Impulsive Behavior and Communication – Case Study Example

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The paper “ Impulsive Behavior and Communication” is a   worthy variant of the case study on psychology. The focus of this capstone project was on the behavior and communication skills of a 16-year-old mentally disabled male student named Ravin (Not his real name) suffering from Autism, Exercise-Induced Asthma, Hearing Impairment, and Obsessive-Compulsive Disorder (OCD). This report concludes a follow-up to a clinical case study conducted about the same student whose goal was to support his work on his sensory impulsive behavior that overrides all his other behaviors and undermines his learning. The case study assumed a qualitative approach conducted over a period of one term at the special needs development school in Australia.

This involved a multi-disciplinary approach and multiple sessions with the student during which I conducted interviews, observed the student’ s behavior, and made anecdotal notes on his progress (Bender, 2004). Literature ReviewThe characteristics of learning disabilities include lower intellectual capacity, impaired social functioning as well as childhood-onset of the disability. Unlike learning disabilities, specific learning difficulties like dyslexia have no effect on intellectual ability (Bender, 2004). The support required by a child with a learning disability depends on the severity of such a disability.

Each child with a learning disability is unique thus should be treated differently based on his or her needs. Some children with learning disabilities also manifest with behavioral challenges. The behaviors manifest based on their interaction with the environment and include aggressiveness, stereotypic behavior, self-injury, disruptive behavior, and withdrawal. In addition, behavioral challenges also include arson, sexual abuse, and violence that often precede criminal consequences. The prevalence of behavioral challenges is approximately 5-15% in education institutions, health facilities, or social care institutions with teenagers recording the highest prevalence rate of behavioral challenges (Honigsfeld* & Schiering, 2004). Empirical data confirms that the majority (52%) of children with dysfunctional sensory integration present with severe sensory processing that contributes to difficulties in learning.

In addition, they are more likely to present with impulsivity or hyperactivity during clinical examination than children without dysfunctional sensory integration. More than 50% of these children have hyperactive behaviors such as running around, jumping, and extreme fidgeting which is less common in children without the disorders. Impulsive behaviors like grabbing other people’ s items without their permission, answering questions haphazardly, commencing to answer questions before the start time is common in these children (Turnbull & others, 1995). Sensory processing disorders have a close association with Attention Deficit Hyperactivity Disorder (ADHD) that cardinally manifests with impulsivity, hyperactivity, and attention impairment, or distractibility.

In a study that examined fifty children with sensory integration, disorders revealed an astonishingly high prevalence of neurologic impairments in all the subjects. Similarly, ADHD symptoms are easily visible in these cases thus deserving close attention in order to establish effective learning programs.

A significant proportion of the children (67%) manifest with visual abnormalities namely tracking, binocularity, convergence, acuity, and astigmatism. These problems greatly influence learning although easily missed out in the assessment of the children despite their impact on performance. When subjected to audiometric assessment, the children present with central auditory processing deficits (Graham & Weintraub, 1996).        

References

Bender, W. N. (2004). Learning disabilities: Characteristics, identification, and teaching strategies. Allyn & Bacon.

Bryant, D. P., Bryant, B. R., & Hammill, D. D. (2000). Characteristic behaviors of students with LD who have teacher-identified math weaknesses. Journal of Learning Disabilities, 33(2), 168–177.

Fuchs, L. S., & Fuchs, D. (1998). Treatment validity: A unifying concept for reconceptualizing the identification of learning disabilities. Learning Disabilities Research & Practice. Retrieved from http://psycnet.apa.org/psycinfo/1998-03124-002

Graham, S., & Weintraub, N. (1996). A review of handwriting research: Progress and prospects from 1980 to 1994. Educational Psychology Review, 8(1), 7–87.

Honigsfeld*, A., & Schiering, M. (2004). Diverse approaches to the diversity of learning styles in teacher education. Educational Psychology, 24(4), 487–507.

Kessler, R. C., Berglund, P., Demler, O., Jin, R., Merikangas, K. R., & Walters, E. E. (2005). Lifetime prevalence and age-of-onset distributions of DSM-IV disorders in the National Comorbidity Survey Replication. Archives of General Psychiatry, 62(6), 593–602.

Kessler, R. C., Chiu, W. T., Demler, O., & Walters, E. E. (2005). Prevalence, severity, and comorbidity of 12-month DSM-IV disorders in the National Comorbidity Survey Replication. Archives of General Psychiatry, 62(6), 617–627.

Scruggs, T. E., & Mastropieri, V. M. (2003). Inclusive classroom: Strategies for effective instruction. Prentice-Hall. Retrieved from http://www.nhmnc.info/wp-content/uploads/fbpdfs2014/The-Inclusive-Classroom-Strategies-for-Effective-Instruction-3rd-Edition-by-Thomas-E-Scruggs-A-Must-Have-Textbook.pdf

Turnbull, A. P., & others. (1995). Exceptional lives: Special education in today’s schools. ERIC. Retrieved from http://eric.ed.gov/?id=ED396487

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