Reference no: EM133878853

Question

Create an Intervention Plan based on a scenario where a child is showing learning, behavioural and/or emotional difficulties.

In an early childhood service, there is a preschool where a child named Emily is enrolled. Emily, who is five years old, has been diagnosed with attention-deficit/hyperactivity disorder (ADHD). She displays characteristics of ADHD, including difficulty with impulse control, hyperactivity, and inattention. The educators in the classroom have received training in supporting children with diverse needs and are committed to creating an inclusive environment where all children can succeed.

During a group activity, Emily struggles to sit still and focus on the task at hand. She frequently gets up from her seat, fidgets with objects, and calls out impulsively. Recognising Emily's need for movement and sensory input, one of the educators, Ms. Jessica, approaches her gently and offers her a sensory tool, such as a stress ball or fidget spinner, to help her regulate her energy and attention. Ms. Jessica also provides Emily with clear and concise instructions, breaking down the task into smaller, manageable steps to facilitate her understanding and engagement.

Meanwhile, another educator, Mr. David, leads the rest of the children in a movement break activity, such as a short dance session or a gross motor game. This allows Emily to release excess energy and refocus her attention in a constructive way, promoting self-regulation and reducing disruptive behaviours.

Emily may dislike activities or situations that require her to sit still for long periods without opportunities for movement or physical activity. She may find prolonged periods of inactivity uncomfortable or challenging, as her ADHD symptoms may manifest as restlessness or a need for constant movement. Emily may have difficulty processing complex or lengthy instructions, particularly if they are delivered verbally without visual supports or breaks. She may become frustrated or overwhelmed when presented with tasks that require sustained attention or multiple steps to complete. Emily may resist situations where she feels constrained or controlled, as she values autonomy and independence. She may become defiant or oppositional in response to overly restrictive rules or expectations, preferring environments that allow her to express herself freely and make choices.

Despite facing challenges associated with attention-deficit/hyperactivity disorder (ADHD), possesses several strengths that contribute to her unique talents and abilities. Emily demonstrates a natural creativity and spontaneity in her thinking and problem-solving. She may excel in generating novel ideas, thinking outside the box, and approaching tasks with a fresh perspective.