Part B: Emma's profile.

Consider Emma's support and learning needs.

Table 4- Emma's profile

Emma
Student notes:	Age: 11 Class: 5 Diagnosis: ADHD Emma is learning to establish and maintain relationships with peers. She often daydreams in class. When given a task to start Emma can take some time to get started or initiate tasks. Emma has high expectations of herself and likes everything to be "perfect" . This can result in handing her work in late or not finishing within the timeframe given in class. Emma also has expectations of always getting good grades. Her self-esteem is greatly impacted if her grades are not what she expected.
Support needs:	To learn to maintain focus for short periods of time to begin with. At present is often engaged in "daydreaming" and missing verbal instructions. Learn to follow verbal directions that have more than one step. Needs Task Analysis or checklist to follow along with verbal instructions to assist in following instructions. Support and opportunities to build self-esteem and have strengths acknowledged by others. Provision of opportunities to engage in using strengths (perfectionism) Assistance and support strategies in initiating and starting tasks/class work Assistance with time management skills Time given for short brain breaks to return to and stay on task.
Strengths:	Good oral communication skills Ahead of her peers in reading and comprehension
Interests:	Reading Art
Areas identified for development:	Focus Task initiation Perfectionism and self-esteem Emotion regulation Organisation and meeting deadlines for class projects and homework
Current strategies:	Writing instructions on the board in the classroom Confirmation of understanding after verbal instructions step by step are given

1. Identify 2support strategies you would recommend to help Emma with her task initiation and time management skills?

2. Identify a support strategy you would recommend to help Emma with her self-esteem?

3. Briefly explain how you would implement these strategies?

4. Outline how you plan to respond to Emma's indicators of risk for possible ongoing low self-esteem, mental health and well-being. Explain why you have chosen to respond in this way?