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Guiding student behavior in early childhood
ADHD—overcoming the specter of overdiagnosis, 2002
Conclusion of adhd
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Recommended: Guiding student behavior in early childhood
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.
In conducting an in class observation of Sebastian’s classroom behavior it was seen that he interacts very well with other boys his when there is unstructured free play. Sebastian engages other boys in role play with trucks, blocks, and toy animals in building a zoo. He display skills in problem solving when dealing with the challenge of a shortage of Tigers for the zoo. Sebastian showed ability to focus on task when they are high in engagement and hands on activities. The area concern that was observed with Sebastian are in transition times and structured curriculum times. It was observed that Sebastian had a very difficult time during structured curriculum time being still and keeping his hands to himself. Often time Sebastan would interrupt the teacher, grab items fro...
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...n times there will be paint supplies available for him. Thi cool down time will be a cozy area that will allow Sebastian to take himself away from the frustrating situtaion. When Sebastian is feeling frustrated, angry, sad, etc., the teacher assistant will work with Sebastian on developing his verbal skills to express what he is feeling. In the process of this development puppets will be used to help aid Sebastian in this process.
In conclusion, it is felt that these goals are the best first steps for Sebstatian not only to eliinate the issues in the classroom but also equipped him with skills to use ones he has enter Kindergarten program. Additionally empowering him through these skills to see what he is able to achieve in his learning. Sebastian is a very intelligent and bright child who through these goals will be able to have a successful educational journey.
The book, Joey Pigza Swallowed the Key, describes Joey’s problems at home and school. The author, Jack Gantos, leads the reader to assume Joey is ADHD after he states, “I’m wired” (Gantos, 1998, p. 3). Although Gantos describes Joey’s issues in considerable detail, Gantos never explicitly articulates Joey’s diagnosis. This paper defines attention deficit hyperactivity disorder (ADHD) and the impacts on Joey’s behavior in academics, and social/family relationships. Finally, a critique is provided on the different interventions used to address Joey’s behavior.
While the DSM-IV (Diagnostic and Statistical Manual of Mental Disorders, 4th Edition (DSM-IV) of the American Psychiatric Association) put forth a list of behaviors which predominantly fall in the category of ADD and/or ADHD, many researchers still maintain that there is no set way to diagnosis or develop a treatment program to these disorders which will be guaranteed to work. At the same time there is another set of researchers who maintain that these disorders actually do not exist at all. However, in the real world, parents and educators still continue to struggle with the task of coping with children who are hyperactive and who have very low attention span and whose behavior often interferes with schooling and family life. [Armstrong, 1997]
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.
ADHD is an exceedingly real diagnosis for many children in the United States. Are we over diagnosing our little ones just to keep from dealing with unpleasant behavior? “ On average 1 of every 10 to 15 children in the United States has been diagnosed with the disorder, and 1 in every 20 to 25 uses a stimulant medication” (Mayes, Bagwell, & Erkulwater, 2008). Several believe that virtually all ADHD diagnoses are retractable with appropriate discipline of children instead of being so hasty in medicating them. The material found on the CDC website describes facts about ADHD, it clarifies the signs, symptoms, types, causes, diagnosis tools, and treatment forms of ADHD. What the article neglects to go into is the reality that there is a considerable amount of controversy surrounding ADHD. The CDCs usage of ethos, pathos, and logos and by what method the website manipulates them to affect the reader will be the basis of this paper.
The study revealed 3 sets of conclusions; there were no marked distinctions among the children of the random group at 7 to 9 years of age; the symptom path as a child gave a prediction of the outcome at the 6 and 8 year follow-up; even with the medication and the behavioral therapy the MTA group was at a lower capacity of functioning than the non-MTA sample at 2 years. What the study showed was that the disparity of the effects of treatment at the time of delivery lessened when the treatment was relaxed (Molina et al., 2011). The introductory clinical appearance of ADHD in childhood that included the worst of ADHD symptoms, any conduct problems, the intellect of the child, any social...
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
Cognitive Behavioural Therapy (CBT) is the main type used to treat ADHD in psychotherapy treatment for children. Moreover, it integrates the following two components: behavioural interventions; and parent training. The main goal is improving the daily functioning of the child by improving their behaviour, family, and peer relationships. Interventions for parents are designed to help parents develop optimal strategies to cope with the difficult behaviour to or coexist with ADHD rather than addressing the core symptoms of inattention, hyperactivity, and impulsivity. By doing so, answering the research question, could help us to modify their behaviour and raising their grades. Teachers can create an enhanced learning environment for all children
The case study The Case of Matt is about a child named Matt who is at the end of first grade. Matt is having troubles concentrating in class despite the fact that Matt has an above IQ and high expectations from his teacher and parents. After being diagnosed with attention deficit/hyperactivity disorder (ADHD), the study explains what treatment is used and how Matt responds to the treatment.
ADHD is a disorder that has been on the rise for several years now. The disorder is one that can cause many impairments to a child’s attention span, making it difficult to concentrate and to keep on task, especially on schoolwork. (Graham, 2007) The statistics have been growing ...
There is now an entrance of structured recess that is based on games and activities that are structured. When these are done by a trained adult this kind of recess does have benefits, but doesn't quite give the same support that recess would in s...
The child is motivated by his natural curiosity and becomes involved in an unintentional conflict, by a new situation getting out of hand due to lack of experience. Sometimes their curiosity may be to intentionally cause a conflict to see what might happen. Depending upon the personality; child learns through full engagement in the experiment of life and play in the world of the classroom. In this situation teacher should acts in a firm but friendly manner to reinforce limits, raise consciousness levels, and teach alternative behaviours. Once I had an experience of working with a three-year-old child. As soon as the class over when I was coming out of the classroom, he was spitting to show his unhappiness towards me as an attention getting. Then I returned to the child and I did not punish the child, instead I showed patience and guidance, which is the best approach in enhancing child learning, self-esteem and self-confidence, by the time he looked at my eyes, and he argued a little. But later he did not repeat the habit of spitting in any situation. At this stage teacher needs to appreciate the tentative nature of this situation and not over react. According to Gartrell,”Conflicts like this that result from innocent mistakes or situation getting out of hand he call uncontrolled experimentation mistaken
The CDC website is a government sponsored website that provides the public with details about various diseases and disorders. Specifically, it has a section on Attention Deficit Hyperactivity Disorder which details everything from symptoms and diagnostics to managing ADHD in the educational environment. This section of the website is meant to give a sufficient amount of information for the general public looking into ADHD for the first time. The information is nowhere near a complete analysis of ADHD, but it sufficiently informs the reader. It also directs the reader to various other websites if they are in need of more information. The webpages contain many of the elements of pathos, logos, and ethos, which will be analyzed in the following paragraphs.
Though it may be easy to solely focus on one or the other, human behavior is complex and it is hard to separate the two and their impacts from each other. In regards to Owen and his at risk status, the psychoeducational assessment revealed many individual factors which may impact his academic performance and social relationships. Not only is he diagnosed with ADHD, but he also has difficulties with reading, spelling and processing verbal information. Despite this, his environmental factors are ignored if the psychoeducational assessment is the sole focus. Owen cannot control his family or the fact that he has been abused and neglected as a child or the fact that he moves from one foster home to another. As a result, drugs and alcohol entered his life. It was not until Owen’s environmental factors were addressed that he could better manage the internal factors impeding his
Some children may seem lazy, easy distracted or lost in their own world when it comes to school and tasks. But it’s normal for children to occasionally forget their homework, or to act without knowing why they do things. Not all the time this means that they are retarded or just don’t want to do anything. This can mean many things, one of them may be that they may have ADHD; this disorder is the inability of not being able to focus, being overactive and not being able to control behavior. It begins in an early age but may continue into the adult hood years. This can cause not being able to listen to when spoken directly ,does not follow instructions and fails to finish homework or house chores .It can also lead to be easily distracted and it can be hard to become organize. If not treated for ADHD, may be lead to have a crucial and complicated life. A treatment than be helpful is to parents be involve more with their kid in an early age to not contribute to ADHD later in the children’s life. Parents should teach their kids to become organize and patience with their homework and work tasks. Another treatment is to go to talk therap...
Telling your child's hobbies, pets, as well as learning difficulties and strengths will provide for a more intimate school year (Spencer, 2001). One of the ways in which parents play a critical role in their children?s social development is by encouraging their interactions with other youth (Updegraff, 2001). If children are able to work in group settings, this will not only help the child get along with other students, but it will also lessen the amount of disruptions in class thereby making it easier for the teacher to teach (Barbour, 1997). Parents need to stress the importance of little things your child can do to smooth the teacher?s day and help himself learn, such as listening when classmates answer questions, writing his name on assignments, and keeping his desk and work area tidy (Spencer, 2001). Parents can help your children avoid interrupting. Teachers love enthusiasm but yelling out too often will cause unneeded disruptions. Explain the good times to speak, such as when the teacher is inviting questions and the not so good times, such as when the teacher is talking to another student or giving directions (Spencer, 2001). Practicing these classroom manners will help with less disruptions and a better teaching and learning environment. Parental involvement promotes emotional growth of a child. The attachment between a child and parent is a long-lasting, emotional, learned response. It is the attachment in a parent and child relationship that forms the basis for a child to trust or not to trust their environment (Gestwicki, 2000). This proper attachment is essential for a child to trust other adults, such as their teachers and also to trust other students and make friends.