Summary Of Helping Hyperactive Kids

Verbal prompts, redirection to remain focused on a given task, minimize outdoor play, reduced iPad games and parent meeting. The results of interventions are diverse. Adriel would respond to previous intervention such as less outdoor play and parent meeting by behaving in class and follow directions for outdoor play for the first two days of the week and then the behavior occurs again. Verbal prompting often works for the first 2 minutes and then the behavior occurs again. The support and one-to-one attention given from the staff during transitions decreased the incidents of noncompliance, pushing and yelling. The staff will model, role play, practice and discuss all these intervention strategies to support Adriel. He will be given attention when he shows replacement behaviors.

Foster child, Annalisa Carrion, was replaced from the non-kinship therapeutic foster home of Carmen Arvelo and Miguel Quiles (Ms. Arvelo’s husband) on June 22nd, 2015. A report was received on June 26th, 2015 with the allegation of laceration, bruises, welts, and inadequate guardianship regarding Annalisa Carrion against Miguel Quiles.

Animal-assisted interventions can also be integrated into existing models of treatment for ASD by using animals for components that traditionally target sensory and affective arousal (Berry et al., 2013). The Denver Model is a therapy technique used by occupational therapists that integrates applied behavioral analysis with treatments to target developmental and relationship deficits, which also includes interventions to treat sensory issues. They suggest that therapy dogs are suitable for integration in this model because they provide a multisensory stimulus that incorporates an emotional bond and a sensory experience. The authors also recognize that because of the variances in symptoms of children diagnosed with ASD, highly individualized treatment programs must be created to accommodate multiple levels of sensory sensitivity. More research is needed to determine how children with different levels of sensory sensitivity respond to different animal therapies, potentially though using a comparative study. Perhaps children who are hypersensitive would respond better to an intervention with a dog, rather than a horse. Overall, available research indicates that therapy dogs are also a potential method for providing sensory experiences for children with

We may not like loud noises, so we avoid crowds and clubs, or have textures issues, so we avoid slimy or squishy food, all without therapy. Our flight, fight, or freeze responses are our defense system again the unknown, but sensory processing treatment work on changing that response. With all of materials I compiled, I am in agreement that sensory processing disorder is the next “it” diagnosis for children. I do believe that children with Autism, ADHD, ADD, and Down Syndrome struggle with processing sensory information. However, there is no proof that sensory processing difficulties are not a byproduct or syndrome of the disability. More research is necessary in order to determine how and why sensory processing occurs and affects daily life. The goal for all educators is to provide students with the best education

4.Hopkins, R (2007) The Psychological Approaches (Class Handouts)5.Satterfield, J.H., Satterfield, B.T., & Schell, A.M.(1987). Therapeutic interventions to prevent delinquency in hyperactive boys. Journal of the American

This section also discusses the theoretical rationale and key components of the sensory diet. The impact of SPD on children’s participation in classroom activities and the development will be discussed using the Occupational Adaptation theory (Schkade & Schultz, 1992; Schultz & Schkade, 1992).

For those children that have sensory issues, a possible therapy for would be sensory therapy. This is a behavioral treatment for children exhibiting a hypersensitivity to sensory activities, including sensitivity to sound and distortion of sight

Many parents believe that they are the reason why their child acts a certain way. Researchers are unable to pin point exactly what is the cause of sensory integrated problems but are able to narrow down several possible directions such as genetic factors, premature birth, birth trauma, viruses, illnesses, drugs or alcohol during pregnancy and many more. Unable to understand their child’s behavior, parents have chosen to medicate their child to help them focus. These children may show signs of unacceptable or inappropriate behavior such as very active, inattentive, impulsive, impatient or very loud. Even though some parents may believe their child is aware and conscious of their behavior, they are not. Children are having a very difficult time focusing even if they are trying their hardest. Another approach that therapist have found helpful is sensory integration therapy. “Sensory integration therapy also known as SI therapy is a method of treating children who have problems processing sensory stimuli called sensory integration disorder.” Professionals must approach each child with a sensory integration disorder in a positive way. Therapist must challenge the students and create a setting that would allow the students to feel a sense of accomplishment. According to “Helping hyperactive kids” the feeling of success is an important first step in your child’s ability to process sensory stimuli.

Howard and Landeau’s (2011) research article also found that intervention plans must be developed based on the unique needs of each child. The research indicates that combined treatments such as medication plus behavioral interventions, tend to be most successful in reducing ADHD symptoms and improving the overall functioning of the child. They found a functional behavior assessment to be a valuable assessment strategy in determining how to replace inappropriate behaviors with more desirable behavior. A school psychologist or social worker usually does a functional behavior assessment by systematically observing the child to determine why a behavior occurs and its purpose or function. Rewards-based interventions, social skills training, and organizational skills development are effective in reducing

Four year olds are still very much learning through the use of their senses (Blaustein, 2005). As well, some children may have special needs concerning sensory processing and integration (Ayers, 1994). Children with sensory processing disorders range from over-responsive, under-responsive, to sensory craving (Ayers, 1994). Nonetheless, every person encounters a plethora of sensory stimuli each day and must take in information and integrate it with prior knowledge to make meaningful responses (Ayers, 1994). Multisensory centers provide young children with and without special needs with the opportunity to seek out sensory stimulation, acquire sensory integration and motor skills, learn coping skills, and understand basic scientific concepts (Blaustein, 2005).

Continuous efforts should be made to educate children hyperactive tireless While it is more difficult and challenging than other children. do not 'give up' despite speaking the same thing to them.

Attention Deficit Hyperactive Disorder (ADHD) is the most diagnosed disorder in America at a staggering 11 percent of the nation 's children. That statistic equals to 6.4 million children ages 4-17 being diagnosed with this disorder. According to The Center for Disease Control (CDC), this means more students than ever are being diagnosed with a disorder which makes learning difficult for them. Dealing with this disorder can be extremely difficult as an educator and a student. One of many approaches by educators have been the use of out-of-the-box teaching tools such as exercise balls. Seasoned teachers relying on years of experience will sometimes disregard the realities of ADHD. Most feel they understand what is going on in

In regards to medications for ADHD children and the negative side effects that are associated with them, they tend to worsen as the dosage of medication is increased. Current research is being done on alternative treatments that can be effective in the reduction of ADHD symptoms and in areas of aggression, when present in ADHD children. The research being done on this topic is important for the field of Psychology because it has the ability to close the gaps that past research left open and promote awareness to the disorder. The question that will be addressed in my literature review is if Behavioral Therapies are an effective alternative treatment for ADHD children, with self-control issues, to help lower aggressive symptoms. This literature review will show evidence that backs up the assumption that Behavior Therapy is a good alternate treatment for ADHD children, will review some of the limitations behind this assumption and provide information about the direction that future

We have five senses we use to get information on a delay basis. This can be somewhat challenging for parents and children with sensor processing disorder (SPD). Sensory processing disorder “refers to our ability to take in information’s through our senses (touch, movements, smell, taste, vision, and hearing) organize and interpret that information, and make a meaningful response” (www.verywell.com). The purpose of this paper is to inform, educate, and determine a strategy or intervention for parents with children that have sensory processing disorders. There are five (Tactile, Vestibular, Proprioceptive, Visual,

Most often, parents do not realize there is something different about their child until he or she has entered a formal classroom environment, where sitting still and paying attention is expected. Children who are diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD) have multiple symptoms that manifest in early childhood. Symptoms for inattentiveness include: careless mistakes in schoolwork, inability to focus on tasks, not finishing tasks when started, easily losing things, distractibility, and forgetfulness. Hyperactive symptoms include: fidgeting, squirming, not staying seated when expected, impulsivity, running, jumping and climbing when it is not appropriate (Kerig & Wenar, 2006). According to the DSM-V, children must meet at least six of the diagnostic criteria in either the inattentiveness criteria or the hyperactivity/impulsivity section and the symptoms have to persist for a minimum of six months in order to be diagnosed with ADHD. However, research suggests that symptoms that persist for 12-months would be a more appropriate time period for diagnosis of ADHD in preschool age children (Kerig & Wenar, 2006). Another assessment is usually done in order to evaluate the severity of ADHD symptoms. The most frequently used scales are the Connor’s scale, the SNAP-IV scale, and the ADHD Symptoms Evaluation scale (Chutko et al., 2010).