1. Case Study ADHD- I
Seren MOĞOL

2. Symptoms of ADHD predominantly inattentive type
Fails to attend to details or make careless mistakes in schoolwork or other activities
Has difficulty on sustaining attention
Does not seem to listen when spoken to
Does not follow through on instructions or duties
Has difficulty organizing tasks and activities
Avoid or dislikes tasks requiring sustained mental effort
Often loses things necessary for task or activities
Is distracted by extraneous stimuli
Is forgetful in daily activities.

3. Demographics 9 years old boy
Information gathered from family & teacher
Mother, father and older brother
High SES family
Private school, 3rd grade

4. Other complaints Difficulty in deciding Personal hygiene Writing style
Slow reading – Comorbidity with Dyslexia

5. Complaints began with the second grade –teacher
No stress factors
Symptoms are seen;
school
home / homework

6. Developmental & Social History
Planned pregnancy
No psychological or physiologic problem
Toilet control, walking and talking times were normal

7. History Medical history Blackout- loose consciousness –EEG
No medication
Family history
No psychological or physiologic disorder
Similar temperament with his father, stubborn.

8. Assessment Tools WISC-R
Gessel (visual perception, visual motor coordination, visual memory, attention)
CAT
Draw a family ( accuracy of observation, development of conceptual thinking)

9. Gessel

10. Draw a Family

11. Treatment ( current)
Educational therapy which is CPT (continuous performance tests)
dictation ,visual coordination exercise and letter exercise, homework.
Cooperation with family
No medication

12. Psychosocial influences
ADHD in child ->Parent behavior->
influence nature and development of ADHD
Teacher behavior-> inattentiveness->
child’s behavior-> academic achievement

13. Contextual Assessment Approach
Examines innate strengths and weaknesses
1. Employ a contextual approach that assesses the child, the environment, and the interaction between the two in relation to ADHD.
2. Employ an interdisciplinary, multidimensional approach to assess the impact of ADHD on the child’s academic, emotional, and social functioning.

14. Strengths & Weakness Protective factors No unrealistic expectations
No resistance in therapies, attendance in seances
General mental capacity
Aware of his needs
Comprehends easily the given tasks
Not socially inhibited, high adaptation
Easy going, not irritable
Family attitude & friend relations (self esteem)
Aklı başında

15. Strengths & Weakness Risk Factors Successful brother
Jealousy (self esteem)
Infantile, babyish behaviors
Seeks reassurance & approval
Teacher’s complaints

16. Multimodal Approach
Plans to obtain a comprehensive, effective evaluation
Strategies for improvement in the learning environment
Approaches to both parenting and the home environment to help the child
(Becker et al., 2009)

17. Family systems Behavioral parent training (BPT)
-> maternal cognitions
-> coping models, problem solving
-> parent initiated problems
(Chacko et al. , 2009)

18. Goodness of fit CHILD FAMILY Inattentive Calm Babyish Supportive
Stubborn Sensitive caregivers
Seeks reassurance Minimizes