Chapter 7 CS
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School
Clarion University of Pennsylvania *
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Course
129
Subject
Medicine
Date
Dec 6, 2023
Type
docx
Pages
2
Uploaded by CaptainBoulder10580
Chapter 7 Case Study
1.
Because of their overlapping symptoms and frequent co-occurrence in individuals, learning
impairments and Attention Deficit Hyperactivity Disorder can be difficult to identify. Attention,
forgetfulness, impulsivity, and disorganization are all possible symptoms of both diseases.
Comorbidity is prevalent, with people having both LD and ADHD, making it difficult to distinguish
their symptoms. Diagnosis is a thorough examination by healthcare experts that takes into
account criteria such as developmental history, academic achievement, behavioral observations,
and psychological assessments. The prevalence of concurrent illnesses, as well as differences in
symptom presentation and treatment response, complicates distinction even further.
2.
Mr. Martens might have continued to help Shannon when she moved into middle school.
Transition times may be difficult for students with learning impairments and ADHD, and constant
assistance from a familiar figure such as Mr. Martens would have been helpful.
Mr. Martens
might have worked closely with Shannon's middle school teachers to ensure they were aware of
her unique requirements and previous productive tactics. This communication may have made
the transfer go more smoothly.Shannon's family may have benefited from being involved in the
transition process. Mr. Martens might have given Shannon's parents advice and tools to assist
them support her during this difficult time.
3.
Shannon's father first displays surprise when ADHD is proposed for his daughter. He notes that
they assumed ADHD was a disorder that only guys had, reflecting a prevalent misconception
about ADHD. This emphasizes the significance of fighting these biases in order to guarantee that
females with ADHD receive appropriate acknowledgment and assistance. During the session
with Dr. Rodriguez, Shannon's father had a personal discovery. He recognizes that many of the
behaviors listed may apply to him, implying that ADHD has a hereditary or familial component.
This discovery may result in more empathy and understanding among the family.
4.
According to the document, the medicine produced immediate and favorable benefits.
Shannon's self-esteem improved, as did her ability to focus and control her behavior. This shows
that medication was an effective treatment for her ADHD. Shannon's enhanced ability to focus
and finish her work on time after commencing medication most certainly contributed to her
academic performance. It enabled her to better participate in learning and accomplish
assignments, which were previously difficult for her. Shannon's instructor, Mrs. Morgan, advised
medicine based on her observations and worry about Shannon's performance. Her
recommendation was well-informed and in Shannon's best interests. It was a reasonable move
to take, especially considering Shannon's continued difficulties despite earlier measures.
5.
Mrs. Morgan noted Shannon's difficulty staying focused in class. Shannon was easily sidetracked,
even while critical teachings were taking place. Shannon's homework showed evidence of
disarray. Mrs. Morgan saw sloppy or unfinished assignments, misplaced materials, and issues
keeping track of homework and due dates. Shannon regularly lost directions, assignments, and
even her locker combination, showing working memory and recall problems. Mrs. Morgan
noticed Shannon daydreaming in class. Shannon looked to be lost in her own thoughts or easily
distracted by other subjects or ideas.
6.
The first critical step would have been to identify Shannon's learning issues early on. If her
parents and school had recognized her difficulties earlier, they may have begun interventions
sooner. Shannon's parents and instructors may have collaborated on observations and ideas
regarding her behavior, academic achievement, and social relationships. This collaboration
would have given them a thorough knowledge of Shannon's requirements. Shannon may have
benefited from regular tactics adopted at home and school to help her stay organized, finish
homework, and manage her time successfully. Setting up a regular homework regimen may have
been part of this.
7.
Shannon's path from battling with learning difficulties and ADHD to obtaining adequate help,
including medication, has improved her self-esteem and sense of control over her life
dramatically. This newfound confidence is likely to help her in the future. Shannon's academic
performance has improved despite continuous obstacles. She works hard and completes her
projects on time. Her desire to attend college, as well as her interest in many job alternatives
such as teaching and working in television, reflect her ambitions for further education and future
success. Shannon's desire to become a teacher or work in television displays her interest in
artistic and educational professions. She may be able to pursue and flourish in these professional
options with the correct advice and chances.
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