Author Name: Ankita Pal, Date: 20-04-2024
This case presents a young patient, Ms. N was diagnosed with ADHD, having clear day-today functional deficits in both academic and social contexts. Ms. N displayed symptoms related to the disease: talking too much, avoiding eye contact, ignoring given commands, and impulsive actions. All these symptoms lead to Ms. N’s interactions within the classroom to be problematic. Peer relationships are challenged by these characteristics since non-compliance with instructions suppresses expressive communication. Indeed, Ms. N is unable to control herself when seated in a class context, not only to satisfy that but also involving unrelated laughter and lengthy conversation. Hence, it is given by her father that ADHD affects not only the learning environment but the social context as well, (American Psychiatric Association, 2013; Barkley, 2014). In response to these varied challenges, a 12-week intervention plan was initiated, concentrating on decreasing Ms. N’s impulsivity, augmenting her attention span, and refining her social skills.
