Based on my analysis of the case study of Michael, a child in the third grade.

It is my

understanding from what his teacher Ms. Brown has describe that there is a possibility that

Michael has Attention Deficit Hyperactive Disorder (A.D.H.D) which is an Emotional and

behavioural disorder. ADHD is characterized with Attention which is the difficulty of focusing

for extending periods on relevant tasks, Impulsivity which is when one responds quickly; often

without thinking through the consequences and Hyperactivity which is when an individual

displays high levels of physical activity. These are all evident in Ms. Brown’s observation of

Michael she should remember to document that Michael is constantly on the move, loud,

enthusiastic and he have challenges staying on task and follow through with assignments. Two

ways Michael information can be collected for evaluation is through a screening test at home by

parents comprising of observation and checklist or rating scales and by the teacher Ms. Brown

using an interview or Anecdotal notes. The screening method is a quick and easy way to

determine if a referral should be made for the child based on the results. They seek to identify if

a child needs further evaluation, intervention and or support services. Before the referral can

begin we first have the Pre-referral stage and three strategies Ms. Brown could use to help her

student Michael is to give smaller portions of work, given that Michael has a short attention span

Michael should make her academic assignments be brief with immediate feedback regarding

accuracy, by breaking down long projects into smaller parts it can allow students to take breaks

during a long period of classwork. Another strategy is to help students establish a schedule

Michael can benefit from the use of a daily schedule that will help him to maintain consistent

day to day routines, the lessons can also be carefully structured and the important points clearly

identified. The third strategy is to establish clear rules while being consistent with the

consequences the rules of the classroom should be well defined, specific, frequently reinforced
and associated with clear consequences, visual rule reminders should be placed throughout the

classroom and it may be helpful to review the rules before activity transitions and school breaks.