ABAS-IV: A Case Study

There are various assessment tools obtainable for assessing the needs for patients or clients. The addiction professional uses assessment instruments as one component of the counseling/treatment process taking into account the client’s personal and cultural background. The assessment process promotes the well-being of individual clients or groups (NAADAC, 2015). This process helps determine how much and what kind of treatment your client needs. It is important to be aware of different types of assessments as well as being familiar with how they work in each situation. As we assess George we will use two different assessment tools to give as an example of how to assesss the needs of this client.

An 8 indicated that the client is marked impaired. She displays coping behaviors that are likely to exacerbate crisis situation. Ability to perform tasks necessary for daily functioning is markedly compromised. The client’s ability to perform normal tasks is seriously impaired due to the fact that she is homeless with an infant. Her penchant for impulsivity; including breaking into her school and stealing, raises the potential for her to be harmful to herself and others. Her behaviors are becoming unstable and offensive.

Constructing a treatment plan for a client involves various components. Prior to starting a treatment plan, the human service worker should carry out a client assessment. The assessment should determine the basis of the difficulty or issues and assess the background of the client. After the completion of the assessment, a human service worker can start constructing a treatment plan to fulfill the needs of the client. The treatment plan should include goals that relate to the difficulties and issues the client is experiencing. This paper will discuss the components of Mr. Larry McCune’s personalized treatment plan.

On December 23rd, 1954 an interview was taken place with a new client by the name of Andrew Laeddis. In order to assist Andrew with the highest patient care, a full detailed biopsychosocial assessment report has been processed on his behalf. This assessment consists of Andrew’s demographics, his presenting problem, any potential precipitating factors, social relationships, hobbies/activities, occupation/education status, medical history, legal status, and substance use/abuse. This will also include a brief statement of Andrew’s participation, personal values/attitudes, personal strengths, and diagnosis.

The scoring of the ABAS-II was also conducted by Mr. Jones’ counselor whom meets the qualifications for the scoring and interpreting. The ABAS-II has several subsections including communication, community use, functional academics, home living, health and safety, leisure, self-care, self-direction, social, and work. These raw scores were converted to scale scored and broken down according to the manual to the following sections: general adaptive composite (GAC), conceptual (CON), social (SO), and practical (PR).

This paper explores three different commonly administered mental health assessments. These three assessments are The Mental Status Exam (MSE) (brief version), The Beck Depression Inventory (BDI), and The Beck Anxiety Inventory (BAI). The MSE is for client mental status. The BDI accesses the level of depression a client is experiencing. The BAI accesses the level of anxiety a client is experiencing. In doing this assignment and the different practice assessments, we will get comfortable with the instruments that are utilized as a part of diagnosing and additionally treating clients with mental health illness issues. These basic tools are helpful for HUS experts to portray and comprehend the mental status of a client. While acquiring these assessments, certain data is required. The purpose, value, and usefulness of these assessments will be explained. For this paper, an anonymous pretend client will be created and a practice MSE assessment will be conducted and reported. The outcomes give a more overall comprehension of what is happening with the client so that the client can get the best treatment for their psychological illness. That overall comprehension accompanies limitations because there is not enough information provided to adequately

The point at which the client’s symptoms were most extreme was towards the end of her alcoholism, which was in her early thirties. She used humor, felt incomplete and fragile, oversensitive to other’s reactions of her, felt the need to hide from people whether it was through work or through drinking, and was aware of her drinking problem. She also presented with anxiety, excessive exercising and healthy eating, and denial of drinking in excess.

MENTAL HEALTH UPDATE: Client was diagnosed with PSTD (Post-traumatic stress disorder) Client was referred to After Hour for individual session. She sometimes shows the following behavior: she constantly looked over her shoulder, afraid that other residents are out to steal her information, and she generalized mistrust of others. She will cover up any information from staff not to see and sometimes repeat the same information over and over.

Client assessment reveals severe impairment in functioning. Along with a significant history of problematic polysubstance use, the assessments reveal

Cognitive Behavior Therapy was chosen as the therapeutic model for therapy with this specific individual to help with behavior and cognitive modification. The client is a 17-year old adolescent that was court-mandated to attend weekly individual therapy sessions and substance abuse groups. The client presented with signs of anger,

Ms. A is a 24-year-old, Caucasian female. She was referred for a psychological evaluation by her therapist for her excessive use of Alcohol and Substance Abuse Disorder. Additionally, Ms. A stated she has been experiencing a loss of interest, low self-esteem and feeling anxious. She complains that her struggle with substance abuse has negatively impacted her interpersonal relationships, behavioral, emotional as well as her health. The purpose of the current evaluation is to (1) evaluate her level of functioning, (2) determine diagnostic impression and (3) recommend relevant treatment and service needs.

The specific intervention chosen for this client is psychoeducation. Psychoeducation is used as a tool to strengthen and empower clients through education, identification of resources, and goal setting. The client was screened using a TSSAS questionnaire, which asks the client to discuss the history of their drinking. This information allows the department of the court to look for patterns within the client’s narrative. This questionnaire tool is also used to discuss substance use/abuse among clients’ family members to discuss possible genetic links that may be involved.

However, all individuals’ medical records were accessed to organize compatible clinical data. All medical records also contained DSM-IV diagnoses. Medical records were able to show any history of mental illnesses, medications, mood disorders, or diseases that specialists should be informed about. These records indicate that the client is an overall decent health to participant in this approach. All data collected will help identify the client’s history. A client’s history could include violence or any legal issues that resulted with substance usage.

The purpose of this paper is to assess a client that is suffering from a substance abuse. The assessment will help determine the client’s treatment plan. By assessing the client it will help for a better understanding of the substance abuse and behaviors attach. There will be recommendation and prevention plans to help the clients and his family with their needs to help with the treatment.

Mrs. Hilary Tunstall led an informative discussion about Autism and Applied Behavioral Analysis (ABA). After graduating college, Mrs. Tunstall previous worked as a teacher’s assistant in self-contained classroom for children with autism. She then attended ECU and earned her MA/CAS in School Psychology, and she worked as a school psychologist for 5 years. About 2 years ago, Mrs. Tunstall joined Priorities ABA in eastern North Carolina. She obtained her Board Certified Behavior Analysis (BCBA) and is now a Behavioral Consultant. Mrs. Tunstall brings a unique perspective to the Priorities ABA; her school psychology background enables her to help parents understand IEPs and assist parents with the advocating for their child’s needs in the school.