identify, assess, and support older adults living with ADHD. Participants will explore how ADHD presents differently in later life, including how decades of undiagnosed symptoms, compensatory strategies, and age related cognitive changes can obscure accurate identification. Common myths about ADHD and aging will be examined and debunked through current research and an interactive Fact or Fiction activity. The training provides a detailed comparison of ADHD, Mild Cognitive Impairment (MCI), and normal age related cognitive changes, with particular attention to differential diagnosis and common comorbidities including mood disorders, personality disorders, autism spectrum presentations, grief and loss, and physiological factors such as dehydration and sensory impairment. Participants will review commonly used diagnostic and screening tools, including the Montreal Cognitive Assessment (MoCA), the Mini Mental State Examination (MMSE), the CNS Vital Signs (CNS VS), and the Diagnostic Interview for ADHD in Adults (DIVA 5) and explore their utility and limitations in geriatric populations. A significant portion of the training addresses the systemic barriers that complicate diagnosis and treatment for older adults, including socioeconomic disparities, rural and resource limited communities, racial and ethnic inequities in diagnosis, gender bias in ADHD identification, and the historical exclusion of women, people of color, and transgender individuals from ADHD research. Participants will be encouraged to examine how power, privilege, and oppression shape clinical outcomes for this population. Solution focused intervention strategies are presented, including externalization of executive functioning, routine and structure building, community resource utilization, interdisciplinary collaboration with medical providers, medication considerations, and the impact of nutrition, sleep, exercise, and socialization on ADHD symptom management in older adults. The training concludes with collaborative case study exploration, small group discussion, and practical takeaway handouts designed to support immediate application in clinical settings.
Subject areas
This course counts toward the state boards and subject areas below.
Ohio Counselor, Social Worker and Marriage and Family Therapist Board
Licensed Independent Social Worker
Licensed Professional Clinical Counselor
Licensed Professional Counselor
Licensed Social Worker
Marriage and Family Therapist
Registered Social Worker Assistant
Disclosure statements
Presenter Disclosure: Kristen Ayers, MSW, LISW-S, has no financial relationships, commercial interests, or conflicts of interest to disclose in relation to this training. No commercial support or sponsorship was received for the development or delivery of this program.
ssessment Tools and Resources Referenced: This training references several standardized assessment and screening tools including the Montreal Cognitive Assessment (MoCA), the Mini-Mental State Examination (MMSE), CNS Vital Signs (CNS-VS), and the Diagnostic Interview for ADHD in Adults (DIVA-5). These tools are referenced for educational purposes only. The presenter has no financial affiliation with, ownership interest in, or compensation arrangement with the developers or distributors of any referenced tool, publication, or resource.
Content Limitations: The content presented reflects current research and evidence-informed clinical practice as of the date of delivery. This training is intended for educational purposes and is not a substitute for individualized clinical supervision, consultation, or professional judgment. Participants are encouraged to apply content within the scope of their licensure and in accordance with applicable ethical standards.
Research Limitations: The presenter acknowledges significant gaps in the existing ADHD research base, including the historical underrepresentation of women, people of color, and transgender individuals in diagnostic and prevalence studies. Where research limitations exist, they are identified within the training content.
Credential Verification: All credentials listed for the presenter are current and accurate as of the date of submission.