Continuing Professional Education Courses (CPE)
- America's Political Heritage: An Educator's Guide
- An Educator's Guide to ADHD
- An Educator's Guide to Dealing with Difficult Parents and with Parents in Difficult Situations
- An Educator's Guide to Preventing Bullying In and Out of the Classroom
- Autism: Putting the Puzzle Pieces Together
- Basic Spanish for the Educational Setting
- Classroom Management for Students with Emotional and Behavioral Disorders
- Differentiated Instruction for the Mixed-Ability Classroom
- Economics for Educators
- Effective Teaching Strategies for Increasing Student Achievement
- Increasing Student Achievement Through Effective Classroom Management
- Intermediate Spanish for the Educational Setting
- Pennsylvania: A History of the Commonwealth
- Positive and Proactive Classroom Management for the 21st Century
- Psychology for Educators
- Reading in the Content Area
- Semantic Mapping: Visual Strategies for Active Learning
- Special Education: Disabilities and Designing Instruction
- Specific Strategies and Interventions for the Most Difficult to Manage Students
- Teacher's Toolbox: 21st Century Educator
- Teacher's Toolbox: Building Self Esteem in the Classroom to Achieve Success, Beat Bullying ......
- Teacher's Toolbox Series: Gangs and School Violence
- Teacher's Toolbox: How to Effectively Communicate with Parents
- Teacher's Toolbox: How to Identify and Combat Bullying In Our Schools
- Teacher's Toolbox: How to Moodle
- Teacher's Toolbox: Teaching What Really Happened: The Holocaust
- Teaching Self-Determination to Students with Disabilities
- Technology for Educators Series: Basic Technology for Non-Techie Teachers
- The American History for Educators Series: America from Province to Nation
- The American History for Educators Series: The American Revolution
- The American History for Educators Series: The Civil War and Reconstruction
- The History of Issues and Challenges Facing Public Education
- Using Functional Behavioral Assessment and Positive Behavior Supports to Manage Challenging Behavior
- Using Multiple Intelligences to Teach Diverse Students
- Using Rubrics to Assess Student Performance
- Central Intermediate Unit 10
- An Educator's Guide to ADHD
An Educator's Guide to ADHD
CPE Course #20120156
Upcoming Session Dates
September 12 - October 12, 2019
Registration deadline for this session is September 5, 2019. Payment must be received in the CIU 10 office on or before September 5, 2019. Late fee of $15.00 will be charged for payments received after September 5, 2019.
October 15 - November 13, 2019
Registration deadline for this session is October 8, 2019. Payment must be received in the CIU 10 office on or before October 8, 2019. Late fee of $15.00 will be charged for payments received after October 8, 2019.
November 16 - December 14, 2019
Registration deadline for this session is November 8, 2019. Payment must be received in the CIU 10 office on or before November 8, 2019. Late fee of $15.00 will be charged for payments received after November 8, 2019.
January 3 - January 30, 2020
Registration deadline for this session is December 27, 2019. Payment must be received in the CIU 10 office on or before December 27, 2019. Late fee of $15.00 will be charged for payments received after December 27, 2019.
February 2 - March 1, 2020
Registration deadline for this session is January 24, 2020. Payment must be received in the CIU 10 office on or before January 24, 2020. Late fee of $15.00 will be charged for payments received after January 24, 2020.
March 3 - March 31, 2020
Registration deadline for this session is February 25, 2020. Payment must be received in the CIU 10 office on or before February 25, 2020. Late fee of $15.00 will be charged for payments received after February 25, 2020.
This three-credit graduate level course is designed for teachers from grades K-12. The participants will be provided with an in-depth exploration of Attention-Deficit/Hyperactivity Disorder (ADHD). Emphasis will be placed on the educational implications of research of information, techniques, and strategies to help students with this disorder increase their academic success in meeting the Pennsylvania Academic Standards and perform well on state and local assessments. Examples, case studies, guidelines, and practical tips from experienced teachers will be reviewed to explore the connections between knowledge and practice. This is an online Moodle class, and each session contains a series of lessons, videos, written responses, and other activities.
This course, which lasts approximately 30 days, will be completed strictly online using the Moodle platform. The instructor for this course is Agolino Educational Services. Pending receipt of payment, participants will receive an email from Agolino Educational Services containing their log-on information the night before the course begins.
Participants who successfully complete all requirements of this course will earn Three (3) PDE Graduate Level Credits, equal to 90 Act 48 Hours.
Participants will be able to:
- list the behavioral characteristics of ADHD according to the DSM-IV and the DSM-IV-TR.
- describe the academic difficulties related to inattention in reading, writing, and math.
- define Dr. Russell Barkley's theory of the "executive functions" of the brain and how they relate to children, teens, and adults with ADHD (2000a, May).
- review nine conditions of disorders than can co-exist with ADHD (American Academy of Pediatrics, 2000 and CHADD, 2001a.)
- discuss why the diagnosis of ADHD is not a simple process.
- summarize what behavior rating scales are and list the types that teahers and parents might be asked to complete.
- identify what teachers and parents need to know if a child/teen is on medication for the treatment of ADHD.
- explain the characteristics of an effective multimodal management plan for children and teens with ADHD.
- delineate a variety of possible school accommodations and interventions that can be provided to enable a child or teen with ADHD to have better academic and social/behavior success.
- list fourteen assumptions, attitudes, and expectations teachers have about students with ADHD.
- identify the partnership that is developed between parents, educators, and clinicians as a key element in the successful management of ADHD in any child or teen.
- summarize why it is important that administrators be aware of the characteristics and strategies for effectively managing and educating students with ADHD and support teachers in dealing with disruptive children.
- outline classroom strategies to maximize the success of students with ADHD in preschool, kindergarten, middle school, and high school.
Graduate Level RequirementAct 48 requires 42 hours of instruction plus 48 hours of out-of-class activity including a course project. Participants out-of-class assignments include but are not limited to:
- complete activities that incorporate the Pennsylvania Academic Standards.
- write a plan of implementation that will include several of the strategies for students with ADHD presented in this course. The paper will state how these strategies can be used in their own classrooms.