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Study on attention deficit hyperactivity disorder
Study on attention deficit hyperactivity disorder
Attention deficit hyperactivity disorder case
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Client
Christopher Robin is an eleven-year old male who attends the 6th grade gifted class at George Brown Middle School. Christopher was chosen for the gifted program after completing a number of assessments in grade 4, although he is needing to work on his time management, working independently and staying on-task. He is diagnosed with attention deficit hyperactivity disorder (ADHD), which he takes medication for daily.
While there has been concern, regarding Christopher’s off-task behaviour there has not been any look into a behavioural assessment until now.
Target Behaviour
The target behaviour for Christopher is off-task behaviour, which needs to be decelerated. Off-task behaviour was chosen because Christopher spends most of his time in class not engaging with the class
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Operational Definition. Off task behaviour is defined as any time Christopher is not engaging physically or verbally with materials; is not looking at the smart/chalkboard, teacher, or activity sheet; is not contributing to or writing/reading the assigned task; is not following along on the correct page; and is not quiet when he is expected to work independently. Off-task behaviour can include playing with hands, items on desk (pencil, loose paper, drink bottle, ruler, and scissors), distracting others with non-learning talk, head on desk, walking around the room without permission, rocking back and forth on chair, rapidly shaking head back and forth, and banging hands on desk loudly for a duration of 10 seconds or more.
Treatment Plan Treatment plan for Christopher would be differential reinforcement of incompatible behavior (DRI). Tally marks are used as tokens since they have been suggested when working with older learners (Donnelly, 2016). When Christopher engages in target behavior, within 10 seconds after
179). Joey exhibits problems with managing his behavior when he needs to follow rules or instructions. Although Joey knows the appropriate behavior for the classroom, when required to demonstrate those behaviors, inappropriate behaviors are used.
In the article, “Multitasking Can Make You Lose…Um…Focus,” Alina Tugend centralizes around the negative effects of multitasking. She shows that often with multitasking, people tend to lose focus, lack work quality, have an increase in stress, and in the end she gives a solution to all these problems. Tugend conveys her points by using understandable language, a clear division of subjects, and many reliable sources, making her article cogent.
When discussing Christopher, it is obvious he is unusual. In some situations, such as within his dream, he can avoid the feeling of otherness.
...e distracted five times by mom and/or clinical team, Keisha did a great job redirecting him back to his task. Keisha told the clinical team Cody is improving with working independently. Cody was observed working independently on three vocational task boxes. Vocational task boxes help prepare students for vocational task, post school. Keisha rewarded Cody with videos of her singing, which he liked. When Cody was asked to wait by Keisha, he complied without displaying disruptive behaviors. At the end of class, Keisha told Cody to clean off and wipe the table, which he did. Keisha said he cleans the table every day at the end of class. Mom and Keisha added that Cody perseverates on the same topics daily.
Tommy’s teacher provided the time and what happened. From fifteen behavior, accidents there were nine verbal and six physical these accidents occur between two minutes to eighteen minutes. These behaviors happen with six times in math, three in check out, one in social studies, two at lunch, one in spelling, one in a small group, and one individually. The ABC provides that the highest of Tommy’s behaviors occur when she is transitioning the class to a new activity or giving new directions. Some of the consequences the teacher provides to Tommy are giving Tommy a choice, redirection, discussion of behavior, personal space was given, verbal reprimand, change activity, remove from class, and time out. Sometimes Tommy stops his behavior and others it continues even of the
When Christopher reads his mother’s first letter, he concludes that”perhaps it was a letter to another person called Christopher, from that Christopher’s mother”(Haddon, 99). Even with having the same name and stories of childhood his mother is telling him in the letter, Christopher goes on the wrong track, thinking its some other Christopher. He gets happy knowing that now he has two mysteries in his hands to solve now. To the readers it was almost obvious that his mother isn’t dead and his father has been lying to him. It took him a few letters to get to the point later in the novel that his mother might still be alive and his father hid the truth from him. When he did sort of get to the point he started having his behavioral issues, he started groaning and screaming which he informed the readers in the beginning about when is gets confused or angry.Even at that time he still wasn’t sure until again his father explained him why he did such thing and also revealed another horrible mystery that Christopher was attempting to
In the book Christopher does not really trust people. Also if you break his trust it will take him a long time to forgive you. In the Christopher finds out that his father has been hiding letters from his mother who his father said was dead. Also Christopher's Father killed wellington a dog whom Christopher liked a lot. Since Christopher did not trust his father no more he was gonna move out and live with his mother. Christopher said " And then I had to decide what to do because I could not live with father anymore it was too dangerous"(128). Christopher also says " Which means I have to go live in London with mother"(131). Even when Christopher moved back to Swindon with his mother and had to stay in his father's house for a while he wouldn't even let his father in his room. In the book Christopher says " so i had to be at father's from 3:49 pm to 5:30 pm... so i pushed the bed against the door in case father tried to get in"(217). This shows how Christopher's Autism effects how he develops
In the end of the novel Christopher did make it to London to find his mother, he got an A+ on his A level math test, and he solved the mystery of who killed Wellington all on his own. It would take a child who was Christopher’s age an extremely large amount of independence and bravery to complete tasks like these. With the theme being independence one may find that a message that the
Christopher has many difficulties through the book because of his autism and most people in the novel see him as what is wrong with society. There are a handful of characters that see past Christopher’s disease because they are able to see past his difficulties and loves him for the person he is and try to help him out in any way possible. There are multiple examples throughout the novel that people genuinely care for Christopher.
Wallace is student who had problems sitting during class and tends to stand up and walk around distracting the teacher and other students in the classroom. The strategy used by the teacher to address the target behavior by Wallace was to use positive reinforcement intervention for Wallace’s in-seat behavior while disregarding his out-of-seat behavior which is known as extinction. The technique Mr. Weber used included both a positive and negative reinforcement, resulting in differential reinforcement of incompatible behavior. After understanding that Wallace’s behavior was attention seeking, Mr. Weber chose to give attention to the target behavior which was staying in his seat, rather than
Classroom management is one of the most essential skills to becoming an effective classroom teacher. Teachers who possess the ability to manage their classroom are able to create an environment where learning is the focus (Burden & Cooper, 2004). Although teachers may be well prepared and skilled with classroom management, at some point in time they will encounter a student or students whose behavior hovers authority and the functioning of the class. There is no simple way to deal with these difficult situations, but there are strategies to help. The first step is to identify the purpose of the behavior. A Functional Behavior Assessment (FBA), is a systematic set of strategies that are used to determine the underlying function or purpose of a behavior so that an effective intervention plan can be developed (NPDC, 2014).
I understand his condition that enables him from social interaction due to the human nature of people and how certain things in social interaction is scary. I also understand that his condition is the thing that limits him and not his personality, which is why I can understand a lot of the things he does and why he does them. The likeableness of his character is due to his inability to see certain situations that are rather obvious and results in his innocence. The blunt way he puts things, because of his condition that only allows him to see logical things, puts him in rather hilarious situations that makes people like him. This likeableness yet empathy towards Christopher makes the ending of the novel to be satisfactory due to it illustrating how the character will always struggle with certain aspects of his condition and creates a sense that perfectly happy endings do not normally exhibit and situations and problems will always continue to rise. In this way, Christopher may see the ending to be logical and not trying to illustrate a false ending or ending primarily focused on happy
Christopher suffers from emotional isolation because He has a hard time talking to people.on one of christopher's dark days christopher said“I didn't speak to anyone and for the whole afternoon I sat in the corner of the Library groaning with my head pressed into the join between the two walls
The past two decades have overwhelmed the human experience with technology, along with all its distractions. The direct relationship between the mind and the body’s ability to adjust from these distractions can be extremely difficult .Further research has shown that it has become an addiction for many. Technology has significantly improved our lives as a whole through experiences such as Global Positioning System (GPS), cell phones and social networking allowing us to communicate with different people around the world. These technologies make our daily lives easier and more efficient. However, this also discusses the effects of technology on various aspects of our everyday personal experiences both with each other and with the world around us. On the other hand technologies such as cell phones have become a problem in getting students to focus in class and distracting drivers and thus, resulting in vehicle accidents. Technology is beneficial, but can also become an inescapable distraction in our lives. It is important to view technology as having the ability to make our lives better or worse, yet also as having the ability to change our personal lives and behavioral patterns.
Each of an individual’s discrete responses and associated stimulus conditions function as a single component of a behavior chain; when multiple components of a behavior chain link together it results in terminal outcome (Cooper et al., 2007). Each response in an individual’s chain produces a stimulus change that simultaneously serves as a conditioned reinforcer for the response that produced it and has a discriminative stimulus (SD) for the next response in the chain. The term chaining refers to multiple procedures that can be used to teach individuals behavior chains (Cooper et al., 2007). Behavior chaining is beneficial to use when teaching new behaviors for several reasons. Behavior chains are used to teach individuals a new behavior or behaviors he or she must acquire. Behavior chains allow individuals with developmental delays to increase their daily living skills in order to live more independently in the future despite their potential circumstances (Cooper et al., 2007). Behavior chaining teaches a new behavior or behaviors by allowing a series of discrete behaviors to form a series of responses that result in the delivery of positive reinforcement to the individual (Cooper et al., 2007). Behavior chaining can also be used with other procedures such as prompting, instructing, and reinforcing to create more complex repertoires