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PEPSI SCREENING

Aranne Urbancic

Department of Education, College of Southern Nevada

EDU - 220, Principles of Educational Psychology

Dr. Vincent Richardson

July 11, 2021

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Biography

The individual is an 11-year-old male named Brandon. Brandon just finished the 5th

grade and will be going into the 6th. He has an incomplete ethinic background but is half

caucasion. Birthmother is caucasian. Brandon was adopted at birth by two caucasion parents.

Brandon is now the oldest of three, he has two other adopted siblings. Brandon and his family

live in the middle-upper class socioeconomic area.

Brandon was born healthy but did not have any prenatal care. He had drug exposure

while in utero as expressed by birthmom. “Nevertheless, well-controlled studies have

demonstrated that prenatal cocaine exposure does in fact affect fetal physical growth, and results

in an increase of premature birth, and generalized growth retardation—including decreased birth

weight, shorter body length, and smaller head circumference” (Bigsby et al, 2011). Brandon

reached normal development milestones for sitting, walking, etc. At the age of 18 months

Brandon’s mom felt like something was not “right” when Brandon would scream for hours and

would also get so angry and throw things. As Brandon aged and would be in “time-out” he

would bang and throw things at his bedroom door. By age 3 Brandon had put holes in the

bedroom door in fits of anger. Trying to get a diagnosis and figure out what was going on for

Brandon, his parents eventually switched pediatricians and were relieved with a resolution.

Brandon was diagnosed with ADHD at age 5. They did begin play therapy and other forms of

treatment for him soon after and he has continued that until present.
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Physical Development

As mentioned before Brandon is a well-developing 11-year-old male. He is

approximately 4’9” and weighs 104. He has gained a significant amount of weight in the past 18

months which is not sure if it is due to hormones or some other factor. According to Snowman et

al (2015), “Because nine- and ten-year-olds have more control over their eating habits than

younger children do, there is a greater tendency for them to overeat, particularly junk food.”

Brandon has brown eyes and dark brown curly hair. Brandon has no physical abnormalities

related to his drug exposure while in utero. He does have in-toeing which causes some hip and

ankle pain at times. The in-toeing also causes him to have trouble running to an extent, but it

does not slow him down. Brandon likes to play sports including basketball, soccer and football.

He has played both recreational sports and organized sports since he was 3 years old. Brandon

tends to excel at sports but doesn’t always do well with the competitive aspect of things during

recreational sports, or with children in the neighborhood. Brandon has great eyesight and has no

need for corrective lenses.

Brandon does have ADHD, “a condition that makes it unusually difficult for kids to

concentrate on tasks, to pay attention, to sit still, and to control impulsive behavior” (Childmind,

2021) and was diagnosed with this at age 5. He is on medication, Dexmethylphenidate, for this

and has been since age 5 as well. The ADHD is now much more of the inattentive type as

opposed to the hyperactive. Brandon has a hard time focusing on tasks, following directions,

completing assignments, and following through on things that need to be done. The ADHD

medication seemed to have kept his appetite at bay for a while but this no longer seems to be the
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case as he currently registers at a normal to above normal weight for his age. Refer to the graph

below for confirmation.

Emotional Development

Brandon struggles with mood swings and has been diagnosed with emotional disturbance.

The Center for Parent Information and Resources (2016), states that, “The symptoms of

emotional disturbance are hyperactivity, short-attention span, immaturity, inappropriate crying,

poor coping skills, and performs below grade level.” Brandon exhibits almost all of these

symptoms when being observed. Unfortunately for Brandon and his family it is hard to know

where these issues are coming from, ADHD, emotional disturbance or drug exposure. Brandon

will have sudden outbursts of anger which can disturb the entire house and family. He has, on

occasion, threatened his younger siblings in ways such as saying he will kill them, or chasing

after them with a kitchen knife. Brandon has also threatened to run away from home multiple

times. Brandon has been in play therapy, family therapy and socioemotional therapy since

around the age of 6 to help with anger, strong emotions, and also dealing with social interactions.

Brandon does not respond to the therapies well; he refuses to go sometimes, doesn’t listen to

suggestions, and at other times just says the therapists are “idiots”. Brandon is currently on

medication, Prozac, for mood regulation and while his parents are not sure it is helping enough

he does seem to be better when taking the medication.

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Philosophical Development

Brandon lives with his mom, dad, younger brother and younger sister (both of whom are

also adopted). They live in a nice home in an upper middle class neighborhood. Mom and dad

both work full-time but mom has hours that she is home and available whenever he is home (she

works for the school district). Brandon firmly believes in right and wrong and will point out

when others are doing wrong, breaking rules or not following directions, but has a hard time

himself listening to his parents. While Brandon’s parents are not overly strict they do require

certain things from him; honesty, fairness, and the importance of an education. He seems to do

better with other authority figures but gives no regard to following rules at home. Brandon has

been given a diagnosis of ODD, “signs of ODD generally begin during preschool years.

Sometimes ODD may develop later, but almost always before the early teen years. These

behaviors cause significant impairment with family, social activities, school and work” (Mayo

Clinic, 2021) due to this issue. The family attends the LDS Church and has Christian beliefs and

standards; “You are a child of God. He cares about you and knows you by name. He wants to

hear from you through prayer.” (The Church of Jesus Christ, 2021) While Brandon has been

brought up and taught these standards he seems to be falling away from them as he ages. He

seems to be less willing to be involved in activities that the family is doing and wants to just stay

home and not engage. Brandon’s parents are not sure if he is truly not interested in the activity or

if he doesn’t want to participate due to social anxiety, or because he doesn’t have any friends at

the said activity. The family has found it easier to let Brandon choose which events he wants to

participate in and not force him to come to those he doesn’t. This approach has been

recommended and researched by AACAP, which says:

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A child with ODD can be very difficult for parents. These parents need support and

understanding. Parents can help their child with ODD in the following ways:

● Always build on the positives, give the child praise and positive reinforcement when s/he

shows flexibility or cooperation.

● Take a time-out or break if you are about to make the conflict with your child worse, not

better. This is good modeling for your child. Support your child if s/he decides to take a

time-out to prevent overreacting.

● Pick your battles. Since the child with ODD has trouble avoiding power struggles,

prioritize the things you want your child to do. If you give your child a time-out in his

room for misbehavior, don't add time for arguing. Say “your time will start when you go

to your room."

● Set reasonable, age appropriate limits with consequences that can be enforced

consistently.

● Maintain interests other than your child with ODD, so that managing your child doesn't

take all your time and energy. Try to work with and obtain support from the other adults

(teachers, coaches, and spouse) dealing with your child.

● Manage your own stress with healthy life choices such as exercise and relaxation. Use

respite care and other breaks as needed. (AACAP, 2019)

Social Development

Brandon struggles in social situations significantly. He does not act appropriately or the

way other 11-year-olds would. He is much more immature than other boys his age. He has
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limited friends and the friends that he does have are much younger than him. He is able to

maintain a sense of power over them and still manipulate the situation over them and that is why

they have a relationship. Brandon is bossy, demeaning and very demanding in his relationships,

including those with his family members. Because of his ADHD Brandon will bounce from one

activity to the next and force his friends to just follow along. Brandon will get upset very easily

and will cry, or even have a meltdown, in front of friends, family, or strangers. Brandon doesn’t

seem to have social consciousness about this as others his age normally would. “But if parents

and teachers are impatient and do too many things for young children or shame young children

for unacceptable behavior, these children will develop feelings of self-doubt” (Snowman, et al

2014). Other kids, especially 11-year-old boys, would not want to have their friends see them

crying, but this doesn’t seem to affect him at all. “During this period, children are advancing

toward adolescence, and peer friendships start to become very important in their social and

emotional development. They have a growing sense of independence, and with it, a growing

confidence to solve problems and perhaps take risks. They also begin to show a capacity for self-

evaluation and can laugh at themselves” (Kid Central TN, 2018). Brandon can have a huge

meltdown, and then continue on as if nothing has happened.

Intellectual Development

Brandon has just finished the 5th grade and graduated from elementary school. Brandon

has been in GATE, Gifted and Talented Education, since 3rd grade. Brandon does well in school

but does not try his best or give all that he can. He has poor penmanship, and lacks in his quality

of work. Brandon often rushes through assignments just to get the work done. He knows the
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information but does not want to spend the time doing the work. Brandon does well in class by

asking insightful questions and participating in class conversations. The teachers find him witty

and a joy to have in class. “Most youth who create disturbances in the classroom are actually

manifesting developmental delays that create a sense of frustration for the teacher and for other

students” (Ellsworth, 1998). He often misplaces his things but thankfully mom is there to help

him find things and keep him on track and question him about homework and assignments.

ADHD plays a huge role in his scatteredness and his rushing through work. Brandon has worked

with the counselor at school to make sure he is slowing down and taking his time on assignments

but the counselor can only do so much. Brandon has an IEP, Individualized Education Plan, in

place to help him with smaller group testing, preferred seating and also giving him the ability to

retake a test if he scores under 70% but most of the time Brandon refuses the accommodations.

“The IEP creates an opportunity for teachers, parents, school administrators, related services

personnel, and students (when appropriate) to work together to improve educational results for

children with disabilities. The IEP is the cornerstone of a quality education for each child with a

disability” (US Department of Education, 2019).

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GRAPH

Male Children - 2 to 12 Years

Age Weight Height

2 yrs 27.5 lb (12.5 kg) 34.2" (86.8 cm)

3 yrs 31.0 lb (14.0 kg) 37.5" (95.2 cm)

4 yrs 36.0 lb (16.3 kg) 40.3" (102.3 cm)

5 yrs 40.5 lb (18.4 kg) 43.0" (109.2 cm)

6 yrs 45.5 lb (20.6 kg) 45.5" (115.5 cm)

7 yrs 50.5 lb (22.9 kg) 48.0" (121.9 cm)

8 yrs 56.5 lb (25.6 kg) 50.4" (128 cm)

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9 yrs 63.0 lb (28.6 kg) 52.5" (133.3 cm)

10 yrs 70.5 lb (32 kg) 54.5" (138.4 cm)

 11 yrs 78.5 lb (35.6 kg) 56.5" (143.5 cm)

12 yrs 88.0 lb (39.9 kg) 58.7" (149.1 cm)

Recommendations for Teachers and Parents

Physical Development: For Brandon I would recommend that he take an active role in

the things that he eats and the activity that he participates in. The following website, Be a Fit Kid

from Nemours, can help him navigate through that process. https://kidshealth.org/en/kids/fit-

kid.html

Emotional: For the ADHD there is a great website, Quick Facts on ADHD,

https://childmind.org/article/quick-facts-on-adhd/ and I would also recommend a follow-up with

the pediatrician and make sure that the meds are all current and what Brandon should be taking

and that they are working for him at this time.

Philosophical: Perhaps if Brandon was able to make some good friends he would be

more interested in participating in the family's religious activities.

https://www.churchofjesuschrist.org/?lang=eng

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Social: In order for Brandon to not only make some friends but also learn social skills

and socially appropriate behaviors while playing sports there is a great facility near his home that

would be beneficial to him. Sports Social. https://www.lvsportsocial.com/

Intellectual: While Brandon is a smart student he rushes through assignments and the

work will be getting harder for him as he transitions into middle school in the Fall. Something

that might be beneficial to him would be private tutoring so that help is coming from an outside
source, not a parent or an already known teacher. If a good fit can be found this might be a

positive situation for Brandon. Kumon Learning Centers. https://www.kumon.com/

References

Adoption (n.d.) . Retrieved July 1, 2021, from https://adoption.com/

American Academy of Child and Adolescent Psychiatry (2021). https://www.aacap.org/

Child Mind (2021). https://childmind.org/symptomchecker/

Cooley, C. (1907). Social Consciousness. American Journal of Sociology, 12(5), 675-

694. Retrieved June 30, 2021, from http://www.jstor.org/stable/2762377

Kids Central TN (2018). Social and Emotional Development: Ages 8-10, from

https://www.kidcentraltn.com/development/8-10-years/social-and-emotional-development-ages-

8-10.html#:~:text=AIMHiTN-,Social%20and%20Emotional%20Development%3A%20Ages

%208%2D10,problems%20and%20perhaps%20take%20risks

Kids Health (2021). Be a Fit Kid, From https://kidshealth.org/en/kids/fit-kid.html?

WT.ac=ctg#catbody

Kumon (2021). https://www.kumon.com/

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Snowman J., & Mccown R. (2014). Psychology Applied to Teaching. [VitalSource

Bookshelf]. Retrieved from https://bookshelf.vitalsource.com/#/books/9781305176881/

Sport Social (2021). https://www.lvsportsocial.com/#

Center for Parent Information and Resources (2021, July 8). Oppositional Defiant

Disorder: Overview, Newark, NJ, Cancio, Colleen. https://health.howstuffworks.com/pregnancy-

and-parenting/childhood-conditions/oppositional-defiant-disorder.htm
 The Church of Jesus Christ. (2021, April 13). From

https://www.churchofjesuschrist.org/?lang=eng

Mayo Clinic (2021). Oppositional Defiant Disorder. Retrieved from

https://www.mayoclinic.org/diseases-conditions/oppositional-defiant-disorder/symptoms-

causes/syc-20375831

Prevalence of Parent-Reported ADHD Diagnosis and Associated Treatment among U.S.

Children and Adolescents, 2016. Melissa L. Danielson, MSPH1; Rebecca H. Bitsko, PhD1;

Reem M. Ghandour, DrPH2; Joseph R. Holbrook, PhD1; Michael D. Kogan, PhD2; Stephen J.

Blumberg, PhD3. Journal of Clinical Child and Adolescent Psychology. Published online before

print January 24, 2018.

Snowman J., & Mccown R. (2014). Psychology Applied to Teaching. [VitalSource

Bookshelf]. Retrieved from https://bookshelf.vitalsource.com/#/books/9781305176881/

U.S. Department of Education (2019, August 30). A Guide to the Individualized

Education Plan. https://www2.ed.gov/parents/needs/speced/iepguide/index.html