The Case of Adam

1. The Case of Adam An Intervention Plan for Supporting Adam’s Academic Success

2. Case Summary Adam is: • Nearing the end of grade 8 • Good at sports and drawing • Has good friends and adequate social skills

3. Case Summary: Diagnostic Information • Diagnosis: ADHD combined type and Learning Disorder in mathematics • PRI in the high average range, VCI and WMI at the lower end of the average range. PSI is solidly average. • Diagnosis was given last year. Until then, Adam’s family resisted having his assessed and they resisted school based interventions.

4. Case Summary: At home • Adam lives with his mother and 3 siblings • Adam’s mother works full time and she is often busy after work taking kids to sport practices or other activities • She describes their home life as very busy and sometimes chaotic • Adam’s mother doesn’t agree with Adam’s ADHD diagnosis. She thinks he is just “slow to mature”

5. Case Summary: At School • Adam struggles in all subjects but has always passed his courses • His behaviour is not problematic – the concern is primarily related to incomplete assignments • This year, it is likely that he will fail Science and English • This means he will be held back in these subjects

6. Task • The school has asked me to identify ways to enhance Adam’s success in his courses next year

7. Inquiry: Data Collection • Interviews with Adam’s teachers • Review of teachers’ marks • Interview with Adam’s mother • Interview with Adam • Homework Performance Questionnaire

8. Inquiry: Interviews with Adam’s teachers • English and Science: Adam’s greatest difficulty is task completion; he usually ekes out a pass on work that is handed in and on tests • Math: Adam is passing and is having no issues despite the fact that he has a learning disorder in this area • Social Studies: Adam is getting a ‘B’ in this course. He has no missing assignments. This teacher allows students to choose how they represent their knowledge. Adam usually chooses nontraditional modes including dioramas, posters, or dramatization

9. Inquiry: A Review of Teacher’s Marks and Marking Schemes

10. Where Adam Runs Into Trouble Projects are long term and are mostly completed on the students’ own time (some working periods at the school as well)

11. Inquiry: Parent Interview • Thinks that Adam’s Science and English teachers are ‘out to get him’ • Adam gets homework in these subjects and she never knows what he needs to do (nor does Adam) • Thinks Adam is lazy sometimes and chooses to do only those things that interest him

12. Inquiry: Interview with Adam • Does not like school, especially Math, English, and Science • He does not like his English and Science teacher • He does enjoy his math teacher this year • He likes Social Studies because he gets to learn about medieval times • He does not care about homework unless it is something he wants to do • He doesn’t seem to grasp that he will fail and repeat English and Science 8

13. Homework Performance Questionnaire • English and Science Teachers – Elevated on Parent Support and Student-task Orientation / Efficiency factors • Socials teacher – no concerns noted • Parent Form - Elevated on Teacher Support and Student-task Orientation / Efficiency factors

14. My Thoughts: • Homework is an issue • Managing large projects is an issue • Parent-teacher relationships are an issue • Student motivation is an issue • Student understanding of the issue is an issue • Parent understanding of ADHD is an issue

15. Intervention Plan Homework is an issue: • Increase structure (do homework at a neighbour’s) • Improve school-home communication • Increase motivation using a reward / contingency plan

16. Intervention Plan Managing large projects is an issue: • Teachers can help by breaking large projects into smaller chunks • Provide check-points along the way • Use a visual calendar to plan project work (this draws on Adam’s strong PRI) • Provide choice to allow Adam to represent his knowledge in ways he enjoys

17. Intervention Plan Parent-teacher relationships are an issue: • For next year: initiate parent-teacher contact right away • Teachers can provide a balanced perspective on Adam, finding positive things to say as well as providing constructive feedback • Identify concerns and clarify channels of communication right away

18. Intervention Plan Student motivation is an issue: • Engage Adam in setting up a reward-contingency program • It would be nice for this program to have both school and home components

19. Intervention Plan Student understanding of the issue is an issue • Implement a visual chart for Adam to use to keep track of his grades in each class • Teach Adam where the ‘pass’ mark is • Help Adam to set goals for grades each class

20. Intervention Plan Parent understanding of ADHD is an issue • Explore Adam’s mother’s resistance to an ADHD diagnosis • Identify and debunk any ADHD myths that may exist • Provide education • Identify strengths that accompany ADHD

21. Thoughts??? • What ideas do you have that I haven’t thought of? • Do you have any concerns that I haven’t raised? • Are there any additional areas that you would add to the intervention plan?