Johnny's Inattentive Behavior

Tommy R. is a 6-year-old boy and a kindergarten student in a K-8 combined elementary and junior high school in the San Jose greater metropolitan area. There has been a meeting requested by his educational team and parents to talk about his behavior in school and cognitive abilities in the classroom. School staff have been receiving complaints from Tommy’s teacher and classroom staff about not following direction and non-compliance. Tommy also struggles with completing some classroom tasks as well.

His attention span ha doesn't develop all the way yet because he didn’t last long at anything he was playing with. He was acting like a two year old where everything is his so he took over what the other children had without asking. With the social and emotional he was doing a lot of side by side play and not playing as interacting with the other children. He had fun playing by his self, but beside someone. He was using his physical motor skills, climbing up the climber just not making a good choice the way he was climbing. He was using fine motor to hold on to the toy and climb at the same time. He was using his hand and eye coordination to do the activities at he was playing with like the cars and poring the toys out the box. He had great motor skills moving along the classroom and picking where he wanted to go on. The language skills I really could not pick up on because he was not verbal just playing. Look like he was lacking in the language I heard another child being vocal asking the teacher what she was holding a conversation. He was helping his self to whatever he wanted didn’t need know help just playing and watching his friends. When he was parallel play, he was following the other child was doing. Typical Develop: The typical development that I noticed with Nick was the parallel play with the other children and not playing together. For 24 months the children “Enjoy being next to children of the same age and shows interest in playing with them, perhaps giving a toy to another child.” (Groark, McCarthy, &Kirk, 2014) Also with his language he did not do much talking just playing and the teacher should have talk to him more. He should have been talking to the other children but since he is at the parallel play he would be talking with just playing. I saw things I need and typical kids doing every day trying new things and things

Her kindergarten teacher recognized her inability to stay focused compared to her peers. In first grade, Grace took longer to complete assignments, had a tendency to daydream, and had difficulty with paper and pencil tasks which was the most noticable in math. Her first and second grade teachers provided her with additional educational support through small group instruction, and she receives weekly instruction from the reading specialist. Finally, her scores on the Wechsler Intelligence Scale for Children, Fourth Edition and Woodcock-Johnson III Tests of Achievement show she has deficits in the areas of Working Memory, Passage Comprehension and Math Fluency. Since information has been obtained by a variety of dependable sources, identifying Grace as a learning disable child is

Even with the extra help, throughout some parts of his day, Andy still can’t concentrate and focus properly. Both Ms. King and Mr. Baker have noticed a change in Andy in three certain areas: his behavior inside the classroom during seemingly challenging moments, his social skills regarding him interacting and communicating healthily with his peers, and of course, his academic abilities. For example, quite often during a class read-aloud, Andy will often yell out phrases such as, “I don’t understand this book,” “where are we? I’m lost,” “this book is

After successfully completing his five first academic years in a public school setting, Jerry was diagnosed with several medical problems. The diagnoses were attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder (ODD), and a conduct disorder (CD). Afterwards, the team that conducted Jerry’s Individualized Education Plan (IEP) decided to place Jerry in a special education setting. The special education team decided that he would be considered successful if he achieve to follow instructions from his teachers 80% of the

After Darry slapped ponyboy, and Johnny kills bob the soc, Johnny and Ponyboy ran away to an abandoned church in Windrixville with the help of Dally. This was not a good decision at all. If they had turned themselves in then they could get less time in jail for self defence, the gang wouldn’t be worried, and lastly there would be better conditions elsewhere if they left the church. Others would likely say hiding was a better idea, because he wouldn't get jail time, nobody would find them, and because it wasn’t his fault. That is the wrong choice because hiding/ running away from your problems is never the answer.

Johnny’s first reason of prosecution is that he murdered Robert for reasons other than self defense. Evidence shows that Johnny explicitly said, “I didn’t mean to… but they were drowning you,…” (pg. 74). This quote shows that Johnny killed Robert only because they were drowning Ponyboy, not because they were hurting him. Johnny’s second reason for prosecution is that he used a weapon. Evidence shows that Ponyboy tells us, “Johnny’s hand went to his back pocket and I remembered his switchblade.” (pg.54). This quote shows that Johnny used his switchblade when he shouldn’t have. He shouldn’t have used it because violence is never the answer and because he shouldn’t have been carrying the weapon in his pocket anyways. The last reason Johnny should

Mom reported that John has difficulty with complying to one-step instructions and will often tell parents when given a one-step instruction “No thanks, maybe later.” Parents report that it will take up to 15 minutes for John to comply with the one-step instruction. When dad gives John one-step instruction, John will often growl at dad or grab dad’s skin. Parents also reported, that John can talk in complete sentences and on occasion his sentences are broken up. According to Mom, John can answer” Wh questions” and he can ask questions. In addition, John can answer some social questions.

The behavior of Johnny Tremain played one of the biggest parts in this book. Johnny Tremain either pushed people away or became very close with them. Helping people was one of his specialties but, he would become very hostile when they tried to help him back. Johnny had a bad hand and because of this he would sometimes do stuff wrong and he would get mad. Before his hand got injured he would become proud of his silversmith work. Johnny Tremain was rebellious when it came to work or to prove he is worthy of something. It was Sunday afternoon, in Boston, at the Laphams shop where Johnny borke sabbath to work on a sugar basin for John Hancock. December 16th, at nightfall, Griffins Wharf became occupied with many brethren including Johnny and

quickly got up rushed and put his clothes on and rushed out the door. When he got to work his

An outsider is not a specific group of people. Some would think that the greasers were the outsiders. But really it could be the socs too. I think that greasers or socs can be an outsider. For example Ponyboy is an outsider but so is Cherry. I think that she was trying to get the point that we shouldn’t give each other labels. We need to accept everyone as who they are. For example Cherry is identified as a soc but she still feels like an outsider. She doesn’t like the fighting and she has a good heart. Another example would be that Johnny is an outsider because he is not like anyone else in his gang. He is shy and jumpy. But also he still has a good heart. I think the point Hilton was trying to get through is that we aren’t all so different

According to the DSM-5, Jake exhibits symptoms within the diagnostic criteria for AD/HD. The diagnostic criteria for AD/HD includes the following symptoms for inattention: he often has trouble holding attention on tasks or play activities and often has trouble organizing tasks and activities. Also, he exhibits hyperactivity and impulsivity: he often fidgets with or taps hands or feet, or squirms in seat, often leaves seat in situations when remaining seated is expected, often runs about or climbs in situations where it is not appropriate (adolescents or adults may be limited to feeling restless), and often has trouble waiting his/her turn (American Psychiatric Association,

My child 's name is Jude Alexander and he is a male. As a baby he is cautious around new people and situations, but warms up fairly quickly to friendly people. In kindergarten Jude Alexander seemed to have made one or two friends and usually played cooperatively and was sometimes reluctant to join in new activities with unfamiliar children. He performed below average on tests of vocabulary, and the ability to retell a story. He had a real knack for the art projects, and really got interested in the pre-math activities involving working with blocks and geometric shapes. In first through fifth grade he worked cooperatively in groups, usually respects the rights and property of others, and usually demonstrates appropriate peer social interaction. He demonstrates strength in art, all areas of reading, and in spelling and appropriate for the grade level in writing. He needs additional help in the areas of speaking and listening and in the content knowledge of social studies, science and music. He was average in mathematical problem solving, understanding of data, number concepts, graphical applications, and arithmetic computation. In the seventh grade, he consistently contributes to cooperative group activities and respects the rights and possessions of others, and shows age-appropriate social interaction with peers. He demonstrates strength in art, reading, spelling and writing. He was average in math and science, and needs additional

Jennifer is a 2nd grader being referred for possible learning disabilities in reading. Jennifer has always attended Sand Hill Elementary and has not repeated a grade. She is eight years old. She has been screened for vision and hearing problems and was found to have normal vision and hearing. Her teachers have described her as cooperative and likable. She does not exhibit behavioral problems.

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.