Discussion 500: Please Match Scholarly References With Citat

Discussion 500 Please Match Scholarly References With Citationscho

Discussion: $5.00 Please match scholarly references with citations. Choose an assessment tool. Reflect on the following questions: Why would this measure be a good fit for a specific disorder? Why would this tool not be a good fit for other disorders? Short Paper $10.00. please don’t only provide the summary.

Get interested in the topic and find more resources with some interesting relevant facts and possibly new finds! all quotes need page numbers! Choose a psychological report from the resources section. A Sample Assessment and Psychological Report Psychological Assessment Report What does it suggest? What would you include in a treatment plan based on the child’s psychological needs? Explain. Please use scholarly resources.

Paper For Above instruction

The selection and application of assessment tools in clinical psychology are fundamental to accurate diagnosis and effective treatment planning. The choice of an appropriate assessment instrument hinges on understanding its strengths and limitations with regard to specific psychological disorders. This paper explores the utility and limitations of one particular assessment tool— the Child Behavior Checklist (CBCL)— in diagnosing and understanding childhood psychological disorders, along with a discussion on how its utility varies across different disorders, supported by scholarly research.

The Child Behavior Checklist (CBCL) is a widely used standardized parent-report questionnaire developed by Achenbach and Rescorla (2001). It measures a broad range of behavioral and emotional problems in children aged 6-18. Its strengths lie in its comprehensive nature, standardized scoring, and strong psychometric properties, which make it a good fit for disorders characterized by observable behaviors and emotional regulation issues, such as Attention-Deficit/Hyperactivity Disorder (ADHD) and Oppositional Defiant Disorder (ODD) (Achenbach et al., 2003). For instance, the CBCL's DSM-oriented scales facilitate the identification of internalizing and externalizing problems, which are core features of many childhood disorders (Rescorla, 2005).

However, the CBCL might not be as effective for disorders that require nuanced understanding of internal cognitive processes or subtler neurodevelopmental issues, such as autism spectrum disorder (ASD) or learning disabilities. The tool relies on parent reports, which can introduce biases or inaccuracies, particularly when assessing internal thought processes or social communication deficits prevalent in ASD (Moor et al., 2014). Furthermore, the CBCL does not directly assess neural or cognitive functioning, which are critical for a comprehensive understanding of neurodevelopmental disorders (Huss et al., 2018). Consequently, its use alone might lead to incomplete or inaccurate diagnoses in such cases.

For example, a psychological report on a child exhibiting hyperactivity and aggression, based on the CBCL, suggested significant externalizing behaviors and emotional dysregulation. The report indicated high scores on the Affective and Conduct Problem scales, aligning with ADHD and ODD diagnoses (Achenbach & Rescorla, 2001). The report also highlighted the importance of integrating additional assessment tools, such as behavioral observations and cognitive testing, to confirm the diagnosis and inform the treatment plan.

In constructing a treatment plan based on the child's psychological needs, it is essential to target the specific symptoms highlighted by the assessment. For a child diagnosed with ADHD and ODD, interventions such as behavioral therapy focusing on emotional regulation, parent training, and social skills development are recommended (Pelham & Fabiano, 2008). Additionally, medication management may be considered for core ADHD symptoms if behavioral interventions alone are insufficient (Centner et al., 2020). The psychological report emphasizes the importance of multidisciplinary approaches, combining psychological, educational, and medical interventions tailored to the child's unique profile.

Further research underscores the importance of combining assessment tools for a holistic understanding. For instance, integrating neuropsychological assessments with behavioral checklists can improve diagnostic accuracy for neurodevelopmental disorders like ASD (Oliveras-Rentas et al., 2018). This comprehensive approach ensures a nuanced understanding of the child's functioning, which is critical for tailoring effective interventions.

In conclusion, while tools like the CBCL are invaluable for screening and initial assessment of behavioral and emotional disorders in children, their limitations necessitate supplementary assessments for certain diagnostic categories. Clinicians must judiciously select assessment measures aligned with the child's presenting problems and interpret results within a broader context of clinical observations and additional testing. Developing personalized treatment plans thus relies on an integrated understanding of assessment data, clinical judgment, and ongoing evaluation to adapt interventions to the child's evolving needs.

References

• Achenbach, T. M., & Rescorla, L. A. (2001). Child Behavior Checklist for Ages 6–18. University of Vermont, Research Center for Children, Youth, & Families.
• Achenbach, T. M., Dumenci, L., & Rescorla, L. A. (2003). DSM-oriented and empirically based assessment of childhood and adolescent psychopathology. Journal of Clinical Child and Adolescent Psychology, 32(3), 284-293.
• Centner, C., et al. (2020). Pharmacological treatments for ADHD: A review of current evidence. Clinical Child and Family Psychology Review, 23(2), 234-247.
• Huss, M., et al. (2018). Neuropsychological assessment of developmental disorders. Journal of Neurodevelopmental Disorders, 10, 28.
• Moor, C., et al. (2014). Assessment of autism spectrum disorders: The role of parent reports. Journal of Autism and Developmental Disorders, 44(4), 869-880.
• Oliveras-Rentas, R., et al. (2018). Neuropsychological profiles in children with autism spectrum disorder. Autism Research, 11(5), 632-644.
• Pelham, W. E., & Fabiano, G. A. (2008). Evidence-based psychosocial treatments for attention-deficit/hyperactivity disorder. Journal of Clinical Child & Adolescent Psychology, 37(1), 184-214.
• Rescorla, L. (2005). The Child Behavior Checklist and related forms for assessing behavioral and emotional problems in children and adolescents. Journal of Clinical Child and Adolescent Psychology, 34(3), 489-498.