Adhd Case Summary

Attention Deficit Hyperactivity Disorder, otherwise known as ADHD, is a neurological and behavioural disorder that can affect children, adolescents and can continue during adulthood. Within the UK, studies conducted of children ages 5 – 15 showed that 3.6% of boys and 0.0% of girls had ADHD (Holden et al). They are also often referred to as SEN (Special Educational Needs) students. The SEN Code of Practice 2014 states that all children with an identified SEN will have their needs met through mainstream schooling, and this includes many students with ADHD. This essay will set out to discuss key challenges students face in social and academic terms, and the challenges practitioners face with behavioural management and inclusion. It will also

Alex is a 7-year old child with attention deficit hyperactive disorder (ADHD). The family environment is very dysfunctional. Alex’s parents have no rules or guidelines for him to follow. Alex and his two other siblings are allowed to do whatever they want. Alex’s parents both have full time jobs and it his hard for them to monitor their children. Alex’s three strengths are: enthusiastic social personality (output), leadership in sports (output) and quick thinking (processing). Alex is very social with his classmates and is a creative student. He has the ability to take in information quickly when interested in the topic. Some of Alex’s challenges are: difficulty getting organized and starting tasks (processing), completing work at school and home (output), and difficulty remaining in his seat (input).

M.P. did not strike a conversation with his occupational therapist during re-evaluation session. He just quietly performed the BOT-2 fine motor tasks his occupational therapist gave him. M.P. did not initiate greeting with other children when brought to the therapy room. Occupational intervention in social interaction skills is important to engage M.P. in social interaction and reciprocal play with peers during school recess or talking to his parents, siblings, and other family members during dinner or at family

With this population the occupational therapist used many techniques to help the children stay on task during the treatment sessions. While observing I noticed that some of the children were distracted by objects in the room, other activities that were laid out for their session, or other children while in the classroom setting. Some of the children became upset when they didn’t know what was going to happen next, or when they didn’t like doing a certain activity. An example of this consisted of the child getting up from their seat to pick up an object for an activity planned for later in the session followed by therapist redirection which upset the child when they had to go back to the task they were previously doing. This scenario was demonstrated by multiple children, it slowed down the progression of therapy and decreased the therapy sessions overall productivity. This is a problem because it took away from the treatment time and the child/children became less cooperative. To help prepare the child for the different tasks a picture schedule was used. A picture schedule is a tool that uses pictures, symbols, or words to demonstrate a task or tasks that are going to take place. The picture schedule works as a visual prompt with the purpose of helping the individual complete the task or tasks. More specifically the picture

clinical team greeted Oscar and his mother at the door. His mother directed the team and Oscar to the family room. The clinical team engaged Oscar with a puzzle and a rubix cube. Oscar put the puzzle pieces in his mouth and the clinical team blocked and redirected him, mom added that Oscar mouths small objects. The clinical team probed various skills with Oscar. Based on direct observation Oscar displays difficulty with one-step instructions (i.e. “Give me.” (2x), “Stand up,” (2x) and “Come here”); on four out of five of the one-step instructions he required one to two prompts. Oscar did comply with “Come here.” Ms. Moran reports that when Oscar is hungry he will pull her arm and guide her to the stove. Oscar was also observed to not turn his head to sound and look when his name was called. Oscar did not look when his mother or the clinical team called him. Oscar was not able to imitate simple sounds such as “Ma” “Ba”, and “Da.” Oscar was observed to not know his body parts, such as nose, eyes, and head, each time he needed physical prompting. Finally, Mom reports that Oscar understands simple functions such as a bathroom is for toileting & bathing; the table is for eating; and the TV is for

Listener responding was probed next. Brenden was able to looked 80% of time (or 8 out of 10 times) at his communicative partner. Then, the clinical team presented Brenden with playdoh. Fine motor skills where probed during playdoh activity, using playdoh scissors. Brenden was observed to have difficulty griping and using Playdoh scissors. Body parts where probed, he was successful at labeling his body parts (i.e. eyes, nose, ears, head, mouth, etc.). More communication skills were probed. He struggled with “What questions” with actions, he just echoed questions (i.e. “What are you doing?”). Colors where probed. Brenden was successful at labeling colors on his toys and clothing. Then, personal questions were probed, he knew his name, age, and parents as mommy and daddy. Finally, Brenden was observed to ask for attention by saying "Look" and upon departure, he said, “Bye” with no assistance/prompts.

Behavior (B): The session took place in family’s home. TC, mother, step-father, and siblings presented with appropriate and euthymic mood. TC and his siblings were energetic as they played with each other. Toward the end of the session, TC had a difficult time following directions and engaged in attention seeking behaviors. Family was well groomed, focused, alert, oriented x4. Family

Mr. and Mrs. Fisser grabbed a cart, parents said they needed to pick up a few items. Dylan and his brother wanted to look at the Pokémon cards, parents waited as Dylan and his brother laughed and looked at the trading cards. Dylan walked and talked with his brother throughout the assessment. Dylan stayed close to the group and never eloped. Dylan did engage in eye-contact with unfamiliar persons, and engaged in brief conversation with the clinical team. At the toy section, Dylan’s parents stopped and let their children look at all the various toys. Dylan stayed close to his brother, following him as he viewed various toys such as foam weapons, Lego’s, Mind craft, etc. Eventually Dylan separated from his brother to look at the toys from the movie “Cars.” Dylan’s brother came over and saw Dylan looking at the “Car’s” toys and responded “You go over here and be a baby.” Dylan continued to look at the cars toys, the clinical team showed Dylan the age range for the toy. Dylan later responded to the clinical team “I know I just like Cars.” Dylan asked his parents for a Cars toy, but parents said “No” Dylan asked a few more times, but parents said “No” each time. Next Dylan and siblings viewed the video game and movie section. Dylan played the video game on display. Dylan was not observed displaying any maladaptive behaviors or inappropriate behaviors. Ryan did disclose in front of parents that he is concerned for Dylan. Ryan said Dylan gets so made, he makes remarks that he wants to die or jump off a cliff. At the end of the assessment the clinical team told Dylan and his family goodbye. Mrs. Fisser hugged and thanked the clinical

The first documented case of Attention Deficit Hyperactivity Disorder (ADHD) was in 1798 by a Scottish physician named Sir Alexander Crichton (Lange 2). In 1998 Doctor Eugene Arnold brought to the attention of the national institution of health (NIH) about twenty-three non stimulant treatments, however, these findings were ignored. Dr. Arnold makes a statement that “Diagnosis is a Mess” (Henderson 1). This brings up the issue that doctors rely too much on stimulants to fix ADHD which benefits the pharmaceutical companies and likewise does nothing for the child. Too often, children are subjects of experiments by doctors using a variety of medications which can cause harmful side effects. Some of these children

When I was about 10, I was diagnosed with ADD (Attention Deficit Disorder) which is a very common disorder in children. ADD is when an individual can’t stay focused for prolonged periods of time or caught of task easily. My case was relatively treated easily with a medication called Concerta. My case was very different, I never wanted to be on medication, however, everybody else believed I needed it.

People with ADHD have a number of behavioural and psychological characteristics that have been refined throughout the years. One such behavioural characteristic is an impairment in the ability to delay, interrupt, and protect an ongoing response from distracting or competing stimuli (Sandford, 2018). That is to say, people with ADHD have trouble multi-tasking, or in other words, they have trouble concentrating on more than one task at a time. The ability to regulate one’s behaviour through inner speech, working memory, analysis of problems and communication of problem solving to others, and control of emotions and arousal levels is also impaired in individuals with ADHD (Sandford, 2018). This may be why children like Timothy tend to disrupt

When the examiners greeted J~ in the waiting room and invited him to the therapy room, J~ met their eye gaze and immediately exchanged social greetings. He easily separated from his father and transitioned well to the evaluation. He followed the examiners directives and sat down at the table to complete a puzzle. J~ participated in the puzzle activity without questions and grabbed the puzzle pieces from the examiner’s hands instead of verbally requesting for more pieces. He required verbal prompts to request for additional pieces to complete the design. J~ intermittently responded to the examiner when she addressed him. He responded to yes/no questions and occasionally responded to danglers. He was intermittently requested additional information or posed questions to the examiner.

Attention-deficit/hyperactivity disorder (ADHD) is a standout amongst the most widely recognized neurobehavioral issue analyzed in school-age youngsters.

Oscar is on task as long as there is an adult around or near him. Besides, when the adults redirect him, Oscar pays attention, makes eye contact and goes back to work on the given task. Each time he gets attention, he works and finishes the task at hand. Oscar does not respond to peer attention. He does not communicate or engage with peers around him unless an adult instructs him. In particular his off task behavior is extremely minimized when the teacher assistant is in proximity. He often asks other adults about the teacher assistant. He likes to get her attention and is generally on task when she is around. If the teacher assistant is not around, he seeks other adult attention. If there is no adult nearby, then he is engages in this behavior and in fact, the behavior escalates to the point where he rocks his body, flaps his hands, and makes loud noise. According to my direct data collection, the baseline graph displayed Oscar’s off task behavior is decreasing each time. On the first observation, Oscar displayed off task behavior as operationally defined seventeen times out of twenty. The second session, he displayed the off task behavior thirteen times out of twenty, and on the third session, he displayed the behavior five times out of twenty. However, it is crucial to note, on the third session, Oscar was working one on one with an adult in an ASD resource room; hence, that might have a huge impact on the behavior occurrence. In contrast, in the first two sessions, there were very few interventions from adults. His behavior greatly decreased when there was an adult available to meet his needs. Oscar’s off task behavior occurs quite often and only stops when an adult engages and communicate with

I would say that this child, let us name him Jack for the purpose of this assignment, presents with Attention Deficit/Hyperactivity Disorder (ADHD). Some of the diagnostic criteria of ADHD are hyperactivity, inattentive-distractibility, and impulsivity (American Psychiatric Association, 2013). During the meeting, it is noted that Jack appeared to be inattentive, with moments of attention but could not sustain. He also struggled to maintain eye contact, and he moved around in his chair throughout the interaction. These are all symptoms that fall under ADHD. As for the psychosocial piece, Jack is 10 years old. Typical development for this age according to Erikson’s Theory of Psychosocial development states that children during this age are in the conflict of Industry vs.