February 16, 2011
Bailey Jones is a six year old in Mrs. Thomas's first grade class who has been referred for a dual exceptionality of ADHD/Gifted. Bailey seems to be a bright child for the times she is able to focus and is curious about all her school subjects. She is a very good reader and seems to have a very artistic side. She is also very nice wants to be helpful to other children even though to them she seems intrusive many times. However, by her being an incredibly verbal child her academic studies are suffering not due largely to problems with impulsivity and attention. There is also a cause for concern due to symptoms ...view middle of the document...
Because Bailey has a hard time forming relationships with her peers it affects her constantly and leaves her depressed. Since she has a hard time making friends among her peers she is constantly seeking attention from her teacher.
At home, Bailey seems depressed that other children do not like her and tries to resist having to go to school on many days. She keeps to herself more at home, but is very fidgety and unable to stay still or focus on one activity for any length of time. Bailey also seems to defy every rule and boundary at home as well. Her parents have also noticed that she has a hard time keeping her things organized and she often loses her school work and can’t stay focus on the task at hand. Bailey’s IQ has been tested privately at her parent’s request. Her IQ was 140, which is well within the talented and gifted range.
Bailey tests scores are extremely high in both math and reading but her scores in reading are noticeably higher. Because she is not well organized and constantly loses her assignments, this is where her failure is starting to reflect her report card. She seems to have strong small and gross motor skills. Bailey seems to love art and is skilled at drawing and painting. She also seems to have a real love for animals. She likes sports too, especially softball. It seems to be one of the few things that can keep her undivided attention.
Bailey needs to be able to improve her focus to be able to succeed in school. Socially, she needs to better be able to know when and when not to interject into others’ conversations or speak in a group. This includes both in the classroom and during free time. She also needs to improve on her being able to pay attention, being able to focus when it comes down to her school work and getting it turned in on time. Bailey also has to learn when not question authority and do as she is told or asked of.
It will be in Bailey’s best interest to place her in the pull - out gifted class, this will allow her to interact and give her access to students of similar ability and intellectual levels. It has been found that without this intellectual challenge and contact with others on their level, gifted children are often at risk of social and emotional problems (Neihart, 2003). Measures that need to be taken in-class to ensure that she is being challenged adequately while at the same time accommodations are also given to address the ADHD portion of her difficulties.
Students with ADHD are identified based on the extent to which they exhibit some combination of inattentive, hyperactive, and impulsive behaviors (Rosenberg, M. S., Westling, D. L., & McLeskey, J.). Some students are predominantly hyperactive and impulsive (ADHD-PHI) and do not exhibit the other symptoms (i.e., inattentive behaviors), while some students are predominantly inattentive (ADHD-PI), and still others combine all three of the major characteristics (ADHD-C) (Rosenberg, M. S., Westling, D. L., & McLeskey,...