How to Help Children with Co-Existing Neuro-Behavioral Disorders in the Classroom
Instructor: Tammy Berg
Grading: Letter or S/U
Spring, Summer & Fall (Ongoing)
Instruction Mode: Correspondence
Academic Level: K-12 Professional Development
NDSU Credit Fee: $345
Class Offered Through S.C.T. Continuing Education Services
This course offers scientifically up-to-date, all-in-one guides to the whole range of often co-existing neuro-behavioral disorders in children, from attention deficit hyperactivity disorder (ADHD), obsessive-compulsive disorder, and bipolar disorder to autistic spectrum disorders, nonverbal learning disabilities, sensory integration problems, and executive dysfunction. This course provides accessible information on causes, symptoms, interactions with other conditions, and treatments. In addition, effective behavioral strategies for responding to children who display traits of these disorders - whether at home, at school, or in other settings are offered in this course. After completing this course, educators will have a good knowledge base of childhood neurological disorders, how they may co-exist, as well as strategies for helping students with these issues become more successful students.
As a result of participation in this course, students should be able to:
1. Identify the characteristics of a student who may have the “syndrome mix,” which is more than one neurological disorder at the same time.
2. Describe the general principles of diagnosis and treatment for multiple neurological disorders.
3. Investigate several childhood neurological disorders including the symptoms and treatment options.
4. Use various strategies in the classroom to help students with neurological disorders be successful learners.
5. Analyze medication options for several childhood disorders.
6. Develop a plan for working with parents of child who works with co-existing disorders.
7. Develop a way for making changes within the school system to help students with one or more neurological diagnosis.
8. Design appropriate interventions to students with multiple diagnoses based on the numerous suggestions listed in the text.
9. Analyze how teachers can improve learning for students with brain impairments through understanding the disorder for which they have been diagnosed.
10. Analyze the major characteristics associated with autism and offers some simple strategies for helping children with autism function in school settings.
Text / Readings:
The required reading is found in the following texts and article reprints:
Hall, P. & Hall, N. (2003). Educating oppositional and defiant children. Alexandria, VA. Association for Supervision and Curriculum Development. (Chapters 1 & 2 only)
Jakobson, A., & Kikas, E. (2007). Cognitive functioning in children with and without attention-deficit/hyperactivity disorder with and without comorbid learning disabilities. Journal of Learning Disabilities, 40, 194-202.
Jensen, E. (2001). Fragile brains. Educational Leadership, 59, 32-36.
Kutscher, M. (2005). Kids in the Syndrome Mix of ADHD, LD, Asperger’s, Tourette’s, Bipolar, and More! Philadelphia, PA: Jessica Kingsley Publishers.
Willis, C. (2009). Young children with autism spectrum disorders: Strategies that work. Young Children, 64, 81-82, 84-88.
About The Instructor
Tammy Berg has earned her M.S. in Education and her B.A. in Psychology from the University of Wisconsin, Oshkosh. Tammy is a licensed school counselor in Wisconsin. She has over 14 years of experience in school counseling.
A minimum $20 processing fee will be assessed per person for cancellations received after the start of the course. Refunds are not issued after the start of the course or after access to the course has been provided.