Read The Vignette About A Child With ADHD And Answer ✓ Solved

Read the following vignette about a child with ADHD and answ

Read the following vignette about a child with ADHD and answer each of the three questions at the end:

Scott is 8 years old. At 7 AM, his mother looks into Scott’s bedroom and sees Scott playing. “Scott, you know the rules: no playing before you are ready for school. Get dressed and come eat breakfast.” Although these rules for a school day have been set for the past 7 months, Scott always tests them. In about 10 minutes, he is still not in the kitchen. His mother checks his room and finds Scott on the floor, still in his pajamas, playing with miniature cars. Ten minutes later, Scott bounds into the kitchen, still without socks and shoes, and hair tousled. “You forgot your socks, and your hair isn’t combed,” his mother reminds him. “Oh yeah. What’s for breakfast?” he says. “Scott, finish dressing first.” “Well, where are my shoes?” “By the back door where you left them. This is the specially designated place where Scott is supposed to leave his shoes so he doesn’t forget.” Scott starts toward his shoes but spots his younger sister playing with blocks on the floor. He hurries to her. “Wow, Amy, watch this—I can make these blocks into a huge tower, all the way to the ceiling.” He grabs the blocks and begins to stack them higher and higher. “Scott makes a better tower than Amy,” he chants. Amy shrieks at this intrusion, but she is used to Scott grabbing things from her. The shriek brings their mother into the room. She notices Scott’s feet still do not have socks and shoes. “Scott, get your socks and shoes on now and leave Amy alone!’’ “Where are my socks?” he asks. “Go to your room and get a clean pair of socks and brush your teeth and hair. Then come eat your breakfast or you’ll miss the bus.” What sort of problems would you expect Scott to have at school? What are some teachings you might provide for this parent? What interventions would give Scott the best chance of having positive outcomes?

Paper For Above Instructions

Attention-deficit/hyperactivity disorder (ADHD) in children is characterized by persistent patterns of inattention, hyperactivity, and impulsivity that interfere with functioning or development. In this vignette, Scott demonstrates core features of ADHD that commonly present in morning routines, school readiness, and classroom behavior. Based on the vignette and current evidence, three focal areas emerge: (1) anticipated school-related problems for Scott, (2) essential teachings to share with his parent, and (3) interventions most likely to yield positive long-term outcomes for Scott. The analysis integrates core findings from authoritative guidelines and evidence-based treatments for ADHD across home and school contexts. (American Psychiatric Association [APA], 2013; American Academy of Pediatrics [AAP], 2019; Barkley, 2015; Fabiano et al., 2009; Chronis-Tuscano et al., 2009; Pelham et al., 1998; DuPaul & Stoner, 2014; Molina et al., 2009, 2010; Nigg et al., 2017; Centers for Disease Control and Prevention [CDC], 2022.)

1) What problems would you expect Scott to have at school. People with ADHD commonly struggle with executive function skills necessary for academic tasks, such as organization, working memory, planning, task initiation, sustained attention, and flexible transitions between activities. In a classroom, these difficulties can manifest as incomplete assignments, misplaced materials, difficulty following multi-step instructions, and problems with staying seated or remaining on task during instruction or independent work. Scott’s morning routine—missing socks, difficulty transitioning from play to dress, and the impulsive interest in building a block tower rather than attending to dressing—reflect neurocognitive control challenges that are frequently echoed in school settings. Socially, children with ADHD may be more prone to impulsive intrusions or boundary-testing with peers, which can lead to classroom conflicts or reduced peer acceptance. In his case, his intrusions on his sister’s space could foreshadow similar boundary-testing in group activities or cooperative tasks with classmates. These patterns can contribute to academic underachievement, disciplinary referrals, and strained teacher–student relationships if not addressed with targeted supports. (Barkley, 2015; APA, 2013; DuPaul & Stoner, 2014; Fabiano et al., 2009.)

2) What teachings you might provide for this parent. a) Psychoeducation to normalize ADHD as a neurodevelopmental condition with observable behavioral manifestations in daily routines and school tasks. Emphasize that ADHD involves differences in executive functions, not just willpower, and that structured supports can substantially reduce impairment. (Barkley, 2015; APA, 2013.)

b) Morning-routine interventions. Provide concrete, visible, and consistent routines with predictable sequencing (e.g., a visual schedule or checklist, a set time for waking, dressing, and breakfast). Use minimal verbal directions; place crucial items (shoes, socks) in clearly defined, consistent locations and use cues/timers to facilitate transitions. These strategies reduce cognitive load and support task initiation and completion. (AAP, 2019; DuPaul & Stoner, 2014.)

c) Positive behavior support and consistent discipline. Emphasize a system of positive reinforcement for specific, observable behaviors (e.g., completing steps of dressing, following instructions). Use a brief, non-punitive response to misbehavior and avoid lengthy lectures; pair rewards with meaningful, immediate consequences. Evidence shows that parent management training and consistent, structured reinforcement improve child behavior and parent–child relationships. (Fabiano et al., 2009; Chronis-Tuscano et al., 2009; Barkley, 2015.)

d) Support for classroom communication. Encourage the school to implement accommodations and targeted supports (e.g., preferential seating, brief and clear instructions, visual supports) and to monitor progress with regular communication between home and school. School-based interventions, especially when combined with parent training, have robust effect sizes on symptoms and academic functioning. (Fabiano et al., 2009; DuPaul & Stoner, 2014; AAP, 2019.)

e) When to consider evaluation for comorbidities. ADHD frequently co-occurs with learning disabilities, anxiety, mood symptoms, or oppositional behaviors. If concerns arise about other conditions (e.g., significant mood symptoms, persistent impairment despite treatment), refer for a comprehensive assessment to refine intervention planning. (APA, 2013; Barkley, 2015.)

f) Partnership and ongoing monitoring. Recommend a collaborative plan involving parents, teachers, and healthcare providers with clear goals, progress tracking, and regular reviews. A data-driven approach—monitoring reminders, task completion, and academic progress—helps tailor supports over time. (Molina et al., 2009, 2010; Fabiano et al., 2009.)

3) What interventions would give Scott the best chance of having positive outcomes. A multimodal treatment approach is consistently shown to yield the strongest improvements in ADHD symptoms and functioning. Key components include pharmacotherapy when indicated, evidence-based behavioral interventions, and academic accommodations. (APA, 2013; AAP, 2019; Barkley, 2015.)

a) Medication management. Stimulant medications (e.g., methylphenidate or amphetamine-based formulations) have substantial efficacy in reducing core symptoms of inattention and hyperactivity/impulsivity; they often improve focus, task completion, and classroom behavior, particularly when combined with behavioral supports. A careful medical evaluation, ongoing monitoring, and consideration of side effects are essential. (Molina et al., 2009; Faraone et al., 2015; APA, 2013.)

b) Parent management training (PMT). PMT teaches parents to use structured reinforcements, consistent consequences, and calm, predictable responses. Meta-analytic evidence shows PMT reduces disruptive behavior and improves parent–child interactions, which in turn enhances child functioning in school and daily life. (Fabiano et al., 2009; Chronis-Tuscano et al., 2009; Barkley, 2015.)

c) School-based accommodations and IEP/504 plans. Collaboration with school personnel to implement accommodations (e.g., extended time for tasks, break options during tasks, clear and concise instructions, chunking tasks) supports access to learning and reduces task-related frustration. Regular progress monitoring and data-driven adjustments are recommended. (AAP, 2019; DuPaul & Stoner, 2014; CDC, 2022.)

d) Organizational skills and executive function coaching. Interventions targeting planning, time management, and organized work routines (e.g., checklists, color-coded folders, daily planners, structured assignment entries) help translate classroom demands into manageable steps. These strategies show benefit when combined with other treatments. (Barkley, 2015; DuPaul & Stoner, 2014.)

e) Behavioral classroom management and parent–teacher collaboration. Implementing evidence-based classroom management strategies (clear rules, consistent routines, positive reinforcement for on-task behavior) and maintaining open home–school communication enhances consistency across contexts and improves behavior and academic engagement. (Fabiano et al., 2009; Pelham et al., 1998; AAP, 2019.)

f) Ongoing evaluation and adjustment. ADHD treatment is not static; it requires periodic re-evaluation of goals, monitoring of symptoms and side effects, and adjustment of strategies as the child grows. A flexible, individualized plan that evolves with Scott’s needs is essential. (APA, 2013; Molina et al., 2009; Barkley, 2015.)

References

• American Academy of Pediatrics. (2019). ADHD: Clinical practice guideline for the diagnosis and management of ADHD in children and adolescents. Pediatrics, 144(4), e20192528.
• American Psychiatric Association. (2013). Diagnostic and Statistical Manual of Mental Disorders (5th ed.). Washington, DC: American Psychiatric Publishing.
• Barkley, R. A. (2015). Attention-Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment (4th ed.). Guilford Press.
• Chronis-Tuscano, A., et al. (2009). The effectiveness of a parent management training program for children with ADHD: A randomized trial. Journal of Consulting and Clinical Psychology, 77(6), 1018-1028.
• DuPaul, G. J., & Stoner, G. (2014). ADHD in the Schools: Assessment and Intervention (3rd ed.). Guilford Press.
• Fabiano, G. A., Pelham, W. E., Coles, E. K., et al. (2009). A meta-analysis of behavioral classroom management on ADHD symptoms and functioning. Journal of Consulting and Clinical Psychology, 77(3), 420-437.
• Molina, B. S., Smith, B. H., & Pelham, W. E. (2009). The MTA at 8 years: Prospective follow-up of hyperactive children treated with medication, behavioral therapy, both, or routine community care. Journal of the American Academy of Child and Adolescent Psychiatry, 48(5), 463-473.
• Nigg, J. T., Blaskey, S., & Valera, S. A. (2017). The neurobiology of ADHD: A review. Annual Review of Psychology, 68, 77-101.
• Centers for Disease Control and Prevention. (2022). Data & Statistics on ADHD. Retrieved from https://www.cdc.gov/ncbddd/adhd/data.html
• Pelham, W. E., Wheeler, J., & Chronis, A. M. (1998). Evidence-based psychosocial treatments for children with ADHD. Journal of Clinical Child Psychology, 27(4), 420-437.