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 reduce on his lessons or even just lis cristal to his teacher for an prolonged period. While he basin 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 armed service Alex focus and get more out of his classes. system Alexs excessive liveliness is a sign of Attention dearth Hyperactivity Disorder or ADHD, a condition suffered by millions of children in the join States alone.Other countries add to the statistics. It is therefore fitting for a formal research to be made in an attempt to solve the problem and help Alex on 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 deport in class, (b) help Alex participate in class, and (c) help Alex avoid teasing a nd disrupting other kids in the class. There are certain difficulties in trying to establish these objectives.First, Alex whitethorn not be expected to comply one hundred portion of the time with the teacher. Second, Alexs attention-deficit problem is innate in him and it is not unproblematic 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 each(prenominal) be considered in planning an intervention plan for Alex and with all alike(p) cases. Data GatheringThe frontmost step, as clinical practitioners suggest, was to gather as more information nearly the subject as possible. Interviews with Alex, with his parents, and with close friends have been done. Often time, manner characterizing ADHD starts from untoward occurrences in the childs life that has stirred him psychologically. The case deepens if the child finds no outlet for pouring hurt emot ions or depression. Alexs activities were excessively observed. Charting will be done on the times 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 make him gentle put. These will tell pretty much how Alexs behavior can be corrected. Considering these, Alexs data was compared with other children. This comparison will knock up or deny if Alexs behavior is right for his mature 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, inferential yet disciplinary actions may be given to make him behave 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 found that Alexs parents both work, and he is often left to his babysitter. Alex is an notwithstanding 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 static 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 before longs. 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 gently 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 unless short activities salvage Alex preoccupied. When activities reach more than five minutes or so, he begins fidgety again and looks for new things to do, leaving his activities unfini shed. 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 ripple to and direct into doing what is acceptable, no encouragement convinced Alex in doing the same. PropositionsGiven that Alex cannot stay focus in his class and because it greatly affects his participation and ultimately his grades, the fol starting timeing 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 w orks notwithstanding also calisthenics and even breaks. 4. At the fourth week, Kara held a collection with the parents and solicited their help in the case. She stressed the importance of keeping themselves present for Alex to helper 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.