Educational activities which are consequent on academic performance of students should be tailored in a sound techniques and interventions. The objectives of this study were, first, to explore the impulsive behavior of a grade six pupil with ADHD; second, to compare and contrast the nuances of the case report with the literature review; third, to explain and justify the similarities and differences between the case report and the literature; and, fourth, to provide evidence-based recommendations.
II. Case Report .
The child is the first of two children. He was born via normal delivery and there were no complications and serious illnesses after his birth. On the other hand, he exhibited excessive crying and crawling when he was still a baby.
Accordingly, he tends to roam around the classroom and or ask permission from the teacher to go to the comfort room so he could go out. He as well seems not to be listening to the teacher's lectures and disrupts his classmates. Besides, he interrupts when someone is talking. Seatwork and other classroom tasks are often unfinished and excuses are made to not do them. As such, he obtains very low if not zero scores in his quizzes. Also, he engages in fights with his classmates and younger sister. He behaves similarly at home, often running excessively. He was diagnosed of Attention-Deficit/ Hyperactivity Disorder and is currently under medication. He is as well attending occupational therapy.
During the assessment, he hesitantly followed to the testing room when he was called and promptly responded to initial queries. He used Filipino language and Ilocano dialect in communicating with Examiner. He tended to chew his lip or put his thumb in his mouth while answering questions in his vocabulary tests. Additionally, he maintained eye contact while listened attentively to instructions. He showed good grasp of test directives, quietly did the tasks that were required of him, and spoke only when he was asked a question.