1 Hour / 1 CE

On Demand | Self-Paced Professional Training

This on-demand professional training program on ADHD and FASD: Similarities, Differences, and Clinical and Forensic Implications is presented by Jerrod Brown, PhD. 

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder defined by pervasive inattention and hyperactivity. These symptoms can severely interfere with functioning in school, work, social, and home settings. ADHD typically emerges during childhood or adolescence and carries on into adulthood for approximately half of all cases. This disorder afflicts over 5% of children and 2% of adults in the general population. Prevalence rates of ADHD are even higher among subpopulations like youths and adults entangled in the criminal justice system.

In contrast, fetal alcohol syndrome disorder (FASD) is precipitated by prenatal exposure to alcohol. The disorder can consist of deficits in cognitive (i.e., memory and behavioral control) and adaptive functioning (i.e., social, verbal, and non-verbal communication, and problem-solving). Prevalence estimates in the general population are believed to be as high as 5%. However, these prevalence rates are likely under-estimates as FASD is notoriously difficult to accurately identify and diagnose. These troubles are often attributed to the fact that (a) only a minority of FASD cases present with facial malformations (e.g., smooth philtrum or thin vermillion) and (b) FASD has high levels of comorbidity with other disorders (e.g., ADHD).

The high levels of comorbidity between FASD and ADHD are not surprising, as both disorders are characterized by inattentiveness and impulsivity. Nonetheless, it remains essential to disentangle these disorders because individuals with each respective disorder may benefit from different treatments, medications, and services. This is particularly salient in forensic and criminal justice contexts where symptoms of both disorders can have deleterious impacts in a police investigation, trial, and corrections setting. As such, greater awareness of ADHD and FASD among legal, forensic, and mental health professionals is of paramount importance. This program examines the similarities and differences between ADHD and FASD, as well as the clinical and forensic implications for each disorder.

Learning Objectives

Upon completion of this training, participants will be able to:

  • 1 Describe a working knowledge of the causes and symptoms of ADHD and FASD
  • 2 Describe the similarities and differences between ADHD and FASD
  • 3 Describe how to account for ADHD and FASD during screening and assessment
  • 4 Describe evidence-based intervention and treatment techniques for ADHD and FASD
  • 5 Describe the implications of ADHD and FASD in forensic and criminal justice contexts

  • Intended Audience

    This training is intended for mental health and allied professionals who work with individuals with neurodevelopmental disorders, with a particular focus on the assessment and differentiation of ADHD and Fetal Alcohol Spectrum Disorder (FASD). It is designed for those specializing in clinical, developmental, or forensic psychology, as well as those with expertise in understanding the overlapping and distinct symptomatology of these conditions and applying evidence-based interventions.

    Examples of Relevant Professionals:

    • Mental Health Professionals
    • Psychologists (clinical, developmental, forensic)
    • Social Workers
    • Counselors
    • Marriage and Family Therapists
    • Allied professionals working with neurodevelopmental disorders

  • Experience Level

    This training is designed for licensed and pre-licensed mental health professionals at various stages of experience with ADHD and FASD.

    • Beginner: Participants are new to the clinical and forensic aspects of ADHD and FASD and seek foundational knowledge of causes, symptoms, and basic assessment strategies.

    • Intermediate: Participants have some experience working with ADHD and/or FASD and are looking to deepen their understanding of differential diagnosis, comorbidity, and evidence-based interventions in clinical and forensic settings.

  • Practice Setting

    Professionals practice in multidisciplinary, assessment-focused environments that support differential diagnosis of neurodevelopmental disorders and delivery of evidence-based interventions across the lifespan. Work involves structured testing, care coordination, and collaboration with educational and legal systems to address clinical and forensic implications of ADHD and FASD.

    Examples of Practice Settings:

    • Outpatient mental health and neuropsychological assessment clinics
    • Hospital-based behavioral health and pediatric/neurodevelopmental programs
    • Community mental health and developmental disability agencies
    • School-based services and university disability centers
    • Court clinics and forensic evaluation services
    • Juvenile justice programs and correctional healthcare
    • Child welfare and family services agencies
    • Primary care and integrated behavioral health teams
    • Telehealth/virtual assessment and therapy platforms
Presented By

Jerrod Brown, PhD

Jerrod Brown, Ph.D., M.A., M.S., M.S., M.S., is a professor, trainer, researcher, and consultant with multiple years of experience teaching collegiate courses. Jerrod is also the founder and CEO of the American Institute for the Advancement of Forensic Studies (AIAFS). Jerrod has also provided consultation services to a number of caregivers, professionals, and organizations pertaining to topics related to autism spectrum disorder (ASD), fetal alcohol spectrum disorder (FASD), confabulation, suggestibility, trauma, and other life adversities, traumatic brain injury (TBI), and youth firesetting. Jerrod has completed four separate master’s degree programs and holds graduate certificates in Neuropsychology, Autism Spectrum Disorder (ASD), Other Health Disabilities (OHD), and Traumatic-Brain Injuries (TBI). Jerrod has also conducted over 200 workshops, webinars, and on-demand training for various organizations and professional and student audiences. In 2021, Jerrod completed a post-doctoral certificate in Leadership and Organizational Strategy from Walden University and a Professional Certificate in Forensic Psychology from San Diego State University Global Campus. Currently, Jerrod is pursuing a graduate certificate in Neuroscience and Law from Michigan State University. Jerrod has published several articles and book chapters and recently co-edited the book Forensic Mental Health: A Source Guide for Professionals (Brown & Weinkauf, 2018) with Erv Weinkauf. Jerrod is also regularly featured on several national and international podcast programs. 

CE Sponsorship Information

Palo Alto University, Continuing & Professional Studies (CONCEPT) is approved by, recognized by, or maintains sponsorship provider status with the following boards and agencies. We maintain responsibility for all content in our CE/CPD programs. For more information, visit here. 

  1. American Psychological Association (APA): Approved sponsor of continuing education for psychologists.

  2. Association of Social Work Boards (ASWB): Approved continuing education provider (ACE program, Provider #1480), 11/22/2023–11/22/2026.

  3. Canadian Psychological Association (CPA): Approved to sponsor continuing education for psychologists.

  4. National Board for Certified Counselors (NBCC): Approved Continuing Education Provider (ACEP No. 7190).


Sponsorship Approval Statements

Palo Alto University, Continuing and Professional Studies (CONCEPT) is approved by the American Psychological Association to sponsor continuing education for psychologists. Palo Alto University, Continuing and Professional Studies (CONCEPT), is approved by the Canadian Psychological Association to offer continuing education for psychologists. Palo Alto University, Continuing and Professional Studies (CONCEPT) has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 7190. Programs that do not qualify for NBCC credit are clearly identified. Palo Alto University, #1480, 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. Palo Alto University maintains responsibility for this course. ACE provider approval period 11/22/23-11/22/26. Social workers completing this course receive (clinical or social work ethics) continuing education credits. Continuing and Professional Studies, Palo Alto University, is recognized by the New York State Education Department's State Board for Psychology as an approved provider of continuing education for licensed psychologists #PSY-0103. Palo Alto University, Continuing and Professional Studies (CONCEPT) is solely responsible for all aspects of the programs. Palo Alto University, Continuing & Professional Studies (CONCEPT), is recognized by the New York State Education Department's State Board for Social Work as an approved provider of continuing education for licensed social workers #SW-0356. Palo Alto University, Continuing and Professional Studies, is recognized by the New York State Education Department’s State Board for Mental Health Practitioners as an approved provider of continuing education for licensed mental health counselors. #MHC-0073.