Running Head: INDIVIDUAL DIFFERENCE STUDENT PROFILE

Individual Difference Student Profile

Tiffiny Smart
Instructor: Natalie Raass
EDUC 205: Development/Individual Differences
Spring 2015

Individual Difference Student Profile

Individual Difference Student Profile Essay

These last few weeks I have had the opportunity to observe a sweet little boy whom I will
refer to as Sammy. I was able to observe Sammy in his second grade general education
classroom at one of the charter schools in Meridian. Sammy is a Latin-American boy who has
been diagnosed with having Attention Deficit Hyperactivity Disorder and some Emotional
and Behavioral Disorders. In the following paragraphs I will discuss Sammys general
information, physical development, cognitive development, socio-emotional development, and
will then give a summary stating my findings.
General Information
Sammy is eight years, eight months old and is Latin American. According to Sammys
teacher, his Behavioral and Emotional problems originate from his home life. Sammy lives in a
low-income apartment complex with his mother and his nine month old brother. His teacher was
able to tell me that in January Sammy was taken out of the custody of his mother and put into
foster care. His foster mother took him off of all his medications (for ADHD and for his
behaviors), and he began exhibiting externalizing behaviors such as: throwing fits, getting upset
over small things, and stealing things from others. He also began exhibiting internalizing
behaviors as he was being defiant in regards to instructions and his class work. When Sammy
was placed back in his mothers custody and back on his medications, these behaviors ceased.
I was able to observe a family interaction between Sammy, his mother and his brother,
when they came in for a meeting. Sammy appeared to be very excited to see his little brother and
ran up to give him and his mother a hug. His teacher and mother have been working together to
help Sammy do better in school. Due to Sammys mothers unemployment, Sammy rides the bus

Individual Difference Student Profile

to and from school. His school starts at 9:15 a.m. and ends at 3:50 p.m. Information about his
activities and schedule at home was not available.
Physical Development
Sammy has brown eyes, dark brown hair, and has a light-brown skin color. From my
observations I was unable to see any physical characteristics such as birthmarks or scars. Sammy
is about the same height and size as his second grade peers, making him physically mature. Also,
he has no physical health problems other than ADHD and Behavioral disorders. As for his large
muscle development, Sammy loves playing football, four-square, and playing on the playground
equipment with his friends. Concerning his small muscle development, he is doing great. He
writes with his right hand, and is still working on his eligibility of his penmanship.
Sammys favorite food is pizza. It is unknown if Sammy eats breakfast at home before
school, but at school he eats a nutritious lunch. Then, he has an afternoon snack with his class
during story. Sammy gets exercise during recess with the other children. I was unable to find
information concerning any other of his extra-curricular activities.
Cognitive Development
Academically, Sammy is below grade level in all of his class subjects. For most of the
day he is in the general education classroom. For 30 minutes a day, four days a week, he goes to
a Math and a Reading Focus Group Focus groups allow students to learn at their academic level
with kids who are at a similar level. His teacher has told me that he has improved greatly at
reading comprehension, and thinks that he is fairly smart at Math. However, because of his selfdoubt he is unable to excel in math. This is a result of his lack of participation in his focus
group math class. When in his regular math class, he seems to be fairly bright in solving

Individual Difference Student Profile

problems in ways that havent been taught yet. As a result, his teacher thinks that Sammy is so
used to failing and being told he cant do things, that he is not doing as well. This may be
because he has begun to believe that he cannot do as well as his classmates.
In the classroom, Sammy has a short attention span. He is often either rocking in his
chair, playing with a piece of paper, a pencil, or an eraser. His teacher often has to redirect his
attention back to the lesson, or needs to give him reminders to continue working (or begin
working) on the class assignment. He seems to work better when he is working with a partner, or
is participating in a group activity. In class, Sammy participates every now and then, raising his
hand or shouting out the answer. However, usually Sammy either keeps to himself or tries to talk
to his neighbor. Even when called on, Sammy may or may not participate by answering a
question that was asked. Sammy does have a modified assignment. His teacher requires him to
only write half as much as his peers, due to his inattention in the classroom. (It takes about the
same time for him to write 2-3 sentences, as it does for his peers to write 5-6 sentences).
Based upon my observations of Sammy and his actions in class, I believe that according
to Jean Piagets theory on Cognitive Development, Sammy is at the Concrete operational stage
where thinking is based on reality. Sammy can be very good in Math. When he solves a math or
a science problem, Sammy likes to draw out the shape, or the item that is being measured. By
doing this, he is creating something that he knows is concrete, and that he can see, to help him
solve the math problem. Sammy also enjoys doing hands-on activities where he can manipulate
items he can see.
Socio-emotional Development
In the classroom, Sammy often ends up either talking to peers, distracting his peers by

Individual Difference Student Profile

doing something (spinning a paper, bouncing an eraser, playing with pencils, ect.), or being
distracted by his peers. For several months, Sammy had his own desk at the front of the
classroom so as not to distract his peers, or be distracted by his peers. Sammy would only be able
to join a table during a group activity or when exhibiting good behavior. However, his teacher
often needs to redirect his attention to the task or the lesson being taught. For the most part, he
listens to the teacher and does as instructed. Unfortunately, soon after complying to the teachers
wishes, he begins to drift off on another distraction. In the beginning of this year, Sammy was
noncompliant with his teachers wishes. He would refuse to do an assignment, or to listen to
instructions.
Out of Erik Ericksons eight psychosocial developmental stages, the stage that Sammy is
in is the Industry vs. Inferiority stage. In this stage, children learn to win recognition by
showing effort and by producing things (Berns, page 39, 2013). Likewise, if children are
either rebuked or ignored the recognition they are looking for, they may develop a sense of
helplessness. In accordance with what I have been told by Sammys teacher, I believe Sammy
has developed a sense of helplessness caused by being treated as though his abilities in the
classroom are inferior to his peers. As a result, his self-concept of himself is that of someone
who is inferior to others, and cannot succeed or excel in his assignments. Similarly, I also believe
that his self-esteem is also lower than that of his classmates. In class, when he is not distracted,
he simply sits in his desk with his head down, withdrawn from the activity. He doesnt ask for
help when he needs it, but rather gives up on the assignment altogether.
Summary of Findings and Implications
Sammy is a smart boy who needs his teachers encouragement and recognition for the
things that he does well. Though he struggles with ADHD and some Behavioral Disorders, he is

Individual Difference Student Profile

making progress in school. The one thing that is keeping him back is himself. He doesnt view
himself capable of succeeding at an assignment, due to being told (whether verbally or nonverbally) that he cant. When he is in a classroom where he has a good relationship with the
teacher, he seems to excel and work harder.
There are two reasons why Sammy cannot be viewed as a typical child. Sammy has a
family who loves him, and a regular daily schedule, along with being level with his peers
physically in height, size, and motor skills. However, he is below his peers academically in every
subject (English Language Arts, Math, and Reading). Sammy is easily distracted, and has trouble
focusing on the task at hand. Also, he has developed a sense of self helplessness, and doubts his
ability to keep up with his peers. As a result he gives up on the assignment and needs a lot of
encouragement to help keep him motivated.
Sammy is a very sweet boy. He loves his teacher and does well in helping out around the
classroom. Sammy also needs a lot of encouragement and recognition of the things he does
correctly, including behaving and paying attention in class. Sammy wants to do well and he
wants to succeed. His teachers need to help him see that he has the ability to succeed if he
focuses on the task, and participates in class. He is a bright boy, and his teacher knows that he
can do better than he is currently doing: she explained that in math, Sammy will come up with a
way to solve a problem that is above his level. She sees these occurrences happening more and
more often.
The most important thing that can help Sammy with his behaviors and his ADHD is for
his teachers to build a good relationship with him. If Sammy likes his teacher, then he will be
less likely to misbehave, and will be more likely to try to do his best. Sammy needs recognition
for the work that he does. His teachers need to help him gain the desire to complete his work,

Individual Difference Student Profile

with a knowledge that he can succeed. Also, by giving Sammy an attention putty, or some kind
of object for him to fidget with, then he will be able to pay better attention to the lesson in class.
By doing these things, his self-esteem and his self-concept will increase and he will do better in
school.
In conclusion, by encouraging and supporting Sammy to do his best and finding ways to
motivate him, Sammy will learn that he is not helpless, but rather that just as smart as his peers.
Also, if his teachers were to reduce the stimuli in the room around him he will be less distracted.
I know that if Sammy can become motivated to learn and be able to better focus, then he will be
able to succeed academically.

Individual Difference Student Profile

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References

Berns, R. (2013). Child, Family, School, Community, Socialization and Support. (9th ed.).
Belmont, California: Wadsworth Cengage Learning.
Hallahan, D. Kauffman, J. and Pullen, P. (2015). Exceptional Learners An Introduction to
Special Education. (13th ed.). New Jersey: Pearson Education Inc.