Attention Deficit Hyperactive Disorder Case Study

Daniel is a 14-year-old ninth-grade student in the Half Hollow Hills High School West. He is the oldest child residing at home with his mother, father, and younger brother, Ryan. His educational classification is Other Health Impaired (OHI). His medical history notes that he is diagnosed with Cystic Fibrosis, Tourette’s, rolandic seizure disorder and a deficit of saccadic eye movements. In addition to his medical diagnoses, Daniel is diagnosed with Attention Deficit Hyperactivity Disorder (ADHD)- Combined Type, Anxiety Disorder NOS, Depressive Disorder NOS, Chronic Motor Tic Disorder and Obsessive-Compulsive Disorder (OCD). He currently under the care of a Psychologist and Therapist; in addition, he is prescribed Vyvanse and Lexapro medications.
His previous social history indicated that English is the only language spoken in the home. Daniel’s developmental milestones were obtained within the limits. Daniel is a freshman placed in Integrated Co-teaching (ICT) classroom for Math, English, and Social Studies with an academic support period. He is
Daniel’s behavior was observed with regards to two broad dimensions: On-task behavior (e.g. raising his hand, listening attentively to the teacher, reading, contributing to the lesson) as well as his off-task behavior, including off task verbalizations, motor behaviors (e.g. getting out of his seat, tapping on his desk) and passive behavior (e.g. head down on the desk, looking around the room). During the observation, Daniel exhibited additional motor behaviors such as standing up, leaving the room, tying his laces, wiping the desk, twisting in his desk, head cracking, counting pencils, pulling ears, and adjusting his clothing. His teachers often redirected him when it was time to transition into class, he took frequent breaks without permission, and his motor