Attention Deficit/Hyperactivity Disorder:
Information & Interventions
for Effective Teaching
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Instructor Name: |
Dr. Karen Lea |
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Facilitator: |
Mick R. Jackson MS/ED |
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Phone: |
509-891-7219 |
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Office Hours: |
8 a.m. to 5 p.m. PST Monday - Friday |
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Email: |
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Address: |
Virtual Education Software |
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23403 E Mission Avenue, Suite 220F |
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Liberty Lake, WA 99019 |
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Technical Support: |
Introduction
Welcome to Attention Deficit/Hyperactivity Disorder
(ADHD), an interactive distance learning course designed to help you achieve a
better understanding of ADHD and provide intervention strategies to facilitate
positive student change. Attention Deficit/Hyperactivity Disorder
provides information on the history of the disorder, accepted methods to assess
and identify students with the disorder, and various treatment methods that are
currently being used to treat the disorder. This course also lists resources
for both teachers and parents who would like more help or information about
ADHD.
This computer-based instruction course is a self-supporting
program that provides instruction, structured practice, and evaluation all on
your home or school computer. Technical support information can be found in the
Help section of your course.
Course Materials (Online)
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Title: |
Attention
Deficit/Hyperactivity Disorder: Information & Interventions for Effective
Teaching |
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Author: |
Mick Jackson MS/ED |
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Publisher: |
Virtual Education Software, inc.
Revised 2022, Revised 2026 |
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Instructor: |
Dr. Karen Lea |
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Facilitator: |
Mick Jackson MS/ED |
Academic Integrity Statement
The structure and format of most distance-learning courses
presume a high level of personal and academic integrity in completion and
submission of coursework. Individuals enrolled in a distance-learning course
are expected to adhere to the following standards of academic conduct.
Academic Work
Academic work submitted by the individual (such as papers,
assignments, reports, tests) shall be the student’s own work or appropriately
attributed, in part or in whole, to its correct source. Submission of
commercially prepared (or group prepared) materials as if they are one’s own
work is unacceptable.
Students are required to
view/read each screen in each exercise of each chapter. Screens,
exercises and chapter content may not be skipped. Students are also required to
access and read all content in each course handout. A participant who fails to
complete the entire course in the manner intended and as outlined, may have
their grade reduced or fail the course. It is the student's responsibility to
contact the facilitator, instructor-of-record, or VESi registrar if there is
any question as to the manner in which this course is
to be completed.
Aiding Honesty in Others
The individual will encourage honesty in others by refraining
from providing materials or information to another person with knowledge that
these materials or information will be used improperly.
Violations of these academic standards will result in the
assignment of a failing grade and subsequent loss of credit for the course.
Level of Application
This course is designed to be an informational course with
application to work or work-related settings. The intervention strategies are
designed to be used in the remediation of students with attention deficit
ranging in age from approximately 5 years to early adolescence. Some
alterations may be needed if you are working with younger children.
Expected Learning Outcomes
As a result of this course, participants will demonstrate their
ability to:
·
Define the characteristics of attention-deficit/hyperactivity
disorder for better understanding of the disorder
·
Provide a history of the disorder to increase knowledge and
understanding
·
Increase ability to identify and assess students possibly having
the disorder
·
Increase the number of intervention strategies available to
remediate academic problems and distracting or self-defeating behaviors
·
Provide information on various treatment methods used in the
treatment of this disorder
·
Increase knowledge of the referral process for parents and/or
professionals in education
·
Provide resources for teachers and parents to help them and the
students with whom they work
Course Description
The course Attention Deficit/Hyperactivity Disorder has
been divided into four chapters. This course provides information on such
issues as definition, history, treatment and even some additional sources that
may be accessed. The subject areas are sequential and, although it is not
required, they should be completed in the order in which they are presented in
the program. After completing these four sections you should have the basic framework for understanding
possible causes of the disorder and effective interventions. This may also help
you understand why students with ADHD have behavior problems in the classroom
and other school settings and how to respond.
The first and second chapters are “History & Prevalence” and
“Assessment & Special Education”;
they give a clear picture of how to assess the disorder. Much of this
information may be a review,
but this chapter has been added so that upon completion of this chapter you
will be familiar with the laws and criteria governing special education
students with ADHD. Although this information may be somewhat dry, it is
critical information for a classroom teacher working with students with ADHD.
Furthermore, the information in this section is complete and thorough, but
there is much additional information published about
attention-deficit/hyperactivity disorder. We recommend that you
complete readings and research outside the course materials and information to
gain a fuller understanding of the disorder and its treatment. To cover all
areas and issues affecting students with ADHD and their behavior would not be
possible in one university course. However, this introduction section and
subsequent sections should give you a firm understanding of the disorder and
effective tools for facilitating positive changes with these students.
The third chapter of the Attention Deficit/Hyperactivity
Disorder course is titled “Resources
& Approaches.” This section discusses the occurrences of the disorder
and some of the possible causes. The information in this chapter serves to
increase your background knowledge of ADHD, so that an effective intervention
plan can be developed to help the student with both academic and behavioral
difficulties. Gaining an understanding of the possible causes of the disorder
will also help in understanding a child and his/her behavioral problems, as
well as his/her academic needs.
Chapter four is “Curriculum
Modifications & Interventions.” In this chapter you will be given
information on various evaluation materials used to assess areas of academic
weakness, the primary one being functional behavior assessment. This chapter
describes different available interventions that can be used with these
students in different subject areas. You will also be taught the different
aspects of reinforcement and self-management techniques most
commonly used.
These four chapters should give you a firm understanding of ADHD
and the laws surrounding the disorder, its diagnosis, possible causes,
assessment, and evidence-based interventions.
After you complete each chapter of the course, an examination
will be used to evaluate your knowledge and ability to apply what you’ve
learned.
Student Expectations
As a student you will
be expected to:
·
Students are required to
view/read each screen in each exercise of each chapter. Screens,
exercises and chapter content may not be skipped. Students are also required to
access and read all content in each course handout.
·
Complete all four
section examinations, showing a competent understanding of the material
presented. You must obtain an overall
score of 70% or higher, with no
individual exam score below 50%, and
successfully complete ALL writing assignments to pass this course. *Please note: Minimum exam
score requirements may vary by college or university; therefore, you should
refer to your course addendum to determine what your minimum exam score
requirements are.
·
Complete a review of any section on which your examination score
was below 50%.
·
Retake any examination, after completing an information review,
to increase that examination score to a minimum of 50%, making sure to also be
achieving an overall exam score of a minimum 70% (maximum of three
attempts). *Please note: Minimum exam score requirements may vary by
college or university; therefore, you should refer to your course addendum to
determine what your minimum exam score requirements are.
·
Complete all course journal article and essay writing
assignments with the minimum word count shown for each writing assignment.
·
Complete a course evaluation form at the end of the course.
Course Overview
Chapter 1:
History & Prevalence
This chapter helps teachers, school officials, community
agencies, and parents understand the procedures for diagnosing ADHD. It will
also explain some of the common characteristics of children with ADHD. This
chapter will also discuss prevalence rates among cultures, genders, age groups,
and other demographic groups. It will explore and explain possible causes of
ADHD.
Chapter 2:
Assessment & Special Education
This chapter discusses the various assessment tools and
procedures that can be used in the assessment of both academic and behavioral
deficits in the child with attention-deficit/hyperactivity disorder. This
chapter will also provide information on the federal laws that govern both
special education in general and the specific laws and codes that apply to the
child with ADHD in particular.
Chapter 3:
Resources & Approaches
This chapter will cover both the scientific approaches to
understanding ADHD and the controversial treatments that currently are being
used to treat the disorder. The explanation will focus on research that has
shown promise in the control of ADHD. This chapter will also focus on the
various medications and stimulants used by individuals with ADHD. It covers the
support research on medications and stimulants.
Chapter 4:
Curriculum Modifications & Interventions
Chapter four focuses on the various instructional methods and
adjustments that can be made in a teacher’s instructional method to accommodate
the child with ADHD. The focus is to help teachers gain new skills and insights
into how best to work with a child with ADHD in both structured and
unstructured settings. This chapter also focuses on helping students with ADHD
learn new and effective strategies to help them become more successful in an
academic environment. These are also strategies that can be used in both a
community and a home setting to increase overall learning skills and help with
the generalization of learning skills taught in the classroom. This chapter
also discusses intervention strategies that can be used to help students with
ADHD maintain focus and stay on task, and to reduce
the number of distractions and off-task behavior. These strategies can be used
in the classroom, community, or home environment. Also discussed in this
chapter are some of the typical behavior management problems associated with
ADHD children. Included is discussion of accepted prevention techniques that
can be used in a variety of settings to help reduce the chances of a behavior
problem. This chapter also discusses specific techniques and procedures that
can be used to remediate behavior problems when they occur. These techniques
can then be developed into a behavior intervention program. Such a program can
be used to monitor and remediate behaviors in a variety of social settings.
Examinations
At the end of each chapter, you will be expected to complete an
examination designed to assess your knowledge. You may take these exams a total
of three times. Your last score will save, not the
highest score. After your third attempt, each examination will lock and not
allow further access. The average from your exam scores will be printed on your
certificate. However, this is not your final grade since your required writing
assignments have not been reviewed. Exceptionally written or poorly written
required writing assignments, or violation of the academic integrity policy in
the course syllabus, will affect your grade. As this is a self-paced
computerized instruction program, you may review course information as often as
necessary. You will not be able to exit any examinations until you have
answered all questions. If you try to exit the exam section before you complete
all questions, your information will be lost. You are expected to complete the
entire exam in one sitting.
Writing Assignments
All
assignments are reviewed and may impact your final grade. Exceptionally
or poorly written assignments, or violation of the Academic Integrity Policy
(see course syllabus for policy), will affect your grade. Fifty percent of your
grade is determined by your writing assignments, and your overall exam score
determines the other fifty percent. Refer to the Essay Grading Guidelines that were sent as an attachment with your
original course link. You should also
refer to the Course Syllabus Addendum, which was sent as an attachment with
your original course link, to determine if you have any writing assignments in
addition to the Critical Thinking Questions (CTQ) and Journal Article
Summations (JAS). If you do, the Essay Grading Guidelines will also apply.
Your writing assignments must meet the minimum word count and
are not to include the question or your final citations as part of your word
count. In other words, the question and citations are not to be used as a means to meet the minimum word count.
Critical Thinking Questions
There are four CTQs
that you are required to complete. You will need to write a minimum of 500
words (maximum 1,000) per essay. You should explain how the information that
you gained from the course will be applied and clearly convey a strong
understanding of the course content as it relates to each CTQ. To view the
questions, click on REQUIRED ESSAY and choose the CTQ that you are ready to
complete; this will bring up a screen where you may enter your essay. Prior to
course submission, you may go back at any point to edit your essay, but you
must be certain to click SAVE once you are done with your edits.
You must click SAVE before you write another essay or move on to
another part of the course.
Journal Article Summations
You are required to
write, in your own words, a summary on a total of three peer-reviewed or
scholarly journal articles (one article per JAS), written by an author with a
Ph.D., Ed.D., or similar, on the topic outlined within each JAS section in the
“Required Essays” portion of the course (blogs, abstracts, news articles, or
similar are not acceptable). Your article choice must relate specifically to
the discussion topic listed in each individual JAS. You will choose a total of
three relevant articles (one article per JAS) and write a thorough summary of
the information presented in each article (you must write a minimum of 200
words with a 400 word maximum per JAS). Be sure to
provide the URL or the journal name, volume, date, and any other critical
information to allow the facilitator to access and review each article.
To write your summary,
click on REQUIRED ESSAYS and choose the JAS that you would like to complete. A
writing program will automatically launch where you can write your summary.
When you are ready to stop, click SAVE.
Prior to course submission you may go back at any point to edit your summaries but you must be certain to click SAVE once you are
done with your edits. For more information on the features of this assignment,
please consult the HELP menu.
You must click SAVE before you write another summary or move on
to another part of the course.
Facilitator Description
Attention Deficit/Hyperactivity Disorder has
been developed by a team of professionals with educational backgrounds in the
areas of clinical psychology, behavioral science, and behavior analysis and
therapy. Mick
Jackson is a Behavioral Intervention Specialist with a master's degree in Special Education with a focus on
Behavioral Theory. He has 15 years of combined experience in self-contained
special education classrooms, resource rooms, and a hospital day treatment
setting. He has conducted oral seminars on Attention Deficit/Hyperactivity Disorder, presenting to school
districts and teacher groups, as well as at educational conferences. Professor
Jackson also has over 25 years of experience teaching exceptional education
courses at the graduate level. Please contact Professor Jackson if you have
course content or examination questions.
Instructor Description
Karen Lea holds a Ph.D. in education. Dr. Lea has 15 years’
experience teaching at the K–12 level and another 14 years’ experience teaching
education courses at the undergraduate and post-graduate level. Currently she
is a coordinator for a cadre of instructional developers and project manager
for aerospace online training. Dr. Lea has been professionally published over
fifteen times and has served on over a dozen panels and boards, including
serving on the NCATE (CAEP) Board of Examiners.
Please contact Professor Jackson if you
have course content or examination questions.
Contacting the Facilitator
You may contact the facilitator by emailing Professor Jackson at
mick@virtualeduc.com
or calling him at 509-891-7219, Monday through Friday, 8:00 a.m. – 5:00 p.m.
PST. Phone messages will be answered within 24 hours. Phone conferences will be
limited to 10 minutes per student, per day, given that this is a self-paced
instructional program. Please do not contact the instructor about technical
problems, course glitches, or other issues that involve the operation of the
course.
Technical Questions
If you have questions or problems related to the operation of
this course, please try everything twice. If the problem persists
please check our support pages for FAQs and known issues at www.virtualeduc.com
and also the Help section of your course.
If you need personal assistance, then email support@virtualeduc.com
or call 509-891-7219. When contacting technical support, please know your course version number (it is located at the bottom
left side of the Welcome Screen) and your operating system, and be seated in
front of the computer at the time of your call.
Minimum Computer Requirements
Please refer to VESi’s website: www.virtualeduc.com
or contact VESi if you have further questions about the compatibility of your
operating system.
Refer to the addendum
regarding Grading Criteria, Course Completion Information, Items to be
Submitted, and how to submit your completed information. The addendum will also
note any additional course assignments that you may be required to complete
that are not listed in this syllabus.
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