Carter Case Study

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California State University, Stanislaus *

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4150

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Psychology

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Dec 6, 2023

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pdf

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Case Study- Carter Department of Psychology, California State University Stanislaus PSYC 4150 Section 001 Lex Clements October 14, 2023

Raymond (2017) shares a case study about Carter, a child with ADHD and possible emotional disturbance. Based on the federal definition of emotional disturbance, the classification of Carter as a child with an emotional or behavioral disorder is appropriate. The federal definition of emotional disturbance is a condition in which a child has one or more of the following characteristics over a period of time and to a marked degree; the characteristics are, “an inability to learn which cannot be explained by intellectual, sensory or health factors; an inability to build or maintain a satisfactory interpersonal relationship with peers and teachers; inappropriate types of behavior or feelings under normal circumstances; a general, pervasive mood of unhappiness or depression; a tendency to develop physical symptoms or fears associated with personal or school problems” (Raymond, 2017, p. 119). Carter has exhibited some of the characteristics listed in the definition of Emotional Disorder. He has a history of developing fears related to school issues. In first grade, Carter's teacher observed that he expressed uncommon fears for a child his age. In third grade, his teacher observed that he displayed a large number of irrational fears. Additionally, Carter has developed a fear of large crowds, which has caused him to avoid going to the lunchroom and to prefer to be alone. This issue has been present for at least half a year. Carter has had difficulty forming relationships with others. His teachers have observed that Carter displays signs of socialization behavior. He has difficulty making friends and often picks on other children. Regardless of whether he is taking Ritalin or not, his problem behaviors towards his peers, teachers, and others are still present. The diagnosis of ADHD would be in line with Carter's classification as an individual with an emotional or behavioural disorder. According to Raymond (2017), there was no need to classify the diagnosis of Attention Deficit Hyperactivity Disorder (ADHD) as a distinct diagnostic category under the Individuals with Disabilities Education Act (IDEA) as these

students typically demonstrated a range of learning and behavioral issues that qualified them for the diagnosis. Some of the ways the school could have used RTI is to respond to the intervention and notice earlier that he was late. His behavior then continued as he struggled with math and reading and then transition. Some information I would have liked to be informed of is interventions individual teachers took to help Carter from the very beginning. If his kindergarten teacher noticed some of these issues when he was 4-5 years old, what interventions did they use prior to informing the school and his parents that he was falling behind. I would also like to know if these teachers noticed Carter differences or if they wrote them off until they became harder to manage in the classroom. I would absolutely suggest Carter for EBD. At the start, Carter could not pay attention, was impulsive, and his motor control was as well. Carter also was struggling to be in the lunch room and recess because he is struggling in crowded settings.

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Raymond, Eileen B. Learners with Mild Disabilities: A Characteristics Approach . Pearson, 2017.

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