Shane Case Study Guide
CASE STUDY REFERENCE 3RD GRADE ELA
Writers Block Rescue
Teacher Professional Development Worksheet
CONFIDENTIAL FILE
REF: ADHD-SHANE-03
Participant Name
Date of Session
Facilitator / Cohort
Student Profile: Shane
Grade 3 • Age 8 • Diagnosis: ADHD (Inattentive/Hyperactive Presentation)
Strengths & Interests
- highly verbal with expressive vocabulary
- deep passion for prehistoric life & dinosaurs
- creative storyteller when speaking orally
- eager to assist classmates with classroom tasks
Behavioral Triggers
- complex, multi-step writing instructions
- staring at a blank page without structured starters
- uninterrupted writing tasks longer than 10 minutes
- high cognitive strain without clear milestones
Vignette: The Narrative Writing Crisis
It is 10:15 AM on Tuesday. The class is transitioning to writing workshop. Mr. Davis writes the prompt on the board: "Write a one-page story about your favorite field trip or a place you traveled." He hands out blank notebook paper and instructs the class to begin writing immediately.
Shane looks at the prompt, shifts in his seat, and taps his pencil continuously. Within three minutes, he drops his pencil, folds his arms, places his head flat on his desk, and refuses to respond to verbal prompts. When Mr. Davis asks, "Shane, what's wrong? Just write what you did," Shane mumbles, "It's too hard. I'm not doing it," and retreats further, ignoring his peers and teacher for the rest of the block.
1. Identify at least three cognitive or emotional barriers Shane experienced in this specific vignette:
2. Why did Mr. Davis's verbal prompting ("Just write what you did") fail to re-engage Shane? Analyze from an executive functioning perspective:
SUPPORTING STUDENTS WITH ADHD • WORKSHOP RESOURCE PACKET PAGE 1 OF 3
Intervention Framework Practice
Drafting practical classroom support strategies for Shane
Pillar Worksheet
Pillar 1: Task Modification Strategies
Chunking & Starters
Break the narrative writing task into distinct, bite-sized components. Restructure the prompt using sentence frames or visual aids to lower starting friction and accommodate low stamina.
Draft a 3-step chunked sequence for Shane:
Create two high-interest, dinosaur-themed starters:
Pillar 2: Positive Reinforcement Systems
Token Economy & High-Prob
Leverage a high-probability request sequence (behavioral momentum) or an interest-based incentive plan to encourage behavioral follow-through before frustration triggers.
Design a 3-step High-Prob sequence:
Define rewards for Shane's Token Card:
Pillar 3: Self-Regulation Coaching
Break Cards & Self-Advocacy
Equip Shane with functional, pro-social alternatives to the "head-on-desk" shutdown behavior. Teach specific self-advocacy phrases and the use of physical self-regulation tools.
Write 2 scriptable advocacy phrases for Shane:
Outline guidelines for Shane's Break Card use:
SUPPORTING STUDENTS WITH ADHD • WORKSHOP RESOURCE PACKET PAGE 2 OF 3
Synthesis & Evaluation Rubric
Consolidating your response and evaluating professional mastery
Action & Rubric
Synthesized Action Plan
Synthesize your notes into an actionable plan Mr. Davis can deploy tomorrow. Focus on the integration of task modifications, immediate reinforcement, and a proactive self-regulation escape hatch.
Step 1: Immediate Proactive Setup (Before the writing prompt is given)
Step 2: Mid-Task Support & Pacing (When writing begins / 5 mins in)
Step 3: Positive Exit & Transition (Fostering success and self-esteem)
Evaluation Rubric: Classroom Implementation
Focal Pillar
Exemplary (3 pts)
Developing (2 pts)
Needs Focus (1 pt)
Task Modification
Breakdown is split into clear visual steps (e.g., <10-min bursts) paired with personalized interest prompts.
Breakdown relies on standard prompts; doesn't address Shane's interest areas or clear stamina limits.
Only verbal encouraging words used without actual structural writing modification.
Positive Reinforcement
High-prob prompts generate immediate momentum; token system directly links back to interest rewards.
Praise is generalized ("Good job"); rewards are standard classroom privileges with minimal interest alignment.
Relies on punitive threats or standard grading scales to force compliance.
Self-Regulation Coaching
Teaches specific scriptable statements; break cards have clean rules and immediate, predictable return.
Offers broad break options without setting explicit guidelines or teaching behavioral self-advocacy.
Assumes student knows how to request a break; does not explicitly scaffold the self-regulation sequence.
SUPPORTING STUDENTS WITH ADHD • WORKSHOP RESOURCE PACKET PAGE 3 OF 3
Shane Support Slides
Professional Development Case Reference: ADHD-03
Writers Block Rescue
Equipping teachers to support ADHD students who shut down during writing tasks. A practical case study of 3rd grader Shane.
Interactive Workshop Session
Slide 1 of 6
Student Profile: Shane (Grade 3)
STRENGTHS & BARRIERS
Interests & Assets
- • Highly verbal with exceptional imagination
- • Fascinated by dinosaurs & prehistoric life
- • Eager to collaborate and help class peers
Executive Challenges
- • Overwhelmed by open-ended prompts
- • Extreme fatigue with writing stamina (>10 min)
- • Initiation deficits (blank-page panic)
Focus: Understanding the Individual Learner Slide 2 of 6
The Writing Workshop Crisis
ANALYZING SHUTDOWN
"Write a one-page story about your favorite field trip. Just write what you did."
Shane taps his pencil continuously, staring blankly. Within minutes, he drops his pencil, folds his arms, places his head flat on his desk, and mumbles, "It's too hard. I'm not doing it." He ignores Mr. Davis for the remainder of ELA.
Facilitator Prompt: Why did Mr. Davis's instruction trigger a full freeze-and-flight shutdown?
Deconstructing the "Lazy" vs. "Overwhelmed" Stereotype Slide 3 of 6
Pillars 1 & 2: Modification & Reinforcement
STRUCTURAL SOLUTIONS
Pillar 1: Task Modification
- Chunk the page: Divide writing into three distinct segments, starting with just one sentence.
- Interest-based prompts: Connect prompts directly to dinosaurs (e.g., "Imagine traveling to the Jurassic Era").
Pillar 2: Positive Reinforcement
- High-Prob Sequence: Ask 2-3 easy questions before introducing writing tasks to build behavioral momentum.
- Token Economies: Award tokens immediately upon completing small chunk milestones, trading for dinosaur facts.
Interventions must target cognitive and emotional entry points. Slide 4 of 6
Pillar 3: Self-Regulation Coaching
EMOTIONAL REGULATION
1. Script Advocacy
Replace physical shutdowns with words. Script & practice phrases like:
"I need a starter" • "I'm stuck"
2. Regulated Breaks
Introduce functional "Break Cards." Establish rules: 2-minute limit, use timer, return directly to modified task.
3. Regulation Scales
