SSD Results Sociology and Social Work

SOCIOLOGY AND SOCIAL WORK

Sociology and Social Work: SSD- Results

Outcomes and Findings of the Study

Graph Indicating Baseline and Treatment Phases

Source: Google Images

Stability of Baseline Phase

The stability of the baseline phase is tricky as the client showed ups and downs during this stage. It should be noted that this was a specific stage when no treatment was applied. The client was silent initially as he was apprehensive about what was happening. Hence, the graph line touching the graph base is due to the unchanged ADHD condition, specifically the aggression and talkative attitude of the 12-year Black boy. 

A comparison had to be made between stage A, and stage B. Stage A is when the intervention is absent and the client shows his previous symptoms of aggression and talkative behavior. The ideal baseline data shows less variability and stability as the behavior remained the same each day when treatment was not introduced. 

Changes Due To the Treatment

In the intervention stage, the teacher introduced different role pays and activities that he was keen to learn. Sometimes he was observed to be restless, and due to that, he showed aggression. The aggression was also sometimes when he could not understand the activity. This is why the graph showed unstable ups and downs during two to six weeks. 

However, it must be understood that the ADHD condition denoted on the graph y-axis is about betterment in displaying less talkative behavior during class and lesser aggression. The upper descent of the graph line is solely about the positive outcomes in ADHD condition that was expected and targeted through psychoeducation, mainly social skills training by the teacher. 

The outcome change was evident from the interdiction of intervention; the quick and effective results came out soon after some days. It is useful for low-stake decision-making since a single subject is under scrutiny. It is a sign of a true experiment, as indicated in the previous sections. The existing behavior patterns are compared with altered behaviors to predict the client’s future performance. 

Intervention Effect

It was noted that treatment did not start showing its effects on the first day, although the client was unaware of what would happen next. Despite his nervousness, he was also looking forward to the new activities that his teacher introduced to him in the class. This means that he was keen to participate in new activities, which he did not know were a part of his treatment. The classroom engagement level was high as he was sitting in his normal classroom, which he usually found comfortable.

As the change was to be made in his behavior, the neurological functioning in the ADHD condition must be handled carefully (Drechsler et al., 2020). The behavioral symptoms of mood disorders and personality disturbances and that, too, in a young child are difficult to tackle. If the condition gets complicated at this age, it will become more complex in his later adulthood. Thus, motivation and cognition needed to be kept side by side with a smooth flow of his behavior via self-regulation (Drechsler et al., 2020). The response times clearly indicated how he performed during the treatment, which helped the teacher make decisions according to response variability. 

Since the teacher was the same, he did not feel fearful of what came next. It was assumed that he could have been more aggressive if the instructor had been changed. Thus, the comfortable settings helped bring fruitful results more smoothly than predictions. The facilitation of a natural everyday environment and setting and low barriers provided conducive results during the treatment, showed clearly in the upward surge on the graph (Leifler et al., 2022). The classroom teacher was supportive, although she had to be educated and trained about ADHD impediments and the outcomes of the role-play activities that she would initiate within the classroom along with ADHD management strategies; the practicality provided beneficial generalizations and better neurological functioning of the client. 

Identification of Trends in Data

As mentioned earlier, the graph’s ups and down show the client’s emotional disturbances as behavioral change is problematic to implement sometimes with ADHD conditions. The prevention of interpersonal difficulties, which occurred in the class when he caused problems for others by being talkative, had to be resolved with a problem-solving approach via social skills training. 

The control of emotions was anticipated through the teacher’s implementation of classroom activities revolving around psychoeducation so that verbal and non-verbal communication could exhibit changes in the client’s behavior (Storebø et al., 2019). However, the aggression was observed sometimes to be controlled, and at other times, it was not. The emotional competency continued to increase with a general improvement in the behavior. 

The teacher noted that his daily aggression frequency decreased once or twice weekly. The frequency of repeatedly talking in every class was now noted to be after one or two days and only once a day. The treatment phase certainly showed a positive shift in his behavior, projected to change at the baseline stage.