Chantel and the Diagnosis of ADHD, Case Study Example

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Case Study

Abstract

The case of Chantel and the diagnosis of ADHD is relevant because it influences the manner in which the child responds to different experiences in all areas of her life. This is an important step in understanding Chantel’s condition, and how it impacts her own experiences in different ways. Since ADHD is a difficult diagnosis to work with from an educational and parental perspective, it is important to develop a method of intervention that will provide Chantel with the best possible outcomes for her young life. This intervention must also enable Chantel to modify her behaviors so that they possess greater benefits to the child and to those persons who surround her. An effective intervention will encourage Chantel to take the steps that are necessary to enjoy a happy and productive young life.

Introduction

Attention Deficit Hyperactivity Disorder (ADHD) is not a new concept; however, it leads to many difficult challenges for children, as well as for teachers, parents, and other family members. Children with ADHD must be provided with a supportive environment that will provide many benefits to her over the short and long term. With the case study example, Chantel has been diagnosed with ADHD, and although she is a bright and precocious child, she faces numerous challenges in order to keep up with the other members of her class. Her behavior and aggression often complicate matters in difficult ways, and these actions also demonstrate her lack of control over her actions in some situations. Due to the behaviors that she exhibits, Chantel often finds it difficult to make friends and to communicate with other children effectively. Therefore, she is somewhat lonely and isolated. The following discussion will address Chantel’s situation in greater detail, and will emphasize the different problems that she faces in both her school and home environments which have led to her current challenges.

Part I: Analysis

The development of different perspectives and approaches to address Chantel’s ADHD requires a greater understanding of her environment, as well as other circumstances that have led her to face difficult situations at home and at school. It has been difficult for Chantel to adjust to these environments because of her condition, and it is necessary to find methods to better manage these problems and to consider all possible resources to encourage positive results. For Chantel, there are a number of important perspectives to consider which will encourage her to take steps towards improvement and expanded socialization with other students in her surrounding environment.

In the home environment, Chantel is provided with much love, support and attention from her parents. However, it is possible that in process of providing this love, support, and attention, she also faces problems because perhaps her parents coddle her too much and do not give her the space that is required to grow and to achieve success on an independent basis. Chantel naturally requires attention and ongoing care, but there must be opportunities for her to gain some independence and to make decisions on her own that will not place her in danger or in harm’s way. Nonetheless, her parents must work to achieve a delicate balance between providing her with continuous love, care, and support, but also to encourage her to make decisions independently that will positively impact her life in different ways. Chantel’s situation is not without hope; rather, she possesses many opportunities for growth and achievement under the appropriate circumstances, and should be provided with these opportunities on a regular basis to achieve success throughout her childhood, both in school and at home.

In the school environment, Chantel’s life is often very difficult, as she struggles in many ways. For example, Chantel is not able to focus on her studies and her assignments effectively, and therefore, she is unable to complete these assignments with success. Furthermore, her behavior is viewed by her teachers and by other students as questionable and often aggressive, so therefore, she is treated differently than the other students in her class. In addition, Chantel has found it extremely difficult to make friends with the other girls, even though she desperately wants to be part of their group. Chantel’s experiences have been challenging at best, and although she is strong and athletic, she has been singled out to some degree for her behavior, which is often out of her control. It is expected that if her behavior continues in the same manner, Chantel will not achieve success in her school environment, nor in her ability to socialize with other children. This is an important step to consider when addressing a strategy for intervention that will encourage her personal and academic growth in different ways. Chantel is a bright and strong child; therefore, she deserves the respect and attention of her teachers and parents in order to give her the best possible options for a normal and satisfying life as a young child. These efforts will also encourage Chantel to make decisions on a more independent basis to be effective in achieving positive outcomes in different and meaningful ways.

Part II: Intervention

Conducting a successful intervention for Chantel requires a clear understanding of her condition, as well as the challenges that she faces on a regular basis in her struggles in school and in socializing with others. These efforts will provide evidence that Chantel is responsive to the intervention method, and that she will achieve success in managing her ADHD more effectively. From the perspective of the teacher or therapist, an effective intervention will provide Chantel with the tools that are necessary to overcome her specific challenges, and to achieve a higher level of performance in school and in socializing with others in her surrounding environment. DuPaul (2008) addresses some of the most common intervention methods, which include behavioral reinforcements and daily reporting of activities and achievements. The former will enable Chantel to experience a greater sense of what is right and wrong, and how her old behaviors might contribute to negative outcomes, while the latter will enable Chantel to recognize her accomplishments, which will only enable her to work that much harder to be successful in her school-related activities. These interventions will address the cognitive and social/emotional domains in an effective manner. From a physical perspective, it is important to assess Chantel through a physical and psychological examination to determine if any special medications are required which typically treat ADHD.  Finally, it is important for Chantel to receive the appropriate attention at school, and teachers often adopt a significant academic focus to achieve these objectives in a manner that will be most beneficial (Raggi and Chronis, 2006).

In the home environment, it is important for Chantel to receive rules and directives, which is one alternative that will provide her with a level of structure and a routine that will encourage her to make more positive behavioral decisions (Walding, 2010). This intervention will enable her parents to proactively participate in the process of improving her response to the condition, and will encourage her to respond accordingly (Walding, 2010). Another aspect to consider is that Chantel’s parents must be willing to assume the responsibilities associated with her level of care, and should be provided with the tools that are necessary to achieve these goals effectively (Bennett et.al, 1996). At the same time, her parents should recognize that their contribution to the intervention is critical for Chantel’s success in overcoming the primary deficits associated with ADHD in her life (Bennett et.al, 1996). These efforts will also encourage Chantel to be successful in all areas of her home life and in school. There is likely to be an overlapping impact of the efforts conducted at home, as they will also filter into the school environment to improve Chantel’s academic performance. Since her socialization is also of critical importance, the chosen intervention method will provide her with opportunities to achieve growth and success in making friends with her classmates and with other neighborhood children without being ridiculed in the process. These efforts will also encourage Chantel to reach out to others that she might not have been comfortable with in the past, and to be encouraged to make positive decisions that will impact her health and wellbeing in an effective manner. When Chantel has the appropriate combination of resources and support on her side, it is likely that she will achieve a high degree of success in school and at home.

References

Bennett, D.S., Power, T.J., Rostain, A.L, and Carr, D.E. (1996). Parent acceptability and feasibility of ADHD interventions: assessment, correlates, and predictive validity. Journal of Pediatric Psychology, 21(5): 643-657.

DuPaul, G.J. (2008).Best practices in school-based interventions for ADHD. Retrieved from http://www.lehigh.edu/education/adhd/assets/pdf/bpinschoolbased08.pdf

Raggi, V.L., and Chronis, A.M. (2006). Interventions to address the academic impairment of children and adolescents with ADHD. Clinical Child and Family Psychology Review, 9(2): 85-111.

Walding, A. (2010). ADHD interventions for parents. Livestrong , retrieved from http://www.livestrong.com/article/114163-adhd-interventions-parents/

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