AKN301 Presentation

Iskandar, Nurul, Karen & Roslee

Profile of Child
Name: Jeff Teo Age: 8 years old Level: P3 School: Government-aided school

Description
Diagnosed with ADHD at P1 Given 15 mg Ritalin daily Placed on Cylert, working better than Ritalin Full term complicated by toxemia Active fetus during pregnancy Colicky baby (8h daily for 3 mth) Recurrent ear infections Very mobile, impulsive and active since young IQ average to above average No speech and language problems

Description of Child
Mental capacity 4 months ahead of chronological age (based on WISC III)

Description - Family Background:

Younger brother has ADHD Paternal uncle has symptoms of ADHD when young No history for anti-social behaviour, substance abuse or other mental health and treatments Poor gross and fine motor skills as a toddler Afraid of physical danger hence no fractures or lacerations

Childs Referrals
Educational therapist School psychologist Special needs officer School counselor (group therapy)

ADHD - Problem 1 A
Focus

Simplify your childs schedule. Avoiding idle time is a good idea, but a child with ADD/ADHD may become even more distracted and wound up if there are too many afterschool activities. Create a quiet place. Make sure your child has a quiet, private space of his or her own. A porch or bedroom can work well tooas long as its not the same place as the child goes for a time-out.

ADHD Problem 1 B
Organizational
Daily Planner Record class assignment on a daily basis Follow a routine. It is important to set a time and a place for everything to help a child with ADD/ADHD understand and meet expectations. Establish simple and predictable rituals for meals, homework, play, and bed. Use clocks and timers. Consider placing clocks throughout the house, with a big one in your childs bedroom. Allow plenty of time for what your child needs to do, such as homework or getting ready in the morning. Set an example for good organization. Set up your home in an organized way. Make sure your child knows that everything has its place. Role model neatness and organization as much as possible. Practise dressing skills - use play corner - larger sized clothes to practise with zips, buttons etc. Observe child to see if waiting and copying others. Discuss point of difficulties talk through sequences - visual back up. Break down tasks and help to order them. Keep diary, planner with key points of equipment needed and sequences of activities, eg for: writing activities

Problem 2
Poor motor skill Writing Origami integrated with Art and Craft lesson Allow the student to use the pen hold which allows for maximum comfort and flexibility. Allow a choice of paper; rough or smooth will provide very different writing conditions. Try a sloping surface, either by raising the front of a desk or providing a writing slope (an A4 file turned sideways is often very good). Consider the furniture size and height. Ergonomic chairs can be helpful, desks and chairs should be the correct height to allow arms to rest on the table and both feet to rest firmly on the floor. Posture is important, the writer should be well balanced with weight distributed between the chair and the floor. Reduce the amount of writing expected to the essentials. Teachers or support staff can produce summaries, outlines and instructions etc. Give access to and training in word processing and the use of laptops, graphics packages etc. Consider enlarging some worksheets to allow more space for writing and drawing etc. Use of aids such as a Dictaphone. Stencils can be provided, either commercially available ones or those produced for a specific task, eg map outlines. The provision of a scribe may be useful but if it is to be used in examinations then practice must be undertaken. Teach and model the use of mindmaps. Rest the paper on a soft surface, have a wad of paper to lean on. Encourage the student to choose and use a suitable writing implement, there should be opportunities to experiment with different types. Encourage the joining of some letters even if a fully cursive style is not possible. This could help where the letter strings will aid spelling. Sit left handed students where they will not interfere with right handed writers.

People involved in helping the child

Home
Parents Brother

School Community
Involve with Art Club
Paintings / Murals

Involve with Boys Brigade

HOME
Treatment for childhood ADD / ADHD starts at home

School
CMT FT, Subject Tr, FTSC, LSC, AED/LBS To have a class seating arrangement indicating Jeffs interests and motivation

Community

Objectives of the proposed treatment plan

Focus
Jeff will be able to stay on task Complete 5 out of 10 written assignments independently
Organization Develop organizational skills which will aid in completing his task Gross/Fine Motor Skills Improve fine motor skills

Expected Outcome
Focus
for up 20 minutes Comply with teachers instruction

Organization
Make a list of things he has to do Able to complete task/s on list

Gross/Fine motor skills

Complete at least 50% of actual number of writing assignments Write legibly and clearly

Intervention Plan (Roslee)

AED/LBS: motor skills FTSC: social adaptive skills, not to focus,

Tools/materials
Tests Teaching aids

Goals (Semestral)
By the end of the semester, Jeff will remain on task for at least _____ and improve in his handwriting

 Likes poetry Likes to read to his younger problem BB to improve his

Websites
www.add@forums.com/forums/showthrea d.php?t=17975

Objectives of IEP
By the end of the Semester, Jeff SBAT How to help child with ADHD
http://www.5min.com/Video/How-to-HelpChildren-with-ADHD-Become-MoreOrganized-338624935