Intervention with Hyperactive Children: A Case Study by Marvin J. Fine PDF

By Marvin J. Fine

Hyperactivity has traditionally been a massive problem of folks and lecturers. through the years, the time period has come to intend many stuff to diversified individuals. For a few, the time period is synonymous with "brain damage," and the prescribed process therapy is scientific. For others, the time period is a seize­ all, masking nearly any behaviors which are came across to be glaring or disrup­ tive by means of the kid's caretakers. lately, there was an exceptional outcry via a few over the use and abuse of the time period as a justification for controlling the kid. Others have expressed nice challenge over the over the top, inappro­ priate, or poorly monitored use of drug remedy with reference to hyperactivity. the present curiosity in hyperactive young ones is mirrored in different significant books (Cantwell, 1975; Feingold, 1975; advantageous, 1977; Ross and Ross, 1976; Wender, 1973; more secure and Allen, 1976; Stewart and Olds, 1973). The num­ ber of released papers and symposia during the last numerous years is usually voluminous. the most questions posed via practitioners revolve round intervention with the hyperactive baby. The growing to be literature on intervention has pointed out numerous methods with established application; together with drug remedy, habit amendment, biofeedback, sensory-motor education, cog­ nitive education, environmental manipulations, and family members therapy.

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Extra info for Intervention with Hyperactive Children: A Case Study Approach

Example text

These behavioral patterns persisted until Jill entered school. In November of her kindergarten year, Jill was referred by her teacher for psychological services. She was concerned about Jill's inability to pay attention and her failure to complete assigned tasks. Because Jill did not listen to directions and because she was always shifting in her seat or moving her seat around her work area, she disturbed other students and failed to complete assignments. These events periodically sparked altercations between Jill and her teacher.

Consequently, the teacher and a con- 36 INTERVENTION WITH HYPERACTIVE CHILDREN suIting psychologist designed a twofold program to reduce or eliminate Jill's inappropriate social behavior and increase her rate of academic achievement. Intervention Initially, the academic intervention was implemented during a IS-minute period at the end of the school day when Jill was one of several children who waited approximately IS minutes for a late school bus. Normally, Jill used this time to get into further trouble.

Rieth Current Problem Billy was an eight-year-old, second-grade male student who had a history of being disruptive. He was frequently observed leaving his seat without permission to wander around the classroom in order to visit with friends, and/or to investigate various activities that were being conducted in the classroom. Typically, his movement around the classroom precipitated a commotion, and frequently he became embroiled in altercations with peers. In addition, the teacher reported that Billy would frequently talk out without permission, despite rules and warnings that such behavior was inappropriate.

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