Case Study Report Student: Alex Prescott. Alex is a 17 year old Caucasian male. He has been diagnosed with Attention Deficit Hyperactivity Disorder (ADHD), Oppositional Deficit Disorder (ODD), Persistent Depressive Disorder, and Complex Bereavement. He struggles to maintain focus, largely stemming from his disability, posing challenges to his success in the regular classroom setting without the assistance of accommodations and special education support. A psychological evaluation was administered on December 10, 2018. The three formal assessments that were administered are as follows: The Behavior Assessment Scales for Children - Parent and Teacher Report, Third Edition (BASC-3), The Kaufman Test of Educational Achievement, Third Edition (KTEA-3), …show more content…
The instruction provided was small group and the assignment was grade level. The task was presented auditory and visually. Alex was expected to input his response into the computer program. Alex was observed during his Algebra I class while working on a lesson titled "Application of Unit Rates". Alex was instructed to attempt the assignment by himself and then he would be provided with one on one instruction to review the missed problems. Alex attempted the lesson two times and received scores of 55%, 75%, and 90%. Alex was provided with constructive feedback over the material he missed and was then able to move on to the next lesson. Alex appeared more controlled today with less observed impulsivity. He appeared pleased to have obtained higher grades in his lessons and shared that he actually studies some at home. He verbalized that he took his medication the night before and identified that taking his medication does help him to focus better. Alex is currently displaying calmer behaviors this past week. And according to my last observation. Impact of the Disability: Alex needs the following assistance in his classes due to the impact of his disability. Alex needs his assignments to be broken down into small manageable parts. Also, Alex requires the use of a calculator at all times when attempting mathematical problems due to his computation barriers. Lastly, Alex requires the following classroom structures to be in place to assist his needs. It is encouraged to simplify directions, use redirection as needed, and use positive verbal encouragement. Helpful strategies that can help Alex with continued positive behaviors in the class setting and to increase academic success are: Jackson can be provided with a hard copy or electronic version of all notes and assignments, as needed. All tasks should be broken down into smaller manageable sections (Chunking) to reduce frustration and help with task completion. And lastly,
Darren Entwistle, originating in Montreal, Quebec; the executive chairman, who used to be the president and the chief executive officer of a communication company - TELUS, is a successful and eminent Canadian businessman. He’s the person who turned a small telephone service company into a $25-billion national Mobile communication company and also helped it becomes one of the major Mobile communication companies, which is valued at $4.3 billion right now. “Joe is an exceptionally proven and highly capable leader” Entwistle said in a statement. He is currently stepping aside and assisting his successor Joe in corporation strategy and performance.
The Kaufman Test of Educational Achievement, Third Edition (KTEA-3) is a revised and updated comprehensive test of academic achievement (Kaufman & Kaufman, 2014). Authored by Drs. Alan and Nadeen Kaufman and published by Pearson, the KTEA-3 remains an individually administered test of achievement intended for use with examinees ages 4 through 25 years, or those in grades Pre-Kindergarten (PK) through 12 and above. The KTEA-3 is based on a clinical model of academic skills assessment in the broad areas of reading, mathematics, and written and oral language. It was designed to support clinicians utilizing a Cattell-Horn-Carroll (CHC) or Information Processing theoretical approach to assessment and detailed information regarding the structure
The question today is whether Alex McKinnon should sue the National Rugby League for the injuries he sustained in a game last year. Well today learned colleagues, I will argue that he should not sue the NRL on the basis of negligence. First and foremost, on behalf of the National Rugby League and myself, we would like to extend our condolences for such a horrendous situation and we wish him all the best.
It was a shock. The pediatric psychiatrist diagnosed me with a novel maladaptive behavior syndrome known as attention deficit disorder (ADD). My condition has notably hindered my ability to concentrate, organize, and execute both in the classroom and within social spheres. However, I have tried to meet the challenges posed by this mysterious syndrome through a number of approaches. Although they have been arduous, I have improved my control over the consequences of this disorder.
John, a 15 year old male, is an 8th grade student attending a local middle school. John is a transfer student from another state and he been placed into an inclusion classroom because he has been identified as a student with a disability and requires an IEP. Lately, John has been verbally and physically disruptive during math class. Some of the disruptive behaviors John often exhibit in the classroom include making loud noises and jokes during instruction, calling his peers names, physically touching his peers, and grabbing group materials. John’s teacher collected data and learned that his verbal disruptive behavior occurs 4-8 times during each sixty minute class meeting, and his physical group disruptions occur 75% of the time he works with a group. After meeting with John’s other teachers, his math teacher learned that his disruptive behavior is only present during math class. According to John’s math test scores on his IEP, his math instructor also learned that math is a challenging subject for John and he is significantly below grade level. Both John’s math teacher and his IEP team reached an agreement that they would like to decrease the number of times John disrupts instruction and eventually eliminate the disruptive behavior. The replacement behavior for John is to remain focused and on task during math instruction and assigned activities without triggering any disruptions (i.e., distracting loud noises or jokes causing the class to go into a laughing uproar, physical contact with peers, name calling, or grabbing his peers’ materials). Instead of John being punished for his disruptive behavior, the replacement behavior would allow him to remain in math class, and he will also be able to receive posit...
Sebastian is a Preschool student who atttends For His Glory Early Education Center school in Puyallup, WA. Sebastian of the last year has be displaying very concerning behavior in his preschool class as well as at home. Sebastian has displayed several signs of being delayed in both social skills as well as cognitive skills. Furthermore, Sebastian often times displays behavior of being unable to concentrate suring curriculum time, being very disruptive in class, and has several out burst when faced with learning skills that he is not familiar with. In a meeting with Sebastian’s parents it was learned that many of the challenges that Sebastian is dealing with at school, he is also facing at home. Upon the recommendation of the teacher and the school counselor it was determined that furhter assemssment will be conducted on Sebastian. After going through extensive behavior analysis and assessments, it was determined that Sebastian is dealing with the condition ADHD.
The disabilities identified were Attention Deficit Hyperactivity Disorder (ADHD), Emotional Disturbance (ED), and Attention Deficit Disorder (ADD). The special education teacher began to interact with all of the students right as they entered the classroom and also while the teacher provided them with instruction. She was extremely personable and approachable. It was apparent that even though it was a three- week summer school session, she had established a connection with the students and, therefore, developed a learning bond in the process. The boys seemed to have a great bond as well, and they worked together to complete their assignments. There were also obvious interactions among the boys that were unrelated to the lesson but not disturbing or distracting to the class. The special education teacher jokingly came near the boys and began to talk to them and suggested they continue to work together to keep each other engaged. The special education teacher mentioned that there were times when the boys will not respond to encouraging them to stay engaged and will resist her advances. Therefore, she has to make the decision when to press on to get them involved and when to back off and give them some time with the hopes that they will
Whether it was in school, the classroom or the home environment students with disabilities may exhibit various behavioral problems. Occasionally, these behaviors are hostile, aggressive, and disruptive and may impede learning for the ones who display such behaviors as well as others. It often a challenge to deliver a lesson or maintain control of the class due to the fact that teacher may not have sufficient knowledge on how to manage these types of behaviors. In “When the Chips are Down” Richard Lavoie give helpful advice that emphasizes on dealing with behavioral issues in a successful manner and also how these problems can be anticipated before they start.
Will, M. (1986, November). Educating students with learning problems-a shared responsibility. Washington, DC: Department of Education, Office of Special Education and Rehabilitative Services.
Students with high incidence disabilities or HID are the most common in schools. The group of high incidence disabilities include students with emotional, behavioral or mild intellectual disabilities as well as those with autism, speech or language impairments and attention deficit disorder (Gage et al., 2012). Students with HID are usually taught within the general education classroom. There are either co-teachers or a resource teacher that takes the students out of the general education classroom for short periods of time to work in a more individual, structured environment (Per...
Goldstein, S. and Mather, N. (2001). Learning Disabilities and Challenging Behaviors. Baltimore, MD: Paul H. Brookes.
It was observed a 5th grade elementary student, that for privacy we will name him J during this case study. He arrived to the school in the second semester of Fourth grade and he has being diagnose under the umbrella of the Autism spectrum from the previous school documentation. J was served by the Especial Education content Mastery (“as known Especial Ed. Classroom”) in period of times during the day, but he was place in a regular education classroom. He immediately presented behavioral issues due to the transition of a new environment and his learning disabilities. After a couple incidences, the administrator called the ARD committee to meet and review his IEP and place new behavioral strategies to follow. J made it through the year with continue incidences where he spend most of the time in the Content Mastery classroom. At the beginning of the 5th grade year they continue with the strategies that were in place from previous year; those were making a changed, not a constant issue, but once in a while his outburst were severe to the point that he got so angry that he broke a glass door, others where he just run away from the classroom crying and went into a bathrooms or outside to the playground stating that he had problems with his sugar levels; “sometimes it has difficult to identify if the cause of his outburst was cause by the diabetes or the autism” as the teacher aide stated.
Weinberg A. Warren, Harper R. Caryn, Emslie J. Graham, and Brumback A. Roger. " Depression and Other Affective Illnesses as a Cause of School Failure in Learning Disabled Children, Adolescents, and Young Adults." American Association of Suicidology. Washington, DC.
My experience with school was very challenging and overcoming my personal struggles was not an easy feat. I started Kindergarten with an Individualized Education Program (IEP) and I’m thankful that my preschool teacher recognized my learning challenges and encouraged my parents to have me evaluated. We found out that I had ADHD and learning disabilities that would make academic achievement a challenge for me. More specifically, I had difficulty decoding words and pronouncing some letter sounds such as “R’s” and “W’s”. As a result, excelling in school was a challenge due to my disability and the reaction of other students to my disability only made it more difficult.
Sattler, Jerome, and Robert Hoge. Assessment of Children: Behaviorial, Social, and Clinical Foundation. La Mesa:Sattler, 2006. Print.