Approaches

Emotional and Behavioural Difficulties

PEOPLE: International Journal of Social Sciences

PART A – NATURE AND EDUCATIONAL CHALLENGES OF CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER (COMBINED TYPE) BRIEF NATURE: According to DSM-5, Attention Deficit Hyperactivity Disorder (ADHD) is a persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development. [1] EDUCATIONAL CHALLENGES [3]: • They demand attention by talking out of turn or moving around the room; they don’t pull their weight during group work and may even keep a group from accomplishing its task. • They have trouble following instructions, especially when they’re presented in a list, and with operations that require ordered steps, such as long division or solving equations. • They often forget to write down homework assignments, do them, or bring completed work to school. • They often lack fine motor control, which makes note-taking difficult and handwriting a trial to read. • They usually have problems with long-term projects where there is no direct supervision. PART B – CASE PROFILE Name of Child: Mark Padilla Birthday: October 17, 2004 Age during Assessment: 12 years old Medical Diagnosis (if any): NONE Name of Parent/Guardian: Norma Padilla Relationship to the Child: Biological Mother Date of Interview: June 7, 2017 PART C – CASE REPORT C.1. Background Profile of the Child and Family Mark is a 12-year-old right-handed male who was diagnosed with ADHD combined type symptoms. Mark attends his fourth grade in a public school but was withdrawn from school because of failing grades. His mother is employed as sales and marketing agent in a construction firm and his father is an automobile mechanic. While pregnant with Mark, his mother described her attitude as depressed and moody. In addition, the mother reported to have smoked 1.5 packages of cigarettes within the first 1 month of pregnancy and approximately half pack a day for the next 2 months before quitting. She was also reported to have moderately consumed alcohol while at the first month of her pregnancy. SCHOOL SETTING Mark’s teacher indicated that he is missing details and becoming distracted easily. During lectures, he often found Mark looking at a wall clock, windows were the football field is exposed and the classroom charts which are colorful. She added that Mark is having trouble focusing on the task at hand and becomes bored easily. Whenever given a seatwork, Mark often roams his eyes inside the classroom, many times the teacher found him observing things that move inside the classroom and eventually will lead him to not finishing his task and will become bored. Mark is also observed to be having difficulty learning or organizing new information. Mark does not approach the teacher what is going on with him and his quizzes, exams and activities show that he indeed is having difficulties in processing schema and using assimilation. Mark is also having trouble completing homework or losing items needed to stay on task. Mark loves Math and the teacher added that he saw in Mark that for this subject he tries to do his best, yet for other subjects there is no resemblance of what effort he is doing with his Math subject. On the other hand, he has a difficulty in spelling. Mark always approaches his classmates if they have ball pen or paper because he always loses his. Mark also observed to be having difficulty following instructions. His teacher often observed his activities submitted to be quite right but not so because the thought is there but there is problem with following instructions. According to his teacher, Mark is constantly “on the go” he often leaves his seat and sometimes disturbs his classmates and he always goes outside the classroom, at times, with no permission. The teacher also said that Mark is impatient. He always asks his classmates what time is it and often adds that he wants to go home. The teacher also said that Mark acts out of turn and don’t think about consequences of actions. There was a time, the teacher said, Mark was on the end of the line because they were told to fall in line for an activity. Mark ran and went in front because he wanted to finish his task early he said to the teacher. Thus, the one who was falling in line first was moderately injured for Mark dodged him to stay out the line. The teacher said that Mark do squirm, fidget, or feel restless inside the classroom. He shows signs of being uncomfortable. Mark is also having difficulty sitting still, the teacher said that he always wanted to stay out of his seat. According to his teacher, Mark do talk constantly. When you will ask him about something, he will say everything he knows about that topic, non-stop. HOME SETTING As per monitoring Mark’s progress his mother always asks him about how his day went. Mark’s mother noticed that every time he asked him about what he did at school he misses details, easily gets distracted, jumps into another conversation and looks around the room and observe the moving ceiling fan. He is asked to put his toys back on the shelf and his mother observed that he has trouble focusing on the task at hand. After an hour of play, Mark is obliged to do his homework with the supervision of his mother because he has trouble completing his homework and he easily gets bored. His mother supervised him on studying in advanced the new lessons and his mother stated that it is difficult for Mark to learn or organize new information, it must be repeated several times for him to get familiarized. Another reason why he is having difficulty to learn new information is because he has difficulty when it come on following instructions. Simple instructions like "get your things" is very hard for him to follow. Based on the observation at home, Mark is constantly “on the go” he cannot stay in his seat, often leaves and roam around the house. Mark always gets on top of the table, high cabinets, and run around the house or at the backyard. When he was 11 years old he accidentally bangs his head on the wall leading to 4 stitches. He often leaves his work unfinished because of his actions. He was also impatient and cannot wait to get his turn. He throws tantrums when he can't immediately get the food he wants. Because of his impatience he usually hurt himself and got into accident. He always does squirm, fidget or feel restless whenever he is doing something such as eating, doing assignment etc. Mark have difficulty sitting still like when his parents need to take a formal picture of him and they are having a hard time to get a good shot because he keeps on standing or running around the room. Mark also talks constantly and can' t wait to tell his parents or cousins about everything that happened to him or things that he discovered and says everything in his mind. He often talks on things not related to his parent’s questions. C.2. Domain Attributes C.2.1. Cognitive, Perceptual, Speech, Language and Communication and Integration When it comes on Mark’s cognitive domain, the evaluators asked the student to perform age-appropriate mental based task which the client did all accomplished but showed great difficulty in spelling and when it comes on following instruction and performing task at hand because he is easily distracted. Throughout the assessment period the student talks excessively and showed no problem when it comes on his speech, language, and communication. Furthermore, the student has difficulty when it comes on discerning the consequences of the action that he makes because he doesn't think ahead about it, as per the student's mother response during the interview. C.2.2. Behavioral / Psychosocial / Affective In Mark’s domain of affectation, he showed difficulty when it comes on interacting with other people. The student showed problem when it comes on taking turns especially during group works that causes him to be misunderstood by his peers. Mark is also a friendly boy who loves to talk on things that interest him but has difficulty staying on topic during talks. During the assessment period, the student showed restlessness and is impatient when asked to seat for a while and is often distracted when it comes on doing task resulting to poor performance. C.2.3. Physical / Health Mark is a very healthy boy and showed no problem when it comes on the physical/health aspect. C.2.4. Motor C.2.4.1. Gross Motor Mark skills in gross motor is appropriate for his age. He can walk, and run. He can perform playground skills (e.g. climbing) and sporting skills (eg. Catching, throwing and hitting a ball with a bat). At school Mark is often on the go and would stand out of his seat oftentimes. . He can perform everyday self-care skills like dressing (where you need to be able to stand on one leg to put your leg into a pant leg without falling over) and climbing into and out of a car or even getting into and out of bed. C.2.4.2. Fine Motor Mark can appropriately perform pencil related skills using dynamic tripod grasp and scissor skills (cutting). He loves to construct Lego, puzzles and train tracks using his both hands. He was also able to perform dressing skills (tying shoelaces, doling up sandals, zips, button Sumbitted by: AMPARO, Christine Antonette L. AROMIN, Tricxie Kate F. JULIAN, Anna Grace B. OBIDA, Angelica S.

Edulearn11 Proceedings, 2011

Hyperactive children are children who have attention dificit and hyperactivity disorder (ADHD). Against the condition of such children, educators are usually very difficult to regulate and guide him. Besides being very difficult to calm down, hyperactive children often interfere with others, like cutting off teachers or friends, and having difficulty understanding what the teacher taught the child. In addition, hyperactive children's learning achievement also can not be maximized. That's why an approach is needed to help these hyperactive children so that they can maximize their potential and improve their performance. Educating a hyperactive child is a different way to educate normal children. One way is to apply discipline to children without excessive punishment if the child makes a mistake. To enforce that discipline, the educator can begin by making small agreements with the child to understand what is good and right, but in a way that does not offend them. Above all, it is very important for educators to devote attention to all their behaviors while doing school activities in order to stay in control.

International Journal of Disability Development and Education, 2017

2016

This paper presents an integrated training model designed to promote networked community-based interventions for children with Attention Deficit Hyperactivity Disorder (ADHD). The article begins with discussion of a multimodal approach to the care process and a description of some important theoretical assumptions. This is followed by a description of the training program, its structure, distinctive features and methodology. Finally, preliminary results are reported and discussed in three areas: the training model’s effectiveness for promoting an integrated view of children’s behaviors; improvements in parents’ and teachers’ management of challenging behaviors; and experience with the WHAAM application used.info:eu-repo/semantics/publishedVersio

2012

Modern epoch poses its own demands for special education, because provision of special education needs into inclusive environment is one of the prior courses of education policy in Latvia. The author of the research reveals discrepancy between politically stated progress and school practice in Latvia. Topicality of the research fortifies the necessity to advance pedagogical integrity of pupils with moderate and severe retardation of mental development (RMD). Research includes: analysis of education potential provision in legislation, investigation of theory regarding retardation of mental development, analysis of pedagogic process at special primary boarding school, model of the development of practical activity experience for pupils with moderate and severe RMD at special primary boarding school. As a result of theory analysis – model of the development of practical activity experience for pupils with moderate and severe RMD has been established. Empiric investigation of the develo...

Journal on Educational Technology, 2016

This paper presents an integrated training model designed to promote networked community-based interventions for children with Attention Deficit Hyperactivity Disorder (ADHD). The article begins with discussion of a multimodal approach to the care process and a description of some important theoretical assumptions. This is followed by a description of the training program, its structure, distinctive features and methodology. Finally, preliminary results are reported and discussed in three areas: the training model’s effectiveness for promoting an integrated view of children’s behaviors; improvements in parents’ and teachers’ management of challenging behaviors; and experience with the WHAAM application used.