From Chaos to Capability: Enhancing Daily Skills in Teens with ADHD using OT

Speaker:

• Dina Holdren, OTD, OTR/L

Learner Outcomes:

1. Identify at least three executive function deficits and/or sensory processing deficits experienced byadolescents with ADHD and describe the impact on occupational performance in teens with ADHD
2. Analyze current evidence supporting occupational therapy interventions for adolescents with ADHD,including cognitive strategies, physical activity, mindfulness techniques, and occupation-basedapproaches.
3. Apply evidence-based principles to select intervention strategies that support participation, engagement,and independence in daily occupations for adolescents with ADHD.

Abstract:

Adolescents with attention deficit hyperactivity disorder (ADHD) are more than just inattentive or unfocused individuals. Often, these teens demonstrate significant deficits in executive functioning that impact their occupational performance throughout a variety of settings. In addition to EF deficits, these adolescents often have sensory processing difficulties further impacting their performance. However, using targeted, evidence-based interventions, the OT practitioner can implement a variety of occupation-based interventions that support successful engagement and promote independence in IADLs and other occupations. This presentation will include the prevalence, characteristics, and current understanding of ADHD in adolescence, with emphasis on executive functioning skills. Participants will explore how these deficits impact occupational performance across different environments. Current evidence supporting occupational therapy interventions for adolescents with ADHD will be examined, including cognitive strategies, physical activity, mindfulness techniques, and occupation-based approaches. Additionally, the presentation will discuss the translation of evidence into practice by comparing current research recommendations with commonly implemented clinical interventions. Participants will gain practical knowledge to identify effective intervention approaches and strategies that align with the best available evidence to support improved occupational outcomes for adolescents with ADHD.

 

 

Biography of Speaker(s):

Dr. Dina Holdren, OTD, OTR/L, has been an occupational therapist since 1998, bringing more than 25 yearsof clinical and educational experience to the profession. She earned her Bachelor of Science inOccupational Therapy from Saint Louis University and later completed her post-professional Doctor ofOccupational Therapy (OTD) degree at the University of Montana in 2025.

Throughout her career, Dr. Holdren has practiced in a variety of settings, with extensive experience inpediatrics, neurological rehabilitation, and physical rehabilitation. Her diverse clinical background hasprovided opportunities to work with individuals across the lifespan, supporting clients in achieving optimaloccupational performance and improved quality of life.

Currently, Dr. Holdren serves as the Academic Fieldwork Coordinator for the Occupational TherapyAssistant Program at Brookline College. She is dedicated to the education and mentorship of the nextgeneration of occupational therapy practitioners. In addition, she serves as a leader within the ArizonaOccupational Therapy Experiential and Educational Consortium (AZOTEEC), supporting collaboration andexcellence in occupational therapy fieldwork education throughout Arizona.

 

References to Support Evidence-Based Practice:

Beisbier, S., & Laverdure, P. (2020). Occupation- and activity-based interventions to improveperformance of instrumental activities of daily living and rest and sleep for children and youth ages 5–21: A systematic review. American Journal of Occupational Therapy,74(2), 7402180040p1–7402180040p32. https://doi.org/10.5014/ajot.2020.039636

Dunn, L., Coster, W. J., Cohn, E. S., & Orsmond, G. I. (2009a). Factors associated with participation of children with and without ADHD in household tasks. Physical & Occupational Therapy In Pediatrics, 29(3), 274–294. https://doi.org/10.1080/01942630903008327

Hahn-Markowitz, J., Berger, I., Manor, I., & Maeir, A. (2016). Efficacy of cognitive-functional (Cog-Fun) occupational therapy intervention among children with ADHD: An RCT. Journal of Attention Disorders, 24(5), 655-666. https://doi.org/10.1177/1087054716666955

Huang, Z., Wang, F., Xue, L., Zhu, H., &; Zou, X. (2024). Relationships between sensory processing and executive functions in children with combined ASD and ADHD compared to typically developing and single disorder groups. Brain Sciences, 14(6), 566. https://doi.org/10.3390/brainsci14060566

Kuo, H.-I., Sun, J.-L., Nitsche, M., & Chang, J.-C. (2024). An investigation of the acute effects of aerobic exercise on executive function and cortical excitability in adolescents with attention deficit hyperactivity disorder (ADHD). European Child & Adolescent Psychiatry, 33(12), 4169–4183. https://doi.org/10.1007/s00787-024-02467-x

Laverdure, P., & Beisbier, S. (2020). Occupation- and activity-based interventions to improve performance of activities of daily living, play, and leisure for children and youth ages 5 to21: A systematic review. American Journal of Occupational Therapy, 75(1),7501205050p1–7501205050p24. https://doi.org/10.5014/ajot.2021.039560

Lee, Y.-C., Chen, C.-R., & Lin, K.-C. (2022). Effects of mindfulness-based interventions in children and adolescents with ADHD: A systematic review and meta-analysis of randomized controlled trials. International Journal of Environmental Research and Public Health, 19(22), 15198. https://doi.org/10.3390/ijerph192215198

Li, J., Wang, W., Cheng, J., Li, H., Feng, L., Ren, Y., Liu, L., Qian, Q., & Wang, Y. (2022). Relationships between sensory integration and the core symptoms of attention-deficit/hyperactivity disorder: The mediating effect of executive function. European Child & Adolescent Psychiatry, 32(11), 2235–2246. https://doi.org/10.1007/s00787-022-02069-5

Virone, M. L. (2021). The use of mindfulness to improve emotional regulation and impulse control among adolescents with ADHD. Journal of Occupational Therapy, Schools, & Early Intervention, 16(1), 78–90. https://doi.org/10.1080/19411243.2021.2009081