Making Connections: Accommodations for ADHD, Anxiety, Depression & Oppositional Behavior
Recorded on April 29, 2026
Welcome to Making Connections, a live, virtual training series created by Child & Adolescent Psychiatry (CAP) fellows during their Schools & Communities rotation. This program is designed specifically for educators across Illinois to deepen their understanding of mental health challenges students may face and to foster a supportive learning environment.
About This Session
In this recorded session, we dive into Accommodations for ADHD, Anxiety, Depression & Oppositional Behavior: exploring how educators can better understand and support children in the classroom.
All Topics > Making Connections > Accommodations for ADHD, Anxiety, Depression & Oppositional Behavior
Certificates are not available for this session at the moment. To receive ISBE 77-21b form and CE credit for social workers, professional counselors, and psychologists under IDFPR, please return after May 31, 2026 for the course link.
Presentation Slides: April 29, 2026
Overview and Learning Objectives
- Review evidence-based and practical strategies for implementing School-Based Accommodations for the following Mental Illnesses
- ADHD
- Anxiety
- Depression
- Oppositional Behavior
Meet our facilitators:
- Alex Hish, MD, Child & Adolescent Psychiatry Fellow at Lurie Children’s Hospital of Chicago & McGaw Medical Center at Northwestern University
- Marisa Ascensio, MD, Child & Adolescent Psychiatry Fellow at Lurie Children’s Hospital of Chicago & McGaw Medical Center at Northwestern University
- Khushbu Shah, MD, Attending Supervisor at Center for Childhood Resilience at Lurie Children’s Hospital & McGaw Medical Center of Northwestern University
Citations
ADHD
- Barkley, Russell A. “Classroom accommodations for children with ADHD.” The ADHD Report 16.4 (2008): 7-10.
- Danielson, Melissa L., et al. “ADHD prevalence among US children and adolescents in 2022: diagnosis, severity, co-occurring disorders, and treatment.” Journal of Clinical Child & Adolescent Psychology 53.3 (2024): 343-360.
- Den Heijer, Anne E., et al. “Sweat it out? The effects of physical exercise on cognition and behavior in children and adults with ADHD: a systematic literature review.” Journal of Neural Transmission 124.Suppl 1 (2017): 3-26.
- Evans, Steven W., Julie Sarno Owens, and Nora Bunford. “Evidence-based psychosocial treatments for children and adolescents with attention-deficit/hyperactivity disorder.” Journal of clinical child & adolescent psychology 43.4 (2014): 527-551.
- Gaastra, Geraldina F., et al. “The effects of classroom interventions on off-task and disruptive classroom behavior in children with symptoms of attention-deficit/hyperactivity disorder: A meta-analytic review.” PloS one 11.2 (2016): e0148841.
- Lovett, Benjamin J., and Jason M. Nelson. “Systematic review: Educational accommodations for children and adolescents with attention-deficit/hyperactivity disorder.” Journal of the American Academy of Child & Adolescent Psychiatry 60.4 (2021): 448-457.
- Wong, Ka Po, et al. “Effectiveness of technology-based interventions for school-age children with attention-deficit/hyperactivity disorder: systematic review and meta-analysis of randomized controlled trials.” JMIR Mental Health 10 (2023): e51459.
- Xie, Yongtao, et al. “Effectiveness of physical activity intervention on ADHD symptoms: a systematic review and meta-analysis.” Frontiers in psychiatry 12 (2021): 706625.
- Yegencik, Beliz, Beth T. Bell, and Emre Deniz. “School-based randomized controlled trials for ADHD and accompanying impairments: a systematic review and meta-analysis.” Frontiers in Psychology 16 (2025): 1611145.
Depression
- Brody, Debra J., and Jeffery P. Hughes. “Depression prevalence in adolescents and adults: United States, August 2021–August 2023.” (2025). CDC & National Center for Health Statistics.
- Fulambarkar, Nilija, et al. “Meta‐analysis on mindfulness‐based interventions for adolescents’ stress, depression, and anxiety in school settings: A cautionary tale.” Child and Adolescent Mental Health 28.2 (2023): 307-317.
- Singh, Ben, et al. “Systematic umbrella review and meta-meta-analysis: effectiveness of physical activity in improving depression and anxiety in children and adolescents.” Journal of the American Academy of Child & Adolescent Psychiatry (2025).
- U.S. Department of Education Office for Civil Rights. “Section 504 Protections for Students with Depression: Factsheet.” 9/2024. https://www.ed.gov/sites/ed/files/about/offices/list/ocr/docs/ocr-factsheet-depression-202409.pdf
- Werner-Seidler, Aliza, et al. “School-based depression and anxiety prevention programs: An updated systematic review and meta-analysis.” Clinical psychology review 89 (2021): 102079.
Anxiety
- Samantha Cartwright-Hatton, S., Roberts, C., Chitsabesan, P., Fothergill, C., & Harrington, R. (2004).
Systematic review of the efficacy of cognitive behaviour therapies for childhood and adolescent anxiety disorders. British Journal of Clinical Psychology, 43, 421–436. - Jennifer L. Hudson, J. L., & Ronald M. Rapee, R. M. (2004).
From anxious temperament to disorder: An etiological model of generalized anxiety disorder. Behavior Research and Therapy, 42, 1391–1406. - Bruce F. Chorpita, B. F., et al. (2011).
Meta-analysis of cognitive-behavioral therapy for child anxiety disorders. Journal of Consulting and Clinical Psychology, 79, 1–12. - Jonathan S. Comer, J. S., et al. (2017).
Remotely delivered, therapist-assisted CBT for child anxiety: A meta-analysis. Journal of Anxiety Disorders, 49, 51–59. - Candice A. Alfano, C. A., & Beidel, D. C. (2011).
Social anxiety in children and adolescents: Evidence-based assessment and treatment. Springer.
ODD
- Gregory J. Fabiano, G. J., Pelham, W. E., Coles, E. K., Gnagy, E. M., Chronis-Tuscano, A., & O’Connor, B. C. (2009).
A meta-analysis of behavioral treatments for attention-deficit/hyperactivity disorder. Clinical Psychology Review, 29(2), 129–140. https://doi.org/10.1016/j.cpr.2008.11.001 - Brandi Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & George Sugai, G. (2008).
Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351–380. - Wendy M. Reinke, W. M., Herman, K. C., & Stormont, M. (2013).
Classroom-level positive behavior supports in schools: A meta-analysis. Journal of Positive Behavior Interventions, 15(3), 143–156. - Steven W. Lee, S. W., & John J. Odom, S. L. (2015).
A meta-analysis of self-management interventions for children with challenging behavior. Journal of Autism and Developmental Disorders, 45, 1–14. - Timothy J. Newcomer, T. J., & Terrance M. Lewis, T. J. (2004).
Functional behavioral assessment: An investigation of assessment reliability and effectiveness. Journal of Emotional and Behavioral Disorders, 12, 168–181. - Sandra L. Christ, T. J., & Edward S. K. Witt, J. C. (2001).
The effects of behavior-specific praise on student behavior: A meta-analysis. School Psychology Review, 30, 431–445.
