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As far as challenges go, I never had social struggles, but I am not hyperactive nor impulsive. As a child and currently, I do have struggles with time management (being late or not leaving when I should). Deadlines, schedules, appointments can cause a great deal of anxiety when one has ADHD. This is probably the same reason I have not had my book published as I miss my own deadlines. Sofia has not yet learned how to cope with her struggles with time management. However, I have learned how to, at least when I have someone I must be accountable to (e.g. boss, school, state, etc). I have learned to keep multiple reminders for things (e.g. physical calendar, alarms on my phone, notes on my phone, etc.). Once Sofia learns some coping mechanisms/strategies that work for her, time management will be a bit easier to deal with.

Like Sofia, I also struggle with staying on task. I will have several on-going projects and things to accomplish and some may find completion, while quite a few do not. I have had to learn how to prioritize, make lists, make schedules on when to do certain tasks (for home, work, and school). It was stated that Sofia is on medication. I am too and it helps, but it doesn't take away all of the distractability.

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I can identify with Sofia a lot more than many of the case studies as I am also diagnosed with ADHD (inattentive type). I am not athletic, however I do believe I am creative. Her creative outlet is Art. She loves to draw and keeps her art supplies (e.g. erasers, pencils, and drawing paper) with her at all times. My drawing ability may be minimal, however my creative outlet is writing. I love to write and have created an entire fictional world and in the process of a book series. Even as a child, I would spend hours reading and then coming up with my own stories and writing them out or typing them.  Yes, the ADHD does affect this a we both may become too focused on something we enjoy, it is a good way to express oneself. For me, when I'm writing or working on characters or whatever, it calms me and I feel more centered and focused.

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STRENGTH 3:  Social, Handles Frustrations Well

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STRENGTH 3:  Social, Handles Frustrations Well

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Teacher and parent reports, Sofia herself, and the Vanderbilt assessment all indicate Sofia is very social and talkative. She wants to have friends and loves helping peers. Although she may struggle with peer relations, her demeanor is one of friendliness and openness to new people and experiences. There have been no indications that she reacts with a temper or aggression when frustrated or overwhelmed. She will attempt to comply with all instructions/directions given to her (she may not be able to, but the compliance indicates that she wants to be able to do it all).

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Sofia may struggle with many challenges that are correlated to her ADHD. Although she will always have ADHD, her struggles may eventually be lessened with the proper assistance, accommodations, and/or taught coping skills.
-  Struggles and is well-below grade level in Reading, Language Arts, and Math.
-  Often sees the big picture, but may miss out on the small details.
- Cannot sit still (fidgets and squirms in her chair) due to hyperactivity.

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Sofie often loses track of time due to how easily distracted she may be. Those with ADHD may also become highly focused on something of interest to them (losing the concept of time, as well). Teachers indicate that Sofia is often the last one to leave a class and the last one to enter. She struggles with organization which may also compound this issue as she needs an organized way to keep track of things and a schedule to refer to (one of her accommodations was a visual schedule which should assist her greatly on a day-to-day basis).

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Although Sofia is thought of as friendly and social, it has been noted throughout her school career that she struggles with making and maintaining friendships. It is believed this is due to several different challenges that culminate from her ADHD. Due to her struggles staying on task and organizing tasks to complete this, other students may feel she does not do her part in a group project. During classroom discussions, she blurts out answers. It has been noted that she also has trouble waiting her own turn and interrupts others when they are talking with off-subject material. Her impulsivity may be the driving force behind her struggles with peer relations

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CHALLENGE 2 - Reading Fluency & Spelling

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CHALLENGE 2 - Reading Fluency & Spelling

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Sofia struggles with reading fluency and spelling. Reading and spelling often go hand-in-hand as the student is exposed to more words and contextual clues. However, based on the DIBELS, Sofia is reading 2 years below grade level. Based on her current IEP, the average 4th grade student is expected to read 110-130 words per minute. Sofia is reading 92 words per minute. Her spelling struggles are also significant as work samples indicate (although she is capable of writing complete sentences). Sofia's ADHD may be a part in this as she is easily distracted. Many students with ADHD will have to read and re-read passages many times before comprehending. Her fluency may be affected by this as she struggles with keeping her attention on the text. It must not be discounted that Sofia is also an ELL student, therefore English is not her first language. Her reading fluency and spelling struggles could be a combination of her ADHD along with language struggles when reading a second language.

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CHALLENGE 1: Difficulty Attending to Tasks

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CHALLENGE 1: Difficulty Attending to Tasks

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Teachers report that Sofia struggles staying focused on school work. At home, she has the same struggles with homework. Although instructions are given to her, she will often not follow through to completion. Teachers state that Sofie often has a brain freeze where she is in her own world. This may causer her to miss a lot of a lesson taught, instructions given, or the assignment itself. When given extended time to complete work and exams, preferential seating (away from primary distractions), and reminders to stay on task from teachers, Sofia completed work a greater percentage of the time. Her 504 plan gave her accommodations such as a visual schedule and checklist (all which assist her with a step-by-step guide on what she needs to do from start to finish). This should assist her in learning to check that list for task completion. Sofia may also need instructions repeated to her and a teacher checking her understanding of those directions. Sofia may also need things scaffolded so she has clear instructions on what she needs to do and when as she struggles with organizing her own tasks.

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Sofia is a very active and athletic child. She is said to be a very talented gymnast. She said she spends most of her time at recess on the monkey bars and her goal is to be an Olympic gymnast. Physical activities can help Sofia with her excess energy levels (hyperactivity) as a positive outlet for them.

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Sofia loves art and is very artistic. This creative outlet is important to her. She has stated Art is her favorite subject and she carries erasers and a drawing notebook with her at all times.

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ADHD symptoms are predominately presented in 3 ways:  Hyperactive-Impulsive (the need to move, struggle with sitting, impulsive), Inattentive (struggles with focus, paying attention but generally not hyperactive nor impulsive), or Combined Type (Hyperactive, Impulsive, and Inattentive). Based on the Vanderbilt Rating Scale, Sofia demonstrates to fall with in the range of the Combined Type of ADHD. Sofia scores significantly high within the inattentive behaviors, she also has significant impairment in hyperactivity/impulsivity.