I have submitted a rough draft and received feedback from Professor please complete the assignment for Milestone 1 & 2 with suggested feedback along with added skills. Attached is a rough draft that has been submitted, feedback, rubric for the assignment. below is case study info.
- He is a 12 years old male boy in middle school. In this milestone and in psychological report writings, it is common to address his gender as this is a norm in all report writings.
1- Background Info: this contains all of his baseline behaviors, medical history, family settings and well-being at home. This document helps you to expand writing on the domain (II. Observations). A natural setting means that he is at the park and does whatever fitting and enjoyable for him, and behaves without being judged. A contrived setting would be that he knows what is expected of him but deliberately gets off task simply to annoy others in school. For the prompt question “How did the observed behaviors relate to the referral question?”, it means does his teachers and parents have similar observations of his impairments. You want to write what similarities and differences his parents vs. teacher notices about his behaviors (i.e. at school he is underperforming and displays inattentive behaviors which disrupts class, and at home he is getting more argumentative to the degree that there is family distress).
2- Classroom Observation: it tracks his behaviors and academic involvement in English class. It makes notable observations of possible attention deficit and behavioral deficits, and indications of a possible diagnosis in this realm. This observation was done in a natural setting, tracking his behavioral strengths, weaknesses and baseline.
3- Drawing: when a patient is instructed to draw it is called a projective test. He was instructed to draw a person but opposed to drew something else instead. Usually when drawing is embedded in a testing phase, it is meant to reduces a child’s defense system. It also puts Arthur in a position to not be as hesitant to participate and start building rapport with the psychologist doing the assessment. This can be a contrived situation because he knew what was expected of him but did something else.
4- IQ & Achievement: this report goes over his WISC-IV domains, scores and purpose of test to measure his abilities to think and reason. If you read it thoroughly, it explains what each domain measures and how they are scored among child development. Go to page 3 and paraphrase his WISC-IV scores. Then go to page 4 and paraphrase his WIAT-II scores because these scores measure his academic abilities.
5- Parent Report: the official title/name of this report is called “BASC-2 Parent Rating Scale” and is related to mother’s input about his behaviors; this is an official psych test and not an observation. When you summarize about this test on all milestones please use the formal psychological test’s name. Go to pages 4-5 as it summarizes his scores based on the mother’s perspective about Arthur. Page 8 focuses on risk factors and likeliness for him to be diagnosed with the disorder on this title page. Doing so gives you the merit to conjure a fitting diagnosis based on this evidence. Page 9 focuses on treatment recommendations so Arthur can make improvements at home and school. Side note: pages 10-16 are not needed for our milestone but are vital clinical info if mom denies any discrepancies. Any psychologist can go back to pages 9-16 to show the team how his mother provided input. This is not to denounce his mother in any way but also shows you how the test has validity and reliability. Questions are asked in the same way but the sentence structure/theme is just rearranged to ensure that the test maintains accuracy and deters bias.
***6- Test Results: this is the most comprehensive psychological report done by your boss, Dr. Saxe, and it includes core tests that Arthur participated on (i.e. WISC, WJ-IV, KTEA, BASC). Starting on page 2, look to the right of this report and review the ‘Classification’ scores. It notates Average, Below Average, etc. This will help you to see the test results in a better perspective and cuts out the clinical jargon.
7- Teacher Rating: the official test name is called the “BASC-2, Teacher Rating Scale” so please introduce the formal test name on all milestones. This is the BASC-2 version but coming from teacher’s perspective about his academic well-being. Read pages 4, 5, and 7 and summarize the results; there is one behavioral discrepancy that the teacher noted which does not align w/mother’s BASC-2 Parent Rating Scale. Although teachers can never diagnose a student, page 8 allows the teacher to see how their input on the test relates to a potential clinical diagnosis and/or related services. Page 9 are possible treatment recommendations how the school can further support Arthur on his academics. Side note: pages 10-17 are not needed for the milestone but in a real life meeting, if the teacher had a rebuttal then you can direct the team to look at the discrepancies. This also ensures reliability and validity, and deters testing bias.
8- Psy 335 Arthur A. Test Results Revised: do not use this file. This psychological report has the same info as (#6: Test Results) but just formatted shorter at 9 pages. I apologize for the duplicate.
9- Test observations: these are notes that the psychologist, Dr. Saxe, made about Arthur during the testing procedures. You are summarizing the outcomes about this observation into all milestones.
*NOTE 1: APA Ethical Principles of Psychologists & Code of Conduct: this website is linked in our mod 1 folder but can be easily accessed by clicking the hyperlink title instead. On the 4-2 prompt it asks you how the APA ethical codes relate to assessments. Scroll down to Section 9, review 9.01 to 9.11 then pick three notable ethical codes that best fits such as not using outdated tests, how results will be shared w/his family and school teachers, etc. 9.03 of Informed Consent does not apply on 4-2 as he already took the psych tests. The citation should be: (American Psychological Association, 2017); see my APA Cafe for the short-hand citation. Please do not regurgitate the same ethical themes you already mentioned on 2-2.
*NOTE 2: remember to cite at least 3 scholarly sources into 4-2.
*NOTE 3: on 4-2 do not reiterate any diagnostic findings as of yet even though the files above may imply it ongoing. Here is my rationale: in the DSM-5, we as clinicians are no longer diagnosing children with a Learning Disorder (i.e. Dyslexic, Mathematic Disorder, Reading Disorder, etc.); it was eliminated and recategorized as of 2013 and now lumped altogether. The new diagnosis is termed as (315.00) Specific Learning Disorder and there is only a sub-specification if the child has a disorder strictly related to reading, writing and math deficiencies. The term former term Learning Disability is also not a clinical diagnosis so it should not be implied nor written on any milestone. While I get that a K-12 educational team may use the term Learning Disability/Learning Disorder interchangeably to imply there is an academic deficit, it is not a clinical diagnosis nor does it have any bearing in the psychological testing process. The psychologist has to rationalize all clinical findings based on the test results that the patient, family and teacher produced, then summarize it. The psychologist also has to take ownership of the diagnosis and ensure that it is a valid DSM-5 diagnosis. On 6-2 we will formally diagnose him and it will be a graded requirement.
*NOTE 4: the piecing of 4-2 shows how well you can critically analyze by taking large chunks of data and conceptualize it into a summarized writing about the situation, then apply how psychometric properties are used to support Arthur. We are now analyzing all of the 7 psych tests, extracting the data, then summarizing the findings in a concise manner. The info on 4-2 will help you piece the puzzle together so that this milestone scales up towards 7-2.