The family in the Case Study consists of Raul, Nora, Santiago, Yolanda, and Paul. Raul and Nora are the parents of Santiago and Yolanda and Paul is the fiancé of Yolanda. Raul is a Mexican American in his forties who has sought marital counseling. He works two jobs and is often sleep deprived due to his schedule. Raul has experience some physical abuse as a child and admits to not knowing how to express his feelings. Nora, Raul’s wife is also in her forties who has realized through therapy that she has marital issues. She is trained as a Physical Therapist but now runs a gift shop.
In addition to more cases of ADHD in males than females, it appears that there is also a differentiated difference based on ethnicity. Blacks have the most diagnosis by race (5.65%) compared to 4.33% for whites and just over 3% for Hispanics (Cuffe, Moore, McKeown, 2005). ADHD diagnosis can carry negative stigma, as children diagnosed with ADHD are more likely to drop out of school or fail a class (Cuffe, Moore, McKeown, 2005), therefore it is imperative to ensure that all children are accurately diagnosed. A 2001 study conducted by the National Center for Health statistics studied diagnosis in children, recording differences in gender and ethnicity (Cuffe, Moore, McKeown, 2005). A child between the ages of 4 and 17 was randomly selected from a family partaking in the study. The parents gave feedback on their child via the Sample Child Core questionnaires as well as the Strength and Difficulties questionnaire. The SDQ is divided into 5 sections, requiring parents to rate their kids on a scale based on emotional symptoms, conduct problems, hyperactive behavior, peer relationships and prosocial behavior (Cuffe, Moore, McKeown,
The purpose of this literature review is to critique the effectiveness of the strengths model of case management when working with people with psychiatric disabilities
The BASC- 2 BESC consists of 3 different rating scales taken by the BASC-2 (BASC-2; Reynolds & Kamphaus, 2004). The authors of the BASC-2 BESS composed the assessment to identify: externalizing problems, internalizing problems, school problems, adaptive skills/personal adjustment, and inattention/hyperactivity. The rating scales can be completed in 5 minutes and a Level 2 recipient with no specialized training can administer the test. The rating scales are: Teacher Rating Scale (TRS – 27 items), Parent/Caregiver Scale (PRS – 30 items), and a student Self-Report of Personality (SRP – 30 items). A 4-point frequency scale is used – never, sometimes, often, and almost always (BASC-2 BESC; Reynolds & Kamphaus, 2007). Each rating scale is straightforward and
The ASQ-3 27 month questionnaire was utilized according to the child’s age at the time of testing, June 09, 2017. The child’s mother completed the questionnaire with the child’s interaction by having the child try each activity before marking a response to the questionnaire. According to Squires and Bricker et al., (2009), the questionnaire scores were greater within the normal range although a few areas were borderline for interventions. The recommendations were verbalized to the parents and parental areas of concern addressed to follow up with the child’s next pediatrician visit, which is February, 2018. According to Squires et al., (2009), Activities for Children 30-36 Months Old, recommendations
The Battelle Developmental Inventory – 2nd Edition (BDI-2) is psychoeducational testing instrument used in special education to assess developmental disorders in infants and young children. This paper looks into how the validity, reliability and norms for the BDI-2 were originally developed.
Of the 45 questions completed by teacher at a prominent primary school in St. Catherine it was analysed that Student Number 1 (used as name is withheld) scored eight for Attention-Deficit/Hyperactivity Disorder- Inattention Symptoms by scoring Pretty Much and Very Much for questions number 9, 23,27,29,34,37,42 and 44. In addition to scoring the same eight for Attention-Deficit/Hyperactivity Disorder-Hyperactivity/impulsivity Symptoms by scoring Pretty Much and Very Much for questions number 1,7,12,19,22,25,30, and 35.
After thinking about my teen 's cognitive strengths and weaknesses and how they are reflected in his or her school grades and activities from 14-16 years of age, her strengths were greater than her weaknesses. For example, Salma got A 's in Spanish, English Honors and History courses starting from when she was 14 years. The English and Spanish teachers of Salma both commented "a pleasure to have in class." I believe her interest and enthusiasm helped her achieve high scores in these classes. She Also received a B in Algebra and a B in both her science courses of Physics and biology, and also, she received B 's in her Fine Arts classes both school years. One of Salam’s weaknesses is when it comes to taking music classes, she got a C in music course her freshman year and said, "I never want to take another music class as long as I live!" the career or courses of study might be best suited to my teen 's abilities and interests is either psychology major, or English professor, because Salma has strong communication skills, very strong interpersonal skills, and is very supportive among her friends. She is always putting other people’s problems into context to understand what they going to through before deciding on solution of any problems. Meaning she doesn’t jump to conclusion when problems arises, she is very clam until she can sum it up the best way to settle things in their best form.
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?
Parents may feel overwhelmed by the assessment process and this assessment allows them to be involved every step of the way. Their role is also crucial to obtaining an accurate developmental level for the child. As part of the screening, there is an informal questionnaire and
The child selected for purposes of this paper is a 31 month old male and will be referred to as “Timmy”. The interview and questionnaire were completed in the presence of his mother. Timmy and his other currently reside with maternal grandmother and maternal step-grandfather. Maternal aunt along with her three children also resided in the home, but moved out one week prior to the assessment being completed. He scored very well in all domains of the 30 month ASQ, each score was within the typical range.
In this next section, the three selected tests will be reviewed for their "appropriateness of test content, skills tested, and content coverage for the intended purpose of testing," (Code, 2004, p. 5, See #2). ASEBA 's behavior checklist and self-reports contains DSM-Oriented, syndrome, competence, and adaptive functioning scales that target specific behavior, thought, emotions, and social interactions, (Lacalle et al, 2012). As a result, this test can provide appropriate behavioral treatment plans. When Lacelle, Ezpeleta, and Doménech evaluated this test,
As I started this project, I had no clue what I would end up finding. I decided I would interview my little cousin, Chloe, who is thirteen, my aunt, Tammy, who is forty-four, and then my other aunt Melanie, who is thirty-seven. All of them being related I knew there would be some similarities. I asked all three of them the same ten questions and then choose a few questions on each of them to determine their level of psychosocial development.