Case Study Of Yotam

There are no issues of attention, focus and concentration for the child. There have never been behavioral issues.

Versyrus is a repeated kindergarten student attending Lake Forest Elementary School of the Arts and Sciences. He is receiving academic direct services with accommodations in an inclusive classroom. Versyrus is a very kind and friendly person who is very sensitive to the needs of his peers. However, he is very kind and friendly, Versyrus will completely shut down when frustrated. His academic strength is reading. He has excelled to the point of being on grade level. According to her i-ready results, Versyrus Test 1 and Test 2 overall scores increased from 338 to 370. He made a 32 point gain. He is on grade level in the areas of high-frequency words, vocabulary and comprehension informational text. He is able to recognize a few level K

Brendan’s results yielded abnormalities within certain areas of sensory processing. It was also reported that there is presence of fluctuating levels of attentiveness and distractibility at school. The second intervention activity will focus more on the attentiveness of Brendan in the school setting. The therapist will work with

Individual is having some difficulties with paying attention and focusing due is distraction, being forgetful, and not listening to instruction as reported by individual teacher.

Minnie is an energetic, outgoing, caring 7-year-old who is in the 2nd grade and is struggling in her reading skills, her hyperactivity, inattention, and irritability. Minnie appears to have general ability cognitive skills at a level appropriate for her age. She demonstrated significant variability across cognitive areas, with her ability to use reasoning to identify and apply rules identified as a personal strength. Minnie was found to have difficulty with working memory. A skill which is very important to reading and is consistent with identification as a student with a learning disability in the area of reading. Minnie’s level of academic achievement in reading is lower than might be expected given her cognitive abilities. Minnie displayed inaccurate word reading. She also had difficulty understanding the meaning of what was read. In an interview with Minnie’s parents, they reported she has experienced difficulty with reading since kindergarten. Given her history of academic struggle with the foundational skills of reading, her lack of response to tutoring, and her reading achievement that is significantly lower than expected, Minnie appears to meet the criteria for a Specific Learning Disorder in the areas of reading accuracy and fluency. Given the severity of the deficit and that Minnie has demonstrated success with comprehension when text is presented orally, Minnie’s success in math, and the history of the problem, it is not likely that her difficulties with attention

Some of the most common words moving around in the psychiatric circle are attention Deficit; hyperactivity; Ritalin; ADD, ADHD. These words are being most commonly discussed by most educators, physicians, psychologists and young parents in the society today. In spite of extensive advancements in technology which has brought new insights into the brain and learning, there is still a lacuna in the field of problems faced by children who are unable to remain focused on the task given to them in the classroom owing to their inability to pay attention.

During class Bander demonstrated inattentiveness behavior, specifically, difficulties paying attention and maintaining effort. Although this behavior wasn’t severe, it impeded him to finish the task assigned. He constantly needed prompting from the teacher assistant to complete tasks.

He is easily distracted by things going on around him and by objects in his classroom. K.S. symptoms are in the subtype of combined hyperactive-impulsive and inattentive.

Attention-deficit/hyperactivity disorder affects 11 percent of school children, according to CHADD. This disorder causes children as well as adults to be inattentive when working or talking because of their high-functioning brain. This usually hinders the completion of daily tasks and takes a big part in how they live their everyday lives and the certain modifications they have to make to be successful with their daily tasks. Most parents think that their child needs to be put on medication because they will not listen or cannot pay attention to anything, but in most cases, little kids not listening is normal. This disorder affects mostly boys, and it is less likely for adults to be diagnosed

     Students who have exhibited the characteristics of Attention Deficit Disorder for longer than six months may be at risk for having an attention deficit disorder. However, a diagnosis of attention deficit should only be made after ruling out other factors related to medical, emotional or environmental variables which could cause serious symptoms. Therefore, physicians, psychologists, and educators often conduct a multi-disciplinary evaluation of the child including medical studies, psychological and educational testing, speech and language assessment, neurological evaluation, and behavioral rating scales completed by the child's parents and teachers.

M. does not wear any corrective lenses; he can see the blackboard or pictures during story time because he sits close enough to the blackboard/teacher. When asked if he could hear properly, he answered, “sometimes I can’t hear if a lot of people are talking.” The child have no learning disabilities but the teacher confirmed about the child’s temper problems. The child express frustration by removing himself from the situation that upsets him, his face turns red, he does not hit other children and he stays in the back table and puts his head down on the table. L. M. was able to express his ideas and needs at ease. The child only speaks English in class and at home. The child’s vision acuity is 20/30 on the right eye and 20/30 minus 1 on the left eye. Eyes are green/brown color, eyelids, eyelashes and eyebrows are symmetrical bilaterally. Ears are in normal alignment bilaterally within 10 degrees of vertical alignment. Ear temperature was 36.7 °C. Hearing acuity is tested with whisper test and appeared to be normal bilaterally. External nose is symmetrical and no

There is a twelve-year-old boy who over the past few years has exhibited signs of what one might percieve as Attention Deficit and Hyperactivity Disorder (ADHD) if he were examined at a particular point, in a particular classroom, with a particular teacher. In other situations, he is completely able to focus on his tasks and has no problem whatsoever with comprehension and understanding the material he is supposed to learn and in in fact mastering that material. He had an assessment done in the second grade by educational professionals and it was determined that he was not a child with ADHD. It has been five years since the second grade and his evaluation, and has on other occasions had teachers mention subsequently that he shows signs of

According to the National Institute of Mental Health, over three million children children are diagnosed with the disorder each year. One boy, who wished to remain anonymous, is one of those three million. He consented to answer a few questions about how ADHD affects his school experience. When asked what is the most challenging part of his day, he responded almost immediately with,“school”. He went on to say,“without my medication, I can’t focus. I don’t know what I’m doing until it’s too late. The teachers aren’t much help either.” As stated in his response, the boy does

Kurtis’ classroom teacher ratings suggest he has difficulty maintaining necessary levels of attention at school. At times Kurtis might disrupt academic performance and functioning of those around him. He is restless and impulsive, and has difficulty maintaining his self-control. Socially Kurtis generally plays alone and has difficulty with social interactions in the classroom with peers his own age. Kurtis has difficulty comprehending and completing schoolwork especially when reading is concerned. When he is having a good day he is more willing to learn and treat others respectfully. Kurtis often struggles with understanding what is asked of him. He needs directions repeated and the teacher utilizes proximity and re-directing as needed to assist him in the classroom. Kurtis’ teacher expresses his concern about his inability to answer comprehension questions and expressing himself. Kurtis’ mother indicates that Kurtis plays with his younger brother and older cousins. During play he has appropriate social skills. At times, Kurtis’ mother, indicated he may struggle with attention. Kurtis’ mother reports that he generally exhibits adequate expressive and receptive communication skills and he is able to seek out and find new information when needed. They read books together and Kurtis is able to answer general comprehension questions. Kurtis is described as being thoughtful and helpful; however, he could always improve his listening skills.

Jonathon – 9-y/o having difficulty concentrating on assigned tasks for more than 3 - 4 minutes and gets belligerent when others check on his progress