Her teacher reports that Emma frequently leaves her seat, calls out during lessons, and has difficulty waiting her turn. Her academic performance is inconsistent; she often makes careless mistakes on assignments and rarely completes homework on time. Emma is described as bright and creative but struggles to stay focused and follow multi-step directions. 

Emma was born full-term with no complications. Her developmental milestones were met within normal limits. She has no known allergies and is generally healthy. Emma’s mother reports that Emma has always been “high energy” and that she has difficulty falling asleep at night. Emma’s father has a history of ADHD and was diagnosed as a child but was never treated. There is also a family history of anxiety and learning disorders. 

Emma has several friends at school but often has conflicts during group activities due to impulsive behavior. She becomes easily frustrated and sometimes cries when corrected. At home, Emma often argues with her younger brother and resists completing chores. Her parents describe her as loving and empathetic but “easily distracted and overly emotional.”

QUESTIONS:

1. What is the most likely diagnosis for Emma based on the case study?
A. Generalized Anxiety Disorder
B. Autism Spectrum Disorder
C. ADHD, Combined Presentation
D. Oppositional Defiant Disorder

2.Which behavior reported by Emma’s teacher best supports the diagnosis of ADHD – hyperactive/impulsive type?
A. Difficulty following multi-step directions
B. Frequently calling out during class
C. Making careless mistakes on assignments
D. Rarely completing homework on time

3.What is the primary goal of behavioral parent training for ADHD?
A. To reduce parental stress
B. To improve children's intelligence
C. To eliminate the need for medication
D. To teach consistent behavior management strategies

ANSWERS:

1.C. ADHD, Combined Presentation
Rationale: Emma exhibits symptoms of both inattention and hyperactivity/impulsivity, consistent with the combined presentation.

2.B. Frequently calling out during class

Rationale: This is an example of impulsivity, a hallmark of the hyperactive/impulsive type.

3.D. To teach consistent behavior management strategies
Rationale: Parent training helps caregivers manage disruptive behaviors using structured techniques.