Description

Begin with a one-day preparatory workshop with Dai Hu, building essential foundations in ADHD and development, attention, processing speed, working memory, regulation, and impulsivity.  

Then move into an intensive six-month Certificate Program designed to take occupational therapists from understanding ADHD to knowing what to assess, what the findings mean, and what to do next. Across two 3-day intensive workshops and four live online case-integration sessions, participants will explore ADHD through a developmental, executive function, and sensorimotor lens. Training includes practical experience with BADS-C, Brown EF/A, sensorimotor observations, and intervention planning.  

Most importantly, this is a “how-to” program. Participants will practice intervention strategies for attention, executive functioning, reading, written expression, and mathematics, then learn to integrate assessment findings into individualized treatment plans. Real cases, practical labs, troubleshooting, and ongoing clinical reasoning will connect each stage of learning. 

Assess it. Understand it. Treat it. See the whole child, not just the ADHD. 

Preparatory Program: Dai Hu 

• ADHD and Development 

• Categories of Attention 

• Processing Speed and Working Memory 

• Regulation and Impulsivity 

Certificate Program: Maude Le Roux, OTR/L 

Outline / Agenda:

For both three-day workshops: 

Morning: 3 hours — theory and intervention with  case-based reasoning 
Afternoon: 3 hours — assessment and intervention practicum 

First 3-day Intensive Workshop: January 22, 23, 24, 2027 

Day 1: 

9.00 to 10.30am ADHD in 2027: Moving Beyond “Attention Deficit” 

10.30 to 11.00am Morning Break 

11.00 to 12.30am Phase 1 Intervention and strategies (with practice) 

12.30 to 1.00pm Lunch 

1.00 to 2.30pm BADS-C Practical experience 

2.30 to 3.00pm Afternoon Break 

3.00 to 4.00pm Case Integration 

Day 2: 

9.00 to 10.30am Sensorimotor Foundations in ADHD 

10.30 to 11.00am Morning Break 

11.00 to 12.30pm Phase 2 Intervention and Strategies (with practice) 

12.30 to 1.00pm Lunch 

1.00 to 2.30pm BADS-C Practical Experience 

2.30 to 3.00pm Afternoon Break 

3.00 to 4.00pm Case Integration 

Day 3: 

9.00 to 10.30am Achieving Reading Competence 

10.30 to 11.00am Morning Break 

11.00 to 12.30am Phase 3 Intervention and Strategies (with practice) 

12.30 to 1.00pm Lunch 

1.00 to 2.30pm BADS-C Practical Experience 

2.30 to 3.00 Afternoon Break 

3.00 to 4.00 Final Q and A and Closing Thoughts 

Month 2 and 3: 

Two live sessions, 1 each month online with case presentations from audience going over BADS-C results and intervention planning 

Month 4: 4-day intensive workshop: April 16, 17, 18, 19, 2027 

Day 1:  

9.00 to 10.30am Executive Functioning Skills 

10.30 to 11.00am Morning Break 

11.00 to 12.30pm Intervention Practice lab (Focus on executive functioning) 

12.30 to 1.00pm Lunch 

1.00 to 2.30pm Brown EF/A Practice 

2.30 to 3.00pm Afternoon Break 

3.00 to 4.00pm Case Integration 

Day 2: 

9.00 to 10.30am Written Expression 

10.30 to 11.00am Morning Break 

11.00 to 12.30pm Intervention Practice lab (Focus on written expression) 

12.30 to 1.00pm Lunch 

1.00 to 2.30pm Sensori-Motor Observations Lab practice 

2.30 to 3.00pm Afternoon Break 

3.00 to 4.00pm Case Integration 

Day 3:  

9.00 to 10.30am Math Skills 

10.30 to 11.00am Morning Break 

11.00 to 12.30pm Intervention Practice lab (Focus on math skills) 

12.30 to 1.00pm Lunch 

1.00 to 2.30pm Intervention Practicum 

2.30 to 3.00pm Afternoon Break 

3.00 to 4.00pm Q and A and Closing 

Day 4: 

9.00 to 10.30am The Academic Child: Finding the Breakdown 

Practical decision trees: Where do I start? 

1.30 to 11.00am Morning Break 

11.00 to 12.30pm Building the Treatment Session: The Recipe 

How to construct a 45–60-minute OT session for an academic concern 

12.30 to 1.00pm Lunch 

1.00 to 2.30pm Reading, Writing and Math Strategy Toolbox 

Selecting strategies for different profiles 

2.30 to 3.00pm Afternoon Break 

3.00 to 4.00pm Putting It All Together: Intervention 

Build a 6–8-week intervention sequence 

Month 5 and 6: 

Two live sessions, 1 each month online with case presentations from audience going over BADS-C results and intervention planning 

Learning Objectives

ADHD Certificate Program Objectives 

By completion of the Certificate Program, participants will be able to: 

1. Explain ADHD through an occupational therapy lens, integrating current knowledge of neurodevelopment, attention, executive functioning, working memory, processing speed, self-regulation, and sensorimotor development to understand the child beyond the diagnosis.  

1. Conduct and integrate a comprehensive OT assessment, combining occupational profile, clinical observation, standardized assessment—including BADS-C and Brown EF/A—and sensorimotor findings to identify strengths, barriers, and priorities for intervention.  

1. Apply advanced clinical reasoning to assessment findings, moving from “What do I see?” → “Why is it happening?” → “What should I address first?” → “How will I know it is working?”  

1. Design and implement practical, individualized intervention programs addressing attention, regulation, executive functioning, sensorimotor foundations, reading, written expression, mathematics, and participation in everyday occupations.  

1. Select, grade, adapt, and progress intervention strategies according to the child's developmental profile, response to intervention, environmental demands, and functional outcomes  

1. Demonstrate competent case integration and professional decision-making by interpreting findings, establishing occupation-centered goals, developing intervention plans, monitoring outcomes, troubleshooting complex cases, and clearly communicating clinical reasoning to families, educators, and interdisciplinary teams. 

Bio: Maude Le Roux, OTR/L 

Maude Le Roux is a global trainer in multiple methodologies and a mentor to therapists from multidisciplinary teams. She opened her practice, A Total Approach in Glen Mills, PA, USA in 2001. Maude started her training career in 2007 and opened her online academy in 2019. She has trademarked her Developmental Pathways Model (DPM), which she applies to her own unique assessment and intervention protocol for major diagnosis such as Dyspraxia, ADHD and Executive Functions, Autism, Reading and Writing Disorders, and Trauma and Attachment. Maude served 9 years on the Board of Directors for ATTACh and currently serves on their Advisory Board. She also serves on the Advisory Board for LSWorks (Neuralign program). She is a co-author of two books and more recently wrote a chapter on Trauma and the Body in “Healing Connections” which launched in September 2024. Maude received an award for “Continued child advocacy” through the ATTACh organization in September 2024. She also received the Champion Award through ICDL in November 2024. Maude has a “whole child” approach to care and intervention and equipping the child, while empowering the parent is at the core of who she is as a clinician and trainer. 

Target Audience: Occupational Therapists 

Educational Level: Intermediary 

Instructional Methods: PowerPoint, Group Discussion, Video, Practical practice of assessment and intervention 

Contact Hours: 41 hours 

Contact: [email protected]