Discrepancy Of Jx's Effectiveness In The Classroom

JX’s attentional skills were generally within the low average range for his age. While his ability to select and manipulate information was as expected, his ability to switch attention on tasks is poorer and he may sometimes compensate for this by making impulse decisions that produce more task errors.
These difficulties put him at risk difficulties attending to verbal instructions both at home and in the classroom. Positioning Jack close to his teacher when completing tasks will improve his ability to sustain attention. At home, Jack should complete his homework under parent supervision in a quiet room at an uncluttered desk, at set time intervals, allowing him to break down tasks and focus on one aspect at a time and reduce errors. These intervals should be interspersed with some element of physical activity, potentially framed as a reward for completion of an academic task, to provide an outlet for his high energy levels and hyperactivity.

(1) Memory skills
JX’s
He exhibits impaired inhibition and tolerance of change in both his home and school environments. However, while his ability to regulate his emotional response was within the expected range for his age at home, his teacher reported an impairment within the classroom. This discrepancy is not particularly remarkable in a stimulus enriched classroom environment, however it should also not be dismissed. To assist JX, classroom rules should be clearly displayed and reinforced with concise verbal cues (eg. “Inside voices”, or “take your turn”). These techniques may assist JX to self-regulate his emotions and to understand appropriate expression. Furthermore, allowing JX extra time to transition between activities such as assisting to clean up, or emphasising carry-over skills will promote adaption to change. Alternatively, incorporating relaxation techniques into family life may assist JX with managing his energy