Running head: CASE SCENARIO 1
Case Scenario 1
Caitlin B. Hutcherson
EDUC 521-B05
Liberty University
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CASE SCENARIO 12
Case Scenario 1
According to her first grade teacher, Tanya presents a few behavioral challenges while in
the classroom. The teacher expresses that when Tanya arrives to the classroom in the mornings
she bounces around from one place to another throughout the day. During what the teacher
refers to as center time, Tanya struggles to engage in the activities placed at each center around
the classroom. Tanya also has trouble staying seated once she is finally seated after being asked
several times. The behavioral issues that Tanya presents are a regular occurrence. Consequently,
they would be considered a distraction for her classmates and also diminish the teacher’s
instructional time since she must spend extra time correcting Tanya’s actions. To improve
Tanya’s behavior, I believe that her constant movement should be addressed in addition to her
lack of engagement in certain activities. I would be willing to assume that Tanya’s struggles
prevent her from concentrating, therefore result in poor academia.
The first behavior I chose to focus on is Tanya’s inability to sit still when appropriate. Her
teacher is having to remind her multiple times that she needs to be seated during the class’
morning meeting. This is distracting to her classmates’ learning experience as well as hers.
Though she may find it difficult, sitting still when necessary is a practice that she will need to
learn for use in the future. Kirk, Gallagher, and Coleman (2015) state that distractibility occurs
because children with ADHD are unable to focus on the task at hand due to their surroundings.
All sensory input is given equal meaning in their eyes, therefore they can become overwhelmed
(Kirk, Gallagher, & Coleman, 2015). To help Tanya improve, a suggestion for the team of
teachers may be giving Tanya a reason to move such as running errands for the teacher or getting
a drink of water (Kirk, Gallagher, & Coleman, 2015). Additionally, during the morning meeting,
CASE SCENARIO 1 3
The second problem that Tanya presents is her lack of
engagement in activities. She has difficulty focusing on one task at a time. To boost her interest,
maybe the activities could be broken down into smaller parts for Tanya. This way she may not
be so overwhelmed with what she is taking in and be more inclined to complete the activity
(Kirk, Gallagher, & Coleman, 2015).
Tanya could potentially move closer the teacher, away from extra stimuli, so that she could be
easily reminded to stay seated or be given a fidget object while listening to announcements
(Kirk, Gallagher, & Coleman, 2015).
CASE SCENARIO 1
References
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Kirk, S., Gallagher, J., & Coleman, M. R. (2015). Educating exceptional children. Stamford, CT:
Cengage Learning.
