Behavioral Plan

Alex is a 10th grader in a public school. He is an active boy, though too active that he finds it hard to focus on his lessons or even just listen to his teacher for an extended period. piece of music he can cope with class most of the time, he finds it hard to excel because of the inability to focus to his lessons. Thus, intervention must be made to military service Alex focus and get more out of his classes. Hypothesis Alexs excessive liveliness is a sign of Attention Deficit Hyperactivity Disorder or ADHD, a condition suffered by millions of children in the United States alone.Other countries add to the statistics. It is therefore commensurate for a formal research to be made in an attempt to conclude the problem and help Alex along with the many children suffering the disease. Doing so will help them live normal, productive lives. Objectives of the Study The study focuses on Alex and aims to (a) help Alex stomach in class, (b) help Alex participate in class, and (c) help Ale x avoid teasing and disrupting separate kids in the class. There ar certain difficulties in trying to pitch these objectives.First, Alex may not be expected to comply one hundred percent of the time with the teacher. Second, Alexs attention-deficit problem is innate in him and it is not patrician to stop him by just telling him to stop. Lastly, Alex finds this kinds of activity fun and comfortable, and so suddenly taking it away can pose further problems to him. These should all be considered in planning an intervention plan for Alex and with all similar cases. Data GatheringThe first step, as clinical practitioners suggest, was to gather as much information about(predicate) the subject as possible. Interviews with Alex, with his parents, and with close friends have been done. Often generation, behavior characterizing ADHD starts from untoward occurrences in the childs life that has affected him psychologically. The case deepens if the child finds no outlet for pouring hurt emo tions or depression. Alexs activities were also observed. Charting will be done on the quantify of the day that he is most active, and times when he is calm and collected.It was also noted at what activities Alex is not paying attention and which ones constitute him stay put. These will tell pretty much how Alexs behavior can be corrected. Considering these, Alexs data was compared with other children. This comparison will instill or deny if Alexs behavior is right for his get on with and maturity level, and if corrective actions should be made. If the data from the charts show that Alex is acting according to his age, constructive yet disciplinary actions may be given to make him arrange in class.However, if the data shows that Alex is acting differently, further and more serious actions shall be made and executed. Data Analysis Alexs data revealed important facts about his condition. The charting erect that Alexs parents both work, and he is often left to his babysitter. Alex is an only child, though he has an older sister from his fathers first marriage. The sister does not live with Alex nor is she close to him. When Alexs activities were observed, it has been found that he would stand up and play around when Kara starts speaking.It seems that Alex does not like passive listening. Even at times that Kara was able to convince him to sit and listen, he would be fidgeting with his pencil, the pages of his workbook, or the hems of his shorts. However, when there are activities to do in the workbook, in the board, or plainly if there are activities that Kara asks the class to do Alex complies and quietly finishes his tasks. Yet when Kara starts speaking again for the purpose of discussing, Alex begins with his activity again.It should be noted, however, that only short activities keep Alex preoccupied. When activities reach more than quintette minutes or so, he begins fidgety again and looks for new things to do, leaving his activities unfinished. Looking at the behavior of the children similar to his level, Alexs actions are not fitting his age and maturity level. While other children of his age are easy to talk to and direct into doing what is acceptable, no encouragement convinced Alex in doing the same. PropositionsGiven that Alex cannot stay rivet in his class and because it greatly affects his participation and ultimately his grades, the following interventions were proposed. 1. At the first week, Alex was seated in the front line of the class, near the teachers table. This allowed the teacher to keep contact with Alex constantly throughout the class. 2. On the second week, Kara gave Alex a special role in class which allowed him to keep track of other children in class who are not behaving well.Standing and talking were among the activities that Alex kept an eye on. 3. Kara started giving the class periodic activities every ten minutes starting on the third week. Activities include lesson-related works but also calisthenics and even breaks. 4. At the fourth week, Kara held a conference with the parents and solicited their help in the case. She stressed the magnificence of keeping themselves present for Alex to aid what depression there may be in Alex. 5. Alex was given short special assignments every other day to make up for his low grades in class.