Multidisciplinary Evaluation Team Meets Case Study Student S

Multidisciplinary Evaluation Team Met Case Studystudent Scottgrade

Multidisciplinary Evaluation Team (MET) Case Study Student: Scott Grade: 1st Age: 6 Background Information · Very small for his age, constantly in motion. · Usually looks very serious. When he is unhappy with something, he will scowl and make a high-pitched and long-lasting shriek; this happens 8-10 times every hour. · Asks many questions, such as “Why?†“Where did that come from?†“What does this mean?†· When engaged in something in which he has an interest, he becomes lively and animated and asks relevant questions as he is trying to figure out what is happening (lasts up to 7 minutes at a time). · Enjoys trains and collecting coins; likes to build things with Legos or Lincoln Logs. · Knows everything about local public buildings (city hall, library, schools) - number of windows and doors, when built, building materials, number of bricks each contains. · Developed very particular likes and dislikes with food, e.g., he will only eat white or light colored foods, and nothing can be mixed together; he refuses to eat meat and many vegetables and fruits. · Behavior problems surfaced about 15 months ago - easily frustrated, which resulted in throwing things, hitting, kicking, biting, and disrespect shown to parents, especially his mother. · Mother has used timeout chair – can take from 5 minutes to 2 hours for him to regain control. · Parents report that they do not take him out into the community, e.g., grocery store because of behavior.

One parent stays home with Scott while the other goes out to do errands. · Scott is extremely active. He stopped taking naps at the age of about 2½ and he cannot fall asleep until three or four hours after he is put to bed. He spends the time looking at books and playing with the toys in his room. As long as he stays in his room and is quiet, his parents leave a dim light on. · Lives with his parents and older sister. The family goes on recreational outings together, including summer camping trips and weekend trips to visit family in another area of Wisconsin. · Scott’s parents describe Scott as “interesting.†They have worked through many issues with their daughter (medical diagnosis of ADHD and bipolar disorder, she is not in special education) and feel that Scott will develop appropriate behaviors as time goes by. · Defiance is an issue – incidents 10-15 times per day of yelling, stomping his feet, throwing things if he does not get his way. · Scott will wander away from the yard – has gone up to six blocks away, crossing busy streets.

School History · Mother requested district screening when Scott turned 3 years old because he refused to follow rules, and would throw a tantrum when he could not get his way. Scott also showed a lack of interest in activities like coloring or drawing with markers or crayons, cutting paper, and repeating nursery rhymes. He would refuse to do these activities. · Parents did not want to consider district early childhood programming and enrolled him at a structured preschool at age 4. His day was subsequently shortened to 2 hours and his parents had to pick him up early 1-3 times per week because of behavior (yelling, screaming, and refusing to follow directions; would not participate in any activities that involved drawing, coloring, or writing). · Community summer programs were tried, but he was asked to leave because of behavior (ran out of the room, yelled, screamed, threw things). · During the summer before he started kindergarten, his parents did not enroll him in summer school. They planned many family activities, but Scott was not in any kind of a structured program. They report that the number of tantrums decreased to 1-2 per day. However, the tantrums were more severe with longer recovery time. · Placed in a blended kindergarten (5 special education and 11 regular education students with general kindergarten and special education teacher team)

Concerns/Reasons for Referral · Aggressive and disruptive behavior. Displays tantrums, which include kicking and hitting staff, screaming and throwing himself on the floor. Scott will also throw books and chairs at staff and other students. These behaviors occur 4-6 times daily within a two-hour period. · Unwillingness to follow directions for social or play activities. Scott says, “No,†or “I won’t." He often refuses to speak and sits with arms crossed and head down when not wanting to follow adult directives. He will also run and hide under a table. · Refuses to do any activities involving scissors, paper, pencil, crayons, or markers. · Isolates self in a corner or under a table during structured and unstructured activities. Note. Adapted from "Doing it Right: IEP Goals and Objectives to Address Behavior," by M. K. Oudeans and L. Boreson, 2002. © 2018. Grand Canyon University. All Rights Reserved.

Paper For Above instruction

The case study of Scott presents a comprehensive overview of a young child's behavioral, developmental, and academic challenges within a multidisciplinary framework. This examination highlights the importance of a holistic approach involving various professionals, including psychologists, educators, speech and language therapists, and occupational therapists, to address the complex needs of children exhibiting disruptive behaviors and developmental concerns.

Scott, a six-year-old first-grader, exhibits significant behavioral issues, including frequent tantrums, aggression, and withdrawal in structured settings. His background reveals a pattern of hyperactivity, stereotyped interests such as trains and coins, and a selective eating pattern. These behaviors, coupled with developmental delays and social-emotional difficulties, suggest the need for a detailed multidisciplinary evaluation to inform effective intervention strategies.

The child's early history indicates delayed social and communicative behaviors, resistance to participation in typical preschool activities, and escalating behavioral problems manifesting as defiance and aggression. His limited engagement in activities involving fine motor skills such as coloring, drawing, and cutting reinforces concerns about possible underlying developmental delay or neurobehavioral disorders.

From a behavioral perspective, Scott displays frequent disruptive episodes, including yelling, throwing objects, and aggression towards peers and adults. His refusal to comply with directions, withdrawal from social activities, and propensity to isolate suggest underlying emotional or behavioral disorders that require comprehensive assessment. Environmental factors, such as family dynamics and previous interventions, must be considered in the evaluation process.

A multidisciplinary team (MDT) approach is essential in diagnosing and planning interventions for Scott. This team should include a school psychologist to assess cognitive functioning and emotional status, a behavior specialist to develop behavior management strategies, and an occupational therapist to address sensory and motor concerns. Speech-language pathologists should evaluate communicative abilities and social language skills, given Scott's limited participation and questioning behaviors. Additionally, the involvement of an pediatrician or pediatric neuropsychologist might be crucial to rule out medical or neurological factors contributing to his behaviors.

Assessment processes should encompass formal assessments such as IQ testing, adaptive behavior scales, and standardized behavioral rating scales. Observations in naturalistic settings, including classroom and home environments, will provide valuable insights into Scott’s functional behavior across different contexts. It is also vital to gather comprehensive reports from parents and teachers regarding specific behavioral triggers, antecedents, and consequences to develop targeted intervention plans.

Interventions should be individualized, incorporating positive behavior support strategies, environmental modifications, and social skills training. Functional behavioral assessments (FBA) can identify the function of Scott's behaviors and inform targeted behavior intervention plans, emphasizing reinforcement of desired behaviors and minimizing reinforcement for problematic behaviors. Communication skills development is also essential, potentially involving speech-language therapy to improve expressive language and pragmatic skills.

Given Scott’s special interests, such as trains and building with construction toys, interventions can incorporate these interests to motivate engagement and teach social-emotional skills. For example, structured activities involving trains or building can be used to teach turn-taking, sharing, and problem-solving within a controlled environment.

Family involvement remains critical in the intervention process. Parent training programs can equip them with strategies to manage behaviors consistently and promote positive interactions at home. Collaboration between school personnel and family can ensure consistency and reinforce intervention goals across settings.

In conclusion, Scott's case exemplifies the complexity of evaluating and supporting children with behavioral and developmental concerns through a multidisciplinary approach. Early, comprehensive assessment and tailored interventions are essential for promoting positive developmental outcomes, minimizing maladaptive behaviors, and supporting his learning and social integration. Continuous monitoring and adjustment of intervention strategies will be vital as Scott progresses through educational and developmental milestones.

References

• Oudeans, M. K., & Boreson, L. (2002). Doing it right: IEP goals and objectives to address behavior. Grand Canyon University.
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