School Based Interventions for ADHD

PBS Strategy The author of this report has been asked to address two general question as they pertain to a child named Leonard. The scenario and proposed intervention involves the plight of a child named Leonard. The child is exhibiting some of the telltale characteristics of having Attention Deficit Hyperactivity Disorder. However, the parents are resisting him being diagnosed or shifted to a special education environment.

Even so, some sort of intervention is required as Leonard is not doing well in school and his behaviors are also disruptive to other children. While Leonard is not going to get the help he needs until his parents are cooperative and participatory, there are indeed assessments and measurements that can be done in the meantime. Analysis Many of the behaviors of ADHD involve one of two (if not both) of two interventions that would require the active participation of Leonard's parents.

Indeed, those would be drug interventions and therapy interventions. Indeed, behavior problems are helped quite well by productive and consistent therapy batteries. However, that is not an option here, at least not yet. One intervention that is entirely useable and that can be put in place in Leonard's school environment is a "daily report card." The good and desired behaviors can be pinpointed and then feedback of a good variety is given when the student does the right thing or avoids doing the wrong thing (Miller, 2016).

Another method when it comes to ADHD kids (or those being suspected as such) is to teach in a slightly different way. However, these adjustments are not complex or hard to do. Just a few are to decrease the length of lessons and assignments, alternate between physical and mental activities and give simple yet concrete directions, but only one time (CDI, 2016).

The Department of Education advocates a few tools and methods including giving praise immediately, use of varying statements to give praise and defining the desired and appropriate behavior when giving praise (DOE, 2016). As far as an assessment tool that could or should be used when it comes to Leonord or any situation that is similar to his, it is not all that hard to do.

Using the above and other methods, there should be a mapping of what the current pattern of behavior is and how often the bad behaviors happen, the interventions that will be used to address these behaviors and what changes in terms of frequency or what manifests after the interventions happen. If the overall frequency or different types of bad behavior go down, that should be considered a success.

If there is no change or an increase in what is going wrong, then there obviously needs to be a retooling of what is being utilized and employed. Regardless, interventions are going to be more fruitful and effective when Leonard's parents decide to engage, presuming they do (DOE, 2016). Conclusion As stated throughout this brief report, Leonard's parents are apparently in denial or at least in disagreement about what is going on. However, the recitation and listing of Leonard's behavior clearly indicates that something is amiss.

It may or may not be ADHD but the proper diagnostics need to be used to rule it out or otherwise find out what is at issue here. It is perhaps a bit early to send Leonard to special education as a diagnosis for ADHD and/or other disorders has not happened yet. Even so, the evidence presented.