Running Head: Individual Differences Student Profile 1
Running Head: Individual Differences Student Profile 1
Running Head: Individual Differences Student Profile 1
Tracy Mahoni
Spring 2016
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I had the joy this semester to observe Eliana (not her real name) in her
Education Plan) for ADHD (Attention Deficit/Hyperactivity Disorder). At first, I was not
even aware that she was different from her classmates. She seemed engaged, excited, and
involved in her environment. After weeks in the classroom, I started to notice a few of her
struggles. She was incredibly smart and was able to do all that was asked of her. I was
really surprised that she was on an IEP but in this case I believe it was more for the social
General Information
height and size as compared to her classmates. She is Caucasian and very boisterous. I
am not aware of her family configuration or of her daily life schedule outside of the
classroom. Her school day schedule is 7:55am-2:30pm on Mondays, Tuesdays, and every
other Wednesday.
Physical Development
Eliana is thin but of average height compared to her peers. She has brown hair and
brown eyes. She appears to be in good physical health. She loves recess and was
disappointed one day when she had to stay in for 5 minutes of recess because she had
been mean to the other kids. When it was time to go, she ran to the playground! She was
active, running, and playing during recess. Her gross motor skills are normal. Gross
motor refers to the large muscles of the body used for walking and running. (Gross
Motor Skills)
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She doesnt seem to have distinguishing physical characteristics except that she
constantly has a runny nose. I did not notice any problems with her vision or hearing.
One day when I was observing the janitor brought in a special desk just for her. It
was placed away from the other students. As the janitor talked to her about how great this
seat was going to be for her, she said, I hate school! I want to go home. After she was
settled into this new seating arrangement she refused to do her work. At this point her clip
had already been moved down the behavior chart and the next step was the principals
office. I overheard the teacher and aide talking about maybe putting her in the hall first
before she went to the principals office. I decided this was my cue to step in and see if I
could help. I pulled up a chair beside her new desk and we began to chat. The scowl on
her face slowly softened and we began to work on her assignment together. She seemed
very bright when she wasnt being defiant. I watched her use her right hand for cutting,
writing, and gluing. She did really well with her fine motor skills. She cut could cut,
glue, and write well. Fine motor skills are the control over small movements of the
Cognitive Development
She is with her general education classmates all day. On the first day that I
observed, she was often blurting out answers and she was correct! She knew all of her
letters and letter sounds and even did better than some of her general education peers.
As I came back, week after week, I saw that she had no impulse control. She was
often mean to her classmates and did not play well with others. She was loud and
talkative. She often talked without raising her hand because she was so excited to answer
the question.
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She participated in class activities, in fact, at one point I saw her trying to do the
little girls paper next to her. Another day I saw her lack of motivation when she got into
trouble. She crossed her arms across her chest and refused to do the work even though
According to this theory, the child uses symbols to represent objects, makes judgments
based on appearances, and believes that everyone has the same viewpoint as she does.
Her language is good and she is able to explain clearly her point of view. During
Math time, she understood the concepts of adding and subtracting. She can do the work
but she often distracts those around her by talking. When she is on task, she does well.
common among ADHD students. This means that they have trouble regulating their
behavior. Dr. George F. Still, wrote a scientific account in 1902 saying that these
inappropriate manner. (Hallahan, 2012, p. 152) This seemed to fit the girl that I observed.
She was academically smart and able to do whatever the general education students were
Also according to Dr. George F. Still, many of these children have normal
intelligence. This is what I observed with Eliana. In 1956, it was termed, minimal brain
injury, which meant that the children had normal intelligence but were inattentive,
impulsive, and hyperactive. (Hallahan, 2012, p. 153) The term changed in the 1960s to
movement. This applied to Eliana, she did not seem to be bouncing off the wall. She was
able to sit and maintain her position better than some other students were not diagnosed
with ADHD.
3. Combined type
I think Eliana was more of the inattentive type than the hyperactive type. She was
able to sit in her designated spot on the rug for the entire time of story-time. She was
For the inattentive type, they have trouble paying attention to details and
sustaining attention. They have problems with organization and are very distractible. For
the hyperactive type, they are constantly fidgeting. They leave their seat at inappropriate
times and talk excessively. For the impulsive type, they have problems waiting ones
Eliana is diagnosed with ADHD along with some brain injury from birth. At birth
leukomalacia is the death of white matter of the brain due to softening of the brain
tissue. It is caused by lack of oxygen and blood flow that results in loss or death of brain
Socio-emotional Development
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I noticed that she struggled with the social aspect though more than anything. To
Eliana, friendship is of utmost importance. She was constantly stating loudly who was
her best friend and who was not. She was really trying hard to make friends and keep
friends.
The adults in the classroom consisted of the teacher and one teachers aide.
Privately, they told me that she is just constantly mean to the other kids. She calls them
She seemed very confident especially about schoolwork. She was confident that
she was right and she usually was. The teacher often had to tell her to let others have a
turn. I would say she has a very positive self-concept and self esteem.
moral reasoning and cognitive development. Kohlberg noticed that social interactions
gave the student the ability to take others perspectives and understand consequences of
influenced moral reasoning. This produced selfish or altruistic behavior. (Berns, 2013, p.
413)
be in level one or two of Kohlbergs stages of moral development. Stage One is that the
student does what is right to avoid punishment and the superior power of authority. Stage
Two is when the student does what is right to serve ones own needs or interests. Students
are usually in this stage until age 9 when they become more aware of others
perspectives.
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level (Age 6-Puberty) for Industry versus Inferiority. During school age students learn to
accept instruction and to win recognition by showing effort and producing. The child is
developing the capacity to work. In this stage it is important for children to be praised for
their work and effort to be motivated to achieve. Those who are ignored or rebuked tend
One day, Eliana was having trouble putting on her jacket. She struggled then
asked other students to help and then the teacher to help. The teacher encouraged the
other children and Eliana that she could do it by herself. Eventually, she did manage to
get her coat on without help. I think this taught her a valuable lesson that day. The teacher
was showing them that they could take care of themselves to remove this sense of
helplessness.
ADHD students have difficulty with behavioral inhibition including the ability
to wait ones turn and recognize inappropriate responses. All of these characteristics
make it hard to make friends. According to our textbook, students may talk nonstop, blurt
out inappropriate comments, and show emotions without restraint. (Hallahan, 2012, p.
159) I also found that ADHD students act without regard for the consequences or have
difficulty waiting for things they want or waiting their turns in games. They often
interrupt conversations and others activities. (Hallahan, 2012, p. 159) The teacher I
observed was excellent in handling Eliana. She included her in the group and never put
her down. She called on her fairly with other children as well. She treated everyone the
According to our textbook, 9% of the school age population has ADHD. ADHD is
eligible for special education under the category, other health impaired. It is defined as,
in instances where ADD results in limited alertness which adversely affects educational
Strong evidence has been found about neurological abnormalities in the brain that
explain ADHD. The areas of the brain that are affected are the frontal lobes, basal
ganglia, and the cerebellum. (Hallahan, 2012, p. 156) The prefrontal and frontal lobes
control executive functioning and regulating ones behavior. (Hallahan, 2012, p. 156)
Heredity is also a major factor of ADHD. There is no single gene that causes
ADHD but multiple genes that can cause this abnormality. Eliana is at a typical level of
development in the areas of general, physical, and cognitive. Her struggle lies in the
For people with ADHD, their executive functioning and behavioral inhibition is
limited so they have a tough time controlling and regulating behavior. They have trouble
with mental flexibility that is the ability to adjust ones behavior to adapt to change in
others behavior or the environment. They know how to behave appropriately they just
are unable to do so. They make choices impulsively and overact emotionally.
classroom structure. I can reduce distractions. I can make a rigid and systematic schedule.
Most kids with ADHD are in the general education classroom so I can place their seat
closer to myself. I can be clear and consistent about the rules and routines. I could teach
Self Monitor means the ability to appraise a situation and consider alternative
ways of responding as well as possible outcomes associated with the various forms of
they could monitor, record, analyze, and reinforce their own behavior it would help them
a lot. I could create a chart for self-management as well. I want to increase an individuals
2012)
I could check and reinforce academic engaged time. I could also give them
extended time for tasks and frequent breaks. (Hallahan, 2012, p. 178) Using these
techniques as a teacher, I can help ensure that all students can learn and progress. In the
case of Eliana, I would draw on her strength of being outgoing and wanting to make
friends by providing time and space to do this in an adult structured environment so that
she could learn what to do and not to do. She could see good behavior modeled and learn
how to incorporate that into her own life. I believe that every child can connect to
success.
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References
What Are Fine Motor Skills? (n.d.). Retrieved April 27, 2016, from
http://www.ot-mom-learning-activities.com/fine-motor-skills.html
http://www.healthofchildren.com/G-H/Gross-Motor-Skills.html
https://www.nlm.nih.gov/medlineplus/ency/article/001084.htm
http://www.ninds.nih.gov/disorders/periventricular_leukomalacia/perive
ntricular_leukomalacia.htm