Running Head: CASE STUDY 9 1

Case Study Assignment #2

Case Study 9: Cases on Attention and Activity Disorders (p. 45-50)

 Breanna Carels

 Brandon University
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Introduction

ADHD is a common disorder seen in school aged children.  Although the definition of

what is considered ADHD is not always agreed upon, it is estimated that between 3 and 5 percent

of school aged kids have ADHD (Kauffman & Landrum, 2018, p. 155).  Some of the

characteristics of ADHD include: incessant movement, impulsiveness, noisiness, irritability,

destructiveness, unpredictability, and flightiness (Kauffman & Landrum, 2018, p. 153).  Causes

can be a mixture of both biological and environmental factors but this differs based on the child.

The two interventions that have proven to be the most successful in helping students with ADHD

are medication and psychosocial interventions (Kauffman & Landrum, 2018, p. 158).  This

information and more will be detailed in the two case study descriptions below.  

Loren

1. In what ways is Loren’s case typical or atypical of children with ADHD? 

Loren’s behaviours are very typical of children with ADHD.  His need to be in motion, outbursts

and bad temper, as well as bad behaviour at home are very common characteristics of ADHD.  A

strained relationship between the child and their parents or siblings is a result of these

characteristics (Kauffman & Landrum, 2018, p. 153).  Another thing to make note of is Loren’s

depressive tendencies and conduct disorder. ADHD tends to go hand in hand with other types of

EBD. “Nearly all teachers, parents, and clinicians agree that many youngsters with other types of

EBD - conduct disorders, autism, depression, or anxiety, for example - have difficulty

controlling their attention to academic and social tasks and are disruptive” (Kauffman &

Landrum, 2018, p. 153).  This quote highlights why these behaviours were being seen in Loren.

2. What role do you think the special school played in the eventual outcome for Loren?
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It is very likely that this school had better training and strategies to help Loren because they were

specialized in working with students like him.  The textbook noted some important tools for

teachers working with children who have ADHD. These important tools include a highly

structured classroom, behavioural interventions, as well as systematically teaching self-

management strategies (Kauffman & Landrum, 2018, p. 165).  His new school probably used

these strategies which created a better school environment for him. It was also probably to his

benefit to have a fresh start. He was able to have new beginnings where he wasn’t instantly

judged or reprimanded because of his past behaviours. He also began spending time with and

identifying with a new peer group that probably had a large impact on his social interactions.  

3. Do you think Loren should have been prescribed medication for his problems? Why or

why not? Do you think his medication was managed properly?

The question of medication is a very controversial one (Kauffman & Landrum, 2018, p. 158). 

There have been several instances in my own teaching career where there have been heated

discussions about whether a child should or shouldn’t be medicated.  With the severity of

Loren’s case, “Loren had one of the worst cases of ADHD the clinician who made the diagnoses

had seen in nearly 30 years of practice”, it is not surprising that they chose to medicate him

(Kauffman & Landrum, 2013, p. 45).  Medication can be very successful in improving

behaviours that hinder learning and appropriate social interactions (Kauffman & Landrum, 2018,

p. 158). I understand why they chose to medicate Loren but I don’t necessarily agree with the

choice. My reasoning for disagreeing is because of the other symptoms he was displaying.  The

textbook highlights my concerns in the following quote. “Children with other disorders in

addition to ADHD, such as anxiety or depression, may not respond well to stimulant drugs”

(Kauffman & Landrum, 2018, p. 158). This falls under the poor management of his medication.
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When something didn’t work, they continued to add and add more medication.  His medication

was definitely not managed properly and this was highlighted when he was taken off all his

medication and he found more successes with alternative approaches.   

Danny

1) What are options other than drugs, such as Ritalin, for dealing with attention problems?

Besides medication, training for students, parents, and teachers is a good strategy for dealing

with and improving attention problems.  “Behavioral interventions and cognitive strategy

training are two of the most widely recommended approaches to managing the problems of

ADHD” (Kauffman & Landrum, 2018, p. 160).  All who are involved with a child that has

ADHD should be trained so that they can use approaches that benefit the child. Being calm,

positive, and organized are some important tools for parents and educators (Kutscher, 2008, p.

49).  Reinforcement and rewards systems can also be beneficial if executed properly. “Reward

systems rely on children’s natural desire to please their parents” (Kutscher, 2008, p. 60).

Everyone should be working together when using these systems so there is consistency for the

child.  Classroom teachers often use mnemonics, self-instruction, and self-monitoring as

strategies for supporting the students (Kauffman & Landrum, 2018, p. 162). All of the listed

strategies are options that can be used to support a child with ADHD. They can be used

simultaneously with medication or on their own.  

2) Why do parents resist giving their children drugs for ADHD?

Parents that resist giving their children drugs for ADHD all have reasons for their choice.  For

many parents the fear of changing their child's personality is enough to stop them from trying

medications.  Alison Thompson wrote a book about her son and in one of the chapters she

expresses her hesitation to medicate her son.  She stated, “At first I was very reluctant to try
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medication for Daniel because, after all, what parent does want their child to be taking strong

mind- altering drugs” (Thompson, 2016, p. 64).  Parents have such a tough decision to make

without all the outside pressures and information being given by people. Some parents may want

to avoid scrutiny from others who believe that they “needed” to medicate their child.  For some

parents the belief that they are unable to control their child's behaviour without medication is

very frustrating (Thompson, 2016, p. 64).   

3) What are the side effects of drugs for ADHD, and how worried should parents be about

them?

With all medications there are side effects that need to be considered.  Medications used for

ADHD could include side effects such as insomnia, loss of appetite, stomach aches, and weight

loss (Kutscher, 2008, p. 113).  The personality of a child could change as they may become more

irritable or engage in more negative behaviours (Kutscher, 2008, p. 114). These are a few of the

many possible side effects.  The text stated that Danny’s mom was concerned about side effects,

but at this point he seemed to be doing well in school being on medication. It is important to

note that different settings may see different outcomes with medication (Kauffman & Landrum,

2018, p. 158). 

Conclusion

The cases of Danny and Loren are quite different in nature yet highlight the challenges of

deciding the best practice for dealing with ADHD.  Loren as a young student was medicated but

this did not seem to be the best option for him. He found more successes with behavioural

therapies.  On the other hand Danny took medication and was seeing benefits. Although his

mother was unsure about medicating him, it seemed to be helping him.  These two cases display
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the importance of making choices based on the needs of the child. It is important to try strategies

but then always assess to see if those are the best options for that child. 
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References

Kauffman, J. M., & Landrum, T.J. (2013).  Cases in emotional and behavioral disorders of

children and youth (3 Ed.). Toronto, ON, CAN: Pearson. ISBN-13: 978-0-13-268466-8
rd

Kauffman, J.M., & Landrum, T.J. (2018). Characteristics of Emotional and Behavioral

Disorders of Children and Youth (11th Ed.). Toronto, ON, CAN: Pearson. ISBN:

9780134460611

Kutscher, M. L. (2008). ADHD - Living Without Brakes. London: Jessica Kingsley Publishers.

Thompson, A. M., & Bremner, R. (2016). The Boy From Hell : Life with a Child with ADHD.

Jessica Kingsley Publishers.