EDUC 506: Attention
Deficit Disorder in Schools
Instructor Name: Mick
Phone: 509-891-7219
Office
Hours: 9 a.m. to 5 p.m. PST
Monday – Friday
Email: mick@virtualeduc.com
Address: Virtual
Education Software
Technical
Support: support@virtualeduc.com
* THE EXAMINATIONS FOR THIS
COURSE CAN ONLY BE TAKEN ONE TIME*
_____________________________________________________________________________________________________________________________________
Introduction
Welcome
to Attention Deficit Disorder in Schools,
an interactive computer-based instruction (CBI) course, designed to help you achieve
a better understanding of ADD and intervention strategies to facilitate
positive student change. Attention
Deficit Disorder in Schools 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. The course helps you through the
referral process when you feel a student needs services beyond what you are
capable of or comfortable providing in your classroom environment. This course
also lists resources for both teachers and parents who would like more help or
information about ADD.
This
computer-based instruction course is a self-supporting program that provides
instruction, structured practice, and evaluation
all on your home or school computer. Information on installation and technical
support can be found, and will be covered in detail, in the User Guide section
of your computer software.
Course
Materials
Title: Attention Deficit Disorder in Schools
Author: Nancy Marchand-Martella, Ph.D., Ronald C.
Martella, Ph.D., Charalambos Cleanhous, Ph.D.
Publisher: Virtual
Education Software, Inc. ©1999, Revised 2001
Instructor: Mick R.
Jackson MS/ED
Please keep the CD. There is a $25 replacement fee for CD-roms if
you need to replace yours due to theft, damage, misplacement, etc. Call 1-800-313-6744, with your credit card
information, if you need a replacement.
_______________________________________________________________________________________________
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 CBI 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
may 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 were designed to be
used in the remediation of attention deficit students ranging in age from
approximately five years to early adolescence. Some alterations may be needed
if working with younger children.
Course
Objectives
·
To define the characteristics of
attention deficit for better understanding of the disorder
·
To provide a history of the disorder to
increase knowledge and understanding
·
To increase ability to identify and
assess students possibly having the disorder
·
To increase the number of intervention
strategies available to remediate academic problems and distracting or
self-defeating behaviors
·
To provide information on various treatment
methods used in the treatment of this disorder
·
To increase knowledge of the referral
process for parents and/or professionals in education
·
To provide resources for teachers and
parents to help them and the students with whom they work
___________________________________________________________________________________________
Course Description
The course Attention Deficit Disorder in Schools has been divided into four
sections. This course will provide information on such issues as definition,
history, treatment and even some referral 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 what causes the disorder. This
may also help you understand why students with ADD have behavioral problems in
the classroom and other school settings.
The first section is “History, Definitions, Assessment, and
Special Education”; it gives a clear picture of how to assess the disorder.
Much of this information may be a review, but this section has been added so
that upon completion of this section you will be familiar with the laws
governing special education students with ADD and ADHD. Although this
information may be somewhat dry, it is critical information for a classroom
teacher working with ADD and ADHD students.
Although the information in this section is complete and thorough, there
is much information published about Attention Deficit Disorder and Hyperactive
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 ADD students 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 second section of the Attention Deficit Disorder in Schools
course is titled “Medications,
Stimulants, Resources and Gaining.” This section discusses the occurrences
of the disorder and some of the possible causes. The information in this
section serves to increase your background knowledge of ADD and 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 cause
of the disorder will also help in the understanding of a child and his/her
behavioral problems as well as his/her academic needs.
The third section is “Curriculum Modifications and Study Skills.”
In this section you will be given information on various evaluation materials
used to assess areas of academic weakness. If you have completed assessments on
ADD children in the past, some of these assessment tools may be familiar.
However, some of the assessment tools may help you gain more insight into the
particular problem or issue with an individual child.
Section four, “Interventions, Functional Assessment, Reinforcements and Punishments,”
will review the rights of the child and the responsibilities of the school
district and of the classroom teacher. You will also be taught the different
aspects of reinforcement techniques most commonly used.
These four sections should give you a
firm understanding of ADD, its diagnosis, possible causes, assessment, and the
laws surrounding the disorder.
After you complete each section 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 information sections covering Attention Deficit Disorder, showing
a competent understanding of the material presented.
·
Complete all section examinations, showing a competent understanding of the
material presented.
·
Complete a review of any section on which
your examination score was below 70%.
·
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
Sections Overview
Section 1:
History, Definitions, Assessment and Special Education
1. Introduction
This section helps
teachers, school officials, community agencies, and parents understand the
procedures for diagnosing ADD and ADHD. It will also explain some of the common
characteristics of ADD children.
2.
Related Factors
This section will discuss prevalence rates among
cultures, genders, age groups, and other demographic groups. It will explore
and explain possible causes of both ADD and ADHD.
3.
Ways of Assessing
This section discusses
the various assessment tools and procedures that can be used in the assessment
of both academic and behavioral deficits in the Attention Deficit Disorder
child.
4. Special Education
This section will
provide information on the federal laws that govern both special education in
general and the specific laws and codes that apply to the ADD and ADHD child in
particular.
Section
2: Medications, Stimulants, Resources and Gaining
5. Resources, Gathering Info
This section
will cover both the scientific approaches to understanding ADD 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
ADD and ADHD.
6.
Medications and Stimulants
This section focuses on the various medications
and stimulants used by individuals with ADD.
It covers the support research on medications and stimulants.
Section 3:
Curriculum Modifications and Study Skills
7. Curriculum Modification
This section
focuses on the various instructional methods and adjustments that can be made
in a teacher’s instructional method to accommodate the ADD child. The focus is
to help teachers gain new skills and insights into how best to work with an ADD
child in both structured and unstructured settings. This section also focuses
on helping ADD students 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 home setting to increase overall learning
skills and help with the generalization of learning skills taught in the
classroom.
Section
4: Interventions, Functional Assessments, Reinforcements and Punishments
8. Intervention and Functional Assessment
This section
discusses intervention strategies that can be used to help an ADD or ADHD
student 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.
9.
Reinforcement
This section
discusses some of the typical behavior management problems associated with ADD
and ADHD children. It then covers accepted prevention techniques that can be
used in a variety of settings to help reduce the chances of a behavior
problem. This section 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 section, you will be expected
to complete an examination designed to assess your knowledge. THE EXAMINATIONS FOR THIS COURSE CAN ONLY BE TAKEN ONE TIME.
After your first attempt each examination will lock and not allow further
access. Your final grade for this course will be determined by calculating an
average score of all exams. This score will be printed on your final
certificate. 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 before you complete all questions, your information will be lost. You are
expected to complete the entire exam in one sitting.
_________________________________________________________________________________________________
Writing Assignments
This course has two required writing components.
To save your essays:
Macintosh: When you select the
question or article you wish to write on, simple text or text edit will
automatically be launched. When you are finished, simply click on FILE>SAVE.
Do not select SAVE AS. You do not
need to give the document a name before saving. When you are done, select
FILE>QUIT. You must quit before you
write another essay.
Windows: When you select the
question or article, Notepad will automatically launch. When you are finished,
click on FILE>SAVE. Do not select
SAVE AS. You do not need to give the document a name before saving.
1) Essay Requirement: Critical Thinking Questions
There is a critical thinking question for each chapter
or section. You will do research on the
question and write a brief essay relating it to the course content (and your
personal experiences when possible). To
view the questions, click on ESSAY REQ, and then on CRITICAL THINKING
QUESTIONS. You will see the questions,
one for each chapter or section. Click
on the question you would like to work on; this will bring up a screen where
you can enter your essay. You must write
a minimum of 500 words per essay.
2) Essay Requirement: Journal Articles
This task requires you to
write a review of three journal articles of your choice on a topic related to
this course. You may choose your topic
by entering the Key Words (click on the Key Words button) into a search engine
of your choice (Google, Dogpile, Yahoo, etc.). Choose three relevant articles
and write a 200-word review of each. You may also access the ERIC system and
choose a related topic from a journal listed in that system. Or you can access www.scholar.google.com or www.findarticles.com .Write a critical
summary of the information given in each article, explaining how the
information relates to, supports, or refutes information given in this course.
Conclude your paper with your thoughts and impressions. (200 words per journal
article minimum.) Be sure to provide the journal name, volume, date, and any
other critical information to allow the instructor to access and review that
article.
To write your essays, click
on ESSAY REQ. In the dialog box below that, click on JOURNAL ARTICLE
ASSIGNMENT; this will expand the folder which contains links to the screens
where you can write your reviews. When
you are ready to stop, click on FILE>SAVE.
You may go back at any point to edit your essays. For more information on the features of this
assignment, please consult the HELP menu.
__________________________________________________________________________________________
Instructor Description
Attention Deficit 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, the instructor of
record, is a Behavioral Intervention Specialist with a Master's Degree in
Special Education and 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 Disorder, presenting
to school districts, teacher groups, and at educational conferences.
Contacting the
Instructor
You
may contact the instructor by emailing Mick at mick@virtualeduc.com or calling
him at 509-891-7219, Monday through Friday, 9:00 a.m. - 5:00 p.m. PST. Phone
messages will be answered within 24 hours.
Phone conferences will be limited to ten 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 CD, 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 on your course disk.
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 printed on the
CD label, your operating system and be seated in front of the computer at the
time of your call.
Minimum Requirements
Macintosh Operating Systems
Mac OS 9.x or OS 10.x, 256MB of RAM and 5MB of free hard disk space,
15" or larger color monitor with a minimum resolution of 800x600, CD
driver 4x minimum speed and a printer connected to your computer.
Windows Operating Systems
Windows 2000, XP Home, Professional or newer, 256MB of RAM and 5MB of
free hard disk space; 15" or larger color monitor with a minimum
resolution of 800x600, CD driver 4x minimum speed and a printer connected
to your computer.
Please
contact VESi if you have any questions about the compatibility of these
systems.
_________________________________________________________________________________________________
Refer to the addendum included with your software package regarding
Grading Criteria, Course Completion Information, Items to be Submitted, and
where to send your completed information.
______
Bibliography (Suggested Readings
American Psychiatric Association. (1994). Diagnostic and statistical manual of mental
disorders (4th ed.).
Barkely, R. (1990). Attention Deficit Hyperactivity Disorder, a handbook for diagnosis and
treatment.
Barkley, Russell A.,
Ph.D. (2005). Taking charge of ADHD: The complete authoritative guide for
parents.
Davison, Judy C. (2001, Dec.). Attention Deficit/Hyperactivity Disorder: Perspectives of participants
in the identification and
treatment process. Journal of Educational Thought, 35(3), 227-247.
Erk, Robert R. (2000). Five frameworks for increasing
understanding and effective treatment of Attention-Deficit/Hyperactivity
Disorder: Predominantly Inattentive Type. Journal
of Counseling and Development, 78, 389-399.
Fowler, Mary. (2002). Attention-Deficit/Hyperactivity Disorder (3rd ed.).
NICHCY Briefing Paper. See ED 351 830 for earlier (1991) edition.
Fowler, M.
(1992). C.H.A.D.D. Educators Manual: An in-depth look at
Attention Deficit Disorders from an educational perspective.
Gordon, M. (1991). Jumpin'
Johnny, get back to work! A child's guide to ADHD/Hyperactivity.
Hallowell, Edward M.,
M.D. and Ratey, John J., M.D. (2005). Delivered from distraction: Getting
the most out of life with Attention Deficit Disorder. Ballantine Books.
Hartmann, Thom. (2003). The
Ingersol, B., & Goldstein, S. (1993). Attention Deficit Disorder and learning
disabilities: Realities, myths, and controversial treatments.
Lazarus, Belinda, & Killu, Kim. (1999). Attention
Deficit Disorders evaluation scale - Second edition (ADDES II). Diagnostique, 24(1-4), 1-16.
Marshall, Richard M., Schafer, Vickie A., O'Donnell,
Louise, Elliott, Jennifer, & Handwerk, Michael L. (1999, May-June). Arithmetic disabilities and ADD subtypes: Implications
for DSM-IV. Journal of Learning
Disabilities, 32(3), 239-247.
Nadeau, K., &
Parker, H. C. (1992). The ADD hyperactivity handbook for schools: Effective strategies for
identifying and treating ADD students in elementary and secondary schools.
Parker, R. (1992). Making
the grade: An adolescent's struggle with ADD.
Pastor, Patricia N., & Reuben, Cynthia A. (2002).
Attention Deficit Disorder and learning disability: United States, 1997-98.
Vital Health and Statistics. Data from the National Health Interview Survey.
Place, Maurice, Wilson, Jo, Martin, Elaine, &
Hulsmeier, Jessica. (1999, Sept.). Attention
Deficit Disorder as a factor in
the origin of behavioural disturbance in schools. British Journal of Special
Education, 26(3), 158-163.
Power, Thomas J., Andrews, Ted J., Eiraldi, Ricardo
B., Doherty, Brian J., Ikeda, Martin J., DuPaul, George J., & Landau,
Steven. (1998). Evaluating Attention
Deficit Hyperactivity Disorder using multiple informants: The incremental utility of combining teacher
with parent reports. Psychological Assessment, 10, 250-260.
Reif, S. F. (1993). How to reach and teach ADD/ADHD children: Practical techniques,
strategies, and interventions for helping children with attention problems and
hyperactivity. Council for Exceptional Children.
Spencer, Thomas A. (2005, March). Brain imaging designs
ADHD treatment with lower risk of abuse. The
American Journal of Psychiatry.
Stormont, Melissa, Stebbins, Molly S., & McIntosh,
David E. (1999, Nov.). Characteristics
and types of services received
by children with two types of attention deficits. School Psychology
International, 20(4), 365-375.
Yelich, Glenn A. (2001). An assessment protocol for
the evaluation of Attention Deficit Hyperactivity Disorder in the school
setting. (ERIC Identifier:
ED464428)
Zuvekas, Samuel H., Vitiello, Benedetto, & Norquist,
Grayson S. (2006, April). Recent trends in stimulant medication use among
children. The American Journal of
Psychiatry.