WatkinsTameka

Those children that do actually have the condition are often labeled and treated differently rather than accommodated. || What programs/policies are in place to prevent children from being categorized and discriminated against in school? || There are IEP/ or 504 plans that can be implemented for children with ADHD || other approaches to treatment like structured routines, and behavior modification therapy. || What percentage of schools work collectively with parents and health care personnel to ensure adequate treatment/accommodation of children with ADHD/ADD? || According to research there needs to be better collaboration between the two. I didn't find a percent though. || imbalance in the brain. Therefore, the child should be treated as someone with an illness and not as an unruly child || What factors contribute to the success or failure of a child with ADHD/ ADD in school? || Consistency, structure, and parent/teacher involvement is absolutely essential for the success of a child with ADHD || of children with this condition often become frustrated and give up on the child which perpetuates the cycle of ineffective treatment. || Should children with ADHD/ADD be placed in special needs classes? If so is this done for the benefit of the student or the teacher? Do children with ADHD/ADD necessarily need to be placed on an IEP? || Having a diagnosis of ADHD doesn't automatically mean that a child needs to be placed on an IEP however, parents shouldn't take it as a negative if their child is placed on one. There may be instances where the lack of teacher knowledge or patience may result in the child being placed or recommended for special needs classes when general ed classes are sufficient, however, with the high percentage rate of children with ADHD that are held back special needs classes shouldn't be frowned upon. || What percentage of children in elementary school are diagnosed with ADHD and ADD? Could teaching using VAKT (visual, auditory, kinesthetic, and tactile) methods improve the performance of students with ADD or ADHD?
 * KWL Assignment** My Research Paper Topic:
 * What I know ||< What I want to know || What I Learned ||
 * Many children are misdiagnosed as having ADHD, and ADD.
 * Children with ADHD/ADD are often over medicated. There are
 * ADHD/ADD is attributed to genetics as well as a chemical
 * Individuals that are responsible for the care of and education
 * Children with ADHD/ADD do not chose to be the way they are. ||  ||   ||

__Purpose Statement__:
 * Purpose and Thesis Statement Assignment**

The purpose of my research paper is to identify what measures taken by parents and teachers contribute to the success or failure of a child with ADHD/ADD.

__Thesis Statement:__

There is a positive correlation between parent/teacher involvement and the success of a child with ADHD/ADD.

I would add the word 'positive' to correlation to make it "a positive correlation between". Thank you. Adding the word positive does make it more clear that I'm looking for the benefits.

When I read your statements I am a little unclear about whether you are focusing on how a teacher can help a student with ADHD and how a parent can help the student, or if you are focusing on how a parent and teacher can work together to support the student. I am focusing on how the support of parents and teachers is directly related to the success of a child with ADHD.

Chacko, A., Wymbs, B. T., Wymbs, F. A., Pelham, W. E., Swanger-Gagne, M. S., Girio, E., & ... O'Connor, B. (2009). Enhancing Traditional Behavioral Parent Training for Single Mothers of Children with ADHD. //Journal of Clinical Child and Adolescent Psychology//, 38(2), 206-218. Retrieved from [|http://proxytu.researchport.umd.edu/login?ins=tu&url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ833103&site=ehost-live]
 * Annotated Bibliography/Reference List NOTE: Use the publisher URL and not the link to the Towson Ebsco database in the retrieval statement. Also, journal article titles only have the first word, a word after a colon and any proper nouns capitalized. **

Parents play a critical role in the treatment of a child with ADHD. In order for a child to be successful it is up to each individual that interacts with the child. This study looked at the challenges single parents (mothers and fathers) face while trying to raise a child with ADHD. Efron, D., Sciberras, E., & Hassell, P. (2008). Are Schools Meeting the Needs of Students with ADHD?. //Australasian Journal of Special Education//, 32(2), 187-198. Retrieved from [|http://proxytu.researchport.umd.edu/login?ins=tu&url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ811161&site=ehost-live] This article presents the parents perspective on whether the schools adequately support children with ADHD. The participants in this study answered a questionnaire regarding how they felt about the support their child was receiving. Some of the concerns that were expressed by the parents are the size of classrooms and knowledge of the disease teachers possess. There is the belief by parents that the lack of knowledge concerning the disease and its treatment has a direct effect on the ability of the teacher to adequately accommodate a child with ADHD. Egeland, J., Johansen, S., & Ueland, T. (2010). Do Low-Effort Learning Strategies Mediate Impaired Memory in ADHD?. //Journal of Learning Disabilities//, 43(5), 430-440. Retrieved from [|http://proxytu.researchport.umd.edu/login?ins=tu&url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ896979&site=ehost-live] ADHD may essentially be a condition that is based in the lack of ability opposed to the lack of will as it is often portrayed. It addresses the different aspects of ADHD that may contribute to a child’s inability to recall information. One of the problems when dealing with children that have ADHD is that they are held to the same standard of other children. They are expected to be able to absorb and retain the same amount of information as children without cognitive impairment. However, this is virtually an impossible request due to the fact that children with ADHD are easily bored with a task once the novelty has worn off.

McKinley, L. A., & Stormont, M. A. (2008). The School Supports Checklist: Identifying Support Needs and Barriers for Children with ADHD //. Teaching ////Exceptional Children//, 41(2-), 14-19. Retrieved from [|http://proxytu.researchport.umd.edu/login?ins=tu&url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ842551&site=ehost-live] This article addresses different exceptions that can be put into place to help children with ADHD adapt to and excel in the classroom. Children that have a diagnosis can qualify for a 504 plan or an IEP. By implementing said programs children that suffer from ADHD have an enhanced likelihood of being successful in school. By using the school support checklist teachers are able to identify the areas that the child will need further assistance in so as to better support the child.

Sherman, J., Rasmussen, C., & Baydala, L. (2008). The Impact of Teacher Factors on Achievement and Behavioural Outcomes of Children with Attention Deficit/Hyperactivity Disorder (ADHD): A Review of the Literature. //Educational Research//, 50(4), 347-360. Retrieved from [|http://proxytu.researchport.umd.edu/login?ins=tu&url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ818372&site=ehost-live] There has been considerable research conducted on ADHD its symptoms and acceptable treatment of the disease. This article addresses a completely different aspect of the management of a child with ADHD. It takes into account how the teachers perspective/beliefs of ADHD contribute toward how the child sees his/herself.
 * Paper Outline/Research Paper DraftI**