Comprehensive Report: Summary and Recommendations
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Melissa Bright
ScottSmithAssessmentandRecommendations week7.doc
Summary 2340 Words
Melissa Bright
Scott Smith Assessment and Recommendations
Summary:
In 100-200 words, summarize the psychological report. Include specific data and
observation information that will help guide Scott’s educational goals.
Scott, who is six years old, is in the first grade. The parents and teachers referred him
to have behavioral concerns for aggression, atypical behavior, hyperactivity, and failing
to follow instruct ions or even engage in the writ ing act ivit ies while he is in class. The
mother stated that Scott was born after a typical 40-weeks pregnancy and that he
did not develop any problems of concern. The developmental milestones of children
were reached and attained within the normal range if gross language and motor;
although he has poor coordination of the fine motors.
Scott 's parents consider his behavior while at home as compliant and quiet. On the
other hand, teachers describe him as aggressive and non-compliant. They also add
that he is in level with his peers. However, they st ill consider it challenging to gauge
him against the rest of his peers due to his non-compliance behavior. Usually, Scott
prefers being in alone act ivit ies, he stares off, while at the same t ime experiencing
frequent mood swings. His non-compliant behavior is exhibited during writ ing or
events that Scott does not like.
During the tests, there were frequent cases of complaints on fat igues on hands,
demonstrat ion of sensit ivity to mult i-sensory processing, auditory processing
vestibular processing, oral processing, and engaging in the behavior of sensory
seeking. Generally, all these issues were assumed to be interfering with Scott’s class
part icipation.
Goals:
Write one behavioral goal related to classroom behavior and one social/emotional goal
related to peer interaction. Goals must be measurable and include how to address the
target behaviors with a replacement behavior.
Behavioral Goal:
· The treatment aims to ensure that by the end of one month of intervention, Scott
will be able less aggressive and be more willing to engage in in-class act ivit ies.
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· Social Goal:
By the end of the intervention for one month, Scott is expected to become more
interruptive with others in the school.
Assessments:
In 150-250 words, identify one informal or formal assessment method for measuring
Scott’s progress with his behavioral and social/emotional goals. Briefly explain why the
assessment is appropriate for progress monitoring, including how bias is minimized.
The Behavior Assessment Scale for Children (BASC) was used in measuring issues to
do with hyperactivity, aggression, depression withdrawal, paying attention, and
atypical. The applicat ion can be used to determine whether Scott is improving in his
behaviors both at home and school. Usually, the test can be suitable for showing
changes concerning his interruption and taking act ions without so many thoughts on
it . It would also measure the level of depression and help determine whether his
moods are better by remaining calm and not being easily frustrated and upset.
Considering that the test is applicable in all issues that Scott is experiencing, any
change that he might encounter. Behavior Assessment Scale for Children (BASC) uses
standardized behavior rat ing scales (Pierangelo & Giuliani, 2017). As a result , it
minimizes the variability of the information obtained as well as ensuring assessing the
appropriate target behaviors. It also reduces subject ivity while making decisions, thus
increasing its reliability.
Recommendations:
Based on information and assessment results in the study, in 100-250 words, include
3-4 total, specific recommendations to manage Scott’s behavior for the school,
teachers, and parent, keeping information about Scott and his best interest in mind
and in guiding educational decisions.
Recommendations to the School
1. Scott should be referred for a part icular education review based on the outcome of
the tests, analysis of the records, and observations to determine if he has a
disability.
2. Scott should be reviewed for Occupational Therapy to help in improving his
exceptional motor ability and sensory processing to keep him from his act ing
behaviors.
3. The school should review Scott’s case and provide one-on-one inst itut ional support
academically and in behavioral management.
4. A Functional Behavioral Analysis should be conducted to create, and execute
Behavioral interventions plan to be followed by Scott and his teachers.
Recommendations to the teacher:
1. Utilize t imer reminders and countdowns to help Scott transit ion into non-preferred
activit ies to help build anticipatory reactions and readiness.
2. Ensure Scott has differentiated act ivit ies to accommodate for writ ing delays so
that Scott does not feel overwhelmed with typical lessons. Thus, Scott can have
support for performing the task requested.
3. Allow Scott to resubmit work without penalty and help to correct problems so that
Scott is aware of the correct way to complete the assignment and can build
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appropriate reactions to correct ions.
Recommendation to the parent:
1. Use posit ive behavioral reinforcement with Scott at home to provide consistency
between home and school behavioral interventions. When Scott preforms a
requested act ivity correct ly and without hesitat ion, reward with praise and
encouragement or preferred act ivit ies.
2. Encourage Scott to part icipate in excellent motor act ivit ies like coloring, beading,
or drawing at home to make learning act ivit ies fun. Scott would not feel that it is
difficult but receives practice in an area of improvement.
3. Talk about Scott 's day at school in detail. Parents should have Scott narrate his day
from beginning to end, discussing problems and celebrating success to identify his
areas of strength and improvement. Hence, he can understand how to adjust his
behavior or take pride in his success.
4. Sit down with Scott one on one and help him with any unfinished work or homework
due back at school the next day, so that Scott receives support in difficult academic
tasks.
Rationale:
In 150-250 words, just ify your choices as an advocate for Scott. Make sure to explain
how your summary, goals, assessment methods, and recommendations minimize bias
and advocate for Scott 's needs. Support your choices with 2-3 scholarly resources.
The recommendations made to parents, the teacher, and the school advocate for
Scott 's needs in many ways. These recommendations made are from best practice
approaches that ensure Scott gets every opportunity to change his behavior and
succeed. Many of these recommendations are made based on a posit ive
reinforcement approach, which benefits Scott in many ways. "Posit ive reinforcement
works by presenting a motivating item, so then the person is motivated to finish the
task assigned to them." (Posit ive Psychology, 2016) These types of approaches allow
Scott to have clear and concise expectations, not only in school but at home as well.
Test ing notes and the observer noted that Scott would only test or part icipate if he
was motivated to do so. Posit ive reinforcement approaches, like token boards,
behavior charts, and sensory input, are all forms of helping the student find their
motivation. To remove bias and ensure that Scott 's needs are advocated for, it was
recommended Scott to receive further assessed for Special Education. This would
allow for more individuals to determine Scott 's needs and determine an appropriate
plan of act ion. The school needs to determine if Scott not only has a disability but if
that disability requires special education. (Learning Disabilit ies Associat ion, 2018)
These types of plans manifest in the form of Behavior Intervention Plans and services
to address not only behavioral support but skill support like occupational therapy to
help underdeveloped skills. The implementation of these recommendations would
support Scott within the classroom and at home in learning appropriate ways to
behave as well as completing non-preferred academic tasks.
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Parents Collaboration and Conference Plan
Compose a 250-500 word plan explaining the Summary, Goals, Assessments, and
Recommendations sections to Scott’s parents in easy-to-understand language.
Support your explanations with data analyses, sharing how assessment information
led to educational decisions with colleagues, and collaborating with his parents to
promote student success.
In addit ion, anticipate possible concerns his parents may have, addressing each with
applicable strategies. Conclude your plan with recommendations to meet again with
his parents to assess and discuss Scott’s progress.
Good morning Mr. and Mrs. Smith. We are here today to talk about Scott and develop
a plan to enhance both his educational life and his home life as well. Is there anything
you would like to share with me about Scott before we start? Any recent changes at
home or maybe in his day to day life that you think could be affect ing him?
Well if you can think of anything else let me know. At this point in reviewing all of
Scott 's test scores and his classroom observations, we see the behavior challenges
within the classroom sett ing. As observed, writ ing act ivit ies and group activit ies are a
trigger for Scott 's behaviors in the classroom. Looking over the results of his Motor
Proficiency assessment, there are delays in his visual-motor skills; direct ly related to
his improper pencil grasp and t ight hold.
The evaluator noticed he has low tone in his shoulders, which could be causing him
fatigue after writ ing, which explains avoidance of writ ing assignments. For Scott to be
successful in writ ing, we are going to work on developing those muscles for
appropriate grasp and hold. The evaluator noted that some other processing
components could be coming into play where his vest ibular, auditory and mult i-
sensory skills are concerned. Vestibular input, noise, and many things going on at once
can be distractors or triggers for his inappropriate behavior in class. This could explain
why at home, he displays a more quiet and compliant nature than at school. Home is
comfortable and more subdued compared to a class of act ive peers. Scott seeks out
sensory input to offset these st imuli in the classroom. In all other tested areas of
intelligence and gross motor control, Scott scored average, and above average, so
we are doing great!
Some recommendations made for Scott to be carried out by the school was to
assess him further, possibly having a disability that requires special education
services. This would help us place some interventions in the classroom behaviorally
and academically so that Scott can better succeed. Creating a behavioral intervention
plan and assessing for OT therapy were also on the list to better support Scott 's
delayed fine motor skills. The goal is to get him comfortable with writ ing, so we don't
see those behaviors from him as often. The teacher should allow Scott more t ime to
complete work at no penalty and allow t ime for sensory input breaks to establish a
secure feeling before dong the next task. Thus, they will help ground Scott 's sensory
needs and curb unwanted behaviors in the classroom. Posit ive reinforcement
behavioral approaches were suggested to help create clear and concise expectations
for Scott to follow through with. Behavior charts, visual aids, and token boards are all
great motivators for Scott to complete academic tasks, earn rewards, and better
model expected behavior. We think that these interventions could benefit Scott and
help put him on the path to success with us!
Do you have any questions?
Is there anything you thought of during the meeting that you want to add?
I appreciate you both being such advocates for Scott; I think we have a great start in
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gett ing Scott on that path to success! Please let me know if you have anything to
add if you think of it later. I am always here to help!
Take Home Activity:
In addit ion, create a 125-250 word take home activity for Scott’s parents, consistent
with your recommendations. Using encouraging, support ive language, outline a
minimum of two engaging at-home strategies for student behavior and
social/emotional improvement, considering historical and family backgrounds.
Activity:
What it should look like:
Why?
Activity R1eward System
Institute a posit ive reinforcement system for chores or act ivit ies needed to be done
at home to work towards a reward. Work together to determine t tokens the number
of the emblems necessary to earn that reward and to what level does it need to be
completed.
This helps create a consistent behavioral approach, which is being used at school for
Scott. With the consistency between home and school, Scott will be able to perform
to meet elaborate, concise, and appropriate expectations.
Fine Motor Game Activit ies
Sit down for twenty to thirty minutes a day and work on fine motor building act ivit ies
like drawing, paint ing, cutt ing, beading, or lacing. Make these act ivit ies fun for Scott
so that it doesn’t feel like work, but a fun game to part icipate in with his parents. Use
this opportunity to demonstrate proper pencil grasps, appropriate movement, and to
build stamina. Encourage him with posit ive reinforcement, words of praise, and
excitement!
This will help refine Scott 's fine motor skills that need support. This will ult imately help
with his t ight pencil grasp, improper pencil grasp, and lack of stamina when writ ing.
Making the act ivity fun not only supports Scott with fine motor skills and keeps him
motivated but allows him to build fun memories with you!
Activity:
What it should look like:
Why?
Activity R1eward System
Institute a posit ive reinforcement system for chores or act ivit ies needed to be done
at home to work towards a reward. Work together to determine t tokens the number
of the emblems necessary to earn that reward and to what level does it need to be
completed.
This helps create a consistent behavioral approach, which is being used at school for
Student: Submitted to Grand Canyon University 1…
Scott. With the consistency between home and school, Scott will be able to perform
to meet elaborate, concise, and appropriate expectations.
Fine Motor Game Activit ies
Sit down for twenty to thirty minutes a day and work on fine motor building act ivit ies
like drawing, paint ing, cutt ing, beading, or lacing. Make these act ivit ies fun for Scott
so that it doesn’t feel like work, but a fun game to part icipate in with his parents. Use
this opportunity to demonstrate proper pencil grasps, appropriate movement, and to
build stamina. Encourage him with posit ive reinforcement, words of praise, and
excitement!
This will help refine Scott 's fine motor skills that need support. This will ult imately help
with his t ight pencil grasp, improper pencil grasp, and lack of stamina when writ ing.
Making the act ivity fun not only supports Scott with fine motor skills and keeps him
motivated but allows him to build fun memories with you!
References
Learning Disabilit ies Associat ion. (2018). Parents. Retrieved from
https://ldaamerica.org/eligibility-determining-whether-a-child-is-eligible-for-special-
education-services/
Pierangelo, R., & Giuliani, G. A. (2017). Assessment in special education: A practical
approach. Boston: Pearson.
Posit ive Psychology. (2018, November 22). Posit ive Reinforcement: Changing the
Behavior of Children For The Better. Retrieved from
https://posit ivepsychologyprogram.com/posit ive-reinforcement/
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