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Case Study ADHD Analysis

Vince Ramón Hernández Chávez

Curriculum Development & Modification (E1A)

Dr. Petronella Cameron

September 7th 2024

Gabe, a first-grade student of 7 years old, has been identified as having a specific

learning disability in reading. Despite receiving additional support, he continues to struggle with

reading and is resistant to assistance. This behavior has had a negative impact on the classroom

environment, with his peers beginning to mimic his defiance. Consequently, Gabe's teacher is

finding it difficult to maintain control, resulting in an increase in visits to the principal's office

and heightened communication with his parents. Gabe's situation is complex and does not fit the

typical profile of students with intellectual or developmental disabilities. He appears to exhibit

characteristics of being "twice exceptional," displaying both high intelligence and challenging

behavior. Furthermore, Gabe has experienced incidents of bedwetting and performs tasks in a

non-traditional manner. The question arises as to whether his behavior is rooted in opposition,

laziness, or a need for attention, or if there are underlying challenges at play. Gabe's situation at

school with Mrs. Gibbs has ignited a discussion. The question arises - is Jenna's response

excessive, or is Susan's approach prudent? In order to form a conclusion, we must take into

account all facets of Gabe's conduct. Because our interaction with Gabe is restricted, perceptions

and understandings differ. The analysis and resolution of Gabe's difficulties is intricate. Both

parents and teachers are experiencing heightened emotions, leading to a state of bewilderment. It

is imperative that we conduct an accurate evaluation and develop comprehensive action plans.

(Bongabong et al.2023) (Jackson-Ismael, 2022) (Rhodes-Sanders, 2020)

Susan is wise to ask for assistance, particularly if she notices behavioral or academic

tendencies that are worrisome or detrimental to Gabe's education or the learning environment. In

order to address possible problems before they worsen, early intervention is frequently essential.

A need for intervention may be indicated by signs such excessive withdrawal, hostile behavior,

inability to stay on task, or frequent outbursts, a discernible drop in academic achievement,

trouble adhering to directions, or difficulties with tasks that are age-appropriate for Gabe. being

extremely passive or hostile, having trouble engaging with classmates, or displaying symptoms

of social isolation. Behavior patterns that are consistent across environments or subjects may be

cause for concern. Gabe's behavior in comparison to his classmates may be reported by the

special education teacher, who will note any notable differences. This could involve noting his

general participation in class activities, interactions with peers, attention span, and ability to

follow instructions. If Gabe's actions are similar to those of kids with behavioral disorders (BD),

learning disabilities (LD), or attention deficit/hyperactivity disorder (AD/HD), the instructor may

also make note of this. Susan ought to keep track of particular instances, actions, and academic

achievements throughout time. Any discussions with parents or experts will require this

paperwork. a meeting with Gabe's parents to go over concerns and observations, as well as to

learn more about his conduct at home. working together to create a plan of action with the school

psychologist, special education teacher, or counselor. Gabe's behavior and academic progress

will be continuously observed, and treatments will be modified as necessary.

When working with students across the country, there is a common challenge in

distinguishing between those students with genuine behavioral disorders and those who simply

appear undisciplined or in need of more consequences. By refraining from labeling students

based on their family background, we are able to identify exceptional needs and conduct

thorough evaluations to develop interventions at multiple levels for the success of the student-

educator-family system. In short, I believe that Gabe demonstrates a range of issues related to

fundamental functions, displaying social skill weaknesses that are often categorized as 'soft

skills' but have a significant impact on students' ability to succeed, maintain good health, and

transition into independent adult lives. Gabe's complex situation necessitates a varied range of
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interventions in order to fully support his comprehensive needs. It is crucial to distinguish

between behaviors stemming from Gabe's internal exceptional disorders and those resulting from

the disciplinary structures within the school system. Evaluating behavioral functions is therefore

invaluable. While non-disabled individuals may struggle to comprehend or tolerate Gabe's

extreme behaviors, targeted guidance and interventions will enable success and positive change.

Susan can reach out to an experienced teacher for assistance and guidance, ensuring her

child's academic success. She can also share valuable insights about her child's capabilities and

achievements. By working together, they develop a personalized academic strategy that suits the

child's needs. This partnership enables the teacher to fully understand the child's condition and

provide support for their growth. This source informs Susan about Charlie's condition,

challenges at home, in social settings, and in school. Susan has the ability to offer the teacher

behavior support recommendations for Charlie. In addition, Susan can make copies of the

required reading material and supervise Charlie's involvement while he is working on

assignments.

BD may be taken into consideration if Gabe exhibits recurrent patterns of improper

behavior that hinder his ability to learn or interact with others. LD might be taken into

consideration if Gabe faces particular difficulties with reading, writing, math, or information

processing that are not consistent with his cognitive ability. AD/HD may be a consideration if

Gabe exhibits impulsivity, hyperactivity, and inattentional symptoms that are noticeably more

pronounced than in his peers. It might be a problem with discipline and creating clear limits if

the conduct appears to be primarily about testing them without any underlying cognitive or

behavioral issues.
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Conclusion

It's hard to diagnose without precise observations. But Gabe's behavior might be more

than just being spoilt or overly animated if it seriously interferes with his own or others' ability to

learn. To ascertain this, a formal evaluation conducted by a special education or school

psychology specialist would be required. To guarantee the greatest results for Gabe's educational

experience, Susan's decisions should be based on continuing observations, working with experts,

and keeping lines of communication open with Gabe's parents.

References

. Bongabong, J. M. M., MEda, M. G. Q. D., & LPTb, W. E. C. (2023). Exploring the Real-Life

Issues and Challenges in an Inclusive Classroom through the Lens of General Education

Kindergarten Teachers and Parents: A Qualitative Study. Exploring the Real-Life Issues

and Challenges in an Inclusive Classroom through the Lens of General Education

Kindergarten Teachers and Parents: A Qualitative Study, 115(1), 25-25. [Link]

Jackson-Ismael, D. (2022). Exploring Elementary Teachers' Knowledge of Phonemic Awareness

Instruction for Elementary School Students with Dyslexia. [HTML]

Rhodes-Sanders, L. L. (2020). … Memory Deficits in Special Education Students with Specific

Learning Disabilities, Specific Learning Disabilities, and Attention Deficit Hyperactive

Disorders …. [HTML]