CTED522-001 – How to Help Children with Co-Existing Neuro-Behavioral Disorders in the Classroom (3 Credits)
This course offers scientifically up-to-date, all-in-one guides to the whole range of often co-existing neuro-behavioral disorders in children, from attention deficit hyperactivity disorder (ADHD), obsessive-compulsive disorder, and bipolar disorder to autistic spectrum disorders, nonverbal learning disabilities, sensory integration problems, and executive dysfunction. This course provides accessible information on causes, symptoms, interactions with other conditions, and treatments. In addition, effective behavioral strategies for responding to children who display traits of these disorders - whether at home, at school, or in other settings are offered in this course. After completing this course, educators will have a good knowledge base of childhood neurological disorders, how they may co-exist, as well as strategies for helping students with these issues become more successful students. Click here to register.

CTED555-001 – Immediate Solutions for Middle School and Secondary Classroom Management (3 Credits)
This course is packed with great advice and practical tips for classroom control. As a result of participation in this course, students will learn how to deal effectively with most disruptions without taking the matter beyond the classroom walls. The strategies offered will help classroom teachers with managing student behavior, dealing with disruption, as well as confronting moral and ethical issues. This course will also give suggestions on improving the learning environment through connecting with students, preparing students to work, managing your classroom, and working with parents. With topics as varied as 'lost homework' to bullying to attention seeking clowns, the information offered in this course can be a valuable boost to any educator’s personal classroom management plan. This course offers forms, samples, and evaluation tools that will help teachers continually fine-tune their management plan to reach more students. Both new and seasoned teachers will find this course invaluable for designing a management plan that prevents problems, motivates students, and teaches them to behave responsibly. Click here to register.

CTED640-001 – Understanding Autism Spectrum Disorders: Tips for Teachers (3 Credits)
Broadened public awareness of autism and other associated spectrum disorders, combined with continuing research, means that more students than ever before are being identified with Autism Spectrum Disorders. Autism Spectrum Disorders (ASD) present a perplexing challenge for school professionals. Literally dozens of interventions and treatments are available, so how does one know which intervention strategy works best for any given child or situation? This course was developed to respond directly to the extraordinary difficulty school professionals face in selecting and applying appropriate, effective interventions and treatments for the children in their care. This course includes
information on over 1001 great ideas for teaching students with Autism Spectrum Disorders including: sensory integration, communication, language, behavior as well as daily living and social skills strategies and considerations. In addition, the history, causes, and treatments of ASD are also highlighted. Comprehensive in scope, this course captures the major issues of ASD and makes them understandable and useable, even to those new to spectrum disorders. Click here to register.

CTED932-001 RTI: Changing How We Do Business (2 credits)
This course is a great introduction to Response to Intervention as well as a comprehensive guide to implementing a schoolwide response to intervention (RtI) program. This course is geared to helping practitioners understand and respond to No Child Left Behind and to the new special education eligibility guidelines outlined in IDEIA 2004. Presented within this course are the theoretical and empirical foundations of the approach and a clear, 10-step model for conducting RtI procedures with students experiencing learning difficulties. Special features include reproducible planning and implementation worksheets and case studies that show the benefits and outcomes of Response to Intervention. This course will help you become a resource person as districts begin adding RtI programs to their buildings. In the near future, mandates will create the need for educators to be knowledgeable about the process of implementing interventions in the classroom. This course can give you a head start in preparing for this new shift in improving education for ALL students. Click here to register.

CTED935-001 Break the Cycle of Bullying: Tips for Teachers (2 credits)
Starting with a bottom-line assumption that "bullying is a learned behavior this course explains not only the ways that the bully, the bullied and the bystander are "three characters in a tragic play" but also how "the scripts can be rewritten, new roles created, the plot changed." For each of the three "characters," this course breaks down the behavior that defines each role, analyzes the specific ways that each character can have their behaviors changed for the better, and suggests a range of methods that parents and educators can use to identify bullying behavior and deal with it effectively. This course also provides excellent insights into behaviors related to but not always recognized as bullying, such as cliques, hazing, taunting and sexual bullying. Particularly, this course focuses on the "bystander," the person whose behavior is too often overlooked or excused within the bullying cycle. The cycle of bullying and the steps districts can take to prevent bullying are all components of this course. Click here to register.

CTED936-001 – Helping Boys Succeed in School (3 Credits)
Many parents and educators today are worried about the education of smart girls, especially in areas like math and science, but what about their male counterparts? According to a U.S. Census Bureau report (2004), 12% of boys drop out of high school, compared to 9% of girls. In addition, the current trend sees more girls enrolling in college than boys. Boys need to be given the tools they need to succeed in school, including strategies for channeling their interests, keeping them actively engaged, increasing their participation in humanities classes like language arts, and dealing with the unique social and emotional problems they face in school. This course combines field-tested strategies and advice with case studies of boys across the nation to give educators a strong guide for ensuring boys' success in school and the future. Click here to register.

CTED938-001 – Motivating Underachievers (3 Credits)
Educators, whether they are recent graduates or veteran teachers, have all come in contact with students that do not seem to be working to their ability. This course identifies the characteristics of underachievers as well as describes how positive communication, legitimate praise, and a student’s self-discovery can improve the self-esteem of underachievers. Students who take this course also will analyze strategies to help underachievers that involve the improvement of study skills, time management, and remediating academic weaknesses. Strategies will be offered for investigating motivation as well as what impacts motivation in students. Suggestions and tips for working with parents of underachievers and making changes within the school system to help underachievers are also components of this course. Following this course, educators will feel comfortable designing appropriate interventions to assist underachievers in their personal classroom settings. Click here to register.

CTED946-001 – Response to Intervention (RtI) – Strategies for Effective Practice (3 Credits)
This course is a great introduction to Response to Intervention as well as a comprehensive guide to implementing a schoolwide response to intervention (RtI) program. This course is geared to helping practitioners understand and respond to No Child Left Behind and to the new special education eligibility guidelines outlined in IDEIA 2004. Presented within this course are the theoretical and empirical foundations of the approach and a clear, 10-step model for conducting RtI procedures with students experiencing learning difficulties. Special features include reproducible planning and implementation worksheets and case studies that show the benefits and outcomes of Response to Intervention. This course will help you become a resource person as districts begin adding RtI programs to their buildings. In the near future, mandates will create the need for educators to be knowledgeable about the process of implementing interventions in the classroom. This course can give you a head start in preparing for this new shift in improving education for ALL students. Click here to register.

CTED947-001 – Solving Friendship Problems : A Teacher’s Toolkit (3 Credits)
In the academic setting, friendship and other social issues interfere with students’ abilities to learn. Children feel left out, rejected, and are the victims of teasing, gossiping, and bullying. Other students lack the skills to make friends, keep friends, and at times fall to peer pressure. Often, these issues make it difficult for students to learn in the classroom and some students feel that their school is an unsafe place to learn. This course will offer educators strategies for helping students with essential friendship-building skills that kids need to find, make, and keep friends, as well as how to survive social pressures from peers. This course will also focus on the following issues: Why friendships are so important to children; Why friendship problems are so much more prevalent than in the past; How technological advances have affected the social lives of children; Steps parents and teachers alike can take in order to improve friendship skills; and What 25 of the most common friendship problems are, and how we can help students learn to deal with them within the classroom setting. Click here to register.

CTED963-001 – How Teachers Can Break the Cycle of Bullying (3 Credits)
Starting with a bottom-line assumption that "bullying is a learned behavior this course explains not only the ways that the bully, the bullied and the bystander are "three characters in a tragic play" but also how "the scripts can be rewritten, new roles created, the plot changed." For each of the three "characters," this course breaks down the behavior that defines each role, analyzes the specific ways that each character can have their behaviors changed for the better, and suggests a range of methods that parents and educators can use to identify bullying behavior and deal with it effectively. This course also provides excellent insights into behaviors related to but not always recognized as bullying, such as cliques, hazing, taunting and sexual bullying. Particularly, this course focuses on the "bystander," the person whose behavior is too often overlooked or excused within the bullying cycle. The cycle of bullying and the steps districts can take to prevent bullying are all components of this course. Click here to register.

CTED995 - 001 – ED, LD, and Mental Health Issues in the Regular Classroom: Tips for Teachers (3 credits)
In an age when more and more children and adolescents with disabilities and mental health issues are being educated in regular classrooms, educators look to find teaching strategies that are geared toward accommodating pupils with diverse learning needs. This course combines concise overviews of a plethora of disabilities and links them to practical suggestions aimed at creating functional learning environments for students in a regular classroom setting. This course touches on issues such as mood disorders, various forms of learning disabilities, emotional disabilities, ADHD, and other areas of need that approximately 20% of all students may well possess. This course also introduces instructional strategies within a response-to-intervention (RTI) framework. How RTI can improve schools and how it can be applied to specific reading, math, writing, and classroom management practices are introduced. Comprehensive in scope, this course offers classroom strategies for various emotional and learning disabilities and makes them understandable and useable within the regular classroom setting. Click here to register

CTED5004-001 - Teaching Young Children with ADHD (3 credits)
The knowledge of ADHD has advanced greatly over the last decade, and as a result, affected children are achieving greater success. Children with ADHD are presented with a number of challenges in school and at home. Schools can go a long way in providing environmental changes to make the school day more positive and successful. Children with ADHD generally want to do the right thing but have great difficulty doing it. At the same time, the core symptoms of ADHD often make day-to-day tasks in school difficult. The dilemma for children with ADHD is not that they are not ready for schools, but that schools are not ready for them. This course helps teachers feel ready for the challenges ADHD brings. Toward better preparing teachers for the children with ADHD who will inevitably be in their classrooms, this course offers a number of recommendations and interventions to make the teaching day more successful. Click here to register.

CTED5006-001 - PBIS (Positive Behavioral Interventions & Supports): Introduction and Implementation (3 credits)
One of the foremost advances in school-wide discipline is the emphasis on school-wide systems of support. Schools that include proactive strategies for defining, teaching, and supporting appropriate student behaviors are seeing a shift to a more positive school environment. Instead of using a piecemeal approach of individual behavioral
management plans, schools that are embracing PBIS / PBS (Positive Behavioral Interventions and Support) are offering a continuum of positive behavior support for all students within a school in both classroom and nonclassroom settings. This course introduces the components of PBIS as well as some preliminary steps to implement it
within one’s school. In addition, this course also focuses specifically on creating and sustaining primary (school-wide), secondary (classroom), and tertiary (individual) systems of support that improve desired behavior. Students taking this course will come away with a clear understanding of PBIS and of how student learning can be improved
as a result of a well-implemented, well-maintained proactive school-wide discipline plans. School personnel that are in the preliminary stages of bringing PBIS into their buildings, may benefit from taking this course with multiple members of their leadership team. Click here to register.