F. Scott's Case Summary

An evaluation can identify skill deficits linked to a critical developmental area, therefore appropriate interventions can be applied if warranted. The utilization of multiple evaluation instruments is supported through IDEIA, as both strengths and weaknesses can be depicted. An evaluation must be carried out prior to a child receiving special education related services. In addition, IDEIA requires the administration of a multifaceted evaluations with valid assessment instruments, as all areas of suspected disability must be assessed. Cognitive functioning, developmental abilities, communication, adaptive skills, and social and emotional levels are several areas that can be taken into account during the evaluation process (Cambron-McCabe, McCarthy & Eckes, 2014; Smith, 2005; Turnbull,

Roger Evans is a 5-year-old enrolled in general education kindergarten classes. Roger has been identified as having ASD during a routine check-up at the age of three. Roger’s parents had been unemployed and receiving government aid. Roger’s parents have not been taking advantage of supportive resources. Mr. and Mrs. Evans have not informed the school that Roger has been identified as having ASD. During the first week, Roger’s teacher Ms. Moore observed Roger sporadically sitting by himself during lunch and recess rocking back and forth and hitting himself in the face. Ms. Moore also noticed that Roger was anti-social with his peers. Ms. Moore recorded her observations for two weeks. Roger’s behavior became a daily occurrence. Ms. Moore met with the principal, counselor, special education, and Roger’s parents to discuss her concerns. Roger’s parents admitted that Roger had been identified with ASD and has been fine at home.

Autism is defined as the brain disorder that begins in early childhood and persists throughout adulthood. Autism affects three areas of human development: (1) verbal and nonverbal communication, (2) social interaction, and (3) creative or imaginative play. Autism is considered a severe disorder and developmental disability that prevents individuals from properly understanding what they see, hear and sense. The cause of autism remains unknown. Current theories indicate a problem with the function or structure of the central nervous system. This essay overviews the history of autism and the Diagnostic and Statistical Manual of Mental Disorders (DSM). It provides an idea of the population and causes of autism. It takes about the program services and the current operational issues related to autism.

When children are referred to the Birth to Three Program that are believed to be a child with autism David uses the Autism Diagnostic Interview. “It gives a clearer picture of what exactly is happening with child compared the few minutes a physician may spend with child and make a quick judgement. Which happens more than people realize.” The Birth to Three program also utilizes the Kaufman Speech Praxis Test to help identify children with apraxia of speech. Besides being an initial assessment, the KSPT can be used to help progress monitor the child’s gains and growth. It is also in the best interest of the professional to observe, interview parents and people that are close with the child to gain an idea of the whole picture; not just what the normed assessment

My current place of work is an inpatient Assessment and Treatment (A&T) unit for adults with a learning disability and/or co-morbidity. I work within a large inter-professional team who all provide input into the patients care and treatment, the unit provides care for both male and female patients with a variety of complex and specialist needs, most of the patients being detained under the Mental Health Act (1983). I will be discussing the principles supporting the process of assessment in practice in a female patient with a diagnosis of Autism and a moderate learning disability looking at referral, capacity and diagnostic assessments.

The purpose of this research assignment is to give an explanation of Applied Behavior Analysis (ABA), provide information about the two major categories of behavioral intervention approaches that utilize ABA, structured and naturalistic, and discuss available research regarding them. Also addressed is information about specific (ABA) treatments or models that have been used. Many of them do provide positive benefits and have been considered to be highly successful by many professionals, parents, and support groups. Lovaas’s contribution to the field is also included because he was a pioneer of ABA intervention for children with ASD, although he was not the only individual in the field of psychology that contributed to the study of the disorder (Matson & Neal, 2009).

Brian is a 5 yr old Hispanic male of Mexican descent. He currently resides in Newark NJ with his mother and two siblings. Brian completed a BPS after-school social worker discussed with a parent about several negative behaviors that were affecting his academics. Brian was reported to be impulsive, hyperactive and defiant towards teachers. Brian currently displays similar behaviors at school and in the home. The mother indicated that due to youth’s behaviors, she is experiencing high levels of stress. Ms. Ojeda also expressed concerns towards son needing to be further evaluated to determine if his behavioral difficulties are due to possible symptoms of ADHD and or Autism. The mother indicated increase concern upon obtaining information

A student needing special education will have to be evaluated to see if they qualify for “child with disability” before anything further happens. Before it is time to evaluate a student and see if they qualify, the guardian of the student must sign a consent form. The school then has sixty days from the time the consent formed is signed to do the evaluation. The student will be evaluated in all the areas where there might be a disability. During the evaluation the students use many different tools and strategies to gather functional, developmental, and academic information. The tools used in the evaluation must be technically sound, must not culturally discriminate, must be in the student’s native language, and someone who is trained and knowledgeable must administer the test. When the evaluation is finished it is all measured together, not in just one area. Every three years a student has to take a re-evaluation unless decided by the school.

Under the Individuals with Disabilities Education Act (IDEA), local school districts, must "identify, locate, and evaluate every child who may have a disability requiring special education services." This procedure is called "Child Find." If an educator or parent suspects that a child has a disability, then it is the responsibility of the parent or educator to request a full, individual, comprehensive, multi-disciplinary evaluation. The school is requesting an evaluation of your child based on their observations and responsibility to find and evaluate a child with a suspected disability. Based on your observations over the last 1-2 years you could have requested in writing an evaluation for services under the IDEA.

After a student is suspected of having a disability, a multi-disciplinary team typically meets to determine whether an evaluation is warranted. If the team members decide the student should be evaluated, the school must obtain informed consent from the student’s parents before any personalized testing occurs. However, if parents refuse consent for the initial evaluation or fail to respond to the request to provide consent, the district may file a formal complaint with the state education agency to resolve the issue and possibly to authorize an evaluation. Evaluations must be completed in a timely manner, usually within sixty days of receiving parental consent.

The author of this paper is asked to diagnose a child's condition based on a series of symptoms. The author is also asked to provide treatment options and an overall treatment plan for the disordered diagnosed. The child in question is almost certainly autistic based on the totality of symptoms that exist and the author of this paper will justify this diagnosis and what should be done in response to the disorder being present.

These are both standardized measures of verbal and non-verbal IQ, and demographic information. To participate in the study, there were requirements that had to be met by the children. In order to be eligible to participate the children must be born in westernized countries, lived in the United States or Canada from birth to age 3, received immunizations that were in records, and the children must be at least 4 years old and no more than 15 years of age at the time of the regression interview. The final step to see if the children were eligible was to have complete ADI-R and ADOS scores, as well as verbal and non-verbal IQ scores from within the last 5 years. There was also diagnostic criteria that needed to be met by all participants. “Children must have received a best estimate diagnosis of autism, PDD-NOS or Asperger syndrome from a site clinician and met criteria for ASD on the ADOS and/or the ADI-R.”(2) Children were excluded if they had Rett syndrome, CDD, and/or genetic disorders (tuberous sclerosis and Fragile X syndrome). Children with hearing, visual, or motor impairments were also rejected from the study. (2)

If a parent believes that their child is in need of special education services, a written request must be sent to the Child Study Team and it is treated as a formal referral. School district personnel, such as a child’s teacher, may suspect, through classroom observations, that a child may have a disability and can make a referral to the child study team. Within 20 calendar days of receiving a referral, the complete child study team must hold a meeting with the parent and the student’s teacher to determine if an evaluation is warranted and the scope of that evaluation. Typically learning, psychological, and social assessments are ordered. Additional evaluations that may be ordered include speech, occupational therapy, physical therapy, psychiatric, and/or neurological assessments. If the parent attends the initial determination meeting and evaluations are warranted, the parent can sign consent at that time or refuse. The school district has 90 calendar days to complete the evaluations, and if eligible, develop and implement an individualized education program (IEP). If it is determined that evaluations will not be conducted, recommendations may be made with respect to interventions or services to be provided in general education. The child study team must inform the parent in writing of the decision to evaluate at least 15 calendar days before conducting the evaluation. If the parent refuses, the school district may request a due process hearing before an

After an initial screening by the family doctor or pediatrician, the next appointment for Asperger’s Syndrome screening is usually with a mental health expert. The mental health expert, along with a team of experts, will observe the child. This team includes a psychologist, neurologist, psychiatrist, and a speech therapist. After the initial observation, the child will undergo a series of tests to assess academic capabilities, speech, language, and problem solving. A certain core group of behaviors such as abnormal eye contact, a lack of interactive play, and aloofness, will alert the doctors as to the possibility of an Asperger’s diagnosis. These children are all screened very thoroughly because of the instances of a misdiagnosis of Attention-Deficit/Hyperactivity

Milburn Scott Elliott is the sole owner of Elliott Construction. He is the father of Ben Elliott, the competent person on the job site on the date of the incident. He has a high school education and has worked in the construction industry for 30 years. Mr. Elliott has completed competent person training at least 2 or 3 times. As of May 2013, he had completed one competent person training, 4 or 5 years prior.