ADHD Case Analysis rubric is posted at bottom

Summary
Develop a well-written, 2-3 page, double-spaced, APA formatted reflective paper in which you respond to the assignment prompts below, support your writing with evidence from the course text and course content.
Purpose
Identifying and evaluating students with ADHD. Designing IEPs/504 Plans for students with ADHD. Identifying and evaluating effective instructional practices and assessing student progress.
Requirement(s)
Using course content and resources, analyze the case “Jake the Goofy Guy” and respond to the assignment prompts (see below) incorporate specific examples from the readings in your response and support your writing with in-text citations and references to course content!
ADHD Case Analysis “Jake the Goofy Guy”

Please use the template provided when you develop your assignment.

In this activity, you will analyze a classroom scenario involving a student with ADHD. Prior to reviewing the case, read/review:

Setting Students with ADHD up for Success site.) https://www.edutopia.org/article/setting-students-adhd-success
Chapter 10 in the text-book
Read the Case Study

The case on “Jake, the Goofy Guy” from Vanderbilt University (Links to an external site.)
Using these resources, analyze the case and respond to the following prompts (incorporate specific examples from the readings in your response and support your writing with in-text citations and references to course content!

Summarize the case.
Why do you think Betty is resistant to having Jake in her class?
Do you think Jake is ready to be placed in a general education classroom full-time? Why or why not?
How can Sharon and Betty work together to best serve Jake’s needs? What types of support would help Betty be more comfortable with having Jake and other students with ADHD in her classroom full-time?
To what extent should Jake’s parents and other education professionals be involved in the decision process, explain why or why not?
What types of services and/ or support would help Jake make a successful transition to a full-time general education classroom?
Describe at least 3 strategies specific to ADHD that you have read in the text and articles that can be implemented to address Jake’s behavior and improve his organizational skills? (Be specific and give examples).
Describe accommodations for students with hyperactivity-impulsivity and suggest classroom arrangement features to minimize distractions related to hyperactive impulsivity.
Rubric
L3 ADHD Case Analysis (1)
L3 ADHD Case Analysis (1)
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeTeacher
Analysis and instructional strategies that support the teaching staff.
20.0 to >18.0 pts
Exceeds
The analysis describes in detail the reasons the teacher may be resistant, includes specific examples from the case study AND describes in detail ways the teachers can work together, including strategies that support the teachers to successfully implement inclusive practices.
18.0 to >13.0 pts
Meets
The analysis briefly describes the reasons why the teacher might be resistant, the student includes specific examples from the case study and briefly describes ways that the teachers could work together. The student briefly shares strategies that support teachers in implementing inclusive practices.
13.0 to >0 pts
Needs
This section lacks details specific to the case study, the student is missing key strategies and supports to support teachers in inclusive practices.
20.0 pts
This criterion is linked to a Learning OutcomeStudent
Analysis and strategies that support the student
20.0 to >18.0 pts
Exceeds
The analysis describes the needs of the student in detail, includes specific examples from the case study AND includes evidence-based strategies and supports that meet the needs of the student. The writing includes a clear connection to course content and course readings.
18.0 to >13.0 pts
Meets
The analysis briefly describes the needs of the student and briefly shares evidence-based strategies that meet the needs of the students. The writing may or may not include a clear connection to course content and course readings.
13.0 to >0 pts
Needs
The analysis lacks details, further, development is needed.
20.0 pts
This criterion is linked to a Learning OutcomeParent/Team
Considerations for participation
15.0 to >14.0 pts
Exceeds
The analysis describes in detail considerations for parent/team participation.
14.0 to >10.0 pts
Meets
The analysis briefly shares considerations for parent/team participation.
10.0 to >0 pts
Needs
This is lacking, further, development is needed.
15.0 pts
This criterion is linked to a Learning OutcomeWritten Expression
5.0 pts
Exceeds
The analysis is well written, with 0-1 errors. The analysis is easy to read and follows APA guidelines. Including in-text citations, title page and a reference list at the end.
3.0 pts
Meets
The analysis is overall well written, and mostly follows APA guidelines, including in-text citations, title page, and reference list at the end with 3 or fewer errors.
1.0 pts
Needs
The analysis is poorly written with more than 3 errors. APA guidelines are not followed. The student should visit the ASU online writing center for support.
5.0 pts
Total Points: 60.0