Junie B Case Description

Junie B. Jones Character Traits J.J., born June 1, 1987, is a female that lives with her biological parents, Robert and Susan, and her younger brother, Ollie. She is average build with auburn hair and teal eyes. She is in constant motion. She hates being still or napping, and will do anything to avoid any activity that requires her to be still. She often fails to give detail to her school work, misspelling words and not following the teacher’s directions. She interrupts the teacher and constantly talks over the other students in class. She is easily distracted and her constant distraction causes her to disrupt class. When the task is not interesting to her, she avoids starting it until she is redirected (sometimes numerous times.) She has experienced the same issues in kindergarten and first grade. Her work area is messy and she loses pieces to her assignments. She is very mischievous. On her first day of kindergarten she hid in the classroom closet after school and was locked in the building. She plays with items that she knows she should not bother (eg, crutches in the nurse’s office, bandaids). She has been caught cheating on homework and spelling tests. She has been in trouble for using words and phrases like “shut up” and “stupid” quite often when mad at her friends or when she is frustrated, even though she has been punished numerous times for doing so. Whenever she is in trouble or wanting to be argumentative she uses phrases like, “here’s the problem” and “Dumb Bunny.” Whenever she becomes upset or frustrated, she will tap her foot or her pencil. If during class she wants to talk to a classmate, she will stand on her chair to be heard. If a classmate has a different color chair that she wants, she will take it. She has been asked repeatively not to call other children names (Meany Jim, Crybaby William). Recently she got into a fight at school where she made a fist at a classmate and told him that, “Plus also I could break your whole entire bean brain!” She has told her classmate, Crybaby William, that he would be easy for her to beat up. She scribbled on her own hand with a red pen, cheated on her spelling test, copied a classmate’s homework, and argued with her teacher about taking off her mittens. When her teacher sent a note home about the cheated on a spelling test by copying a classmate’s word, and she did not want to show it to her parents. J.J. has received two pink slips for inappropriate behavior on the school bus. She makes mistakes on her school work that is consistently the same. She makes the same spelling mistakes on her daily journal. She talks to her stuffed elephant, Phillip Johnny Bob. She carries on deep conversations with him where he gives her advice. Whenever she makes messes, she blames them on Phillip Johnny Bob. She refuses to call her grandmother anything but her first name, Helen. She knows that this gets her in trouble, but she still does it. She has been described as being strong-willed. She refuses to back down from an argument, even when she is in the wrong. She also refuses to use her teacher’s name, just calling her Mrs. She has poor grammar and doesn’t seem to realize her mistakes:   "She is way beautifuller than me" (beautiful + er = beautifuller) "Painting is the funnest thing I love" (fun + est = funnest)   "They are the gorgeousest pictures I ever saw!" (gorgeous + est = gorgeousest)6 "You are not the boss of my words, Grace," I said. "This is a freed country. And if I want to say valentime, I can. And I will not even go to jail." . A persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development, as characterized by (1) and/or (2): 1. Inattention: Six (or more) of the following symptoms have persisted for at least 6 months to a degree that is inconsistent with developmental level and that negatively impacts directly on social and academic/occupational activities: Note: The symptoms are not solely a manifestation of oppositional behavior, defiance, hostility, or failure to understand tasks or instructions. For older adolescents and adults (age 17 and older), at least five symptoms are required. a. Often fails to give close attention to details or makes careless mistakes in schoolwork, at work, or during other activities (e.g., overlooks or misses details, work is inaccurate). She has poor grammar and doesn’t seem to realize her mistakes: "She is way beautifuller than me" (beautiful + er = beautifuller) "Painting is the funnest thing I love" (fun + est = funnest) "They are the gorgeousest pictures I ever saw!" (gorgeous + est = gorgeousest)6  "You are not the boss of my words, Grace," I said. "This is a freed country. And if I want to say valentime, I can. And I will not even go to jail." She makes mistakes on her school work that is consistently the same.    She makes the same spelling mistakes on her daily journal. She often fails to give detail to her school work, misspelling words and not following the teacher’s directions. b. Often has difficulty sustaining attention in tasks or play activities (e.g., has difficulty remaining focused during lectures, conversations, or lengthy reading). She is easily distracted and her constant distraction causes her to disrupt class. When the task is not interesting to her, she avoids starting it until she is redirected (sometimes numerous times.) c. Often does not seem to listen when spoken to directly (e.g., mind seems elsewhere, even in the absence of any obvious distraction). d. Often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace (e.g., starts tasks but quickly loses focus and is easily sidetracked). She is easily distracted and her constant distraction causes her to disrupt class. When the task is not interesting to her, she avoids starting it until she is redirected (sometimes numerous times.) e. Often has difficulty organizing tasks and activities (e.g., difficulty managing sequential tasks; difficulty keeping materials and belongings in order; messy, disorganized work; has poor time management; fails to meet deadlines). Her work area is messy and she loses pieces to her assignments. f. Often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort (e.g., schoolwork or homework; for older adolescents and adults, preparing reports, completing forms, reviewing lengthy papers). g. Often loses things necessary for tasks or activities (e.g., school materials, pencils, books, tools, wallets, keys, paperwork, eyeglasses, mobile telephones). Her work area is messy and she loses pieces to her assignments. h. Is often easily distracted by extraneous stimuli (for older adolescents and adults, may include unrelated thoughts). She is easily distracted and her constant distraction causes her to disrupt class. i. Is often forgetful in daily activities (e.g., doing chores, running errands; for older adolescents and adults, returning calls, paying bills, keeping appointments). 2. Hyperactivity and impulsivity: Six (or more) of the following symptoms have persisted for at least 6 months to a degree that is inconsistent with developmental level and that negatively impacts directly on social and academic/occupational activities: Note: The symptoms are not solely a manifestation of oppositional behavior, defiance, hostility, or a failure to understand tasks or instructions. For older adolescents and adults (age 17 and older), at least five symptoms are required. a. Often fidgets with or taps hands or feet or squirms in seat. She hates being still or napping, and will do anything to avoid any activity that requires her to be still. Whenever she becomes upset or frustrated, she will tap her foot or her pencil. b. Often leaves seat in situations when remaining seated is expected (e.g., leaves his or her place in the classroom, in the office or other workplace, or in other situations that require remaining in place). c. Often runs about or climbs in situations where it is inappropriate. (Note: In adolescents or adults, may be limited to feeling restless.) d. Often unable to play or engage in leisure activities quietly. e. Is often “on the go,” acting as if “driven by a motor” (e.g., is unable to be or uncomfortable being still for extended time, as in restaurants, meetings; may be experienced by others as being restless or difficult to keep up with). f. Often talks excessively. g. Often blurts out an answer before a question has been completed (e.g., completes people’s sentences; cannot wait for turn in conversation). h. Often has difficulty waiting his or her turn (e.g., while waiting in line). i. Often interrupts or intrudes on others (e.g., butts into conversations, games, or activities; may start using other people’s things without asking or receiving permission; for adolescents and adults, may intrude into or take over what others are doing). B. Several inattentive or hyperactive-impulsive symptoms were present prior to age 12 years. C. Several inattentive or hyperactive-impulsive symptoms are present in two or more settings (e.g., at home, school, or work; with friends or relatives; in other activities). D. There is clear evidence that the symptoms interfere with, or reduce the quality of, social, academic, or occupational functioning. E. The symptoms do not occur exclusively during the course of schizophrenia or another psychotic disorder and are not better explained by another mental disorder (e.g., mood disorder, anxiety disorder, dissociative disorder, personality disorder, substance intoxication or withdrawal). Specify whether: 314.01 (F90.2) Combined presentation: If both Criterion A1 (inattention) and Criterion A2 (hyperactivity-impulsivity) are met for the past 6 months. 314.00 (F90.0) Predominantly inattentive presentation: If Criterion A1 (inattention) is met but Criterion A2 (hyperactivity-impulsivity) is not met for the past 6 months. 314.01 (F90.1) Predominantly hyperactive/impulsive presentation: If Criterion A2 (hyperactivityimpulsivity) is met but Criterion A1 (inattention) is not met over the past 6 months. Specify if: In partial remission: When full criteria were previously met, fewer than the full criteria have been met for the past 6 months, and the symptoms still result in impairment in social, academic, or occupational functioning. Specify current severity: Mild: Few, if any, symptoms in excess of those required to make the diagnosis are present, and symptoms result in only minor functional impairments. Moderate: Symptoms or functional impairment between “mild” and “severe” are present. Severe: Many symptoms in excess of those required to make the diagnosis, or several symptoms that are particularly severe, are present, or the symptoms result in marked impairment in social or occupational functioning