Observation of Child with ADHD

Observation of Child with ADHDChilds ParticularsFull Name of Child Eileen Tay Yi torsk (Pseudonym)Chronological Are 6 Years, 1 Month (From Date of accumulation of Background Information)Gender FemaleRace ChineseCurrent var. (Standard) in School Kindergarten 2Background InformationEileen (pseudonym) lives with her family, consisting of her father and come, her 23 year-old step-br separate and a live-in domestic helper. According to the domestic helper, she appears to be closer to twain parents than her brother with she (Eileen) agreeing that she speaks to the parents more than than than she speaks to her brother.The family of 5 (including the stay-in domestic helper) stays in 3- fannyroom condo at South-Eastern Singapore. She first off started going to an early education facility at the age of 3, and is currently enrolled in 3 early education centres (Kumon, The erudition Lab, and EtonHouse), for enrichment classes and kindergarten.Based on the information given by her mother , Eileen enjoys going for classes and is on good legal injury with her t severallyers. She also expresses interest in Mathematics, though she (Eileen) has the touch sensation that she is weaker in that very subject itself. extension A, which is through with(p) or so 2 weeks before, which shows her mathematics worksheet macrocosm done with a perfect score, a even out which is consistent with the other worksheets shown during the data collection session.In the areas of spoken language and literacy, Eileen uses in the main English when communicating with her parents, peers and relatives, although she is also generally proficient in her vex Tongue (Mandarin), which is seen when in the worksheet that she completed (Annexe B) and what was seen when she is reading her storybooks. Eileen also attempts to speak equivalent her parents when engaging in conversation. Eileen is seen to have her strengths in language and literacy, as she is familiar(predicate) in simple English and is equal to provide simple fact-based answers roughly herself, like where she study, and her family information. Based on the developmental milestones by Chant (2013), Eileen has met the language and literacy developmental milestones of a 5-6 year old.Eileens socio-emotional development appear to be showdown the developmental milestones of her age group, as her parents claim that she is sociable, and that although sometimes got conflict before, exclusively after a while, they are back as friends again (sic). In Kumon, she is closer to 3 of her friends whom she has been in the same class for over 18 months (1.5 academic years). Annexe D shows the art that one of her friends did for Eileens 5th birthday a year ago. Also, Eileen has her own bedroom, and is able to make her own bed in the morning, after waking up, thereby meeting the socio-emotional milestone of being more independent and in charge of his/her behaviour (Child and Youth Health, 2010).Eileens mother also shared that she (Eileen) can accurately give the birthdates of some of her relatives that she is more familiar with, if given their names, although if she is given the birthdates, she may not be able to state whose birthday that is. Her inability to do so is in telegraph wire with the frys level of cognitive development, as Parke and Gauvain (2009) stated that the inability to reverse a series of mental steps is evident in many other responses of the child between 2 and 6 years old. She also has an caution bilk of approximately 10-15 proceeding, although her attendance span may be encompassing if she is engaged in something of her interest, and if Eileen was engaged in playing with toys of her particular interest, she would sustain very hooked onto it and that her parents experienced difficulty in getting her to salmagundi focus to some other activity or task. This is not part of the developmental norms that Schmitt (2012) mentioned, whereby a typically developing childs attention span should be 3-5 minutes of the childs age, which means that for Eileen, she should be able to have an attention span of approximately 18-30 minutes.Data Gathering PlanTechnique peerlessConducting an interview-based checklist adapted from pile Checklist for tutelage Deficit and Related DisordersDescription of Technique OneThe maestro Hill Checklist for Attention Deficit and Related Disorders is meant for t from each oneers to help Neurotherapy in evaluating the child in question on if he/she has Attention Deficit or other related disorders. The first section focuses more on Attention Deficit, and utilises a Likert Scale of 0-5, and requires the educator to rank the childs behaviours based on the trait being not present (0) to very severe (5).Only the first section of the checklist pass on be used, and it will be implemented by dint of interviewing Eileens mother. In addition, she will be asked to elaborate more on each of the items, by explaining and providing examples and descr iptions of what Eileen does. I will be noting down the response of Eileens mother, and a voice-recording will be done for later reference.Rationale of Technique OneBased on the background information collected, Eileen is seen to be performing salubrious in most areas of development. However, her attention span of 10 to 15 minutes, tally to the background information given by her mother, is lower that the age-appropriate developmental norm of Schmitts (2012) age-to-attention span ratio of 3-5 times the childs age. Also, as Eileens mother also mentioned that Eileen tended to be very hooked when doing an activity of her interest. This appearance of the lack of focus, while parents having trouble getting the child to divert his/her attention from what interests them (Smith and Segal, 2012) raises a possible danger of the child having Attention Deficit Disorder ( bring in). By interviewing Eileens mother, and understanding more about Eileens behaviour, it will give a better insight i nto if she is in fact at risk of ADD.Technique TwoConducting an Observation as a supplement to the interview-based checklist (Technique One)Description of Technique TwoAt least 2 observation records will be conducted, one running record, and another running record. These observation records will be done on devil separate occasions, with a minimum of 3 days in-between each observation session. The observation records will focus on Eileens attention span when she is doing her work, or at play. Environmental factors like the presence of noise and attitude activities, like people walking pass or the programmes airing on television, will be noted down.Rationale of Technique TwoAs Technique One only provides further information given by Eileens parents, the full picture of Eileens apparent lack of attention span may not be clear. Therefore, by observing Eileen, and her environment, while she is on her routine routines like having a meal, doing her work or watching television programmes , will provide a second picture of the possible causes of the short attention span that she has, since observing a child is useful in insulate the root of the problem, inclusive of the environment surrounding the child (LD Online, 2000). An analysis of the observations done will also conducted to have a better insight into the precept of her actions. This, together with Technique One, a clearer picture of where Eileens development in terms of attention will be seen, as well as if she is by chance at-risk of having ADD.ReferencesChild and Your Health. (2010). Child development 5-6 year old children. Retrieved from http//raisingchildren.net.au/articles/child_development_5-6_years_cyh.html/context/511Chant, R. (2013). developmental milestones of 5-6 year olds. Retrieved from http//starskills.net/blog/developmental-milestones/developmental-milestones-of-5-6-year-olds/Hill, Robert W. (n.d.) Hill checklist for attention deficit and related disorders. Retrieved from http//www.neurothera pydfw.com/pdf/ChildForm-Teacher26-23-08.pdfLD Online. (2000). untimely Intervention Observation of an individual child. Retrieved from http//www.ldonline.org/article/6048/Parke, R. D. and Gauvain, M. (2009). Child psychology A contemporary viewpoint. New York McGraw-HillSchmitt, B. D. (2010). Attention deficit/hyperactivity disorder (ADHD) How to help your child. Retrieved from http//www.cpnonline.org/CRS/CRS/pa_battentn_hhg.htmSmith, M. and Segal, R. (2010) ADD/ADHD in children. Retrieved from http//www.helpguide.org/mental/adhd_add_signs_symptoms.htmAnnexesAnnexe A MathematicsAnnexe B Language (Mandarin)Annexe C Socio-emotional