I Have Submitted A Rough Draft And Received Feedback From PR ✓ Solved

I Have Submitted A Rough Draft And Received Feedback From Professor Pl

I Have Submitted A Rough Draft And Received Feedback From Professor Pl

The assignment involves synthesizing comprehensive psychological evaluation data of Arthur A., a 12-year-old male in middle school, into a formal report. The report must include background information, observations, test results, parent and teacher rating scales, projective testing, and ethical considerations. The narrative should be supported with scholarly references, adhere to APA standards, and avoid diagnostic phrasing inconsistent with DSM-5 guidelines. The report aims to demonstrate understanding of clinical assessment processes, psychometric interpretation, and ethical principles guiding assessments.

Sample Paper For Above instruction

Introduction and Background Information

Arthur A. is a 12-year-old male student in middle school presenting with behavioral, attentional, and academic challenges. His background includes medical history, family environment, and baseline behaviors observed at home. His behaviors vary across natural and contrived settings; at the park (natural setting), Arthur exhibits typical social behavior without judgment, whereas in school (contrived setting), he displays inattentiveness and oppositional behaviors that disrupt learning. His familial setting is characterized by supportive yet stressful interactions, notably increased argumentative behavior at home leading to family distress. These observations are vital for contextualizing his functioning across environments and understanding the consistency or discrepancies between behaviors observed by parents and teachers.

Behavioral Observations and Relation to Referral Question

In evaluating how observed behaviors relate to the referral question, it is essential to compare behaviors reported by parents and teachers. Teachers note Arthur’s inattentiveness, difficulty sustaining focus, and disruptive conduct in class, resulting in underperformance. Conversely, parents report increased oppositional and argumentative behaviors at home, times when academic struggles may be compounded by emotional or family dynamics. The similarities indicate consistent attentional and behavioral issues across settings, corroborating the referral concerns. Discrepancies, such as Arthur’s relatively better behavior at home or specific circumstances triggering oppositionality, help delineate situational factors versus pervasive difficulties. This comparison directs the assessment towards possible neurodevelopmental or emotional regulation challenges requiring targeted interventions.

Classroom Observation Findings

During the observation in Arthur’s English class, several behaviors indicative of ADHD emerged. He demonstrated difficulties maintaining attention, frequently off-task, and displayed impulsive responses, sometimes disrupting peer activities. His level of academic involvement was variable, with moments of engagement interspersed with inattentive episodes. These observations are consistent with deficits in sustained attention and executive functioning, supporting the possibility of Attention-Deficit/Hyperactivity Disorder (ADHD). The naturalistic setting provided vital data on his strengths, such as areas where he focused well temporarily, and challenges, notably his distractibility, which impair academic success. Such data justify further psychometric assessment for attentional deficits.

Projective Testing and Drawing Results

Arthur was asked to draw a person as part of a projective assessment aimed at reducing defensiveness and fostering rapport. Instead of drawing a human figure, he produced an abstract shape, which diverged from expectations. This opposition may suggest resistance, difficulty expressing emotions, or underlying internal conflicts. The drawing task, embedded in a structured assessment setting, aims to bypass conscious defense mechanisms but can also be influenced by the child's understanding of expectations. Interpreting this unusual response involves considering possible emotional dysregulation or dissociation from typical self-representation, warranting further psychological exploration.

IQ and Academic Achievement Assessment

Arthur completed the WISC-IV, which assesses various cognitive domains. His scores on the Verbal Comprehension Index (VCI) and Perceptual Reasoning Index (PRI) fell within the average range, indicating typical reasoning and verbal skills. However, working memory and processing speed indices were below average, revealing challenges in holding information temporarily and processing information rapidly. Paraphrasing from page 3, his WISC-IV scores suggest that while his verbal reasoning and perceptual skills are intact, deficits in working memory and processing speed may contribute to academic difficulties. Similarly, the WIAT-II scores (page 4) indicate weaknesses in reading comprehension and mathematical fluency, aligning with observed academic underachievement. These scores support a profile of learning difficulties linked to processing inefficiencies rather than general intelligence deficits.

Parent Report and Psychometric Validity

The BASC-2 Parent Rating Scale (pages 4-5) reflects maternal perceptions of Arthur’s behaviors. Scores suggest clinically significant concerns related to emotional distress, inattention, and behavioral problems, contributing to risk assessment. Page 8 discusses risk factors, evaluating the likelihood of a neurodevelopmental disorder. The validity and reliability of the BASC-2 are reinforced by the consistency of maternal reports with observed behaviors and psychometric properties. The report’s structured format ensures objectivity, and high internal consistency indicates reliability of parental input, critical for clinical decision-making.

Teacher Rating Scale and Discrepancies

The BASC-2 Teacher Rating Scale (pages 4, 5, 7) offers an external perspective on Arthur’s academic and behavioral functioning. Results mirror some parent-reported concerns but also highlight discrepancies, such as teachers noting less oppositional behavior but more evident attention issues. Page 8 discusses how the teacher’s input influences diagnostic considerations and intervention planning. These data highlight the importance of multi-informant assessment, with divergence necessitating a nuanced understanding of contextual factors. Recommendations on page 9 suggest environmental modifications and classroom strategies to support Arthur’s learning needs.

Test Observations and Ethical Considerations

During testing, Dr. Saxe observed Arthur’s engagement, responsiveness, and emotional demeanor. Arthur displayed signs of frustration when tasks became challenging, and some hesitancy during certain assessments indicative of emotional dysregulation or difficulty with task demands. Ethical principles from the APA (2017) emphasize informed consent, confidentiality, and the use of current, validated assessment tools. Key codes of ethics relevant to this assessment include Maintaining Competency (9.03), Respect for People (9.04), and Responsibility to the Profession (9.08). Ensuring validity of results, sharing findings responsibly with family and educators, and avoiding outdated practices are paramount.

Conclusion and Clinical Implications

Integrating findings from behavioral observations, psychometric data, and multi-informant reports, the assessment points toward a clinical picture of attentional difficulties, emotional regulation challenges, and academic processing inefficiencies. Although not making a formal diagnosis here, the evidence aligns with a criterion-based evaluation suggestive of Attention-Deficit/Hyperactivity Disorder, predominantly inattentive presentation, with possible emotional regulation issues. These findings inform targeted interventions at school and home. Clinicians should remain vigilant to ethical standards, maintain assessment validity, and communicate findings effectively to support Arthur’s growth and development.

References

  • American Psychological Association. (2017). Ethical Principles of Psychologists and Code of Conduct. https://www.apa.org/ethics/code
  • Bass, J. D., & Scherer, M. J. (2020). Psychometric properties of the WISC-IV and WIAT-II. Journal of Pediatric Psychology, 45(3), 245-253.
  • Reynolds, C. R., & Kamphaus, R. W. (2015). Behavior Assessment System for Children, Second Edition (BASC-2): Manual. Pearson.
  • Silverman, L. B., & Weinfeld, J. P. (2018). Neuropsychological assessment of children with ADHD. Child Neuropsychology, 24(5), 585-601.
  • Schachar, R., & Tannock, R. (2019). Evaluation of attention deficits in children: Role of psychometric testing. Child Development Perspectives, 13(1), 5-10.
  • Shaw, P., & Rinehart, N. (2021). Cognitive and behavioral assessment in neurodevelopmental disorders. Developmental Neuropsychology, 46(2), 172-187.
  • Weiss, H. B., & Mirsky, A. F. (2020). Ethical considerations in pediatric psychological assessment. Pediatric Clinics of North America, 67(4), 835-851.
  • Zimmerman, I. L., & Wedell, D. H. (2017). The WIAT-II as an educational assessment tool. Educational Measurement: Issues and Practice, 36(2), 24-30.
  • Harvey, A. G., & Klein, D. (2019). Emotional regulation in children: Implications for assessment and intervention. Clinical Psychology Review, 73, 101778.
  • Johnson, C. N., & Evans, S. (2022). Multi-informant approaches in psychological assessment: Validity and reliability. Psychological Assessment, 34(1), 1-12.

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