Annotated Bibliography

Agha, S., Zammit, S., Thapar, A., & Langley, K. (2013). Are parental ADHD problems associated with a more severe clinical presentation and greater family adversity in children with ADHD?. European Child & Adolescent Psychiatry, 22(6), 369-377. doi:10.1007/s00787-013-0378-x
This article explores the correlation between parents with ADHD and the clinical presentation of ADHD in their children. The article also explores the impact of parents with ADHD on family environment, family functioning, and mother/father-child relationships. Results from this article show several negative factors associated with both maternal and paternal ADHD on their children.
This article is very enlightening and can be used immediately in my future practice. Most parents that I currently work with at my job have students with some form of disability. I have worked with parents with students who have ADHD and these students tend to exhibit difficult behaviors. However, these parents may have never been diagnosed for ADHD themselves which could cause many problems within the family dynamic as the article states. Voluntary assessments could be administered to parents for evaluation of disabilities.
Hamblet, E. C. (2014). Nine Strategies to Improve College Transition Planning for Students
With Disabilities. Teaching Exceptional Children, 46(3), 53-59.
This article explores college transition planning for students with learning disabilities and ADHD. The articles explores factors such as differences in the educational environment, the disability accommodation system, and the academic environment as negative contributors to college transition for this population of students. The article lists nine strategies for helping this population of students’ transition through college.
The strategies in this article can be put to immediate use when working with students with disabilities. I have worked with a lot of students with learning disabilities and ADHD on post-secondary options. With their resources being drastically reduced once they graduate high school, effective strategies for college transition are essential. The article also explores common academic difficulties that these students occur while in college such as note-taking and study skills. This information can be used to determine exit strategies for students graduating high school to be better prepared for college.
Heiman, T. (2006). ASSESSING LEARNING STYLES AMONG STUDENTS WITH AND
WITHOUT LEARNING DISABILITIES AT A DISTANCE-LEARNING UNIVERSITY. Learning Disability Quarterly, 29(1), 55-63.
This academic journal focuses on a study done at a distance-learning university on learning styles for students with learning disabilities and students without. The article defines learning styles and the components of learning styles. These components include processing and regulation strategies, internal and external regulation. The article categorizes five factors that contribute to learning style; the environmental situation, personal emotional characteristics, sociological preferences for learning, physiological characteristics and global aspects. The article also breaks down various factors of learning styles according to different theorists. These factors are utilized in association with questionnaires that were administered during the study to evaluate similarities and differences of learning styles between students with and without learning disabilities.
This article touches on a lot of intriguing factors and theoretical concepts that will be great for best practice at my future school. Understanding that students with learning disabilities prefer memorizing and drilling; prefer more control of their learning environment; and continuous evaluation of their learning process and results; this is essential to working with students with learning disabilities to create the most effective learning environment for them.
McStay, R., Dissanayake, C., Scheeren, A., Koot, H., & Begeer, S. (2014). Parenting stress and autism: The role of age, autism severity, quality of life and problem behaviour of children and adolescents with autism. Autism: The International Journal Of Research & Practice, 18(5), 502-510. doi:10.1177/1362361313485163
In this academic journal, the authors conducted a study that examined differences in “parenting stress” (the demands of parenting and perceptions of parenting skills) reported by parents of children with autism and typically developing children. This study examined child characteristics such as age, autism severity, child quality of life and problem behavior on “parenting stress” in 150 parents of cognitively able children and adolescents with autism. The findings of this study conclude that only child hyperactivity was significantly related to “parenting stress” in parents of children with autism.
This article hits close to home with me and I will use many aspects of the findings of this study as best practice at my future school. Parents of children with disabilities have the task of being experts of their child’s disability and have to learn associated parenting strategies for caring for their child. The article defines hyperactivity as the only factor that contributes to “parent stress.” This is important for counselors because students with autism and Attention Deficit Hyperactivity Disorder (ADHD) could potentially exhibit problematic behaviors in the classroom and at home. Professionally, I could research strategies for parents and teachers would lead to better learning experiences for students. Personally, I could use this article with my family to examine student behaviors within a parent’s control and explore strategies for the most optimum learning environment for my cousin.
Sheng, Z., Sheng, Y., & Anderson, C. J. (2011). Dropping out of School among ELL Students:
Implications to Schools and Teacher Education. Clearing House, 84(3), 98-103. doi:10.1080/00098655.2010.538755
This academic journal focuses on risk factors that characterize the English Language Learners (ELL) youth population (ages 7-11) in American schools. Dropout risk factors for this population include limited English proficiency, disadvantageous socioeconomic status, and different cultural backgrounds. The authors explore each risk factor to teacher education and professional development in teaching ELL students.
Given that Chicago has a large population of ELL students, I will take many aspects of this article back to my school practice. First, I would look to identify accurate data on the school persistency of ELL students. The article points out that there is limited data on dropout rates of ELL students and I would like to research and find the most accurate data set to work with students. I will also take to my practice the time frame associated with ELL students to learn English. The authors state that it takes immigrant students at least 2 years to learn functional English and longer to learn academic English. This is essential information for counselors and teachers.