Kristy Stark Character Analysis

Mock IEP Disabilities: Birth to Adolescences Due: 04/28/16

Kristy Stark, Eight Years Old, Inattentive ADHD

Kristy Stark is a bright eight-year-old girl, who has inattentive ADHD. Kristy is very imaginative and excited to learn, she also responds exceptionally well to positive reinforcement. However, she struggles with staying engaged, staying on task and completing her work. Kristy also has difficulties in social situations, both with her family and her peers. Kristy currently has an interest in insects and the outdoors.
Kristy doesn’t maintain friendships well and is often ostracized, both by her peers and her siblings. Occasionally she has clashes with her parents because she has a delayed response when being spoken

There were several major factors that lead her teacher to consider that Kristy might have ADHD. First, her teacher noticed that even though Kristy was very smart and trying her best, she was still falling behind. Kristy would diligently begin every assignment, only to be found distracted within just a couple of minutes. She would also get very upset when asked to do more than two simple tasks in a row. When Kristy was spoken to, she would take an usually long amount of time to answer. At first, her teacher just thought that she was shy, but as the year progressed it became clear that the delay was not improving. The final factor that indicated Kristy’s inattentive ADHD was her inability to follow a routine. The other children would come into the classroom, take off their jackets, put them away and sit in their assigned seats. However, Kristy was not able to accomplish this on her own. Sometimes she would come in, and take off her jacket, leave it anywhere and go grab a toy. Sometimes she would go straight to her seat, never having taken off her jacket. Ultimately, Kristy was evaluated and it was determined that she has inattentive

This will be measured by an 15% increase in the total amount of correct answers she gets when working on school assignments independently, each semester. This will hopefully reflect an increase in her concentration skills. Kristy should also fully complete 10% more assignments, each semester.
Dates and Locations: Kristy will attend a resource room 5 days a week, twice a day, for half an hour, for the entire school year.
Transition Services: When Kristy moves onto more difficult curriculum, she will need continued support. This should come in the form of a resource rooms that encourages her to use her self-monitoring techniques. The resource room should also continue to give Kristy extra testing time, with breaks between sections. When Kristy begins to become more independent, she should be encouraged to complete her work independently. If Kristy were to move to a new school, she is entitled to a non-judgmental environment that allows her to work on her assignments at her own pace, with the necessary supports.
Progress Meaning: Kristy will be evaluated by her regular classroom teacher, and her resource room teacher, each semester. There should also be also be a parent teacher conference twice a semester to evaluate how Kristy’s improvement in school compares to her home