Any recent changes at home or maybe in his day to day life that you think could be affect ing him?
Submission Id: 8c3fe4c4-74fd-4c38-80b1-072bb1fb5acc
82% SIMILARITY SCORE 16 CITATION ITEMS 10 GRAMMAR ISSUES 0 FEEDBACK COMMENT Internet Source 0% Inst itut ion 82%
Melissa Bright
ScottSmithAssessmentandRecommendations week7.doc
Summary 2340 Words
Melissa Bright
Scott Smith Assessment and Recommendations
Summary:
In 100-200 words, summarize the psychological report. Include specific data and
observation information that will help guide Scott’s educational goals.
Scott, who is six years old, is in the first grade. The parents and teachers referred him
to have behavioral concerns for aggression, atypical behavior, hyperactivity, and failing
to follow instruct ions or even engage in the writ ing act ivit ies while he is in class. The
mother stated that Scott was born after a typical 40-weeks pregnancy and that he
did not develop any problems of concern. The developmental milestones of children
were reached and attained within the normal range if gross language and motor;
although he has poor coordination of the fine motors.
Scott ‘s parents consider his behavior while at home as compliant and quiet. On the
other hand, teachers describe him as aggressive and non-compliant. They also add
that he is in level with his peers. However, they st ill consider it challenging to gauge
him against the rest of his peers due to his non-compliance behavior. Usually, Scott
prefers being in alone act ivit ies, he stares off, while at the same t ime experiencing
frequent mood swings. His non-compliant behavior is exhibited during writ ing or
events that Scott does not like.
During the tests, there were frequent cases of complaints on fat igues on hands,
demonstrat ion of sensit ivity to mult i-sensory processing, auditory processing
vestibular processing, oral processing, and engaging in the behavior of sensory
seeking. Generally, all these issues were assumed to be interfering with Scott’s class
part icipation.
Goals:
Write one behavioral goal related to classroom behavior and one social/emotional goal
related to peer interaction. Goals must be measurable and include how to address the
target behaviors with a replacement behavior.
Behavioral Goal:
· The treatment aims to ensure that by the end of one month of intervention, Scott
will be able less aggressive and be more willing to engage in in-class act ivit ies.
Student: Submitted to Grand Canyon University 1…
Student: Submitted to Grand Canyon University 1…
Three successive sentences begin wit…: The
on the other hand (…: On the other hand But
Student: Submitted to Grand Canyon University 1…
Spelling mistake: vestibular vestibule
Passive voice: were assumed to be
Student: Submitted to Grand Canyon University 2…
· Social Goal:
By the end of the intervention for one month, Scott is expected to become more
interruptive with others in the school.
Assessments:
In 150-250 words, identify one informal or formal assessment method for measuring
Scott’s progress with his behavioral and social/emotional goals. Briefly explain why the
assessment is appropriate for progress monitoring, including how bias is minimized.
The Behavior Assessment Scale for Children (BASC) was used in measuring issues to
do with hyperactivity, aggression, depression withdrawal, paying attention, and
atypical. The applicat ion can be used to determine whether Scott is improving in his
behaviors both at home and school. Usually, the test can be suitable for showing
changes concerning his interruption and taking act ions without so many thoughts on
it . It would also measure the level of depression and help determine whether his
moods are better by remaining calm and not being easily frustrated and upset.
Considering that the test is applicable in all issues that Scott is experiencing, any
change that he might encounter. Behavior Assessment Scale for Children (BASC) uses
standardized behavior rat ing scales (Pierangelo & Giuliani, 2017). As a result , it
minimizes the variability of the information obtained as well as ensuring assessing the
appropriate target behaviors. It also reduces subject ivity while making decisions, thus
increasing its reliability.
Recommendations:
Based on information and assessment results in the study, in 100-250 words, include
3-4 total, specific recommendations to manage Scott’s behavior for the school,
teachers, and parent, keeping information about Scott and his best interest in mind
and in guiding educational decisions.
Recommendations to the School
1. Scott should be referred for a part icular education review based on the outcome of
the tests, analysis of the records, and observations to determine if he has a
disability.
2. Scott should be reviewed for Occupational Therapy to help in improving his
exceptional motor ability and sensory processing to keep him from his act ing
behaviors.
3. The school should review Scott’s case and provide one-on-one inst itut ional support
academically and in behavioral management.
4. A Functional Behavioral Analysis should be conducted to create, and execute
Behavioral interventions plan to be followed by Scott and his teachers.
Recommendations to the teacher:
1. Utilize t imer reminders and countdowns to help Scott transit ion into non-preferred
activit ies to help build anticipatory reactions and readiness.
2. Ensure Scott has differentiated act ivit ies to accommodate for writ ing delays so
that Scott does not feel overwhelmed with typical lessons. Thus, Scott can have
support for performing the task requested.
3. Allow Scott to resubmit work without penalty and help to correct problems so that
Scott is aware of the correct way to complete the assignment and can build
Spelling mistak…: interruptive interruption
Student: Submitted to Grand Canyon University 1…
Student: Submitted to Grand Canyon University 0…
obtain (get): obtained get
Student: Submitted to Grand Canyon University 2…
Student: Submitted to Grand Canyon University 0…
Student: Submitted to Grand Canyon University 0…
Student: Submitted to Grand Canyon University 0…
appropriate reactions to correct ions.
Recommendation to the parent:
1. Use posit ive behavioral reinforcement with Scott at home to provide consistency
between home and school behavioral interventions. When Scott preforms a
requested act ivity correct ly and without hesitat ion, reward with praise and
encouragement or preferred act ivit ies.
2. Encourage Scott to part icipate in excellent motor act ivit ies like coloring, beading,
or drawing at home to make learning act ivit ies fun. Scott would not feel that it is
difficult but receives practice in an area of improvement.
3. Talk about Scott ‘s day at school in detail. Parents should have Scott narrate his day
from beginning to end, discussing problems and celebrating success to identify his
areas of strength and improvement. Hence, he can understand how to adjust his
behavior or take pride in his success.
4. Sit down with Scott one on one and help him with any unfinished work or homework
due back at school the next day, so that Scott receives support in difficult academic
tasks.
Rationale:
In 150-250 words, just ify your choices as an advocate for Scott. Make sure to explain
how your summary, goals, assessment methods, and recommendations minimize bias
and advocate for Scott ‘s needs. Support your choices with 2-3 scholarly resources.
The recommendations made to parents, the teacher, and the school advocate for
Scott ‘s needs in many ways. These recommendations made are from best practice
approaches that ensure Scott gets every opportunity to change his behavior and
succeed. Many of these recommendations are made based on a posit ive
reinforcement approach, which benefits Scott in many ways. “Posit ive reinforcement
works by presenting a motivating item, so then the person is motivated to finish the
task assigned to them.” (Posit ive Psychology, 2016) These types of approaches allow
Scott to have clear and concise expectations, not only in school but at home as well.
Test ing notes and the observer noted that Scott would only test or part icipate if he
was motivated to do so. Posit ive reinforcement approaches, like token boards,
behavior charts, and sensory input, are all forms of helping the student find their
motivation. To remove bias and ensure that Scott ‘s needs are advocated for, it was
recommended Scott to receive further assessed for Special Education. This would
allow for more individuals to determine Scott ‘s needs and determine an appropriate
plan of act ion. The school needs to determine if Scott not only has a disability but if
that disability requires special education. (Learning Disabilit ies Associat ion, 2018)
These types of plans manifest in the form of Behavior Intervention Plans and services
to address not only behavioral support but skill support like occupational therapy to
help underdeveloped skills. The implementation of these recommendations would
support Scott within the classroom and at home in learning appropriate ways to
behave as well as completing non-preferred academic tasks.
Student: Submitted to Grand Canyon University 0…
Student: Submitted to Grand Canyon University 0…
Student: Submitted to Grand Canyon University 0…
Student: Submitted to Grand Canyon University 1…
Student: Submitted to Grand Canyon University 1…
Parents Collaboration and Conference Plan
Compose a 250-500 word plan explaining the Summary, Goals, Assessments, and
Recommendations sections to Scott’s parents in easy-to-understand language.
Support your explanations with data analyses, sharing how assessment information
led to educational decisions with colleagues, and collaborating with his parents to
promote student success.
In addit ion, anticipate possible concerns his parents may have, addressing each with
applicable strategies. Conclude your plan with recommendations to meet again with
his parents to assess and discuss Scott’s progress.
Good morning Mr. and Mrs. Smith. We are here today to talk about Scott and develop
a plan to enhance both his educational life and his home life as well. Is there anything
you would like to share with me about Scott before we start? Any recent changes at
home or maybe in his day to day life that you think could be affect ing him?
Well if you can think of anything else let me know. At this point in reviewing all of
Scott ‘s test scores and his classroom observations, we see the behavior challenges
within the classroom sett ing. As observed, writ ing act ivit ies and group activit ies are a
trigger for Scott ‘s behaviors in the classroom. Looking over the results of his Motor
Proficiency assessment, there are delays in his visual-motor skills; direct ly related to
his improper pencil grasp and t ight hold.