Attentive Therapy Worksheet

Cintron self-report indicated he was diagnosed with ADHD which is associated with reduced school performance and academic attainment (GAI-91). On interview the client mentioned he received an Individualized Educational Plan (IEP) and was awarded extra help during class. As a result, he was placed into smaller classes. Mr. Cintron weaknesses were mainly on the Arithmetic, as he stated “I don’t know” and randomly responded to questions. Also, on the Vocabulary task as he stated “I don’t know,” to certain words. Nevertheless, Mr. Cintron strength was showed on Visual puzzles. He was observed taking his time as though he was mentally rotating the pieces. It should be noted that although this was a timed test, Mr. Cintron was not made aware, this may have contributed to his performance and decrease in anxiety level.

Attention Deficit Hyperactivity Disorder (ADHD) comes to mind for Hurd when she was asked what disabilities she has been exposed to. She went on to explain about the Manifestation Determination Hearings and how the actions of the student could be because of their disability. If the student continues their behavior for several days during the school year the district is required to hold this meeting within the 10 days allowed.

The child did not want to discuss the issue and wanted his mother to speak about the issue. The child indicated he is currently in sixth grade. He reports he has difficulty remembering and there are times he forgets to write it in his

O: Client was seen in outpatient center for 45 min therapy session to address socialization, concentration and attention. Patient was able to identify 3 common distractions during tasks when asked. Pt was able to understand upon return demonstration .PT was able to applied the 2 strategies, given by the therapist, to redirect himself when realize that he is distracted .Pt was asked to be part of a game with another same age partner. Pt was able to initiate a conversation with one peer same age during a game. Pt was able to maintain attention on task for 15 min, with min distractions

During this first phrase, my focus was also on building a therapeutic relationship with Lucy. I believe that a therapeutic relationship is an essential ingredient in the change process, and one that has to take place before any therapeutic technique or invention can be implemented. I devoted a lot of time to making sure she feels understood and listen to. I followed her pace in sessions and allowed her to introduce topics that she feels important and relevant. Moreover, in regards to learning more about what work well in a therapeutic setting, I also inquired about her past experiences in therapy. We discussed what Lucy like about her past therapy experiences and also talked about what she did not like. She has a hard time identifying what she did not like but reported that she has a hard time articulating her thoughts because of her learning disability so she would appreciate a therapist who could help her with that.

Client showed herself more relaxed during this session. Therapist and client explored different ways to balance client’s priorities. Client took into consideration the meaning of every aspect of her life. Therapist reflected on feelings and meaning after listening to client’s ideas. Client felt excited to put into practice some of the ways that will help her better manage her time.

Charles is a 7th grade student at Fulbright Junior High in the Bentonville School District. He is a 12 year old male who was diagnosed with OHI. Sustained attention is difficult for Charles, even with transitions and activities built into the classroom structure. He is often redirected from playing with "toys" from his backpack. These items consist of gloves, paperclips, action figures, or drawing. Charles does not work within a small group very well, he tends to allow other group members complete the work for him. In independent work he often has to be encouraged to go back and redo or complete work he has not finished. Modifications of breaking items into smaller parts, encouragement, and opportunity to redo and finish are needed. All directions and steps should be written down for him to follow and cross off as he completes task. He is placed in inclusion classes for English, math, history, and science; and resource class for English. His math scores place him at a 5th grade level. His English scores place him on a 4th grade level. Charles has received passing grades in all subject areas. Math has consistently been his lowest grade with D's due to his inability to organize, complete, and submit his homework or out of class assignments.

Throughout the therapy session, the client had difficulty staying focused and often start talking about subjects unrelated to the session. The clinician addressed her attention difficulties by engaging in a one on one therapy session and providing only minimal feedback to the client’s talking when it was not appropriate. Using these modifications, the clinician did regain the client’s attention and therapy continued.

Often one session is sufficient. It has been estimated that if three sessions yield no improvements, then it is unlikely to work and should be referred to an alternative form of therapy (Iveson ,2002). Generally, the duration between sessions lengthens as the sessions increase. A solution focused therapist operates on several assumptions regarding the client: problems are maintained through interactions; there are always solutions to any presenting complaint; there are multiple possible solutions available; solutions are constructed; the client and therapist can jointly craft the solution; and the construction of solutions can be explained and modeled (Brandman University,

The focus learner has difficulty when being told he cannot do something or not being able to do what he wants. He will have a moment of outburst when he gets upset and must use his coping skill of taking a 5-minute break. He does not take responsibility for his actions and will blame things on other people to get out of trouble. When confronted or asked to work hard he will try and get the teacher or teacher’s aide to feel sorry for him, by stating that he does not feel good or that he had a rough night at home. When you try and encourage him or tell him he did a good job, he will say, “I’m not smart, I’m dumb”, and other stuff to that tone. He is well liked by his peers and gets along with them very well. He doesn’t seem to have any

The Student I choose for my mini action research has constant difficulties staying on task, during daily activities, and instruction. I noticed in the first week of observation, that my mentor teacher had to remind him to complete his daily work, instead of drawing in his notebooks. My mentor teacher stated, that she has tried several times to contact his parents regarding this matter, but has yet to receive a phone call back. I also was informed that he repeated the first grade, due to low test scores, and assessments given throughout the year. On a side note, the student is required to wear classes, yet he did not wear his glasses until the first two weeks of my implemented solution. When I asked the student if he just got glasses he stated “no I supposed to wear them, but I lost my other pair a couple of months ago.” This may have influenced his ability to stay on task during his assignments, if the visual impairment is great enough to impact his ability to read and write.

Patient has participated in eight speech therapy sessions in the past four weeks. He has improved his attention to simple sustained attention tasks, complex sustained attention tasks, and has just begun making progress with selective attention with background noise. Activities which have been used to help him focus his attention include activities such as unscrambling words, completing word searches, following dot to dot with alphabet and numbers, completing crossword puzzle, alphabetizing pictures of functional objects, utilizing two pictures and three pictures within without cues, listening to a group of two or three items and putting them back in order from

Intervention: MHS started the session with a check back for the last session. MHS taught the client listening skills during this session. MHS educated the client on good listening skills. The instructed the client that the first step toward being a good listener is to remove distractions and make eye contact with the speaker. The client was taught to focus when someone is talking to him. MHS also taught the client that not to interrupt someone is speaking and to waiting for a turn to talk by role-playing. MHS started the role play with the don'ts with the client. The client played the "interrupter" or someone who looks away when someone speaking.

 Focusing is a skill that enables multiple telling of the story and will help therapists and

Although we did not analyze this aspect of the session one key feature that I think made this session work for my client and I is non-verbal communication. I was able to use the non-verbal cues from the client to guide the course of the session. To be more specific, prior to the session, I was more conscious of how much I talk because in past sessions I often spoke too often. In the book, it addressed that the talking ratio between the therapist and client is usually about 80 to 20 percent (Hill, 2014). With this in mind, I often used non-verbal communication such as gestures after my client would finish a sentence and pause to further conversation and insight from her. Instead of immediately replying to what she said, I would simply nod my head or reply with a one word such as hmmm or yeah. This was very useful in the session because often times my client would look at me expecting more from my response, however, when she noticed I had nothing else to say, she would often continue talking and reflect on what she had previously said. Eye contact was also a big factor in the session. Although it was very difficult for me to maintain eye contact throughout the entire session, I continuously would look my client in the eye and convey to her that I was actively listening and understood her problem. I never realized how anxiety-provoking looking someone directly in the eye