Single Subject Design Discussion Limitations and Implications Essay

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SOCIOLOGY AND SOCIAL WORK Sociology and Social Work: Single Subject Design- Discussion, Limitations, and ImplicationsDiscussionWith the AB study designed for a single subject, a 12-year-old Black boy showed a comparison of results from the baseline when there was no intervention during the treatment phase. The baseline phase was named A, while the treatment phase was B. since it is a true experiment where the behavior change was observed after the intervention, social skills training, and psychoeducation were launched, the client showed positive behavioral change. The ADHD condition, specifically targeted for controlling aggression and talkative behavior in class, was reduced. The results corroborated with the prior evidence that stated social skills training is effective in bringing positive behavioral change in ADHD patients (Fox et al., 2020). Undesirable behaviors were eradicated to a maximum extent, and social skills were improved. The interruptions made with constant talking throughout the class were reduced, and friendships improved with progressive social interactions. As mentioned earlier, peer involvement in the class activities, like a group of two in which a 12-year-old boy was included, proved fruitful. The same result was confirmed with previous evidence that cited peer involvement motivates the ADHD patient (Faradilla, 2020). Cooperation facilitates better emotional regulation and lesser aggressive levels, contributing to the effectiveness of social skills training. Psychoeducation has proved valuable for educating the child about what kind of disorder he is suffering from and teaching him new behavioral skills to cope with his condition (Powell et al., 2021). The specific social skills training is a useful component of the entire process as acceptance and adherence are required for long-term positive behavioral consequences. Implications of the Study for the ClientThe behavioral impairment of the child was started to observe with affirmative results, as shown in the graph with treatment phase B. It is beneficial not only for the child himself but also for the people around him. The environmental factors do impose their effects; it is the child that has to self-regulate his emotions and not let them have control over him. The guardian and teacher are the closest social relations who play a significant role in making the intervention efficacious.

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…the patient is also essential so that information on certain triggers and control strategies should be disseminated to those in constant connection with the ADHD patient. Implications for Social Work Practice and Future StudiesThe prevention of interpersonal difficulties is forecasted with social skills training and psychoeducation. Better problems solving and upgraded control of emotions is the foundational element of social work. ADHD children who struggle with social interactions and hardships must be trained for self-help. They must be acquainted with evidence-based education to better their social competencies by the social workers. The step must be taken at school levels, particularly in the position of school counselors. Children having a hard time controlling their past life traumas or problematic family relations should be guided with comfort to strengthen impulsive behavior management and hyperactivity control with less aggression and more social inclusion. Child welfare is a top priority of social workers as it would help train such children to get them out of hardship and serve as a source of research while working with them. .....

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