Case Study

Psychology for Teachers

Case Study
by
Tim Zuercher
Case Study
Details of the Case Study
Part A - Identify a learner who is exceptional.
Part B - Observation
Part C - Given the child’s background
information above, analyze the case.
Case Study Part A
Identify a learner who is exceptional.
In this presentation I will discuss the case of a student I will
call “Adam”. Adam is a P.1 student. He is 6 years old. He is
slightly taller than the average P.1 student, he is about 15kg
overweight and very strong for his age.
Case Study Part A
Identify a learner who is exceptional.
I chose Adam because he clearly has a learning disability
(ADHD) and I have had the most interaction with him
compared to other students with special needs. I interacted
with him in the classroom twice a week and often during
recess and play times he would borrow one of my soccer
balls to play with other students.
Case Study Part A
Identify a learner who is exceptional.
Adam’s behaviors included being silent and distant,
poor memory, short attention span, easily distracted,
violent behavior either towards others by fighting or
himself when he flops around on the ground or hits
his head on things.
Case Study Part A
Identify a learner who is exceptional.
Adam’s strengths are he is very smart. Some lessons
are very easy. He has an excellent memory for certain
things that interest him. But a very poor memory for
other things. His biggest weaknesses are his short
attention span, he is easily distracted and he often
loses his books or forgets to bring them to school.
Case Study Part B
Observation
Adam has ADHD and I’m told by his homeroom teacher
that he takes prescription medication for this disorder.

Approximately 2/3rds of the time he exhibits one of the

above negative behaviors. Other times he can be well
behaved and display a high degree of intelligent.
Case Study Part B
Observation
Adam often has difficulty dealing with other students.
This of course changes on a day by day and even an
hour by hour basis. However, he tends to like and
respect all of his teachers except when he is has
certain episodes when he appears to not we aware of
what he is doing.
Case Study Part B
Observation
Adam often has difficulty dealing with other students.
This of course changes on a day by day and even an
hour by hour basis. However, he tends to like and
respect all of his teachers except when he is has
certain episodes when he appears to not we aware of
what he is doing.
Case Study Part B
Observation
Adam has significant inconsistencies in his behavior
and it can change at any time. Most of the time I have
observed his behavior switch to negative it was
brought on by other students picking on him or saying
something he didn’t like.
Case Study Part C
Given the child’s backGround information
above, analyze the case
Adam likes and respects his teachers. He often
volunteers to help erase the whiteboard or pass out
books. He gets very upset when he doesn’t get his
way. Most of the time it is easiest to let him help
in some way.
Case Study Part C
Given the child’s backGround information
above, analyze the case
In dealing with Adam, I find that offering a ‘carrot’ is
more effective than using a ‘stick’. I mentioned earlier
how he likes playing football. Which I use as the
‘carrot’. I mention to him the possibility of getting a
football at break times in return for completing his work.
Case Study Part C
Given the child’s backGround information
above, analyze the case
My approach is to make sure others do not pick on
him. I show his work and praise him. This type of
attention works well. It shows other students that he
can perform well and they see a better side of him.
Case Study Part C
Given the child’s backGround information
above, analyze the case
In dealing with Adam, I find that offering a ‘carrot’ is
more effective than using a ‘stick’. I mentioned earlier
how he likes playing football. Which I use as the
‘carrot’. I mention to him the possibility of getting a
football at break times in return for completing his work.
Case Study Part C
Given the child’s backGround information
above, analyze the case
His behavior might be caused by seeing violence
used at home. He may see this done by others to
get ‘their own way’. It could also be that the
only time he gets attention is when he
misbehaves, so he misbehaves on purpose.
Case Study Part C
Given the child’s backGround information
above, analyze the case

Physical discipline/abuse from one or both of his

parents is likely the behavior he is mimicking.
Physical discipling can cause a child to shut down
and become distant which is the predominate
behavior he displays in the classroom.
Case Study Part C
Given the child’s backGround information
above, analyze the case

I am unaware of any interventions used at home for

his behavior. I was told by his homeroom teacher
that he has a problem and that he takes medication
but there were no details given and I have never
seen him taking any medication.
Case Study Part C
Given the child’s backGround information
above, analyze the case
I have learned that ADHD is something that can be
effectively dealt with in the classroom. By identifying
the students needs and sometimes preparing
simplified worksheets for the student so they can
follow the lesson better.
Case Study Part C
Given the child’s backGround information
above, analyze the case

The ADHD student can learn far more than I

previously thought possible. Adam doesn’t keep up
with the rest of the class but he learns enough to
make the extra effort worthwhile.
Thank You
Questions?
Psychology for Teachers
Case Study
by
Tim Zuercher