Diagnostic Simulation Paper

In his most recent eligibility determination report, dated, 1-25-18, Zaylan was identified as having an Other Health Impairment Disability (ADHD). His disability adversely affects his ability to complete tasks within allotted time as observed by his impaired to stay focus and on task. Zaylan's inability to stay on task and follow directions is negatively affecting his classroom performance. At times, he is easily to become frustrated ad argumentative. Teacher's observation indicated he often daydreams during instructional time and often look to peers for directions, rather than paying attention in class. When given an assignment to compete by general education teacher, Zaylan will be very apprehensive about completing the assignment.

Every parent who has a child suffering from a psychological disorder that affects their behavior dreads a new school year. This means new teachers not aware of the disorder, more parent-teacher conferences, and more pressure to medicate the child. The most common and well known behavioral disorders are Attention Deficit Disorder (ADD) and Attention Deficit Hyperactivity Disorder (ADHD).

Verbal prompts, redirection to remain focused on a given task, minimize outdoor play, reduced iPad games and parent meeting. The results of interventions are diverse. Adriel would respond to previous intervention such as less outdoor play and parent meeting by behaving in class and follow directions for outdoor play for the first two days of the week and then the behavior occurs again. Verbal prompting often works for the first 2 minutes and then the behavior occurs again. The support and one-to-one attention given from the staff during transitions decreased the incidents of noncompliance, pushing and yelling. The staff will model, role play, practice and discuss all these intervention strategies to support Adriel. He will be given attention when he shows replacement behaviors.

Identify five (5) Diagnostic tests that would be performed on Mr Bellows. Explain the indicators for the test and identify normal result values (5 marks)

Furthermore, stays at a friends house while his mother works from 1:00am to 5:00am. Per documentation the patient presents with mannerism of throwing his head back, laughing at inappropriate times, and throws his hands over eyes to talk. The patient presented with these behaviors during the time of assessment. According to collateral the patient reports to "Ms. Mitchell, principal at Tabernacle Elementary School, that he was going to kill himself and others." Collateral reports that patient cut himself with a broken razor from a pencil sharpener. Further, the patient reports that he is useless and that no one likes him nor does he have anyone to play video games with. The patient expresses these thoughts during the assessment. According to collateral the patient has multiple incidents with his behavior since 2013. As noted, "Some of these behaviors including pulling string out around neck from sweatshirt, smashing milk in cafeteria, kicking others students, swinging a waffle bat at another student, inappropriate language and hitting a student on the bus." The mother expresses that the patient does not see a need to go to school and wishes to stay home.

Participants: M. Parker, Guidance Counselor, B. Michael, Social worker, Parent, D. Shaw Principal, S. Roberts, Behavioral Consultant, Classroom Teachers; D. Chemnitz and C. Ragusa

Rosch, Fosco, Pelham, Waxmonsky, Bubnik, & Hawk (2015), described behavior modification therapy based on reinforcement and/or punishment as the leading psychosocial treatment for ADHD. In addition, behavior modification is also recommended by the American Academy of Pediatrics (American Academy of Pediatrics 2011). Behavior therapy lacks the harsh physical and mental side effects of medication. Despite less side effects, behavior modification therapy can prove to be quite a challenge. There is no standard or baseline “effective dose” of behavior modification. Furthermore, it can vary significantly from child to child. Behavior modification referred to in most studies, includes some system of rating to determine if a child’s ADHD symptoms improve after therapy. Researchers utilize techniques such as daily report cards, reward-cost or points system, and feedback to analyze and monitor the child’s behavior. Different levels of intensity were implemented in some studies such as Fabiano, Pelham, Gnagy, MacLean, Coles, Chacko, Robb et al., (2007) High Behavior Modification (HBM) included a point system and daily report cards. Teachers, counselors, or other administrators provided feedback such as corrections on assignments and explanations when a rule was violated. Low Behavior Modification (LBM) provided less intervention, but included feedback without the loss or gain of points. Participants also received less praise and rewards. In the No Behavior Modification (NBM) study weeks the children were given directions, rule violation was corrected and noted, but explanations were not given. Pelham, Carlson, Sams, Vallano, & Al (1993) referenced other scholarly journals and findings arguing behavior modification improved academic performance in ADHD children best when a negative consequence accompanies poor behavior, rather than a reward for task

Based on the review, behavioral therapy for children under 6 is recommended as a positive treatment option. Four programs for parents of children with ADHD from this review were highlighted. Triple P (Positive Parenting Program), Incredible Years Parenting Program, Parent-Child Interaction Therapy, and New Forest Parenting Programme. These programs use interpersonal and community level approaches including group sessions, public seminars, and one-on-one support for tertiary prevention.4 For example, Triple P focuses on positive parenting as a behavioral therapy approach. They offer group courses, private sessions, consultations, and online training. These trainings are centered around five key steps of positive parenting which include creating a safe and interesting environment, having a positive learning environment, using assertive discipline, having realistic expectations, and taking care oneself as a parent.7 Another example is the Parent Child Interaction Therapy (PCIT) program. Their focus is on improving emotional and behavioral disorders by improving parent-child relationships and interaction patterns. This program uses a live-coaching model. This model puts parents in a room with their child while a therapist in another room coaches their interaction via an ear bud.8

This statistic that was taken in 2011, shows that the amount of children with ADHD has risen over the years. One reason for this is that many people have very busy lifestyles now and these teens are always on the go. People also know more about ADHD symptoms, therefore it is easier to diagnose. Also, considering the fact that this disorder is more common now, more students in each classroom are likely to be struggling with ADHD. During an interview with Mariclare Pollicelli, in a large and quiet Special Education classroom at Parker Middle School, she stated, “I am a special education teacher, so I have many ADHD students. I have 22 students and 12 of them have ADHD as their primary disability on their Individualized Education Plan”. This sample represents the large number of teens who are affected by ADHD whether it be socially in school or in their education.

In this new generation, we can see that a lot of children have learning disabilities. Learning disabilities include Attention Deficit Hyperactive Disorder (ADHD) and Dyslexia. Attention deficit hyperactive disorder (ADHD) is one of the most common childhood brain disorders and can continue through adolescence and adulthood. ADHD is gifted. Other than this, Attention deficit hyperactive disorder also can say is a group of behavioral symptoms that include an inattentive type, hyperactive type and impulsive type. Combined type is most common. All this behavioural symptoms is normal, but for ADHD children, these behavioural symptoms are more often than normal children. The boys will have ADHD changes are more than girls. It is usually discovered

What researchers has discovered is the most effective approaches is to use highly structured environment with intensive single instruction and a high teacher to student ratio. To address specific deficits occupational and physical therapy should be used. The parents need to learn to give specific instruction in how to deal with tantrums and destructive behavior and in useful techniques for keeping their children organized and occupied so as minimize the detrimental effects on the family members.

The worldwide phenomenon known as Attention-Deficit Hyperactivity Disorder, or ADHD, has a prevalence rate of between 5.29% and 7.1% of people (Shire, 2016). The vast majority of ADHD cases occur within developed countries, such as USA and UK, where approximately 3 children in every class have the diagnosis (Green et al, 2004). ADHD is not confined to a specific age or gender, however it primarily presents within boys around aged 7. The characteristics of ADHD result in behavioral issues surrounding inattentiveness, hyperactivity and impulsiveness, including fidgeting, lack of concentration, impatience and interrupting conversations (NHS Choices, 2014). Left untreated these negative behaviours lead to difficulties interacting and establishing relationships, and engaging appropriately at schooling. This is problematic for the child as they tend to be marginalised and targeted for differential treatment because they frequently are deemed a ‘problem’ This then results in exclusion which leaves the child feeling isolated and suffering with low self-esteem. It is often the case that these experiences not only potentially hinder the child’s education and development, but develops into significant societal concerns. Research demonstrates damage to a child’s well-being has vast cost implications as it increases the likelihood of anti-social behaviours, unemployment and health issues (Bilow, ).

Affecting three to five percent of the population, Attention Deficit /Hyperactivity Disorder (ADHD) is one of the most common of the childhood behavior disorders. Associated with this disorder's core symptoms of inattention, hyperactivity and impulsivity are a variety of disruptive classroom behaviors (e.g., calling out, leaving seat, interrupting activities, etc.). Consequently, it is not surprising that these students are at risk for school failure. The first step in creating classroom supports for students with ADHD is understanding the students’ strengths and needs. This involves formal and informal assessment, as well as collaboration among educational professionals and the students’ families. If a student is not responsive to behavioral

There is a need to provide effective comprehension support for students labeled with ADHD. ADHD students struggle with comprehension and there is limited research on comprehension strategies for these student. This is a qualitative research study that proposes to find useful comprehension strategies for students with ADHD. The literature points to a need for further research in this area. The participants of the study are 1st to 4th grade teachers that teach students diagnosed with ADHD. The duration of the study will be approximately three months. The proposed data would be collected through questionnaires, interviews and focus groups. Data will be compared and analyzed throughout the study process. For each data collection method, narrative data collection and analysis will be performed. To meet triangulation, all notes from the interviews, questionnaires and focus groups will be examined, compared and coded for common themes. The study will conclude with a report listing useful strategies and intervention, the pros and cons found for each and the usefulness of each according to the data.

“If parents are not part of the solution, they are part of the problem.” (4, para. 6) There is substantial evidence that parenting may be related to the development and maintenance of disruptive behaviors in children with ADHD (7). A highly distressed parent can make their child’s behavior worse if their parenting style is too rigid (4). If the child’s family is not stable or supportive of their child then that can lead to the child developing mental problems. So to have a positive, supportive parenting style towards ADHD children, along with children who do not have ADHD, is crucial towards the child’s development