One of the concerns with Minnie’s learning and behavior problems was the possibility of an attention deficit disorder. Attention deficit disorder is often accompanied by various emotional and other neurological disorders. Although there is no pure test of attention, several objective measures and observation tools can be used to measure components of attention skills. Parent rating scales on the BASC-3 and the Conners-3 along with interviews, and examiner observations were used to assess concentration. Difficulty with focusing, encoding, and shifting are often associated with attention difficulties.
Minnie appears to have difficulty focusing. According to parent ratings, Minnie has trouble keeping her mind on work, often making it difficult
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Minnie likely experiences difficulty with Reading (SS= 61, .5 percentile rank). Minnie’s pattern of performance on Reading Comprehension suggest that she experiences difficulty sounding out words and connecting words with sounds. While reading orally, Minnie rapidly read words she recognized, suggesting she has memorized various site words. While reading, Minnie was correctly able to identify basic site words including: on, it, be, was, that, and brother. As words become increasingly difficult, Minnie struggled with comprehension. When Minnie encountered a difficult word, she did not appear to use phonetics to sound out the word, but rather subsisted it with a known word. During a test of reading comprehension, Minnie correctly read the boy ate, she struggled with the word apple, reporting the word as spaghetti. When asked comprehension question, Minnie answered using her substituted words. Minnie displayed this pattern of reading throughout the assessment session This is consistent with Minnie’s performance during a spelling subtest. She wrote known words quickly and did not appear to engage in phonetic spelling when writing unknown words. Minnie’s reading performance is also consistent with Ms. Mouse’s report of her reading ability. She reported that Minnie has difficulty orally reading text and answering comprehension questions. When the text is read to her, she can answer …show more content…
Although Minnie has adequately developed cognitive skills and consistent educational opportunities, her reading performance is significantly lower than might be expected. Her parents reported that she has received tutoring and Minnie did not respond with sufficiently improved reading skills. Given her history of academic struggle with the foundational skills of reading, her lack of response to tutoring, and her reading achievement that is significantly lower than expected, Minnie appears to meet the criteria for a Specific Learning Disorder in the areas of reading accuracy and fluency. Given the severity of the deficit and that Minnie has demonstrated success with comprehension when text is presented orally, and the history of the problem, it is not likely that her difficulties with attention fully account for her reading delays although they may play a role in her
claims to benefit a wide variety of people. People suffering from auditory processing problems, dyslexia, attention deficit disorder, autism, and learning disorders can improve their communication and social behavior by auditory stimulation, which can eliminate or reduce the severity of the disorder. This is based on the belief that the symptoms of these disorders are not caused by the disorder itself, but by a sensory regulation problem that begins in our most primordial sensory instrument, the inner
who reported a wide range of disabilities, ranging from attention deficit disorder to writing disabilities (Horn). Attention deficit disorder, with or without hyperactivity, is frequently misunderstood, but it affects college students' academic and social success, as well as their emotional development. Attention deficit disorders are the second most common disability among college students, and it is classified as a psychiatric disorder, rather than a learning disability, in the fourth edition
Attention Deficit Hyperactivity Disorder and the Student Attention Deficit Hyperactivity Disorder (ADHD) is one of the most common obstacles that some students face in the process of learning. ADHD is often confused with Attention Deficit Disorder (ADD). It is very important to understand the difference between ADHD and ADD. It is also very important to understand the symptoms and behaviors associated with ADHD, as well as the causes and treatments available. After a complete understanding
seventeen percent of fifth grade white boys were taking medications for Attention-Deficit/Hyperactivity Disorder (ADHD) (10). Over the past year, several lawsuits have been filed against Novartis, the manufacturers of Ritalin; CHADD, a support group for individuals with ADHD; and The American Psychiatric Association, claiming that the defendants have conspired together to create and promote the diagnosis of Attention Deficit Disorder(8). In Albany, New York, a family court recently ruled that a couple
cases of Attention Deficit Disorder or Attention Deficit Hyperactivity Disorder. These students can often be disruptive to themselves and the students around them, which causes serious educational problems. For this reason it is important for these students to be identified and to have their condition treated. Also, if untreated for a long period of time, the student?s self esteem and feeling of competence may be severely damaged (D?Alonzo, 1996). Untreated cases of attention disorders can be
Working with the Handicap Ski Program The roots of adaptive skiing were in war and accidental injuries. In 1942 Franz Wendel was the first person to enter a competition for people who are handicapped. After suffering a leg amputation in the war, he fashioned a pair of crutches and attached them to short skis enabling him to crutch ski. By the late 1940's the Austrian Ski Association was financing a division for handicapped skiers while at the same time European and American programs at army hospitals
indistinct groove on the upper lip, and an abnormal smallness of the lower jaw (Wekselman, Spiering, Hetteberg, Kenner, & Flandermeyer, 1995; Phelps, 1995). These infants also display developmental delays, psychomotor retardatio n, and cognitive deficits. As a child with FAS progresses into preschool physical, cognitive and behavioral abnormalities are more noticeable. These children are not the average weight and height compared to the children at the same age level. Cognitive manifestations
Borderline Personality Disorder in “Girl Interrupted” The movie, “Girl Interrupted,”is about a teenage girl named Susanna Kaysen who has been diagnosed with Borderline Personality Disorder. People with Borderline Personality Disorder “are often emotionally unstable, impulsive, unpredictable, irritable, and anxious. They also are prone to boredom. Their behavior is similar to that of individuals with schizotypal personality disorder but they are not as consistently withdrawn and bizarre” (Santrock
handicapped are effective for 40 to 60 percent of schoolchildren. This academic problem is due to the educational means and methods public schoolchildren are brought up on. Reading disabilities diagnosed later on in life, such as dyslexia and attention deficit disorder can be caused by these teaching methods. ADD is often treated by the drug R... ... middle of paper ... ...oses. (Blumenfeld 112-116) Homeschooling isn’t just an idea; it’s a way of life. The parents know their children, and kids learn
But there’s something different about Lynnet. She has trouble paying attention in class and often turns in incomplete work a day late. She also tends to skip every third class meeting in any given subject, but can be found elsewhere drawing. Lynnet is a bright teenager who can get good grades, however she sometimes struggles to complete it if it doesn’t interest her. Lynnet has ADHD. – (The name of the person has been changed.) *Note: Edited from the original found at https://www.bced.gov.bc.ca/specialed/adhd/case
on the affects of Attention Deficit Hyperactivity Disorder or ADHD on adolescent males. The primary focus of this paper will study adolescent males with ADHD and how it affects their family structures. This paper will examine the articles, Prevalence of attention deficit-/hyperactivity disorder (ADHD) and comorbid disorders in young male prison inmates, Parental efficacy and child behavior in a community sample of children with and without attention-deficit hyperactivity disorder (ADHD) and lastly
website is real, because if the author is real then the information can usually be trusted as well (“Criteria Used in Evaluating Web Resources”, 2014). To check the authority of a site, the page should be examined for information about the author, note if anyone else has contributed to the website, check for contact information, and see if the author has created other websites with factual information. It is a good sign if there is contact information for the author, because it means someone is taking
1. Explain Barkley’s theoretical framework for understanding ADHD. (15 points) Attention-deficit/hyperactivity is a childhood neurodevelopmental disorder defined as a persistent pattern of inattention and/or hyperactivity/impulsivity that interferes with functioning or development. Inattention is viewed as an inability to sustain focus, being disorganized, and lacking persistence. Hyperactivity is described as excessive motor activity, such as running around and climbing on things, as well as extreme
Attention Deficit Hyperactivity Disorder (ADHD) is a very common disorder among children, and it has only increased throughout the years. “It is estimated that 3-5% of children have ADHD, accounting for approximately 2 million children in the United States” (Mattox, 2007). Mattox (2007) also makes note that boys are more likely to be diagnosed with ADHD because they display more aggressive behaviors than girls do, which results in girls being diagnosed at a later age. The current diagnostic criterion
look at a parenting magazine and you are likely to find an article about Attention Deficit Hyperactivity Disorder (ADHD) as well as at least one pharmaceutical advertisement for a drug to manage its symptoms. ADHD is diagnosed in 3% to 7% of American school-aged children, of which 15% of these children are currently taking medication to alleviate the symptoms of ADHD. It is the most commonly diagnosed neurobiological disorder in school-aged children. (CDC, 2011). Other studies suggest that rates