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Attention deficit hyperactive disorder case study
Characteristics of attention deficit hyperactive disorder
Attention deficit hyperactive disorder case study
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Bogdan is a 12-year-old male in the 7th grade who was brought in for services by his adoptive mother. Bogdan’s mother scheduled him to meet with a social worker because of his behaviors. It was reported by Bogdan’s mother reported that he often gets upset with his siblings and hit or kick them. However, it was also stated by Bogdan’s mother that she found Bogdan attempting to suffocate each of his younger siblings when they were babies. “The neurodevelopmental disorders are a group of conditions with onset in the developmental period. Neurodevelopmental disorders typically manifest early in development, often before the child enters grade school, and are characterized by developmental deficits that produce impairments of personal, social, academic, …show more content…
Although, his mother has stated that he doesn’t like changes. Autism Spectrum Disorder 299.0 (F84.0). (Behavioral and emotional disorder) (Moderate) When he was coming over to the United States when he was three years old, it was mentioned he cried the entire flight and that’s an immense changed for a three-year-old to go through. Bogdan’s school has complained of his inability to focus and the increase in his disruptive behaviors. Attention-Deficit/Hyperactivity Disorder 314.01 (F90.8) (with self-injurious behavior) (Severe). Bogdan shows sign of inattention and disorganization entail inability to stay on task, seeming not to listen, and losing materials, at levels that are inconsistent with age or developmental level. Hyperactivity-impulsivity entails overactivity, fidgeting, inability to stay seated, intruding into other people’s activities, an inability to wait—symptoms that are excessive for age or developmental level. Bogdan’s teacher states that in small group classroom activities, Bogdan has trouble with restlessness and will stumble over his words, pause excessively, and restart talking rapidly and loudly. Specific Learning Disorder 315.00 (F81.0), (With impairment in reading) …show more content…
First Autism Spectrum Disorder, Bogdan I felt that his behavioral and emotional disorder falls into the category of Autism. Autism Spectrum Disorder (ASD) is a biologically based neurodevelopmental disorder characterized by impairments in two major domains: 1) deficits in social communication and social interaction. In with this case study Bogdan fails at both, e.g., Bogdan has no friends, and often has “meltdowns” when he cannot get his way. Second Specific Learning Disorder, Bogdan struggle with keeping up academic with his classmates. Third Attention -Deficit Hyperactivity Disorder, Bogdan was slow to engage with the social worker and was easily distracted by other things that are within the room, e.g., toy car. In Last, Tic Disorder Bogdan teachers motioned that they were concerned about occasional facial “tic.” The reason the others were excluded Intellectual Disorder, Communication Disorder, and Motor Disorder in my opinion, it wasn’t enough fact to support the
The first category is stereotyped or repetitive motor movements, use of objects, or speech, which can include lining up toys, flipping objects, hand flapping, echolalia, and use of idiosyncratic phrases. Ben frequently rubs his train against his chin or waves it in front of his eyes as he carries it around, and while playing he always lines up his toy train cars in the same way each time thus demonstrating the behaviours. Frequently people with ASD will line up objects according to size or even colour, time and time again. The second category indicates an excessive insistence on sameness, inflexible routines, or ritualize patterns of behavior verbal or nonverbal. This category can include extreme distress at any small changes, difficulties with transitions, and rigid thinking patterns and greetings. In the description of Ben in the case example, it states, “He gets very upset if anyone rearranges his trains” (Perry & Condillac, 2003) showing agitation at small changes and inflexibility, he wants things to remain the same. When I worked in an autism primary class some students had difficulty transitioning. One student had difficulty with transitions and if he was doing math and had to switch to science, he might have a tantrum because he had to transition to a different subject. It was
In my first web paper I considered Attention Deficit Hyperactivity Disorder, and questioned whether its’ symptoms and underlying neurobiology should be considered a disorder, or rather simply a difference among humans’ nervous systems. In a further exploration of the idea of individuality within a diagnostically defined disorder, I have researched autism. By definition, autistic individuals present symptoms with varying degrees of severity. It is therefore considered a spectrum disorder, meaning that its’ “symptoms and characteristics can present themselves in a wide variety of combinations, from mild to severe (1).” A diagnosis of autism can result from any combination of its defined behaviors. In addition to this, there is a host of related disorders, in which some but not all symptoms of autism are present. These include Asperger Syndrome, Fragile X Syndrome, Rett Syndrome and Pervasive Developmental Disorder Not Otherwise Specified (PDDNOS) (4)(2). Because of its characteristic breadth, autism is a good example of the implications of being seen as an individual within a group possessing a defined disorder. Current professional opinion stresses the importance of accurately assessing differences in neurological deficits, even if they present similar autistic sympt...
Autism is a neurodevelopmental disorder that effects the brains development. It is characterized by affecting communication, cognition and social interaction. The spectrum of the disorders ranges from a mild condition called Asperger’s syndrome to a more severe form, which severely impairer’s development. The Office of Communications and Public Liaison states that the disorder affects one and eighty-eight children, however ASD effects boys more frequently than girls (Office of Communications and Public Liaison, 2013). ASD emerges in all age, ethnic and socioeconomic groups. The significant varied character and severity of the disorder is why ASD is considered a spectrum that poses a broad range of symptoms.
In the course of child development, a multitude of factors have severe ramifications on the child’s future. These factors are either categorized as risk or protective, based on the positive or negative benefits that are derived from each. Risk factors exist as potentially mal-adaptive behavior profile variables that influence or interfere with a child’s competency to thrive in their environment. Protective factors, on the other hand, create positive influences on development by negating effects of various risk factors. Both risk and protective factors exist in a variety of forms. Genetic, biological, psychological, familial, and social-cultural influences can be seen on each side. Not only do they exist in a variety of forms, but their abilities also depend on contextual situations such as age, gender, and environmental conditions. It is important to look at these factors when determining norms in developmental pathways or observing deviances, which could explain future behavioral problems. On a superficial level, the amalgamation of risk and protective factors could create predictable outcomes in the behavioral, emotional, and social stability of an individual. Adequate preventative measures to increase resilience in a child with many risk factors, could lead to sufficient buffering of these potentially harmful variables. From a psychologist’s perspective, it is vital to understand risk factors and protective factors to better understand and aid patients who may show preemptive signs of future developmental problems.
Autism is a form of neurodevelopment disorder in the autism spectrum disorders. It is characterized by impaired development in social interactions and communication, both verbal and non-verbal. There is an observed lack of spontaneous acts of communication; both receptive and expressed, as well as speech impairments. A person diagnosed with Autism will also show a limited range of activities and interests, as well as forming and maintain peer relationships. The individuals will display limited interests, which are often very focused and repetitive. He or she is likely to be very routine oriented and may show behavioral symptoms such as hyperactivity, impulsivity, aggressiveness, and self-injurious behaviors.
The following is a critical analysis of a case study on a three year old boy named Jack. Case documents reveal that Jack expresses behaviours and developmental issues that align with a diagnosis of Oppositional Defiant Disorder (ODD) and/or Attention Deficit and Hyperactivity Disorder (ADHD). Case information outlines details of Jacks infantile behaviours, family dynamics and current developmental issues. The purpose of this critical analysis is to identify and examine multiple risk factors that are present across various levels of Jack’s environment simultaneously. This type of analysis is guided by the ecological-transactional model (Bronfenbrenner, 1989). The ecological-transactional model divides environments by levels named the ontogenic environment, microsystem, mesosystem, exosystem and macrosystem. Each environmental level is identified by certain characteristics. The proximal systems are those that individuals are actively participating and socialising within while the distal systems are not in direct contact but still have a direct influence on the individual (Cicchetti et al., 2005). Jack’s case depicts that there are a combination of both ‘vulnerability’ and ‘challenger’ potentiating factors across all levels of his environment. Vulnerabilities and challengers are a type of risk factor which Cicchetti et al. (2005) describe as variables that increase the potential for maladaptive trajectories. Vulnerability factors are those that are enduring risk factors present in the child’s life while challenger factors are transient risk factors (Cicchetti et al., 2005). There is a predominance of risk factors within Jack and his family’s context but there are also protective factors present which are those factors that promote a...
...lar disorder. With these experience I encountered with each disorder I saw that all them lack social and communication skills because of their behavior. But it was not done on purpose but that is just how they are. This connects to interacting with others. This is because their behavior affects their social and communication skills which in the end prevent them from interacting with others. It may because they do not know how to or others do not understand them. This topic is very interesting to me because I like children and psychology. It is plus that I have at one point of time experienced all of them. Also middle school children are good group because they are starting to develop completely. Middle school children, with Autism, ADHD, and bipolar disorders, behavior causes them to have difficulty with social and communication skills when interacting with others.
Part 2 tells the story of a boy with executive functioning deficits and his parents to highlight common experiences in families stressed by this problem and explain what’s happening in children’s minds. Finally, the column addresses how best to help support children with these issues and offers tips for parents.
Autism spectrum disorder (ASD) refers to a range of neurological disorders that usually affect the normal functioning of the brain. They are characterized by highly repetitive behavior, extensive impairment in communication and social interactions as well as severely restricted interests. The spectrum encompasses Autism, Childhood Disintegrative Disorder, Rett Disorder, Pervasive Development Disorder, and Asperger’s Disorder.
...n between the ages 1-5 showed some initial gains in cognitive and language functioning, which includes but not limited to communication, self-care, imitation, and play skills, and were placed in regular classroom settings. Although many strives have been made, some results suggest significant racial and ethnic disparities in the identification of children with ASD. There have been studies comparing behavioral approaches to general electric approached have found them to be lacking, but some of the programs were community based. When it comes to making treatment plans, some think that specific behavioral profiles may be useful in identifying which children are likely to respond to a particular treatment. While positive results have been made towards treatment, there are no ASD treatments that currently meet criteria for well-established empirical supported treatment.
These children often show signs of emotional distress and immature behavior at a very young age. These symptoms might affect thei...
Christopher John Francis Boone is a 15-year-old boy with Asperger’s syndrome. He is extremely smart, his brain functioning solely in logical sequence. Christopher is a mathematical savant, highly observant, and he has a photographic memory. He can recite every prime number up to 7,057 and knows every country and its capital city. Despite his high intelligence, he is unable to understand human behavior such as emotion and relationships. In this sense he identifies with animals more because they are much simpler. He cannot recognize feelings or facial expressions beyond “happy” or “sad.” He is very organized and likes facts and making lists. Often when he is frightened or angry he closes his eyes, rocks back and forth, groaning, and lists off prime numbers in his head to calm himself down. He does not understand metaphors and jokes; Christopher cannot distinguish the further meaning in metaphors because they just aren’t true. He is unable to lie although often he doesn’t give the complete truth and is aware that he is telling a white lie. Christopher is afraid of anything new, especially strangers and new places because he doesn’t have a picture in his head of what lies ahead of him; it is just blank. He is overly sensitive to things he doesn’t like or situations he is uncomfortable in and will often react impulsively and violently by either hitting anyone who touches him or screaming uncontrollably.
The first two years of a humans life are bursting with biosocial, cognitive, and psychosocial development. In the first few weeks after conception to two years after birth a child’s brain experiences more growth than any other organ in the body. During the first two years of a child’s life the brain is very plastic and malleable. In order for children to continue down a path of success and learning there are certain experiences a child must have in order to develop normally. The First Two years of a child life is responsible for the foundation that is layed.
The term Pervasive Developmental Disorder (PDD) refers a group of disorders that pertain to one’s communication, social, and developmental skills. Symptoms can be detected as early as infancy, as some cases are identified before the age of three. Children or toddlers with PDD may show difficulty relating to others and often have trouble using and understanding language. In addition, they may have unusual behavior patterns and demonstrate resistance during a change in their routine. PDD is a general category that includes Autism, Asperger’s Syndrome, Rett Syndrome, Childhood Disintegrative Disorder, and PDD-NOS. These disorders exhibit a range of patterns and characteristics, proving that no child is the same. While one child may be high-functioning, another may completely lack language skills.
The development of the human brain is largely based on relationships acquired during the first few months of life. Traits that a child is born with differ from the ones that he or she gains from an outside environment. The types of things that affect the acquisition of these traits are the environment that the guardian provides, and the interaction between baby and guardian in that environment. A household containing a newborn can be quite a hectic place, but when the parent handles themselves correctly, the baby soothes faster and quietly. When a child is in the mist of throwing a tantrum and you do not give up on the situation until it is completely resolved, it affects the social and emotional development of the child.