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Attention Deficit Disorder:
Information &
Interventions for Effective Teaching
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
Welcome
to Attention Deficit Disorder (ADD),
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 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: Information
& Interventions for Effective Teaching
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
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.
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.
·
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
The course Attention Deficit Disorder 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 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.
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%.
·
Retake any section examination, after
completing an information review, to increase that section examination score to
a minimum of 70% (maximum of three attempts).
·
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.
Section 1:
History, Definitions, Assessment and Special Education
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.
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.
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
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.
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
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
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.
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.
At the end of each section, you will be expected
to complete an examination designed to assess your knowledge. You may take
these exams a total of three times. The software will save the last score, not
the highest score. After your third 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 section 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
section. You will do research on the
question and write a brief essay upon relating it to the course content (and
your personal experiences when possible).
To view the questions, click on ESSAY REQ, then on CRITICAL THINKING
QUESTIONS. You will see the questions,
one for each 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. After 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.
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.
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.
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.
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
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.
______
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Barkley, Russell A.,
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