Summary Of Biological Father Case Study

Antazia is working to complete grade level work. Antazia has reported behavioral issues. Antazia’s number of referrals decrease during this period. The school has reported Antazia’s behaviors include verbal and physical aggression towards peers and adults, defiance and refusal

Kayden’s father stated he does not have any current mental/psychological diagnoses, and has no apparent behavior or psychological issues. However, ADHD is prominent on his father’s side, and substance abuse issues are observed on his mother’s side (mother’s father). Per his father, Kayden shows no behavior issues that are not age appropriate, stating that he has never had a full on “tantrum”, and is easily redirected when upset. Kayden’s exhibited strength in this area is his overall “good” behavior. A barrier identified in this area is his susceptibility to

At some point during the 2011 school while attending Mt. Zion Primary in Clayton County, Peter was first referred to his school’s tiered Response to Intervention (tier 2) program of student supports. At this time, there were no reported behavioral difficulties, although the student was said to display concerns with regard to reading fluency. Records indicate the student was formally referred to the Student Support Team (SST) process on 5/2/2013 when he attended 3rd grade in Henry County, although it mentioned in the documents that he was having significant behavioral difficulties as far back as at least 2nd grade. It appears the behavioral manifestations erupted about 10 months after the death of his father.

James is a second grade African-American student who attends school in an urban community he struggles with keeping his schoolwork and homework organized. His teacher reports he has problems listening to instructions in class and constantly interrupts classroom lessons. His parents and his teacher both reports he has behavior problems and has problems playing with children in his age group. His mother at first believed his behavior was typical for a boy, however she has expressed concerned with his behaviors because constantly fidgets and moves about. His mother is also concerned with his social skills because he has only two friends and she states when in public with her so, he lacks appropriate social skills, he runs about and climbs on objects such as handrails all the time. According to school records his teacher last year referred him several times to the school counselor for failure to remain in his seat and disturbing the learning environment, his 2nd grade teacher is reporting the problems. Due to his inability to stay focused and organized, James grades are fair but could be much better if he completed assignments on time and actively participated in all classroom activities. His teacher has referred James to the school counselor for help with his behavior and academics.

Jonnie, a 10th grade African American male, was referred to me because he considering college as a next step in his education. He needs support in building his GPA and course mapping so that when he is ready to enter a comprehensive high school he is on track to complete graduation and college requirements. Working with Jonnie, the immediate goal is to have him pass the California High School Exit Exam (CAHSEE). Throughout his academic career, Jonnie has had an inordinate number of disciplinary infractions put against him. His high school transcripts reflect the behavior problems that have had an effect on his ability to perform well in school. Currently, Jonnie is in a small school setting in which his academic abilities are being shown and fostered. Jonnie does not seem to exhibit many deficits when it comes to social-emotional relationships, however, it is evident in his work, that there are some academic gaps that need to be supported and scaffolded for him. When it comes to material that tends to be difficult for Jonnie, he withdraws himself from the class. Further examination of Jonnie’s behavior is necessary to better support his academic abilities and achieving his goal of attending college a reality.

Currently, Keshawna is enrolled in school full-time, as a 9th grade student at East End Academy in Newport News, Virginia. She is there through the Virginia Independent Clinical Assessment Program (VICAP) process, and she is receiving day treatment services while there. In the last three months, Keshawna has some full day unexcused absences, and there has been intervention by school administration. Keshawna's performance at school is not promising; she is averaging C- or

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

Daniel is a five years old male student at Desert Springs Preparatory Elementary School, in the SunKids preschool program, this is his second year with us. Daniel, since a month ago, had an IEP for social, and speech and OT as a related service. He identifies with Asian/American ethnic category and speaks only English, which is the language spoken at home. He was on a daily behavioral intervention based on a thumbs up/down checklist, and the OT and Speech specialists were coming once or twice a week to work with him. Currently Daniel had formal assessments administered for his evaluation. His teacher used BASC3 assessment, and the psych, speech, and OT, did also at least 3 of them. His scores were amazing, and he test it out of Special Ed.

Jacob Perez is a six-year-old Hispanic/Latino male who attended the intake assessment with his mother. Gaston Family Health Services referred Jacob to children’s Advocacy Network due to presenting concerns with disruptive behavior at home. Jacob was not reported to have previous involvement in therapeutic services; however, there is a diagnosis of ADHD previously made by the client’s pediatrician. Jacob has also been prescribed Focalin 10 ml. and Quillivant to which mother reports Jacob is being compliant. Mother reports Jacob displays disruptive behavior since age two years old, three times per week, lasting about 10 minutes in duration. Mother described Jacob’s symptoms manifest as “yelling” “mockery” “anger outburst” “defiant” “crying

The B.A.T clinical team met Mrs. Vasquez (mother), on September 9th, 2016, at their home located in Riverside, CA. On this date the clinical team conducted an indirect functional assessment, which consisted of a parent interview and a review of ABA services in relation to David. The clinical team gathered information regarding David’s history (as outlined in the section above) and inquired about the challenges they encounter, including and behaviors that are of concern.

Danny, age 9, is a happy 4th grader boy, large and tall for his age. Even though Danny racial background is African American, he fairly interacts with mostly-white peers, and socially is liked and has many friends. Per the case study, Danny is living in the same community since he was born, but his family, mom, dad, and the two older sisters, came from Detroit, Michigan three years before he was born. Presently, he attends the elementary school of residence, and his level of academic achievement measures 121 in Math, 90 in Written Language and 76 in Reading, the IQ is 110. Successfully, passed the hearing and visual screening at school, and owns Gross Motor abilities. However, his teacher evaluated him for ODD and ADD, for defiant and off

Growing up I dreamed of my first daddy/ daughter dance at school, walking at graduation and seeing my father stand up and yell out “that’s my daughter!”, having my father walk me down the aisle on my wedding day and countless other things. Ever since I was about 6 years old I have had a question on my mind, who could my father be and how can I be sure? The man who I used to call my father, Dan, put that question in my head when one day he said to me, “you have no right to call me dad because I am not on your birth certificate and I never will be because I am not your father.” That day was the day that changed everything for me. I knew I wouldn’t have someone to do those things for or with me. Knowing I wouldn’t have someone there to be proud of me I began to push myself to be a better person and to be successful to make myself proud, but the question never went away.

On this evaluation of his cognitive skills, Adrian demonstrated consistent performances across indexes. His verbal comprehension (VCI) and fluid reasoning (FRI) were in the High Average while, working memory (WMI) and visual spatial skills (VSI) within the norm (Average), while his visual processing speed (PSI) were just below the norm (Low Average). Adrian’s school ratings on the BASC-2 suggest that he has significant behavioral concerns in the areas of Atypicality, Withdrawal, Conduct Problems, Learning Problems, as well as Attention Problems. Similarly, on the Conners 3 his ratings Inattention, Learning Problems/Executive Functioning: Total, Learning Problems, Executive Functioning, Defiance/Aggression, and Peer Relations exhibit concerns as well. Finally, the HTPP, suggests Adrian as a boy who seeks to escape through a focus on fantasy or other preferred interests and tends to withdraw when confronted with areas of difficulty, socially and

“I hate you” are three words that I am sure all fathers have heard before. Whether said by an unruly eight-year-old, or a defiant eighteen-year-old, those words were sure to come out at one point or another. Even though these words were said, it does not necessarily mean that they were meant. At the time, they were probably used as a stinging response in an argument over something as silly as a bedtime or curfew. In hindsight, maybe those three words were not the best option, but it probably felt good to get the last jab in. Although this occurrence happens in almost every family, in almost every household in the world, it does not mean that all children leave childhood with unresolved father issues.