I Spent About 2 Hours With My Friend

The team will look into the child’s cognitive abilities such as IQ, learning styles and adaptive behaviour. These are important as well for possible treatment

The ABAS II is a comprehensive measure that assesses an individual’s behavior scale. It was developed by Patti Harrison and Thomas Oakland based on information gathered in a matter of eight years. The standardization has samples for the Parent/Primary Caregiver and Teacher/Daycare Provider Forms for children ages birth to five years comprised 2,100 individuals. The standardization samples for the Parent and Teacher Forms, and Adult Form is comprised of 5,270 individuals that represent the U.S. population. (Harrison & Oakland, 2008) ABAS-II was designed to assess how a person responds to daily demands, and to determine eligibility for services. The ABAS-II has new features in its test that encompass infant-pre-school rating forms, and it has an expanded structure that focuses on the current American Association of Mental Retardation (AAMR). (Sattler, 2002)

As compared with formal examinations, the ASQs have been shown to be both cost-effective and easily administered (Gollenberg, Lynch, Jackson, McGuinness, & Msall, 2010). There are five areas of development that are assessed on the ASQ, which are communication, gross motor, fine motor, problem solving, and personal-social. The questionnaire can be filled out by the parent or caregiver in10-20 minutes and scored in 1-5 minutes, so it is very time efficient assessment tool to use in the outpatient setting. The ASQ has been validated in many counties, in different languages and settings, and performs well with children with biological risk factors as well as those with environmental risk factors (Schonhaut, Armijo, Schonstedt, Alvarez, & Cordero, 2013). For scoring, the child's scores in each of the areas are compared to the cutoff points listed on the scoring sheet. The scores from the tool are compared with established norms to determine if a child is delayed in one or more areas. Scores beneath the cutoff points indicates a need for further assessment, scores near the cutoff points call for discussion and monitoring, and scores above the cutoff suggest the child is on track

Describe the child’s temperament, judgment, level of self-awareness, impulsivity, and learning/processing style. Is there a developmental disability? How do these influence the child’s behavior and the responses of caregivers, teachers and other involved professionals?

I interviewed a woman who has a child with special needs. The child is now in kindergarten. The mother reported having a normal pregnancy with no complications. This was the second child for the mother, who has another child who was five years old at the time. The mother disclosed that during the pregnancy, she was in the process of separating from the child’s father and that this caused a moderate level of stress. At the time of the pregnancy, the mother was also working full time as a waitress in a local restaurant. The mother reported that her job required her to be on her feet for long periods of time. She was able to work until around a week before her child was born. The mother reports that the child was born around two weeks

Antonio is very loving towards his daughter Anessa and is happy she is enrolled in daycare. Antonio picks Anessa up after daycare and takes the child to his home in Somerville. Anessa spends some nights with Antonio and will at times go back with her mother at night. Antonio has appropriate space for Anessa and the home is clean and free of hazards. I have observed Anessa with Antonio and his interaction is appropriate. Antonio agreed to the Early Intervention screening and was present during the evaluation process. Michelle Sharp from the Guidance Center reported Antonio asked thoughtful and inquisitive questions and appeared to have a good understanding of things Anessa should be doing given her age of 1 year.

Adam is 5-year-old boy with no prior psychiatric care. His biological mother (bm) is in rehab for drug addiction and prostitution. His biological father is no where to be found. Adam was removed from his BM care at age 4. By age 5, Adam had been with two foster families. Adam now is in a stable environment with a foster family who is of upper socioeconomic status. His has been living with his current foster family for a total of 6 months. His foster family is composed up foster parents, foster sister, foster brother and his biological half sister. He attends preschool at Garden Gove. For the most part Adam is a good boy. For the last 4 months Adam has been using inappropriate language at school and talking back to his foster parents. His

(2001) as a means of improving upon the earlier CHAT, both in terms of sensitivity and practicality. It aims to detect ASDs early in toddlers and utilizes a parental questionnaire involving twenty-three questions, six of which are designated as “critical.” The latter refer to protodeclarative pointing, response to name, interest in peers, bringing things to show a parent, following a point, and imitation (Robins et al. 2001). In order to mitigate against false positives, M-CHAT requires the practitioner to contact parents in the case of positive screenings and to get them to verify their answers during a follow-up interview. A positive screen occurs in one of two cases: either if responses to any two of the six critical questions indicate abnormal developmental progress, or if any three of the twenty-three questions indicate the same. Because of the relatively simple questionnaire format, which only takes around five to ten minutes to complete, it is possible to administer the M-CHAT screen by telephone if

The impacts on the family tend to vary according to the severity of the individual with ASD (Seth, 2011). The first major impact on the family is the struggle of adaptation to the child’s behavior and communication. In their comprehensive study of the stress and quality of family life in the parents of children with ASD, McStay et al. (2014) found that more severe levels of symptoms and less social support led to higher stress and lower quality of life for the father. This also is an indication of the differences in stress among parents according to their gender. Maternal stress was higher when there were lower levels of family sense of coherence (FSOC) and higher levels of the child’s external behavior. McStay et al. (2014) also concluded that further research needs to be conducted on the effects on the parents of the time spent caring for a child with

Approaches to the management of a child’s well-being have been influenced by our ever-changing society. In the past, the focus was on the examination for communicable or contagious diseases, but today a clinical care provider is mandated to appreciate the influence of social, economic, and demographic factors on a child’s development and a possible effect on his/her health (Burns et al, 2013). Although we have many assets that can help in assessing the biological function and well-being of pediatric patients, head to toe assessment with medical evaluation remain the most significant part of any health assessment (AAP, 2016). The initial focus of any healthcare providers assessment is the objective and subjective data of the patient. When the

By reading OR-KIDS and contacting the caseworker, needs to have evaluate any potential risk. He

After meeting with her pediatrician he decided based on her signs and symptoms, that screening her for A.D.D. wasn’t a bad idea, however he wanted me to try a different approach, starting with an at home observation of her concentrating and completing simple tasks. Initially I didn’t think the A.D.D. screening was necessary, but after taking the doctor’s advice, I noticed exactly what her teachers where saying. It was better to be safe and proactive, especially since her father had just recently been diagnosed with a mental disorder and I had recently been informed that A.D.D can be inheritied. I had been working in the healthcare field for over seven years and was unaware of the connection, I was in such disbelief and after asking some of the doctors I work for about A.D.D. and the diagnosing and treatment of it I began to get anxious and upset. No mother can ever prepare for anything to be wrong with their child, especially something out of their control. Extremely upset and confused, I prayed that my child wouldn’t need medication for the rest of her life to obtain a decent education and be able to to function normally in society. After following up with the pediatrician

Social History: Child is active and involves with his peers on the playground for sports and other activities without difficulty, denies having any chest pain, dizziness or shortness of breath during activities. Denies having any history of poor feeding or failure to thrive.

I shared my experience with my friends who also have a child with moderate functioning ASD. They tried to open my eyes regarding the deeper problem, and implied that they suspect that my son may be on the ASD as well. They also advised me to diagnose him privately, as regional center is not serve anyone after the age of three unless they have a life impermanent

Upon arrival, Glen appeared to be shy towards the clinician. Glen was unfamiliar with the clinician, which caused him to cling more to his father. The clinician interacted with him by playing with various toys and blowing bubbles. As time progressed, Glen began to interact more with the clinician. He was very interactive and appeared to enjoy the company of the clinician. Glen was assessed in the playroom at the family's home. The following assessment tool was administered: