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Explaining the Behavior of an Inattentive, Impulsive, Hyperactive Student

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Fred is a student in my class who has shown characteristics of frequent inattentive, submitting incomplete work as well as answers he does complete are correct. He also talks out of turn, interrupts other students when they talk, and sometimes offers rude comments. Even though, I send him to the principal’s office, it does not seem to help. To help accommodate Fred in the classroom, I must first go back to my knowledge from my ED543 Educational and Psychology of Exceptional Children class to link his behavior to how, when, and why Fred is inattentive, impulsive and hyperactive. By identify and assessing his behaviors, I will be able to select different educational practices associated with academic instruction, behavioral interventions, and classroom accommodations that appropriately meet Fred’s needs.
The psychological characteristics associated with Fred’s behavior have pointed to current research that supports the idea of two distinct characteristics of Attention Deficit/Hyperactivity Disorder (ADHD), inattention and/or hyperactivity-impulsivity. According to the Diagnostic and Statistical research, to be diagnosed with ADHD a child must display at least six of the characteristics of either Inattention or Hyperactivity-Impulsivity. Children who exhibit characteristics of Inattention typically demonstrate difficulty responding to direction, participating in organized tasks, and neglect to complete assignments that have been given to them at school or at home (2008). They are also prone to make careless mistakes in their schoolwork. Another symptom of inattention is the high susceptibility to boredom and distraction (2008).
Children who exhibit the characteristics of Hyperactivity demonstrates the inability to sit stil...

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...uired to make innumerable decisions regarding the delivery of instruction. Teachers’ beliefs and their work contexts are the two key factors influencing how teachers make decisions. Teachers’ work contexts also consist of social pressures on teachers’ decisions, for example, through IEP teams, and interactions with parents and colleagues. Students also provide a context, because each student brings a unique set of circumstances that teachers must consider when devising curriculum. These multiple contextual factors of teachers’ work interact with their beliefs when making decisions for their students.
Teachers use their professional knowledge and beliefs to select and adapt practices to meet the needs of their students, integrate the practices with the characteristics of the particular learning environment, and tailor them to their personal strengths as a teacher.
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