Teaching Young Children with ADHD
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
The knowledge of ADHD has advanced greatly over the last decade, and as a result, affected children are achieving greater success. Children with ADHD are presented with a number of challenges in school and at home. Schools can go a long way in providing environmental changes to make the school day more positive and successful. Children with ADHD generally want to do the right thing but have great difficulty doing it, and often core symptoms of ADHD make day-to-day performance in school difficult. The dilemma for children with ADHD is not that they are not ready for schools, but that schools are not ready for them. The projected outcome of this course is to provide classroom teachers with the knowledge, understanding, and methodologies needed to improve education for young children with ADHD.
As a result of participation in this course, students will:
1. Learn how to recognize the primary symptoms and common impairments of ADHD.
2. Define the causes and “suspected” causes of ADHD.
3. Interpret the various treatments, therapies, and interventions offered to students with ADHD.
4. Identify strategies that support social skills development for children with ADHD
5. Describe Proactive Classroom Management and Positive Behavior Support Strategies for the classroom.
6. Compare specific strategies that can help students with ADHD in the classroom in the areas of Reading, Math and Writing.
7. Distinguish how communication with parent can be improved and how this communication can help student with ADHD be more successful.
8. Differentiate how other disorders can mimic ADHD and other disorders that can co-exist with ADHD.
9. Analyze how the increase of student diagnosed with ADHD will affect them as an educator.
10. Research the perspectives those with ADHD have in the classroom and how teachers can understand them and help them.
11. Outline an overview and explanation of sensory integration therapy.
12. Evaluate sensory integration tips for helping the hyperactive children.
Text / Readings:
The required reading is found in the following texts and article reprints:
Cook, M. (2005). The disruptive or ADHD child: What to do when kids won’t sit still and be quiet. Focus on Exceptional Children, 37, 1-8.
Horowitz, L., & Rost, C. (2004). Helping hyperactive kids – a sensory integration approach. Alameda, CA: Hunter House Inc.
DuPaul, G., Jitendrae, A., Tresco, K., Junod, R., Volpe, R. & Lutz, J. (2004). Children with Attention Deficit Hyperactivity Disorder: Are there Gender differences in school functioning? School Psychology Review, 35, 292-308.
Lougy, R. , DeRuvo, S. & Rosenthal, D. (2007). Teaching young children with ADHD. Thousand Oaks, CA: Corwin Press.
Stormont, M. (2008). Increase academic success for children with ADHD using sticky notes and highlighters. Intervention is school and clinic, 43, 305-308.
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.