Attention deficit/hyperactivity disorder (ADHD) is a psychiatric disorder that displays age inappropriate levels of inattention, hyperactivity-impulsiveness or a combination of these characteristics. If not properly managed, the effects of ADHD can negatively impact a child’s life and continue to affect well into adulthood. Unmanaged ADHD in children can lead to lower occupational status, poor social relationships, commitment of criminal offenses and/or substance abuse. ADHD is the most common psychiatric disorder among children, therefore, healthcare providers play a vital role in screening and treating ADHD. However, studies have shown providers often feel they lack the knowledge and confidence in identifying and treating children with ADHD. The purpose of this project was to increase PCP knowledge and confidence to better treat the high prevalence of pediatric patients with ADHD. The “Model for Change to Evidence-Based Practice” framework by Rosswum and Larrabee provided guidance for this project through a systematic approach towards change. Understanding and using change theory frameworks can aid medical professionals or change agents to surge the likelihood of success. The Change Theory by Kurt Lewin guided a positive change. In order to meet the overall purpose of this project, these project outcomes had to be meet: 1) Increase awareness of the current evidence based clinical practice guidelines and algorithms on managing children with ADHD. 2) Provide and educate PCPs on the proper screening tools and referrals needed to managed ADHD in children. 3) Reduce the time from initial visit to treatment or medication for children with ADHD to improve patient outcomes. These outcomes were measured by assessing practices before and after the project implementation. According to the literature, there is a great significance on how poorly managed ADHD has a negative impact on a child’s life. Primary care provides are the gatekeepers in recognizing childhood mental health difficulties by using interview techniques, screening measures, levels of familiarity, and trainings. All project outcomes were met and the project was deemed successful. The p-value was .042189. The result was significant at p<.05. The results indicate that there was indeed an increase in comfort level among providers when managing ADHD in children after the educational in-service.
