Ricky’s mom complained that he would not listen to her commands or did not understand what she said some of the time ( d) Often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace ( not due to oppositional behavior or failure to understand instructions) As reported by Ricky, his mother and teacher, he was unable to understand and complete school assignments and failed to fulfill his duties at home ( e) Often has difficulty organizing tasks and activities Mrs.
Smith reported that he was disorganized ( f) Often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort ( e. g. , schoolwork or homework) As reported by Ricky’s mother and school officials he was not interested in school, desired to leave school ( g) Often loses things necessary for tasks or activities ( e. g. , toys, school assignments, pencils, books, or tools) Mrs. Smith complained that he lost many of his school materials ( h) Is often easily distracted by extraneous stimuli
Ricky’s teacher mentioned that even when Ricky was interested in the assignment he was easily distracted soon afterword ( i) Is often forgetful in daily activities No specific evidence of this reported in the case study ( 2) Six ( or more) of the following symptoms of hyperactivity— impulsivity have persisted for at least 6 months to a degree that is maladaptive and inconsistent with developmental level: Ricky’s behavior meets only 3 criteria for at least 14 months in the dimension of hyperactivity-impulsivity: * Hyperactivity ( a) Often fidgets with hands or feet or squirms in seat His mother says that he “often fidgets” at home * ( b) Often leaves seat in classroom or in other situations in which remaining seated is expected Ricky is “getting out of his seat more and more” according to his teacher. * ( c) Often runs about or climbs excessively in situations in which it is inappropriate (in adolescents or adults, may be limited to subjective feelings of restlessness) No specific evidence of this * ( d) Often has difficulty playing or engaging in leisure activities quietly No specific evidence of this ( e) Is often “on the go” or often acts as if “driven by a motor” Mrs. Smith’s comments that Ricky is “all over the place”) * ( f) Often talks excessively No evidence of this * Impulsivity * ( g) Often blurts out answers before questions have been completed No evidence of this * ( h) Often has difficulty awaiting turn No evidence of this * ( i) Often interrupts or intrudes on others ( e. g. , butts into conversations or games) No evidence of this B. Some hyperactive- impulse or inattentive symptoms that caused impairment were present before age 7 years.
The Research paper on Maritime Students Perception on School Related activities
School activities are very important for the students and for the school. For the students, because they gain new skills and motivation. It’s a real chance for them to enjoy school and choose to do something they are really interested and passionate about, and therefore their motivation for learning and their motivation for their teachers and the school increase. It makes them relate ...
Ricky is 7 and his mother reports symptoms and general “fussiness” from at least 14 months before. C. Some impairment from the symptoms is present in two or more settings ( e. g. , at school [ or work] and at home).
Ricky’s impairment is specifically reported at school, home, the church, and supermarket. D. There must be clear evidence of clinically significant impairment in social, academic, or occupational functioning. Ricky’s symptoms are producing significant impairments in his social and academic performance (poor school performance, conflicts with the teacher, mother, and peers).
E.
The symptoms do not occur exclusively during the course of a Pervasive Developmental Disorder, Schizophrenia, or other Psychotic Disorder and are not better accounted for by another mental disorder (e. g. Mood Disorder, Anxiety Disorder, Dissociative Disorder, or a Personality Disorder).
There is no evidence of PDD, schizophrenia, or other psychotic disorders or that other disorders better account for his symptoms Associated characteristics: * Children with ADHD, predominantly inattentive type tend to have low self-esteem; Ricky’s mother and teacher report that he “seems depressed” and says that he wants to die. Children with ADHD often experience sleep disturbances; Ricky confirms that he has trouble sleeping. * Children with ADHD commonly have difficulty with peers and experience peer rejection;
The Term Paper on Childhoodonsetbipolar Disorder Bipolar Children Mood
Childhood-Onset Bipolar Disorder Childhood Onset Bipolar Disorder (COBPD) is one of the most debilitating mental disorders affecting children today. Bipolar Disorder is a mood disorder usually affecting adults that causes sometimes severe changes in mood. Childhood Onset Bipolar disorder is just what it sounds like, a bipolar disorder that occurs during childhood. Persons suffering from a bipolar ...
Ricky’s claims that children “pick on him” and he has been disciplined for fighting and taunting other children. * Ricky has frequent tantrums, crying, “stomping his feet” and saying “I don’t care” to the teacher. Children with ADHD tend to have low frustration tolerance and difficulty regulating emotional arousal. Ricky’s IQ falls in the normal range; this is consistent with the IQ performance of most children with ADHD, who fall in the average to above average range. Contradictory characteristics: * Ricky is reported to excel in physical education class. Children with ADHD typically have difficulty with motor control and are usually described as clumsy or accident-prone. Hypothetical etiology: * It is likely that genetics partially contribute to Ricky’s ADHD, although we do not have a family health history available.
Additionally, pre-natal risk factors and other environmental exposures (such as lead) may have increased Ricky’s risk of ADHD, although we do not have a developmental history for him. These genetic and environmental risk factors likely combined with the known familial stress resulting from his parents’ separation, which has resulted in less contact with his father, less supervision from his mother, and conflict at home. This familial stress may have caused or exacerbated parenting inconsistencies, which is likely increased by the stress from Ricky’s misbehavior at home and school.
