Pediatric Bipolar Disorder
Pediatric Bipolar Disorder
Accommodation and adaptation
When Jeff was an infant he frequently cried and did not respond to touches. Jeff was three to six months in all his developmental abilities. He was put in a birth to three program so that he could receive physical, occupational, cognitive, and speech therapy. After the services, Jeff developed violent mood swings, which he directed towards pets and his family members. While he was at the age of five, his behaviors made it difficult for Jeff to attend school. This is because he was often sent home. Jeff’s family has to be careful when they are anywhere around him because of his unpredictable, emotional aggression and reaction.
Jeff was diagnosed with attention deficit hyperactivity disorder and he received a prescription of risperidone. He started hallucinating and was placed in psychiatric hospitalization. Dextroamphetamine sulfate was described and later was placed on divalproex after receiving hallucination again. When at age nine, Jeff started becoming unbearably angry and hostile. This time he was hospitalized and placed in a group home. He remained here where he received visitation from his family. When in first grade, Jeff was put in individualized education program because of behavioral and emotional disability. His mood symptoms include depressive and manic episodes that currently or in the past occurred either simultaneously with psychotic symptoms or independently.
Executive skills
Jeff intellectual abilities were not well presented because of the difference in his non verbal and verbal skills. Verbal, intellectual abilities were low average range, and non verbal, intellectual ability was higher above average range. He had lower academic skills acquisition. He had strengths in organization, visual processing, and reasoning. Jeff had several cognitive weaknesses including difficulties in learning and verbal than visually based skills. Visual motor integration abilities are low average range. Jeff also has low average abilities of recreating geometric designs.
The visual perception skills are consistent with other performance and are in the average range. Verbal fluency abilities are average; however, it includes preservative errors. The processing speed on sequencing tasks and visual scanning is at average range. He has a problem in problem solving and concept formation. He has depression symptoms that include thoughts of hurting other people and himself. He suffers from frequent unusual and delusional thought processes.
Suggested intervention
In order to consider the cognitive function of Jeff it is necessary to account for significant emotional difficulties. It is recommended that people living with Jeff to be educated about the extent of the illness. It is also to encourage them consistent and ongoing treatment. In the case of Jeff, he requires monitoring and supervision all through his life time. Because of Jeff’s pervasive difficulties in learning and cognitive functioning, he is supposed to continue struggling to achieve and average academic progress. The teachers are encouraged to change his academic focus to functional academics. Jeff requires clear instructions to learn socially appropriate behaviors, functional academics, and any other skill that is significant for independent living. The school where Jeff studies should continue providing IE. This program needs to acknowledge Jeff’s difficulty functioning need for specialized classroom and regular classroom environment. It is also suggested that Jeff should continue with his medication and monitoring for mood disorder and emotional difficulties. Jeff’s parent should work with the pediatric, mental health professionals and closely monitor Jeff’s medication.
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