Answer Happy

Name: Samantha Age: 16 Sex: Female Family: Single Occupation:Student Presenting Problem: Disruptions in Class Case Summary:Samantha and her parents are meeting with the school psychologistafter her music teacher kicked her out class and insisted she“address her issues” before returning. In the behavioral report herteacher filed last week, he noted, “Samantha is a smart girl, buther fidgeting and talking during class have simply become toodistracting. She cannot continue to disrupt the learning of othersin the class (especially those sitting closest to her), and Icannot keep telling her to stop talking.” Samantha’s motherdescribes her as a “ball of energy since before birth,” and saysthat she is “constantly on the move.” According to her parents,Samantha’s teachers began to comment on her energy as early as 6years of age when, during her first-grade parent-teacherconferences, the teacher shared that Samantha repeatedly talked outof turn and would not remain seated. These remarks continued toappear on Samantha’s report card throughout her schooling, alongwith comments regarding her lack of attention to academic tasks.Despite these comments, Samantha has always done very well onquizzes and tests and has always had a decent GPA, despite herdifficulties completing homework assignments. She does not appearto be in danger of failing any classes. As a child, it was notuncommon for Samantha to be sent home early from visiting a newfriend’s house, and Samantha’s mother recalls that on more than oneoccasion, Samantha was not invited to a friend’s birthday party.She is often described as the “class clown” and is very good atmaking her classmates laugh, but as one of her closest friendssays, “Samantha just doesn’t know when to quit.” Some of herfriends are frustrated because they also get in trouble forSamantha’s behavior, and several students try to avoid sitting nearher in classes. Samantha recently obtained a job working at a localrestaurant but was fired within a week. When asked about the job,she shrugs her shoulders and says it was “boring.” Her mothermentioned that Samantha may have forgotten to show up for two hershifts that first week. Throughout the session, Samantha taps herfoot on the floor and bounces her leg up and down, behavior sheherself doesn’t even seem to notice. At one point, her motherreaches over and places her hand on Samantha’s knee; this appearsto make Samantha stop bouncing for a couple of minutes. She answersthe school psychologist’s questions, and she seems to recognize theseriousness of the meeting, but her physical restlessness andagitation are obvious. Samantha has no criminal history, no knownmedical concerns, and no psychiatric complaints. There are also noindications of significant developmental delays.
1.
One positive outcome of Samantha’s meeting with the schoolpsychologist is that she may be referred for treatment that willcurb some of her problem behaviors. If left untreated, which of thefollowing is the most likely outcome for Samantha?
She is likely to get in serious legal trouble
She will push her parents away with her constant emotionaloutbursts
She will have difficulty maintaining a job and livingindependently
She will not graduate high school like the rest of herclassmates
2.
Some of the symptoms associated with various childhood disordersare listed below. Select all that apply in Samantha’s case:
Often lies to avoid obligations
Deficits or impairments in language development
Some disruptive behaviors before the age of 12
Persistent pattern of restlessness or disruptive behaviors
Difficulty sustaining attention on tasks
3.
Based on the full diagnostic criteria listed by the DSM-5,Samanatha appears to meet the criteria for a diagnosis of
Autism Spectrum Disorder
Intellectual Disability
Attention Deficit/Hyperactivity Disorder
Specific Learning Disorder