Attention
Deficit/Hyperactivity Disorder:
Information
& Interventions for Effective Teaching
Instructor: Dr. Karen Lea
Facilitator: Mick R. Jackson MS/ED
Phone: 509-891-7219
Office
Hours: 8
a.m. to 5 p.m. PST Monday – Friday
Email: mick@virtualeduc.com
Address: Virtual
Education Software
16201
E Indiana Ave, Suite 1450
Spokane,
WA 99216
Technical
Support: support@virtualeduc.com
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)
Title: Attention Deficit/Hyperactivity 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, Revised 2010, Revised 2013, Revised 2016
Instructor: Dr. Karen Lea
Facilitator: Mick R. Jackson MS/ED
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.
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.
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
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 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.
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%, to pass this course.
·
Complete a review of any section on
which your examination score was below 50%.
*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.
·
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 a course evaluation form
at the end of the course.
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.
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. Your final grade for the
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.
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, the instructor of
record, 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.
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 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, 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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12/19/16 JN