Running head: CASE SCENARIO 1
1
Case Scenario 1
Eric Hamilton
EDUC 521
Liberty University
Case Scenario 1
2
Focus Assignment
Tanya’s behaviors that I would like to see developed are directly
as follows: not being able to maintain focus and using time prudently,
“bouncing off the ceiling and walls” or not being able to stay seated for
more than a short period, wandering around the room and not being
able to complete a task without being easily distracted by one thing or
another.
Time and task is two of the behaviors that should be focused on.
Staying in her seat for more than a short period of time. This is very
important; this creates a foundation to build on for the future. Also, by
staying in her seat keeps the distraction to a minimum for other
students. Kirk, Gallagher, and Coleman tell us Keeping students engaged
and on task is the first order of business we can expect off-task behavior
if the tasks are too long, too hard, repetitive, boring, unclear, or if they
require more skill than the student has (2015)
Time and task is two of the behaviors that should be focused on.
Staying in her seat for more than a short period of time. This is very
important; this creates a foundation to build on for the future. Also, by
staying in her seat keeps the distraction to a minimum for other
students.
Case Scenario 1
Self-Evaluation
3
Kirk, Gallagher, and Coleman explain that one way to help ADHD
students remain on task is through the use of physical activity and
movement. “Movement and kinesthetic activity has also been shown to
help children with ADHD remain engaged in learning” (Kirk et al., 2015).
If a student is distraction, he/she is not learning, which is
why I believe student engagement is the key to academic
success.
As a special education teacher, I have spent time with
children who have ADHD and I have seen how this disorder
affects their learning. Many of these students have difficulty
focusing on their assignment and easily distracted by others
in the room or in the hallway, weather outside. It takes
multiple attempts to redirect them back on task, this can be
very frustrating for student and teacher.
Case Scenario 1
4
Reference:
Kirk, S., Gallagher, J., & Coleman, M. R. (2015). Educating
exceptional children. Stamford, CT: Cengage Learning
