CASE OF B

1. Based on the case, cite all the signs and symptoms of B. 
Signs and Symptoms
 At age of four, B has a habit of biting hard objects like pencils.
 Growing up, B’s attention span was very short
 B would forget her things
 B is careless at times.
 B is untidy and her things were often a mess. Classmates would call her
‘Messy B’.
› During first grade:
 she tends to bite pencils, erasers, and would even swallow papers.
 She would react aggressively when angry or upset (e.g., losing games).
 B would throw things like a pencil case and books or would walk out and stay
outside her class.
› During second grade, her behavior worsened;
 B would not finish her test because prefer to play outside.
 Unconcerned about her grades.
 B would throw tantrums or even hit others or crumple her books when angry.
› Present:
 B would study with her mom. Sometimes, she loses focus, and her mom needs
to call her attention and give her reminders before she would return to the task
at hand.
 Takes test in four hours with several breaks in between, which included play
and toilet seated.
 Prefer to talk while going through the task that needed her concentration.
 B is intellectually functioning in the average range.
 B’s strengths in relative working memory and processing speed helps her do
adequately in school.
 B’s weakness is on verbal tasks that measures skills in comprehension,
vocabulary, and reasoning.
 Constantly on the go, easily excited, restless, and doing task without waiting
for directions.

2. Compare and contrast the sign and symptoms with the diagnostic criteria of your
neurodevelopmental disorders. Identify the disorder and make a matrix for comparison
purposes and match the follow symptoms to the criteria. (There's a lot of disorder under
this umbrella but focus on the symptoms and put your final diagnosis below).
Diagnosis: Attention-Deficit/Hyperactivity Disorder
Signs and Symptoms Diagnostic Criteria
- Habit of biting hard objects Hyperactivity and impulsivity (a. Often
fidget with or taps hands or feet or
 squirms in seat.)
- Attention span is very short Inattention (b. Often has difficulty
sustaining attention in tasks or play
activities (e.g., has difficulty remaining
focused during lectures, conversations, or
lengthy reading).)
- Forget her things Inattention (i. Is often forgetful in daily
activities (e.g., doing chores, running
errands; for older adolescents and adults,
returning calls, paying bills, keeping
appointments).)
- Careless at times Inattention (a. Often fails to give close
attention to details or makes careless
mistakes in schoolwork, at work, or during
other activities (e.g., overlooks or misses
details, work is inaccurate)
- Untidy and her things were often a Inattention (e. Often has difficulty
mess organizing tasks and activities (e.g.,
difficulty managing sequential tasks;
difficulty keeping materials and
belongings in order; messy, disorganized
work; has poor time management; fails to
meet deadlines.))
- bite pencils, erasers, and would Hyperactivity and impulsivity (a. Often
even swallow papers. fidget with or taps hands or feet or
squirms in seat.)
- react aggressively when angry or Hyperactivity and impulsivity (e. Is
upset. B would throw things like a often “on the go,” acting as if “driven by a
pencil case and books or would motor” (e.g., is unable to be or
walk out and stay outside her uncomfortable being still for extended
class. time, as in restaurants, meetings; may be
experienced by others as being restless
or difficult to keep up with).)
- B would not finish her test because Inattention (b. Often leaves seat in
prefer to play outside. situations when remaining seated is
expected (e.g., leaves his or her place in
the classroom, in the office or other
workplace, or in other situations that
require remaining in place).)
- B would throw tantrums or even hit Hyperactivity and impulsivity (e. Is
others or crumple her books when often “on the go,” acting as if “driven by a
angry. motor” (e.g., is unable to be or
uncomfortable being still for extended
time, as in restaurants, meetings; may be
experienced by others as being restless
or difficult to keep up with).)
 - she loses focus, and her mom Inattention (c. Often does not seem to
needs to call her attention and give
listen when spoken to directly (e.g., mind
her reminders before she would seems elsewhere, even in the absence of
return to the task at hand. any obvious distraction).)
- Takes test in four hours with Inattention (b. Often leaves seat in
several breaks in between, which situations when remaining seated is
included play and toilet seated. expected (e.g., leaves his or her place in
the classroom, in the office or other
workplace, or in other situations that
require remaining in place).)
- Prefer to talk while going through Hyperactivity and impulsivity (f. Often
the task that needed her talk excessively.)
concentration.
- Constantly on the go, easily Hyperactivity and impulsivity (e. Is
excited, restless, and doing task often “on the go,” acting as if “driven by a
without waiting for directions. motor” (e.g., is unable to be or
uncomfortable being still for extended
time, as in restaurants, meetings; may be
experienced by others as being restless
or difficult to keep up with).)

3. Imagine that you have a family member/relative/friend diagnosed with specific

- As someone who cares for them deeply it is my job to make sure that they feel
loved, and supported each and every single day for them to recognize that they
are not alone, as a psychology student it is also my job to reflect on how should I
become their advocate by encouraging them to seek help and also always be
there for them and to be their voice.
4. In the Philippines, how do professionals (special educator/developmental
psychologist/developmental pediatrician etc.) manage children who have special
needs?
- It is extremely regrettable that so many children with disabilities (CWD) receive
subpar care. This truly occurred since many people are unsure of how to handle
their exceptional child in various circumstances. To treat them properly, you
mostly need to comprehend, encourage, form pleasant relationships with, and
love them. Give them additional time to follow instructions and transition between
tasks. For certain children with exceptional needs, many tasks and activities
might be challenging. To comprehend when they are in difficulty, you must
maintain your patience. Consider what they are attempting to convey.