Introduction
The report examines attention deficit hyperactivity disorder (ADHD) student, Andy. He is an 11-year-old boy in a mainstream primary school. Before delving into the challenging disorder that Andy displays in class, a precise description of ADHD is essential. The disorder is one of the common neurodevelopmental conditions among children. The disorder is associated with poor brain function, including difficulties with reading and writing. Andy is one of the children whose behaviors follow the signs and symptoms of ADHD.
Understanding ADHD: Definition, Presentation, and Impact
Defining ADHD
ADHD is a neurodevelopmental disorder common among children. ADHD is associated with inattention, hyperactivity, and impulsivity, which impact children in various life aspects such as academic and interpersonal relationships (Arango-Tobónet al., 2023). According to the data from the Centers for Disease Control and Prevention (2022), more boys, 13%, are likely to be diagnosed with the disorder than girls, 6%. ADHD is, therefore, a serious issue that must be addressed through appropriate mechanisms and medical interventions.
Presentation
Predominantly inattentive, predominantly hyperactive-impulsive, and combined presentations are the typical manifestations of the disorder. The predominantly inattentive presentation involves the victim’s inability to complete or organize tasks, follow instructions, and pay attention to details (Cologon, 2020). For the predominantly hyperactive-impulsive presentation, individuals often exhibit excessive fidgeting and talking (Merrill et al., 2023).
Additionally, the victims are unable to sit for long when doing homework or eating. Furthermore, individuals affected by this condition experience increased impulsivity, which can be disturbing to interact with (Sonuga-Barke et al., 2022). For the combined manifestation, the symptoms of the two presentations are equally present in the victims. Proper management mechanisms are crucial to reducing ADHD effects on victims and their caregivers.
Potential Impact
ADHD is associated with various negative impacts on children and their caregivers. According to Slobodin and Davidovitch(2022), students with ADHD have problems concentrating in class and controlling their actions. Impulsive behavior makes it difficult for them to socialize with others in school and at home (Norwood, 2023). Figure 1.0 illustrates the various brain regions affected by the disorder, resulting in impaired brain function. On the other hand, managing and treating the disorder can be expensive for caregivers. While ADHD negatively impacts the victims’ brain operations, it can be economically draining for parents and other caregivers.
Data Collection Approach and Behavioral Assessment Tools
Data Collecting Plan
Before collecting data from the patient, several preparatory actions were taken. Firstly, consent was sought from Andy’s parents and teachers to observe his condition. It was ensured that the data collection process did not interfere with his interactions or planned daily routine in any way. After that, a set of possible questions for his caregivers was developed for easy interviews. The developed questions focused on understanding how Andy’s behavior impacts other students and those who stay with him.
Tool Used
Although collecting descriptive data on a person’s behavior is a taxing endeavor, an Action-Behavior-Consequence (ABC) behavior chart was used. The chart helped in understanding the causes of ADHD by recording what happened before, during, and after the condition (Appendix). Figure 2.0 illustrates how the chart facilitated understanding of the patient’s reactions.
The antecedent involved recording the events that culminated in the ADHD disorder. For the behavior, some of the questions asked were “For how long has the disorder lasted?” Meanwhile, the consequence recordings involved what happened immediately after the ADHD condition (Norwood, 2023). Some of the questions asked for the consequence part were “How did other students respond to the patient’s behavior?”
Data Collected
Unlike other neurodevelopmental disorders, ADHD is easily discernible. Following the organized and systemic nature of the ABC behavior chart, the data on antecedents, during, and consequences were collected (Samudre et al., 2023). The antecedent behavior data collected included individuals who interacted with the student, as well as observed characteristics and reactions of classmates and friends. For the behavior data, information on the effects of the condition on the patient’s interactions was collected. Additionally, the management, intervention, and treatment methods adopted were inquired about. Meanwhile, to assess the consequences, data on the behavior’s effect, patient interactions, and the reactions of others were collected.
Analyzing Andy’s Behavior and Evidence-Based Management Principles
Situation Analysis
The boy’s impulsiveness was most prevalent around midday when the effects of his medication wore off. Additionally, the student exhibited forgetfulness, accompanied by traces of impulsivity, when performing tasks. For instance, he had difficulties with reading and writing activities conducted in class. Andy’s misbehaviors led to persistent infringement of class rules. Moreover, he exhibited signs of impatience and aggression towards his teachers, who attempted to have him repeat the activities.
The behaviors manifested by Andy were typical of an ADHD patient and would hurt those around him. His inability to read and write due to inattentiveness was the result of ADHD’s effect on the prefrontal cortex (Merrill et al., 2023). Meanwhile, the effects on the limbic system caused increased restlessness and aggressiveness, as exhibited by the patient (Merrill et al., 2023). Consequently, it was challenging for Andy to perform as well as his classmates.
Evidence-Informed Principles for Managing the Behavior
It was determined that Andy’s behaviors were associated with the ADHD drug rebound effect. Therefore, various evidence-informed principles could be adopted to help in managing Andy’s condition. The patient’s teacher could modify his learning expectations to match the manifested behavior. Lowering the pass mark for Andy would be consistent with his poor reading and writing skills (Ino et al., 2023). Additionally, the disorder can be managed by offering guidance during writing and reading exercises.
Furthermore, the teacher could cautiously monitor Andy’s condition to make sure that he does not cause disturbance to other students. For example, if Andy started being aggressive, it would be prudent for the teacher to stop making additional effort to help him understand a given activity (Cologon, 2020). The aggressive character could also be managed through an enhanced supportive classroom community. Managing the condition would be beneficial to Andy and those with whom he interacts in class.
Implementation of Support Strategies and Recommendations
Implementation Strategy
Additional support is crucial for learners with special needs, such as Andy. Consequently, an effective implementation strategy can be adopted to help them keep pace with their classmates while meeting educational objectives (Ino et al., 2023). Continuous support and personalized instructions are essential for victims to achieve specific goals during their social interactions. For Andy, the most critical first implementation step, medication, has been adopted. The ADHD drugs counter the disorder’s effect on different parts of the brain (Cologon, 2020). Improved concentration, along with decreased hyperactivity, promotes a positive and rewarding life for patients.
Following the drug rebound effects on Andy, his teachers and other caregivers should come together and develop a behavior contract for him. According to Fiester and Yuan (2021), behavior contracts reduce disruptive and challenging actions while promoting the appropriate ones. Some of the contracting behaviors would include allowing ADHD patients to remain seated, demonstrating on-task activities, and constant reminders to adhere to class rules (Fiester & Yuan, 2021). The adopted contract should clearly state expected changes, rewards for adherence, and consequences for non-adherence (Merrill et al., 2023). Next, the patient could be taught emotional management skills, such as maintaining a to-do list with a visual guide (Cologon, 2020). Furthermore, coping strategies such as mental breaks and work breakdowns would make it easier for him to grasp what is taught in class.
Intervention and Recommendation
While implementing the strategy outlined above would be beneficial to Andy, other interventions may also be necessary. The student’s caregivers can seek professional assistance on how to manage his condition more effectively and implement the suggested coping strategies (Cologon, 2020). Seeking professional help is essential for realizing some of the unnoticed, significant behaviors. Moreover, Andy could be enrolled in a special school where he would learn new skills and other coping strategies. Addressing ADHD involves a wide range of interventions and implementation strategies.
References
Behavior Nation. (2021). How to understand your child’s behaviors. Behavior Nation.
Centers for Disease Control and Prevention. (2021). Data and statistics about ADHD.
Cologon, K. (2020). Is inclusive education really for everyone? Family stories of children and young people labelled with “severe and multiple” or “profound” “disabilities.” Research Papers in Education, 37(3), 1–23.
Fiester, A., & Yuan, C. (2021). Ethical issues in using behavior contracts to manage the “difficult” patient and family. The American Journal of Bioethics, 23(1), 1–11.
Ino, H., Nakazawa, E., & Akabayashi, A. (2023). Behavior contracts in psychiatric practice and everyday situations: A psychological and psychiatric viewpoint. Psychiatry International, 4(1), 12–17.
Merrill, B. M., Monopoli, W. J., Rejman, E., & Fabiano, G. A. (2023). Supporting parents of children with ADHD during COVID-19 school closures: A multiple-baseline trial of behavioral parent training for home learning. School Mental Health.
Norwood, M. (2023). The relationship between maternal emotion socialization and child executive functioning and behavior: Exploring the moderating role of cortisol. Scholarship Claremont.
Russell, Q. (2019). Opinion: Misbranded and misconceived, living with ADHD is different than the public perceives. The Appalachian.
Samudre, M. D., R. Allan Allday, Jones, M., & Fisher, A. (2023). Behavioral skills training to teach pre-service elementary general educators to conduct descriptive assessments. Preventing School Failure: Alternative Education for Children and Youth, 1–11.
Slobodin, O., & Davidovitch, M. (2022). Primary school children’s self-reports of attention deficit hyperactivity disorder-related symptoms and their associations with subjective and objective measures of attention deficit hyperactivity disorder. Frontiers in Human Neuroscience, 16.
Sonuga‐Barke, E. J. S., Becker, S. P., Bölte, S., Castellanos, F. X., Franke, B., Newcorn, J. H., Nigg, J. T., Rohde, L. A., & Simonoff, E. (2022). Annual research review: Perspectives on progress in ADHD science – from characterization to cause. Journal of Child Psychology and Psychiatry, 64(4).
Appendix: ABC Chart Template Used
