Date: April 30 and May 7, 2026, at 2pm ET each session

Description: This two-part advanced webinar series is designed to add to clinicians’ and educators’ understanding of complex, real-world ADHD presentations and intervention challenges. ADHD rarely exists in isolation. Anxiety frequently co-occurs, influencing emotional regulation, executive functioning, self-esteem, and daily participation. At the same time, excessive screen use has become one of the most pressing functional concerns for individuals with ADHD—interacting with dopamine regulation, sleep, motivation, family dynamics, and occupational balance.

Across these two webinars, participants will explore:

• How ADHD and anxiety interact and reinforce one another across development
• Neurobiological and emotional mechanisms underlying ADHD-related anxiety
• Why individuals with ADHD are particularly vulnerable to problematic or compulsive screen use
• The dopamine–reward cycle, hyperfocus, and digital reinforcement patterns
• Practical, neuro-affirming intervention strategies to reduce excessive screen time without shame, power struggles, or rigid behavioral control
• Clinical implications for assessment, formulation, parent coaching, and environmental modification

This series integrates current research with real-world clinical insights, offering a neuro-affirming, developmentally informed perspective that supports more accurate formulation and practical intervention.

Outline / Agenda:

Session 1: April 30, 2026, 

Anxiety and ADHD       

Session 2: May 7, 2026,   

Excessive Screen Time and ADHD: Understanding and Intervention

Learning Objectives:

Session 1 – Anxiety and ADHD

By the end of this session, participants will be able to:

1. Explain the interaction between ADHD and anxiety by describing at least three neurobiological and emotional mechanisms that influence regulation, executive functioning, and participation in daily occupations.
2. Implement at least six occupation-based or regulation-focused strategies to support clients with co-occurring ADHD and anxiety across home, school, or community contexts.
3. Differentiate ADHD-related dysregulation from co-occurring anxiety by identifying at least three distinguishing clinical features (e.g., cognitive patterns, physiological responses, behavioral drivers, developmental course) to improve differential reasoning, assessment accuracy, and intervention planning.

Session 2 – Excessive Screen Time and ADHD

By the end of this session, participants will be able to:

1. Explain at least three neurobiological mechanisms (e.g., dopamine dysregulation, reward sensitivity, executive functioning vulnerabilities) that contribute to excessive or dysregulated screen use in individuals with ADHD.
2. Differentiate between high engagement, hyperfocus, and problematic screen use using functional assessment principles.
3. Implement at least six practical, developmentally informed, and neuro-affirming strategies to reduce excessive screen time while supporting regulation, motivation, and occupational balance across home and school contexts.

Research Articles:

1. Njardvik, U., Wergeland, G. J., Riise, E. N., Hannesdottir, D. K., & Öst, L.-G. (2025). Psychiatric comorbidity in children and adolescents with ADHD: A systematic review and meta-analysis. Clinical Psychology Review, 118, 102571. https://doi.org/10.1016/j.cpr.2025.102571
2. Bob, P., & Privara, M. (2025). ADHD, stress, and anxiety. Frontiers in Psychiatry, 16, 1536207. https://doi.org/10.3389/fpsyt.2025.1536207
3. Soler-Gutiérrez, A.-M., Pérez-González, J.-C., & Mayas, J. (2023). Evidence of emotion dysregulation as a core symptom of adult ADHD: A systematic review. PLOS ONE, 18(1), e0280131. https://doi.org/10.1371/journal.pone.0280131
4.  Eden, S., Heiman, T., Olenik-Shemesh, D., & Yablon, Y. B. (2025). Cyberbullying and problematic internet use in adolescents with ADHD: Exploring the relationship with moral disengagement and social skills. Frontiers in Public Health, 13, 1577900. https://doi.org/10.3389/fpubh.2025.1577900\\
5. Wu, J.-B., Yang, Y., Zhou, Q., Li, J., Yang, W.-K., Yin, X., et al. (2025). The relationship between screen time, screen content for children aged 1–3, and the risk of ADHD in preschools. PLOS ONE, 20(4), e0312654.https://doi.org/10.1371/journal.pone.0312654
6. Thorell, L., Dorrestein, M., Wurth, P., Burger, M., Properzi, L., & Nutley, S. B. (2025). Problematic social media use in individuals with ADHD: Associations with screen time, motives, content, and psychosocial functioning. International Journal of Mental Health and Addiction. https://doi.org/10.1007/s11469-025-01582-3
   Access: https://link.springer.com/article/10.1007/s11469-025-01582-3

Assessment: Completion of 10 questions and feedback questionnaire

CEU Certificate provided for OT’s. Pending Approval. Certificate of attendance for other attendees

Provider Name: The Maude Le Roux Academy

Presenter: Maude Le Roux, OTR/L, SIPT, ADHD-RSP, DIR Champion and Expert Training Leader

Bio: 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 designed the 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.

Special Needs Accommodation: We invite anyone who may need a specific accommodation to contact [email protected] and we will do our best to accommodate your needs.

Cancellation Policy:

Payment is due in full upon registration. Contact [email protected] for any questions in this regard.

• Cancellations up to 30 days prior: $25 administration fee
• Cancellations up to 2 weeks prior: 25% fee
• Cancellations within 2 weeks of event: 50% fee
  For questions, please email [email protected]

Target Audience: Occupational Therapists, Speech Language Pathologists, Physical Therapists, Social Workers, Psychologists, Educators, Parents

Educational Level: Intermediary

Instructional Methods: PowerPoint, Group Discussion, Video

Contact Hours: 3 hours

Fee: $75

 Maude and Charl Le Roux own the Maude Le Roux Academy and thus the proceeds of this course will cover operational expenses as well as provide income for Maude and Charl Le Roux.