Introduction

Welcome to Attention Deficit Disorder (ADD), an interactive computer-based instruction 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.

Instructor: Mick R. Jackson MS/ED

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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

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Course Overview

Chapter 1: History & Prevalence

This chapter 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 chapter will also discuss prevalence rates among cultures, genders, age groups, and other demographic groups. It will explore and explain possible causes of both ADD and 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 Attention Deficit Disorder child. 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 ADD and ADHD child in particular.

Chapter 3: Resources & Approaches

This chapter 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 chapter will also focus on the various medications and stimulants used by individuals with ADD. 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 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 chapter 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. This chapter also 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. Also discussed in this chapter are some of the typical behavior management problems associated with ADD and 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.

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%.

· 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 a course evaluation form at the end of the course.

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Course Overview

Chapter 1: History & Prevalence

Chapter 2: Assessment & Special Education

Chapter 3: Resources & Approaches

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 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 chapter 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. This chapter also 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. Also discussed in this chapter are some of the typical behavior management problems associated with ADD and 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. 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.

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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, 512MB 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 XP Home, Professional or Vista, 512MB 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.

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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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Bibliography (Suggested Readings)

American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: Author.

Barkely, R. (1990). Attention Deficit Hyperactivity Disorder, a handbook for diagnosis and treatment. New York: Guilford Press.

Barkley, Russell A., Ph.D. (2005). Taking charge of ADHD: The complete authoritative guide for parents. New York: Guilford Publications.

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 (3^rd 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. Plantation, FL: C.H.A.D.D.

Gordon, M. (1991). Jumpin' Johnny, get back to work! A child's guide to ADHD/Hyperactivity. DeWitt, New York: GSI Publications. (for ages 7-12).

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 Edison gene: ADHD and the gift of the hunter child. Rochester, Vermont: Park Street.

Ingersol, B., & Goldstein, S. (1993). Attention Deficit Disorder and learning disabilities: Realities, myths, and controversial treatments. New York: Doubleday.

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.

Moline, Scott, & Frankenberger, William. (2001, Nov.). Use of stimulant medication for treatment of Attention-Deficit/Hyperactivity Disorder: A survey of middle and high school students' attitudes. Psychology in the Schools, 38(6), 569-584.

Nadeau, K., & Dixon, E. (1993). Learning to slow down and pay attention. Annandale, VA: Chesapeake Psychological Publications.

Parker, H. C. (1992). The ADD hyperactivity handbook for schools: Effective strategies for identifying and treating ADD students in elementary and secondary schools. Plantation, FL: Impact.

Parker, R. (1992). Making the grade: An adolescent's struggle with ADD. Plantation, FL: Impact Publications.

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. Boston: Allyn & Bacon.

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.

Updated 3/18/09 RJ