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 |
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Instructor: |
Dr.
Karen Lea |
|
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.
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:
·
Complete all four
information sections showing a competent understanding of the material
presented in each section.
·
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. 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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F. M., & Elliott, S. N. (2008). Social Skills Improvement System Rating
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K., Russ, S. A., Kahn, R. S., & Halfon, N. (2011). Patterns of comorbidity,
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R. C., Nelson, J. R., Marchand-Martella, N. E., & O’Reilly, M. (2012). Comprehensive
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A. J. (2014). The role of ADHD in academic adversity: Disentangling ADHD
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S. B., & House, S. N. (2019). Attention Deficit Disorders Evaluation
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M., & Tolonen, H. (2022). The association between ADHD and environmental
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Course
content is updated every three years. Because of this update timeline, some URL
links may no longer be active or may have changed. Please type the title of the
organization into the command line of any internet browser search window and
you will be able to find whether the URL link is still active or any new link
to the corresponding organization’s web home page.
11/16/23 JN