Clinical Reflection - Michael Broderick

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University of Guelph *

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3250

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Psychology

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Jan 9, 2024

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docx

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For the purpose of this reflection, I will be assessing a child named Christopher (a made up child) who is a student in my grade 3 class. Christopher’s parents have noticed some disruptive behaviours occurring after school hours during the week and requested that I fill out the DBD scale to assess his behaviour while at school. When filling out the questionnaire, I found many of the questions to be irrelevant to Christopher’s case as many of them are quite intense. These intense questions included criminal-like behaviours such as using weapons to cause physical harm to others, engaging in shoplifting, and causing damage to others' property. Christopher did not display any of these behaviours in the school setting. The other questions are more specific toward less harmful but disruptive behaviours such as interrupting, inability to maintain attention towards one thing, and being impatient. In the classroom setting, when observing Christopher, at times, he tends to disrupt lessons by shouting out instead of raising his hand, at times looks spaced out and uninterested in lessons, and will often get distracted by others when doing school work which at times causes him to be unable to complete it. When filling out the DBD scale, the 40 or so questions are straightforward and easy to understand. However, in my case, as a teacher filling out the scale context is crucial and must be taken into account when filling out the scale. I feel that children’s behaviour often changes as a response to things like the environment they are in and also changes in how they navigate socially. Christopher (and children in general) may use disruptive behaviours to communicate how they feel in certain situations where they may be feeling stressed out or anxious. Being in a grade 3 class, social dynamics between myself the teacher, and classmates can play a role in disruptive behaviours being displayed. Based on how I filled out the scale, I think it did a good job of showing that there is no behaviour being displayed that is harmful to himself or others within the classroom. However, there is evidence of some disruptive behaviours that are present

in the classroom but they are typical for this age and many other students in the classroom display similar disruptive behaviours. Something that I think should be at the front of things to consider when filling out this scale from a teacher or parent perspective is whether or not the behaviours being displayed by the child are appropriate for the age they are at. An example would be how question 29 mentions if the individual has difficulty sustaining attention in tasks or play activities. A child in grade 3 might display “normal” behaviour when engaging in playful activities but when engaging in academic work or having to sustain attention to do a task they are not fond of, may display “disruptive” behaviour. In my opinion, I do not think questions like these are fair for the child being assessed as I feel that struggling to sustain attention during class is normal, especially for younger children in classrooms. The particular lesson may not be of interest to the child but also they are still very young and may just not enjoy school at all and would rather be doing activities that are more fun. I believe that the DBD scale can be a useful tool when looking to measure disruptive behaviours among children. Going back on the lecture content I am in full agreement that in terms of reliability, parents filling out the scale will have more accuracy than teachers. Teachers are only with the child for limited hours a day and the child also might just dislike school and behaviour might be completely different at school than at home. Parents filling out the scale will be able to account for before and after school and weekend behaviour, however, I feel that a combination of the parent's and teachers' evaluations of the scale will be able to give the most accurate picture. In terms of overall reliability for disruptive behaviours, ADHD and oppositional defiance disorder are both 0.95 indicating that they are extremely reliable in diagnosing them.

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