Discrepancy Of Jx's Effectiveness In The Classroom
JX’s attentional skills were generally within the low average range for his age. While his ability to select and manipulate information was as expected, his ability to switch attention on tasks is poorer and he may sometimes compensate for this by making impulse decisions that produce more task errors.
These difficulties put him at risk difficulties attending to verbal instructions both at home and in the classroom. Positioning Jack close to his teacher when completing tasks will improve his ability to sustain attention. At home, Jack should complete his homework under parent supervision in a quiet room at an uncluttered desk, at set time intervals, allowing him to break down tasks and focus on one aspect at a time and reduce errors. These intervals should be interspersed with some element of physical activity, potentially framed as a reward for completion of an academic task, to provide an outlet for his high energy levels and hyperactivity.
(1) Memory skills
JX’s …show more content…
ability to encode and maintain information in the short term was at expected levels, while his ability to remember visual memory skill sets over immediate and delayed periods of time was slightly superior to his ability to remember verbal information. This may affect his ability to follow verbal instructions both at home and at school. Verbal instructions should be broken down into distinct steps, and routines should be established displayed about the house as visual reminders to complete set tasks.
(2) Executive skills
JX’s global executive skills were below expected levels for his age in both his home and school setting, though more so at school.
Overall, JX demonstrates poor behavioural regulation, particularly hyperactivity.
He exhibits impaired inhibition and tolerance of change in both his home and school environments. However, while his ability to regulate his emotional response was within the expected range for his age at home, his teacher reported an impairment within the classroom. This discrepancy is not particularly remarkable in a stimulus enriched classroom environment, however it should also not be dismissed. To assist JX, classroom rules should be clearly displayed and reinforced with concise verbal cues (eg. “Inside voices”, or “take your turn”). These techniques may assist JX to self-regulate his emotions and to understand appropriate expression. Furthermore, allowing JX extra time to transition between activities such as assisting to clean up, or emphasising carry-over skills will promote adaption to change. Alternatively, incorporating relaxation techniques into family life may assist JX with managing his energy
levels.
JX’s overall metacognition scores are lower than expected for his age. While JX has no difficulty acting independently to initiate ideas or solve problems, he experienced impairment anticipating and planning for future events, maintaining levels of orderliness in the care of his belongings, and notable impairment in assessing his own working performance. Both at home and in the classroom visual models, calendars, planners, and checklists should be implemented to enable JX to visualise information and track goals. Furthermore, breaking classroom tasks and household routines into chunks and clearly delineating activities step-by-step will encourage JX to process instructions and thus enhance his metacognition. These organisational strategies should be generated in discussion with JX.
(3) Social Functioning
JX’ social functioning skills, as assessed by his mother, where inconsistent, ranging from normal to abnormal qualitative classifications and placing his overall social functioning within borderline ranges. While he exhibits normative levels of emotional symptoms and pro-sociability, both conduct and peer problems are at borderline levels, and his hyperactivity is abnormal. JX should be encouraged for his prosocial efforts but reminded when he has upset someone. It would be beneficial to discreetly take JX aside and prompt him to process the emotional consequences of his actions. Encouraging JX to engage in extracurricular activities, particularly in structured team sports or a motorcar interest group may improve his peer interactions.
These difficulties put him at risk difficulties attending to verbal instructions both at home and in the classroom. Positioning Jack close to his teacher when completing tasks will improve his ability to sustain attention. At home, Jack should complete his homework under parent supervision in a quiet room at an uncluttered desk, at set time intervals, allowing him to break down tasks and focus on one aspect at a time and reduce errors. These intervals should be interspersed with some element of physical activity, potentially framed as a reward for completion of an academic task, to provide an outlet for his high energy levels and hyperactivity.
(1) Memory skills
JX’s …show more content…
ability to encode and maintain information in the short term was at expected levels, while his ability to remember visual memory skill sets over immediate and delayed periods of time was slightly superior to his ability to remember verbal information. This may affect his ability to follow verbal instructions both at home and at school. Verbal instructions should be broken down into distinct steps, and routines should be established displayed about the house as visual reminders to complete set tasks.
(2) Executive skills
JX’s global executive skills were below expected levels for his age in both his home and school setting, though more so at school.
Overall, JX demonstrates poor behavioural regulation, particularly hyperactivity.
He exhibits impaired inhibition and tolerance of change in both his home and school environments. However, while his ability to regulate his emotional response was within the expected range for his age at home, his teacher reported an impairment within the classroom. This discrepancy is not particularly remarkable in a stimulus enriched classroom environment, however it should also not be dismissed. To assist JX, classroom rules should be clearly displayed and reinforced with concise verbal cues (eg. “Inside voices”, or “take your turn”). These techniques may assist JX to self-regulate his emotions and to understand appropriate expression. Furthermore, allowing JX extra time to transition between activities such as assisting to clean up, or emphasising carry-over skills will promote adaption to change. Alternatively, incorporating relaxation techniques into family life may assist JX with managing his energy
levels.
JX’s overall metacognition scores are lower than expected for his age. While JX has no difficulty acting independently to initiate ideas or solve problems, he experienced impairment anticipating and planning for future events, maintaining levels of orderliness in the care of his belongings, and notable impairment in assessing his own working performance. Both at home and in the classroom visual models, calendars, planners, and checklists should be implemented to enable JX to visualise information and track goals. Furthermore, breaking classroom tasks and household routines into chunks and clearly delineating activities step-by-step will encourage JX to process instructions and thus enhance his metacognition. These organisational strategies should be generated in discussion with JX.
(3) Social Functioning
JX’ social functioning skills, as assessed by his mother, where inconsistent, ranging from normal to abnormal qualitative classifications and placing his overall social functioning within borderline ranges. While he exhibits normative levels of emotional symptoms and pro-sociability, both conduct and peer problems are at borderline levels, and his hyperactivity is abnormal. JX should be encouraged for his prosocial efforts but reminded when he has upset someone. It would be beneficial to discreetly take JX aside and prompt him to process the emotional consequences of his actions. Encouraging JX to engage in extracurricular activities, particularly in structured team sports or a motorcar interest group may improve his peer interactions.