Case Study: He's In Good Health

A few students in particular had specific disordered that delayed or made them lack the ability or drive to be social. In Erickson’s stages of personal and social development, one of my students would be in stage four based upon his age. My student is 8 ears old but socially should be placed in the beginning stages of stage three. In stage four, children aged 6 to 12 years, children begin to want to create things and begin to understand their abilities (Salvin, 2015 pg. 50). My student had no interest in doing thing or creating things. He had no understanding of what he could and couldn’t do. He was working on strengthening his vocabulary but he loved playing outdoors and having adults encourage or reward him with outdoor activities. Based on these things he would be in Erickson’s third stage, Initiative versus Guilt (Salvin, 2015 p. 50). Part of their Individual Education Plan was to help them gain social skills to help them succeed in our community and it was very important for me, as a volunteer, to understand what they would need in that aspect to

My client, whom I will call “Jay,” is an eight-year-old, African-American boy, who was referred to our agency by his mother who wanted him to get “any services he could get for free.” He has some emotional and behavioral deficiencies, and does not handle stress well. He has frequent outbursts in class, and reacts without thinking. He needs to work on his interaction skills, and develop strategies that will help him use his words instead of physical reactions when he is frustrated. Because his trigger is frustration, he needs to learn to respond in a positive manner to his peers and teachers. Also, “Jay” needs to learn how to think and act independently.

A, B) MSTT met with the caregiver to examine how she plans to increase the supervision and monitoring of the youth while out in public. Caregiver expressed while the youth is at home she is going to speak with her mother and his aunt to help while she's at work. MSTT encouraged caregiver to reach out to the school and ask them if they would be able to supervise and monitor him. Caregiver contacted the school and is waiting to hear a response. MSTT will continue to work with the caregiver in increasing the supervision

Focus: Ms. Smalls (MHP) administered the Casey Life skills assessment, the Circle of support and the Child and Adolescent Needs and Strengths assessment with the assistance of Ms. Givens (MHS) and Antazia.

Thanks very much for your timely feedback and advice. We will spend more time with her and work on her social and communication skills. Please connect me and my wife to the student’s services at Westmount, we would like to talk to them first then talk to Anh before connecting Anh to student services.

For this research paper my client will be known as H.C. This particular client has suffered from multiple diagnoses during his time at Sonoma Developmental Center (SDC). My client has lived at SDC since 1947, at the age of 13 years old. H.C. willingly came to SDC when his family could no longer cope with his behaviors. He liked to be independent and was an active worker when he worked at his job sites. H.C. had a bundle of past achievements that he enjoyed mentioning to his aides by pointing at pictures. At a frail age H.C. could do his activities of daily living, but needs assistance from time to time. Physically H.C. was a short man with balding white hair and had poor eyesight so he wore glasses. His walking gait was failing and his feet would shift against the floor, so he had a walker that he could use. He was socially withdrawn and would only communicate when he felt that his needs were pressed. He had trouble finding words to communicate what he wanted to say and would like to do things on his own rather than relying on staff. He also lived by his set schedule, so anytime there was an appointment set for him he needed to be reminded before his day began.

Jahafraka responded well to the intervention. Jahafraka continues to make progress towards his goals. Jahafraka completed the worksheet. Jahafraka stated, fighting, talking back, refusing to do something, not following the rules, using profanity and teasing. Jahafraka stated, no cell phone use, no fighting, no bulling, and no eating in the classroom, no running in the hall ways, no using profanity, no drug or weapons. Jahafraka state, suspension, expelled, parent being called, being written up and in school suspension. Jahafraka completed the worksheet. Jahafraka answered questions to update his PCP and NC Topps. Per grandma, Jahafraka’s behavior at home has improved a little since last reviewed. Per grandma, Jahafraka continues to get into

Discussion: Ms. Roger reported that Corey's Medicaid hasn't been reinstated, as a result, his therapy and all medical appointment is on hold. She stated that Corey has enough medication and is not at risk of running out. Ms. Roger expressed concern with Corey's Maladaptive behavior (substance Abuse), truancy and medication refusal. She asserted that Corey's addiction to this substance is affecting him significantly. Corey denied it, purported that he's not addicted to it but uses it as a coping mechanism. Corey stated that he's been absent multiple times from school because he's lethargic in the AM. Ms. Rogers indicated that his Maladaptive behavior is contributing to it. Ms (Family growth) informed Corey about their Substance abuse program

Discussion: Mr.Spooner reported that Jeffery is doing well at school, home and in the community. He reported that his neurologist discontinued Zolpidem and decrease Trileptal. Mr.Spooner informed the team that Jeffery's mother is back in his life and he deemed it helpful. Jeffrey will continue to attend Neshaminy High School in Pennsylvania and the ESY for summer. Mr.Spooner stated that the teachers have recommended that Jeffrey continues at Neshaminy High school in September as well. Mr. Spooner will make a decision by August if Jeffrey will reside in NJ or Pennsylvania.

Intervention: CSP, MHS and the youth discussed weekly improvement in the home and community. CSP and Miasia review the youth’s feelings and thoughts for the past week in the home and school. CSP, MHS and Miasia discussed ways to improve mornings and keeping on task. CSP and MHS praised Miasia for her progress on this goal. The youth had zero incidents of disrespecting others belongings. CSP provided reinforcement interventions for respecting boundaries in diverse settings. CSP discussed medication management concerns with MHS.

The child reported no difficulties in her school environment. She enjoys learning and has developed good friendships with other children. She experiences the adults and teachers in the school

I am reaching out to you because I have some major concerns with my son Braydon Thorman's education. Braydon is in Mrs. Kuithe's 3rd grade class. Braydon seems to be struggling A LOT. Braydon is a very bright kid and that is one reason I am so concerned. Braydon has ADHD and has been diagnosed sence kindergarden. He struggled mostly with being still in KG and first grade. second grade was great, we did have handwriting issues. This year however is such a set back. This is Braydons first year of getting grades and such a transition, a very very hard and stressful transition. When I first saw signs of this I requested a meeting with Mrs. Kuithe and Mrs. Montgomery. I felt good about that meeting. I felt like we really hashed out some of my concerns. He almost made honor roll, then

ability to interact socially, communicate clearly and effectively, and behave appropriately. Bekah demonstrates an impairment in daily social interactions and has challenges with communicating. Her parents, our middle school’s entire educational team: Speech-Language Pathologist, Occupational Therapist, Psychologist, and myself created a list of social and academic goals for this academic year.

He showed an adequate effort to participate in the session. Rapport was established and adequately maintained throughout the duration of the session. Osvaldo stated that his day was going well. He informed the MHP that he enjoyed school. His foster mother reported that his behavior has improved since the last session. She stated that she was going to give him his phone back. Osvaldo seemed very excited about attending the football game. He informed the MHP that he did not get in trouble at school. His foster mother stated that he has been very helpful with the kids in the home. Osvaldo stated that he has been reflecting on his behavior over the last few days. He mentioned that he identified areas that need improvement. Osvaldo noted that his behavior has not be consistent. He expressed a desire to work on his behavior and attitude. Osvaldo expressed interest in learning additional techniques for anger management. He mentioned that he needs to do a better job expressing his feelings. He stated that his study habits could be better. His foster mother mentioned that he could spend more time in his books. Osvaldo stated that he will focus more on his studies.

Meet client at the clinic and worked on community outing. Hilario did a great job following instructions given by DI. Hilario enjoyed coloring pictures of horses printed by DI. Hilario need it echoic prompt, directive prompt, indirect verbal and model promot during the session to ask for a break and practice strategies to used when he is upset or frustrated. No tantrums presented during session.