Live Event

Understanding Adult ADHD: Executive Functioning and Task Execution

Wed, Dec 9th, 2026

1:00pm – 5:30pm US Eastern Time

Part of: A Deep Dive into Adult ADHD: A Neurodiversity-Affirming Approach for Mental Health Professionals (12/9 + 12/11)

Webinar

$97 Included free with an Ignite membership!

Conference Details

A Deep Dive into Adult ADHD: A Neurodiversity-Affirming Approach for Mental Health Professionals (12/9 + 12/11)

December 9 – 11, 2026 See agenda for times

Up to 8 CE hours available

2 Sessions

About the Event

This session provides an in-depth exploration of the adult ADHD experience beyond DSM diagnostic criteria. Participants will examine the history of ADHD, differing perceptions and internal experiences, and common strengths and challenges associated with ADHD. The session will focus on executive functioning and ADHD, including how executive functioning differences may affect task initiation, persistence, and task completion. Participants will also be introduced to the 4 Blocks Model of Task Execution and apply a neurodiversity-affirming framework to identify barriers, support task completion, and guide clinical problem-solving.

Live Event

This live online event will be held as a Zoom Meeting. Attendees will have the opportunity to participate in discussions using cameras and microphones, and the presenter may incorporate breakout rooms. Participation via camera and microphone is not required to earn CE credit, though it is highly encouraged.

Live Event Instructor

Bobbi-Jo Molokken, LISW, CCTP

Bobbi-Jo Molokken, LISW, CCTP (she/her), is a psychotherapist, ADHD coach and educator, and founder of Compassionate Curiosity Counseling and Embrace the Muchness, based in Decorah, Iowa. She specializes in adult ADHD, trauma, and neurodiversity-affirming care, integrating nervous system-informed, holistic, LGBTQIA+ affirming, and anti-oppressive perspectives into her work. Drawing from experience in private practice, college mental health, and addiction treatment, Bobbi-Jo utilizes a systems approach to help individuals and professionals better understand the many factors that shape how people think, feel, and respond. She is known for translating complex research into practical, compassionate strategies that foster insight, self-compassion, and meaningful change. She regularly provides consultation and professional training for clinicians and other helping professionals seeking to better support neurodivergent individuals.

Bobbi-Jo's passion for ADHD education is both professional and personal. Diagnosed with ADHD as an adult and raising children with ADHD, she brings both lived and professional experience to her work. Through therapy, coaching, consultation, training and educational resources, she helps people move beyond stigmatized assumptions, foster more supportive environments, and recognize the strengths and needs of neurodivergent individuals with greater understanding and compassion.

Target Audience

This live interactive is intended for Behavioral Health and Addictions professionals, including psychologists, social workers, counselors, marriage & family therapists, art therapists, school psychologists, psychoanalysts, music therapists, behavior analysts, school counselors, and addiction counselors. It is appropriate for intermediate levels of knowledge.

Learning Objectives

After taking this activity, you should be able to:

1 Describe key features of the adult ADHD experience beyond DSM diagnostic criteria, including common strengths, challenges, and differing presentations across the lifespan.
2 Differentiate key executive functioning skills and identify common ways ADHD may affect executive functioning.
3 Apply the 4 Blocks Model of Task Execution to identify factors that may interfere with a client’s ability to initiate, sustain, or complete tasks.
4 Apply neurodiversity-affirming strategies to help clients address executive functioning challenges.

Bertilsdotter Rosqvist, H., Hultman, L., Österborg Wiklund, S., Nygren, A., Storm, P., & Sandberg, G. (2023). Intensity and variable attention: Counter narrating ADHD, from ADHD deficits to ADHD difference. The British Journal of Social Work, 53(8), 3647-3664. https://doi-org.proxy.luther.edu/10.1093/bjsw/bcad138

Faraone, S. V., & Larsson, H. (2019). Genetics of attention deficit hyperactivity disorder. Molecular psychiatry, 24(4), 562-575. https://doi.org/10.1038/s41380-018-0070-0

Faraone, S. V., Rostain, A. L., Blader, J., Busch, B., Childress, A. C., Connor, D. F., & Newcorn, J. H. (2019). Practitioner Review: Emotional dysregulation in attention‐deficit/hyperactivity disorder–implications for clinical recognition and intervention. Journal of child psychology and psychiatry, 60(2), 133-150. https://doi.org/10.1111/jcpp.12899

Kofler, M. J., Soto, E. F., Singh, L. J., Harmon, S. L., Jaisle, E. M., Smith, J. N., ... & Musser, E. D. (2024). Executive function deficits in attention-deficit/hyperactivity disorder and autism spectrum disorder. Nature Reviews Psychology, 3(10), 701-719. https://doi.org/10.1038/s44159-024-00350-9

Pozo-Rodríguez, M., Cruz, S., Conde-Pumpido-Zubizarreta, S., Carracedo, A., Tubío-Fungueiriño, M., & Fernández-Prieto, M. (2026). A systematic review on the association between executive function and emotional regulation in autism, ADHD, and autism/ADHD. Neuroscience & Biobehavioral Reviews, 106570. https://doi.org/10.1016/j.neubiorev.2026.106570

Rosenthal, E. A., Mitchell, J. T., Weisner, T. S., Silverstein, N., Yi, C., Arnold, L. E., ... & Jensen, P. S. (2025). What can adults with ADHD tell us about their experiences? A review of qualitative methods to map a new research agenda. Journal of Attention Disorders, 29(13), 1190-1212. https://doi-org.proxy.luther.edu/10.1177/10870547251352589

Sibley, M. H., Arnold, L. E., Swanson, J. M., Hechtman, L. T., Kennedy, T. M., Owens, E., ... & MTA Cooperative Group. (2022). Variable patterns of remission from ADHD in the multimodal treatment study of ADHD. American Journal of Psychiatry, 179(2), 142-151. https://doi.org/10.1176/appi.ajp.2021.21010032

Williams, T., Horstmann, L., Kayani, L., Lim, A. X. H., Russell, A., Ford, T., ... & Martin, J. (2025). An item-level systematic review of the presentation of ADHD in females. Neuroscience & Biobehavioral Reviews, 171, 106064. https://doi.org/10.1016/j.neubiorev.2025.106064

Disclosure to Learners

CE Learning Systems adheres to the ACCME's Standards for Integrity and Independence in Accredited Continuing Medical Education. Any individuals in a position to control the content of a CE activity – including faculty, planners, reviewers, or others ― are required to disclose all relevant financial relationships with ineligible entities (formerly known as commercial interests).

The following relevant financial relationships have been disclosed by this activity's planners, faculty, and the reviewer:

Planners and Reviewers

The planners of this activity have reported that they have no relevant financial relationships.

Faculty

There are no known relevant financial relationships to disclose.

Commercial support

There is no commercial support for this distance-learning course.

Event Agenda

Agenda times are listed in US Eastern Time. That is 3 hours later than US Pacific Time. The event starts at 10:00am US Pacific Time.

1:00–1:15 PM: Welcome & Overview

1:15–2:30 PM: History of ADHD, Perceptions vs. Internal Experiences

2:30–2:45 PM: Break

2:45–4:00 PM: Executive Functioning & ADHD

4:00–4:15 PM: Break

4:15–5:15 PM: Applying the 4 Blocks Model of Task Execution

5:15–5:30 PM: Q&A & Session Wrap-Up

Policies

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Frequently Asked Questions

Once you register, you'll receive an email with the link and instructions to join the live event. The event will be hosted via Zoom. You may test your Zoom connection prior to the event at the Zoom Test page We recommend logging in 10-15 minutes early to be sure your connection is ready.

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If you need to withdraw 30 or more days before the event, you can do this your self from your current courses tab.