Teacher Education Institute
Call/Text (800) 331-2208 | Fax (407) 536-6000 |   
Teacher Education Institute Register Now

Reaching & Teaching Students with ADD/ADHD

The course is designed to provide comprehensive information on Attention Deficit and Hyperactivity Disorders. The material in this course is a useful resource for teachers, parents and other professionals involved in educating and providing support services for individuals with ADHD/ADD. The course involves the exploration of current research and best practices for understanding students diagnosed with ADHD/ADD, as well as providing useful research based intervention techniques to address academic and behavioral challenges within this population. Although the course text suggests teens are the targeted population, strategies and information found within the book are practical for K-12 students, educators, parents and professionals, as ADD can impact students of varying grade levels. 

This course meets Florida state standards for teaching students with disabilities. For more information about this requirement, please click here

Carlow University ED 645 • Madonna University EDU 5960.37 • Mercy University EDUT 537


The required text for this course is  Managing ADHD in School; the Best Evidence-Based Methods for Teachers, by Russell Barkley 978-1559570435

Graduate participants earn 3 semester hours of graduate credit and will receive a transcript from one of our partner institutions below. Professional development participants will receive a certificate of completion for 45 hours of professional developments credit for face-to-face classes and 60 hours of professional development credit for online classes.

Register Here

Course Schedule

  • 1/9/24 - 4/9/24
  • 3/12/24 -6/11/24
  • 5/14/24 - 8/13/24
  • 7/9/24 - 10/8/24
  • 9/10/24 - 12/10/24
  • 11/12/24 - 2/11/25

Course Schedule




Session/Module 1: Introduction and Overview

Objective: Creating an Understanding of Attention-Deficit/Hyperactivity Disorder 

  • Introduction
  • Definitions and Descriptions of ADHD
  • Behavioral characteristics of ADHD
  • What is currently known about ADHD
  • Develop a common vocabulary and an evaluate key concepts
  • Setting personal goals for the course

Session/Module 2: Managing the Challenge of ADHD Behaviors

Objective: Create effective classroom management techniques and positive discipline strategies

  • Identifying common triggers and avoiding antecedents to misbehavior
  • Addressing student misbehavior without threat
  • Corrective and logical consequences
  • Preventing or minimizing behavior problems during less structured times
  • Skill deficits vs. performance deficits
  • School-wide intervention examples and strategies
  • Assignment

Session/Module 3: Individualized Behavior Management, Interventions, and Support

Objective: Evaluate research-based approaches that work with ADHD students with closer monitoring, more feedback and powerful incentives for behavior modification 

  • Defining target behaviors
  • Daily strategies that grow into weekly and monthly programs
  • Strategies to aid calming and avoid escalation of problems
  • Ideas for dealing with challenging students
  • Defining FBA and BIP’s
  • Assignments

Session/Module 4: Strategies for Engaging, Maintaining and Regulating Students’ Attention

Objective: Compare strategies to increase student listening, following directions and compliance 

  • Compliance training
  • Getting and focusing students’ attention
  • Maintaining students’ attention through active participation
  • Questioning techniques to increase student response opportunities
  • Keeping students on task during seatwork
  • Self-monitoring attention and listening levels (self-regulatory techniques)
  • Assignments

Session/Module 5: The Role of Differentiated Instruction

Objective: Develop strategies to reach students through differentiated and multisensory instruction 

  • Applying differentiation techniques across the curriculum
  • Multiple intelligences and layered curriculums
  • Multisensory strategies
  • Accommodations and modifications
  • Environmental adaptations
  • Assessing learning styles
  • Assignments: Internet website review and research

Session/Module 6: The Advantages of Teaching Cooperative Learning, Organizational and Homework Skills for Students with ADHD

Objective: Discuss how cooperative learning has a place in the overall strategy of teaching and reaching students with ADHD 

  • The five elements of cooperative learning
  • Structuring to achieve positive interdependence
  • Teaching cooperative social skills
  • Building organizational and time management skills
  • Learning strategies for study skills
  • Assignments

Session/Module 7: Writing and Reading Basics for Students with ADHD

Objective: Create avenues leading to better written communication and editing skills 

  • Why writing is a particular struggle for students with ADHD
  • The Writing Process: A General Overview
  • Strategies for improving fine motor skills and handwriting
  • Building up written expression
  • Strategies to assist with planning, organizing and editing
  • Bypassing and accommodating writing difficulties
  • Assignments

Session/Module 8: Reading Strategies and Interventions

Objective: Improve methods to assist in facilitating greater decoding skills, vocabulary and fluency 

  • Pre-reading strategies and building word recognition
  • Independent and oral reading strategies
  • Common Reading Difficulties
  • Vocabulary enhancement techniques
  • Research-based reading intervention programs
  • During and after-reading strategies
  • Techniques for using graphic organizers (outlines and visual aids) for ADHD students
  • Assignments

Session/Module 9: Collaborative Efforts and School Responsibilities in Assisting Students with ADHD

Objective: Develop better communication, collaboration and mutual support systems 

  • The necessity of the team approach
  • The educator’s role in the collaborative team process
  • The parent’s role and cultural sensitivity
  • School-based assessment for ADHD
  • School documentation and communication with clinicians or medical providers
  • Educational laws and rights of students with ADHD
  • Innovative programs and projects for improving the lives of students with ADHD
  • Assignments

Session/Module 10: Your Plan for Reaching and Teaching Students with ADHD

Objective: Create both short and long range goals and develop an action plan of strategies and interventions in order to best meet the needs of ADHD students

  • Creating short term goals, two-week action plans and beyond
  • Teacher documentation and benchmarks
  • How technology can assist in the process
  • Creating avenues to essential learning
  • Alternative forms of assessment
  • Plan sharing, feedback and evaluation
  • Final examination
  • Evaluate definitions, descriptions and behavioral characteristics of ADHD.
  • Investigate corrective and logical consequences.
  • Explain strategies to aid calming and avoid escalation of problems.
  • Evaluate ideas for dealing with challenging students.
  • Create questioning techniques to increase student response opportunities.
  • Analyze student attention through active participation.
  • Construct and discuss self-regulatory techniques.
  • Discuss obtaining and focusing student attention.
  • Review multiple intelligences and layered curriculums for students with ADHD.
  • Apply differentiation techniques across the curriculum.
  • Develop accommodations, modifications and multisensory strategies. 
  • Build opportunities for success through organizational and time management skills.
  • Create better written communication and editing skills.
  • Assist in facilitating greater decoding skills, vocabulary and fluency.
  • Develop better communication, collaboration and mutual support systems.
  • Create both short and long term goals, develop an action plan of strategies and interventions to best meet the needs of ADHD students.
Partner Universities

Our Partners are well-established regionally and nationally accredited colleges and universities, recognized for academic excellence and their commitment to teachers.

Important Information

Online 3-graduate credit courses are 13 weeks in length.

On-site weekend courses are held Friday evening from 6:00pm-9:00pm and Saturday/Sunday, 8:30am-5:30pm.

Weekday courses are Monday-Friday from 8:00am- 6:00pm.

It is the responsibility of the student to check with their state, county, district, or school to ensure that all requirements are being met by the course you're taking.  

Check the Partner Universities page for specific university information as well as course numbers which are specific to the university partner. 

Students are required to purchase their own textbook, the information for which can be found here. If no book is required it will be specified on the list. We have copies of many of the textbooks should you wish to purchase directly from TEI. 

Professional development (PD) participants receive a certificate of completion from TEI for 45 hours of PD credit for face to face classes and 60 hours of PD credit for online classes. These certificates are mailed within one week of the end of the class and reflect the course title, dates of attendance, and credit hour information. 

Student Academic Integrity
Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined by our partnering colleges and universities and is subject to academic disciplinary action.