Sarah, 6, moved into Tambo Elementary School from Las Piñas in January for her grade one year. Her mother, a homemaker who appeared somewhat exhausted from managing Sarah, met with Miss Tabayoyong, the Grade teacher. She informed the teacher that Sarah had been on Ritalin since Kindergarten and would need some special attention. She and her husband, an engineer, were looking for any suggestions the school could provide in managing Sarah at home as well. Miss Tabayoyong indicated that she would review Sarah's file and asked Sarah's mother if she and her husband could come in to meet with her and the school-based team next week to discuss Sarah's program. During the first week, Miss Tabayoyong made the following observations: Sarah is cheerful and friendly. She seems keenly interested in pleasing the teacher and her classmates. Sarah appears to have a strong understanding of verbally presented information, knows her colours and can count to 100. Sarah's literacy skills are at the emergent stage - she cannot recall letter names and does not appear to have any sight vocabulary. Maintaining one to one correspondence with objects while counting is difficult for Sarah Sarah completes 2 out of 20 questions when not medicated (she indicated that she forgot to take her pill on Thursday morning); she completes entire sheet of 20 questions when she has taken her medication During both individual and group instruction, Sarah frequently interrupts to ask unrelated questions and change topics. When interacting with peers, Sarah constantly changes topics and commonly leaves an activity or game while others continue to play. 1. Given the observations of the teacher, what type of ADHD might Sarah have? Support your answer 2. Explain the etiology or the causative factors that leads to ADHD? 3. Following the format below, create a plan of teaching interventions for Sarah for at least 2 target behaviors Target behavior: Intervention: Evaluation Criteria

Sarah, 6, moved into Tambo Elementary School from Las Piñas in January for her grade one year. Her mother, a homemaker who appeared somewhat exhausted from managing Sarah, met with Miss Tabayoyong, the Grade teacher. She informed the teacher that Sarah had been on Ritalin since Kindergarten and would need some special attention. She and her husband, an engineer, were looking for any suggestions the school could provide in managing Sarah at home as well. Miss Tabayoyong indicated that she would review Sarah's file and asked Sarah's mother if she and her husband could come in to meet with her and the school-based team next week to discuss Sarah's program. During the first week, Miss Tabayoyong made the following observations: Sarah is cheerful and friendly. She seems keenly interested in pleasing the teacher and her classmates. Sarah appears to have a strong understanding of verbally presented information, knows her colours and can count to 100. Sarah's literacy skills are at the emergent stage - she cannot recall letter names and does not appear to have any sight vocabulary. Maintaining one to one correspondence with objects while counting is difficult for Sarah Sarah completes 2 out of 20 questions when not medicated (she indicated that she forgot to take her pill on Thursday morning); she completes entire sheet of 20 questions when she has taken her medication During both individual and group instruction, Sarah frequently interrupts to ask unrelated questions and change topics. When interacting with peers, Sarah constantly changes topics and commonly leaves an activity or game while others continue to play. 1. Given the observations of the teacher, what type of ADHD might Sarah have? Support your answer 2. Explain the etiology or the causative factors that leads to ADHD? 3. Following the format below, create a plan of teaching interventions for Sarah for at least 2 target behaviors Target behavior: Intervention: Evaluation Criteria

Ciccarelli: Psychology_5 (5th Edition)

5th Edition

ISBN:9780134477961

Author:Saundra K. Ciccarelli, J. Noland White

Publisher:Saundra K. Ciccarelli, J. Noland White

Chapter1: The Science Of Psychology

Section: Chapter Questions

Problem 1TY

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Question

During the first week, Miss Tabayoyong made the following observations:

Sarah is cheerful and friendly. She seems keenly interested in pleasing the teacher and her classmates.
Sarah appears to have a strong understanding of verbally presented information, knows her colours and can count to 100.
Sarah's literacy skills are at the emergent stage - she cannot recall letter names and does not appear to have any sight vocabulary. Maintaining one to one correspondence with objects while counting is difficult for Sarah Sarah completes 2 out of 20 questions when not medicated (she indicated that she forgot to take her pill on Thursday morning); she completes entire sheet of 20 questions when she has taken her medication
During both individual and group instruction, Sarah frequently interrupts to ask unrelated questions and change topics.
When interacting with peers, Sarah constantly changes topics and commonly leaves an activity or game while others continue to play.

1. Given the observations of the teacher, what type of ADHD might Sarah have? Support your answer

2. Explain the etiology or the causative factors that leads to ADHD?

3. Following the format below, create a plan of teaching interventions for Sarah for at least 2 target behaviors

Target behavior:

Intervention:

Evaluation Criteria

Expert Solution