Children with Attention Deficit Disorder/Attention Deficit Hyperactive Deficit (ADD/ADHD), Is Medication the Only Answer?

Children with Attention Deficit Disorder/Attention Deficit Hyperactive Deficit (ADD/ADHD), Is Medication the Only Answer?

Format
The topic I’m choosing for my Annotated Bibliography is:
Children with Attention Deficit Disorder/Attention Deficit Hyperactive Deficit (ADD/ADHD), Is Medication the Only Answer?

This week you will be completing an Annotated Bibliography on a topic of your choosing

•An APA formatted Annotated Bibliography of at least 6 peer-reviewed, evidence-based academic journal articles is required.

•This assignment requires a properly formatted title page, an abstract page and a Reference citation for each article followed by a summary (or “annotation”) of what the article is about.

•An annotated bibliography is more than just a list of articles; that is what would go on Reference List.

• Instead each article listing in an annotated bibliography must be followed by a 2 to 3 paragraph summary of the article’s contents (i.e., what the research questions were, who the study participants were, what data was collected and in what format it was collected in (e.g., surveys or interviews), what was found in the study and what limitations of the study were highlighted by the authors.)

•Required: a title page and abstract, as do all the other course assignments with the exception of your discussion forum posts.

• Your paper should be at least 5 pages.

• You will NOT include a reference page.

•You will have included full reference information above each annotation

•The title page and abstract do not count in the 5 page minimum length, but if you include all of the required information, each of your annotation entries will be about 3/4ths of a page

SAMPLE

Annotated Bibliography

Whitlow, V.M. & Jones, G.W. (2013). The best is yet to come: According to Houston, Texas citizens of Latina origin. Journal of Reality, 22, 18-25.

This study recruited 125 Kindergarten, Latina immigrants from Mexico to an “English as a Second Language” program in Houston, Texas schools during the time period 2014 through the fall of 2016. Students were immersed in English throughout the school day, but only in non-critical subjects such as physical education, art and music so that their grades would not suffer while learning a second language. Students were provided instruction in both English and in Spanish in critical subjects such as math, social studies and science. Pre and post tests were conducted to see if students enrolled in the course learned English faster than Mexican immigrants who were not enrolled in the program. Results showed that those in the program learned English the fastest though there were some limitations of the study. Limitation were that researchers did not consider possible confounds such as some of the students in the program living with relatives that spoke both English and Spanish in the home and that many of the children received practice in English via spending time with American friends. Future studies should include male and female students of varying grade levels, not just those in kindergarten. Also, students with English speaking friends should be excluded from participation. These changes will improve the generalizability of the findings. Home visits should also be conducted to make sure that the students were receiving English instruction only at school.

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