Kristen Hurd Case Study

KIds with ADHD face a lot of challenges.A Challenge that is very common are learning Disabilities .It affects their way of learning because they are constantly distracted by noises in other students in their classrooms.THe most common learning disabilities are Dyslexia ,Dyscalculia,Dysgraphia,and Non-verbal disabilities these learning disabilities have an effect on a lot of people.An additional challenge is challenges with there sociasl skills.It affec ts there social skills because of there mood swings and

By working in a public school setting, I hope to integrate aspects of assessment, counseling, research, and skill training to create individualized intervention plans, and provide an optimum learning environment for all students. After receiving the opportunity to work with children with exceptionalities at Camp MATES and the social skills groups, I was stunned to discover how underserved that population is. I was appalled by the obscene amounts of money parents pay for their children to receive services tailored to them and their exceptionalities and how difficult it can be to get into those programs. As a School Psychologist, I hope to make academic success more attainable for all students despite their socioeconomic background. My goal is to assess students who are struggling academically to find an educational method that suits their individual differences and be able to refer them to community resources if needed. My dream is to bridge the gap between home and school and promote supportive environments in both that migrate seamlessly. I hope to provide students with strategies, such as social skills training, they can use to be successful both in and outside of the classroom. I aim to learn more about Learning and Intellectual Disabilities and interventions that improve the academic success rate of students with those

EE107’s teachers referred EE107 to the Determination Team. EE107 was retained once in kindergarten and placed in a transition classroom for a portion of her 4th grade year. She currently receives math and reading interventions. However, she is not responding to the interventions based on progress monitoring data. Thus, the Determination Team has requested a comprehensive evaluation of EE107 to assist the team in determining whether or not she would qualify for assistance through the Exceptional Children’s program.

Throughout my placement, I focused mainly on two different children (1 from each school); one child diagnosed with ADHD and the other child diagnosed with ASD. According to Fortune (2017) ADHD is one of the most common neurodevelopmental disorders of childhood (Lecture 8, slide 2). A child by default already has high energy levels and constantly needs to be active however according to Fortune (2017), ADHD can be categorised in three types: predominantly inattentive presentation, predominantly hyperactive-impulsive presentation and combined presentation (Lesson 8, slide 3). The child (Jon) with ADHD with whom I worked was diagnosed with predominantly hyperactive impulsivity presentation. Jon had a hard time waiting for activities to start, and once they did, he would not follow the rules instead he would run up on the benches then come on the court to play with another child who was not his partner then he would run back to the instructor to complain he was bored and wanted to do other things (the same behaviors happened when we switched activities). However, I developed an intervention plan for Jon so that he can stay still long enough that he can focus on tasks and be able to participate with the other children. The intervention plan stated that Jon needed to release his energy, and gets bored very quickly, therefore, I came up with a schedule for Jon to follow throughout the

or refuse to receive treatment run into many potential difficulties. The article, “Growing Up With ADHD” by Denise Foley, explains how those affected by ADHD have a difficult time at school, work, and social functions. She also states that many are five times more likely to speed while driving due to their inattentiveness to detail. Only one example how refusing treatment or not getting correctly diagnosed can turn potentially harmful. Living with ADHD can be a constant struggle if not properly diagnosed. For example, in Elizabeth Russell Connelly’s book, Conduct Unbecoming: Hyperactivity, Attention Deficit, and Disruptive Behavior Disorders, many behavioral and brain disorders, like ADHD, must be diagnosed by a trained professional to

Some students have major difficulties in life when faced with Attention deficit hyperactivity disorder, or more commonly referred to as “ADHD” , although if recognized early by noticing symptoms this disorder can be properly treated and contained causing minimal troubles for the victim. ADHD will distinguish itself commonly at an early age. There are exceptions to this with ADHD in adults. Some people can go years without noticing their disorder. These people in particular fall to the devastating effects of this disorder. They do have the power in their

According to (Barkley, 1990, p. 3) Attention-deficit/hyperactivity disorder (ADHD) is the current diagnostic label for children presenting with significant problems with attention, impulsiveness, and excessive activity. Studies show that ADHD was once estimated to be 3 to 5% of school-age children, but more recent studies place the figure closer to 7 to 8% of school-age children and 4 to 5% of adults (American Psychiatric Association, 2013). An example would be Jay Durosier who is currently a client at Center for Family and Child Enrichment, Inc. He has presented symptoms of hyperactively, and difficulty sustaining attention on a consistent basis. He is receiving individual therapy to address his behavioral problems as manifested by short attention span, and difficulty following through on instruction in a timely manner. The goal is to Decrease his hyperactivity, increase self-control and follow directions in school.

This is Hannah Haydt, I received your email about available shifts at Alderwood pool and and I would to love to take a few if there are any still available. I have put in for on the scheduling project are: the Tuesday shift from 4:15-10, the Sunday shift from 9:45 - 4:30 as well as Friday from 3:45 - 8:30. However, I am available at any day from 2 until 11 and all Sunday. I appreciate you taking your time to offer me this opportunity, and I look forward to working with you in the future.

Staff, teachers, and school personnel lack the ability to determine a diagnosis of a child having ADHD or giftedness. Staff have less training on this subject which causes work in the classroom to become more difficult. Increased activity, lack of attention span, difficulty completing certain tasks, and response to questions decrease are just a few forms teacher may signal from students in their classroom. Teachers are to watch their students closely to see if the students attention fade where they may need to refer the student. ADHD is not uncommon of a misdiagnosis that may be cause by other conditions from the classroom to the home environment. Attention spans are where teachers can see there is a potential issue with the particular

He found that the advisory system, personal learning plans, student-based learning, classroom management, and behavior were areas that needed improvement (p. 9). At this point, teachers still did not have a concrete schedule and were challenged with behavioral problems and working with a diverse group of students. The teachers felt part of the problem, was not having a seasoned teacher in the school nor a formal discipline plan. Behavioral challenges continued to be a problem throughout the school year. Even though the district reimbursed the school for the services of a psychologist, a speech therapist, and a nurse, they were part-time and not on-site when situations arose (p.

These students often have difficulty in the classroom as a result of their own disruptive behaviors, which often impede their learning (Barry 2002); more severe ADHD behaviors are correlated with worse academic achievement. Kids with ADHD also have trouble maintaining attention, sustaining effort, and organizing and finishing tasks (Reid 2005) - three behaviors that are crucial to learning and understanding academic information. Accordingly, they earn lower grades in school and on standardized tests in comparison with their peers who do not suffer from ADHD (Lu 2017) – these students do not have a learning disability, they simply do not attend to the information presented to them (Shillingford 2013). In fact, most students with ADHD possess average or above average intelligence, as indicated by their IQ (Daley 2010). These children simply have a low tolerance for frustration, so they will give up on a task easily if it seems overwhelming or they cannot understand how to complete it (Shillingford 2013). Due to their impulsivity, children with ADHD may have trouble withholding responses (Raggi 2006), which may result in academic errors because the child does not wait long enough to consider alternative information. These academic struggles are exacerbated because children with ADHD miss more days of school than their peers (Barbaresi 2007);

I am most familiar with ADHD. My sister was diagnosed with it a few years ago and it has greatly affected her ability to learn. My sister has always been very smart and when she puts her mind to something she can do exceptional work. The problem was my sister's ability to remain focused and to be motivated about school often prevented her from reaching her full potential as a student. My sister would easily get distracted and not be able to stay in her seat. She would not be motivated to do her homework and would often leave assignments incomplete. This greatly affected her grades. After observations and evaluations, my sister was diagnosed with ADHD and was determined eligible

My observation was completed at Butler Academy on March 3rd and March 4th 2016. I observed math instruction for a total of five hours. The 12 students (grades 7-12, ages 13-18) present in the classroom all qualify for special education services. Mr. Dayton teaches math and science to students in a Special Day Class (SDC) setting. Students are in Mr. Dayton’s classroom ½ of the school day for math and science instruction. Due to privacy concerns, he would not disclose all of the specific disabilities represented by the students in his classroom but he did indicate that the students qualify for special education and that more than one of the students have specific learning disabilities and ADHD/ADD. He also advised me that he has seen an increase in the number of students that have this diagnosis and it likely that both general and special education teachers will have students diagnosed with ADHD/ADD in their classrooms.

When there is a crisis, if the school site chooses, she coordinates the provision of District support. She has held this position since August 1, 2016. Prior to her current position, she owned a private practice and worked as a counseling consultant to schools for most of her career, allowing her to understand the responsibilities and obligations counselors have to their students, families, staff members and community. Her position offers her the insight, knowledge, and experience to value the role of not only of the counselor and their importance to the overall staff but to the administration(s). She has a Ph.D. in Human Development, and Masters’ Degrees in Social Work, Human Development, and Public Administration. She has a PPS credentials in School Counseling, School Social Work, and Child Welfare and Attendance. With her extensive education and experience, Dr. Heather Chamberlin Scholle has a proficient knowledge of the legal and ethical issues that

Staff development and in-service training can be in many different forms but those programs must meet the necessity of school personnel to advance the goals of the organization and enhance staff competence. Likewise, regularly held staff development and in-service training can be fun and educational for both staff and administration. During those events, specific development needs and concerns can be addressed. I wish the chapter would have addressed the developmental needs of other staff involved in the day to day activities of students such as school counselors, mentors and technology staff as much as it addressed the teacher.