Sd Case Study Of Education

Micael DeJesus is a ten-year-old Hispanic/Latino male who attended the intake assessment with his father. Micael was referred to Children’s Advocacy Network, LLC by his father due to presenting concerns with inattention. Father reported Micael has previously attended an intake assessment with Children’s Advocacy Network, LLC and received diagnosis of ADHD. Father continued to explain that Micael was unable to attend follow sessions for treatment due to client’s parent’s “work schedule”. There were no reports of Micael being prescribed any medication for treatment of ADHD symptoms. Micael’s father informed clinician that client has been referred for psychological testing. The father continued to explain that client’s teachers have noticed client’s

My two boys, Christian and Adrian Ayala, are both A/B students and both have achieved Principal Honor Roll once every year. My 11 year old son, Adrian, has been medically diagnosed with ADD. He suffers from anxiety and stress disorder. He is taking medically prescribed Adderall for his anxiety and his depression. He is enrolled in the special needs learning program. Even with these challenges, my youngest son has managed to maintain a perfect attendance andcosistently achieves honor-roll recognition every year. He is also a Boy

He said he feels happy at school and comfortable in the class, he likes his classmates and his teacher. He mentioned he has no problems at school. He wrote a reflection sheet and also wrote about how he feels at

He showed an adequate effort to participate in the session. Rapport was established and adequately maintained throughout the duration of the session. Osvaldo stated that his day was going well. He informed the MHP that he enjoyed school. His foster mother reported that his behavior has improved since the last session. She stated that she was going to give him his phone back. Osvaldo seemed very excited about attending the football game. He informed the MHP that he did not get in trouble at school. His foster mother stated that he has been very helpful with the kids in the home. Osvaldo stated that he has been reflecting on his behavior over the last few days. He mentioned that he identified areas that need improvement. Osvaldo noted that his behavior has not be consistent. He expressed a desire to work on his behavior and attitude. Osvaldo expressed interest in learning additional techniques for anger management. He mentioned that he needs to do a better job expressing his feelings. He stated that his study habits could be better. His foster mother mentioned that he could spend more time in his books. Osvaldo stated that he will focus more on his studies.

I am reaching out to you because I have some major concerns with my son Braydon Thorman's education. Braydon is in Mrs. Kuithe's 3rd grade class. Braydon seems to be struggling A LOT. Braydon is a very bright kid and that is one reason I am so concerned. Braydon has ADHD and has been diagnosed sence kindergarden. He struggled mostly with being still in KG and first grade. second grade was great, we did have handwriting issues. This year however is such a set back. This is Braydons first year of getting grades and such a transition, a very very hard and stressful transition. When I first saw signs of this I requested a meeting with Mrs. Kuithe and Mrs. Montgomery. I felt good about that meeting. I felt like we really hashed out some of my concerns. He almost made honor roll, then

This treatment plan is based upon the scenario presented in Unit 5, for client Shane. According to the criterion set out in the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5), this client has at least six of the symptoms of Attention Deficit Hyperactivity Disorder, (ADHD), predominantly inattentive presentation, mild 314.00 (F90.0). The presenting symptoms include: has difficulty sustaining attention when working on tasks, fails to finish schoolwork, difficulty following directions or instructions, is forgetful, loses things, is easily distracted.

Rad Korsaski is an 11-year old male student with parental instability and documented Attention Deficit Hyperactivity Disorder (ADHD). After reviewing Rad’s records from previous schools, I learned Rad often missed school or skipped school. Even though Rad was disruptive and often inattentive, I could see he was smarter than his records indicated. Though Rad’s father and his record states he’d been diagnosed with ADHD, even with medication he often displayed significant difficulties with poor attention, impulsivity and overactive/inappropriate behaviors. Though having ADHD was a contributing factor to his conduct, Rad showed more frequently, and more severe rates of inappropriate behaviors than those exhibited by his peers. He is very

Education is widely considered a professional field of work. However, in South Dakota it doesn’t seem to be treated like one. Funding per student in South Dakota is significantly lower than the national amount, as well as the amount surrounding states give per student. In fact, according to the South Dakota Budget and Policy Institute funding per student is $2,000 less in South Dakota than the national average, and surrounding states give about $5,000 more per student than South Dakota. Investing in the future will eventually result in a more prosperous and productive society. As Elizabeth Warren, a senator from Massachusetts, once said: “How do you think we build a future? I think we build it by investing in our kids and investing in

Brian is a 5 yr old Hispanic male of Mexican descent. He currently resides in Newark NJ with his mother and two siblings. Brian completed a BPS after-school social worker discussed with a parent about several negative behaviors that were affecting his academics. Brian was reported to be impulsive, hyperactive and defiant towards teachers. Brian currently displays similar behaviors at school and in the home. The mother indicated that due to youth’s behaviors, she is experiencing high levels of stress. Ms. Ojeda also expressed concerns towards son needing to be further evaluated to determine if his behavioral difficulties are due to possible symptoms of ADHD and or Autism. The mother indicated increase concern upon obtaining information

Born in 1989, raised by two young American-Irish high school graduates in a small, predominately white, working-class, suburban neighborhood sitting just north of Camden, NJ and the city of Philadelphia. My parents’ decided to purchase their first home in Delran, NJ, due to the reputation of the town’s excellent public school system, low crime rate, and close proximity to extended members of both sides of our family. By the time I had finished intermediary school and entered 6th grade my mother and father had accumulated recommendations from several teachers suggesting they test and treat me for ADHD and ADD. My parents were not particularly found of the idea that I might have a learning disability or need medicine daily to help me

One of the many different types of developmental disabilities that a student can be diagnosed is ADHD. In Jun (2009, p.2003) “attention-deficit/hyperactivity disorder (ADHD) is a genuine neurobiological disorder that results in functional impairment of daily activities due to hyperactivity and inattention.” It is exceptionally important for concise communication between the teacher and

In today’s elementary and middle schools across the country, students are being diagnosed with Attention Deficit Hyperactivity Disorder (A.D.H.D.) in staggering numbers. It is the most commonly diagnosed mental disorder for children. Young children are being prescribed psychotropic drugs even though formal testing is not available for accurate A.D.H.D. diagnosis. There has been growing controversy between, physicians, pharmaceutical companies, parents and educators about proper diagnosis tools and treatment for A.D.H.D. Many argue that the testing tools are too subjective which leads to false diagnoses and that other treatments beside medication should be delivered first. Others believe that clear diagnoses can be made and that medication

This student’s refusal to attend school might be for a variety of different reasons. There could be issues at home or at school that are causing this student to withdraw. The parent is an important member of the team and will be able to provide insight into what is happening in the home prior to attempting to get the student to attend school each morning. The other members of the team may be able to add insight into anything that might be happening during the school day that might cause the student to avoid school. The school psychologist should be invited to attend this meeting along with anyone else that might be able to add insight. The team may

“You have to be patient with him,” mother implored, “he will improve his grades just as he promised. All we need is to encourage him more.”

Mark’s diagnosis is Attention-Deficit Hyperactivity Disorder. According to the DSM-V criteria, Mark has expressed at least five symptoms of hyperactivity and inattention which has been present prior to him being 12. His symptoms were also present in two or more setting (home and school) and it also interferes with his academic function. Additionally, his symptoms are not better explained by another mental disorder.