Directions: Read The Following Discussion And Respond

Directions Read The Following Discussion And Respond Cite References

Read the following discussion and respond. Cite references using APA format.

Paper For Above instruction

The discussion provided centers around devising appropriate assessment strategies for a young child, Andy, who exhibits behavioral challenges such as withdrawal from social interactions, frequent falling, and destructive behaviors. It emphasizes selecting suitable neuropsychological tests based on the child's age, cognitive profile, and specific behavioral concerns, highlighting the importance of standardized, validated assessment tools to inform intervention planning.

To comprehensively evaluate Andy's functioning, a multidisciplinary, layered assessment approach incorporating measures of executive function, personality, adaptive behavior, and cognitive abilities is essential. The appropriate selection of tests aligns with empirical standards and guidelines for psychological assessment, ensuring accuracy, appropriateness for the child's developmental level, and ethical compliance.

Evaluation of Executive Functioning

Given Andy’s behavioral presentation, assessing executive functions is fundamental. The Behavior Rating Inventory of Executive Function (BRIEF) is an ideal instrument for this purpose, as it is normed for children aged 5-18 years and provides insights into cognitive flexibility, inhibitory control, planning, and organization. Using a questionnaire completed by parents and teachers, the BRIEF offers a practical approach to understanding how executive dysfunction might contribute to his behavioral issues (Fitzpatrick & Schraw, 2003). This tool helps delineate specific deficits, guiding targeted interventions, such as behavioral regulation strategies or organizational supports.

Assessment of Personality and Adaptive Behaviors

Evaluating personality traits and adaptive functioning involves selecting instruments that can capture personality characteristics beyond observable behaviors. The Personality Inventory for Children, Second Edition (PIC-2), is suitable for children aged 5 to 19, as it contains scales that measure antisocial tendencies, social competence, and emotional regulation (WPS, 2017b). Its multi-informant approach, incorporating reports from parents and teachers, enhances the reliability and contextual understanding of personality traits that may influence the child's social and emotional functioning.

Assessing adaptive behaviors requires a measure that captures self-care, socialization, leisure skills, safety awareness, and motor skills. The Adaptive Behavior Assessment System, Third Edition (ABAS-3), is widely used for this purpose. This instrument provides comprehensive developmental data, which can identify specific areas of delay or strength that impact Andy’s daily functioning (Henington & Wu, 2017). Such information is vital for designing personalized interventions, including social skills training or safety education.

Cognitive Evaluation

Cognitive assessment offers valuable insights into Andy’s mental processing capabilities, strengths, and weaknesses. The Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V), is regarded as a gold-standard tool for measuring intellectual functioning in children aged 6-16. It provides a profile of verbal comprehension, visual-spatial skills, working memory, processing speed, and overall IQ scores, informing decisions about learning supports or special intervention needs (Pearson Education, 2017).

Neuropsychological Assessment

In addition to standardized tests, a neuropsychological evaluation can elucidate underlying neurological factors contributing to Andy’s behavior. The NEPSY-Second Edition (NEPSY-II) is specifically designed for children aged 3-16 and assesses a range of neuropsychological domains, including executive functions, social perception, language, and sensory-motor skills (D’Amato, Titley, & Napolitano, 2010). The subtests available within NEPSY-II allow for flexible administration, targeting specific concerns such as interpersonal skills and behavioral regulation, which are pertinent given Andy’s presentation.

Professional and Ethical Considerations

Adherence to ethical standards set by the American Educational Research Association (AERA), American Psychological Association (APA), and the National Council on Measurement in Education (NCME) underscores the responsibility of test administrators to choose appropriate assessments. Standard 9.2 emphasizes evaluating test suitability for the target population, which was neglected by Dr. Pride in selecting the Brief Neuropsychological Cognitive Examination (BNCE), intended for adults over 18. Instead, the NEPSY-II aligns with professional standards, being validated across relevant age ranges and suitable for neuropsychological profiling in children.

Furthermore, Standard 9.13 advocates for a comprehensive interpretative process, including record reviews and behavioral observations, to contextualize test scores. Multi-informant reports enhance the validity of assessment findings and help inform tailored intervention plans. Failure to incorporate such data could lead to misdiagnosis or ineffective interventions.

Conclusion

In sum, appropriate assessment of Andy necessitates a multidimensional battery of standardized measures, selected based on age, behavioral concerns, and ethical guidelines. These assessments will provide a comprehensive understanding of his neuropsychological functioning, guiding targeted and effective intervention strategies to address his behavioral challenges and support his developmental trajectory.

References

• American Educational Research Association, American Psychological Association, & National Council on Measurement in Education. (2014). Standards for educational and psychological testing. Washington, DC: American Educational Research Association.
• Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
• D’Amato, R. C., Titley, J., & Napolitano, S. A. (2010). In R. A. Spies, J. F. Carlson, & K. F. Geisinger (Eds.), The eighteenth mental measurements yearbook. Lincoln, NE: Buros Center for Testing.
• Fitzpatrick, C., & Schraw, G. (2003). Behavior Rating Inventory of Executive Function, BRIEF. In B. S. Plake, J. C. Impara, & R. A. Spies (Eds.), The fifteenth mental measurements yearbook. Lincoln, NE: Buros Center for Testing.
• Henington, C., & Wu, T. (2017). Adaptive Behavior Assessment System, Third Edition. In J. F. Carlson, K. F. Geisinger, & J. L. Jonson (Eds.), The twentieth mental measurements yearbook. Lincoln, NE: Buros Center for Testing.
• Pearson Education. (2017). Wechsler Intelligence Scale for Children - Fifth Edition (WISC-V). Retrieved from https://www.pearsonclinical.com
• WPS. (2017a). Brief Neuropsychological Cognitive Examination (BNCE). Retrieved from https://www.wpspublish.com
• WPS. (2017b). Personality Inventory for Children, Second Edition (PIC-2). Retrieved from https://www.wpspublish.com