I have submitted a rough draft and received feedback from Professor please complete the assignment for Milestone 1 & 2 with suggested feedback along with added skills. Attached is a rough draft that has been submitted, feedback, rubric for the assignment. below is case study info.
Arthur A.
- He is a 12 years old male boy in middle school. In this milestone and in psychological report writings, it is common to address his gender as this is a norm in all report writings.
1-
Background Info:
this contains all of his baseline behaviors, medical history, family settings and well-being at home. This document helps you to expand writing on the domain (II. Observations). A natural setting means that he is at the park and does whatever fitting and enjoyable for him, and behaves without being judged. A contrived setting would be that he knows what is expected of him but deliberately gets off task simply to annoy others in school. For the prompt question “How did the observed behaviors relate to the referral question?”, it means does his teachers and parents have similar observations of his impairments. You want to write what similarities and differences his parents vs. teacher notices about his behaviors (i.e. at school he is underperforming and displays inattentive behaviors which disrupts class, and at home he is getting more argumentative to the degree that there is family distress).
2-
Classroom Observation:
it tracks his behaviors and academic involvement in English class. It makes notable observations of possible attention deficit and behavioral deficits, and indications of a possible diagnosis in this realm. This observation was done in a natural setting, tracking his behavioral strengths, weaknesses and baseline.
3-
Drawing:
when a patient is instructed to draw it is called a projective test. He was instructed to draw a person but opposed to drew something else instead. Usually when drawing is embedded in a testing phase, it is meant to reduces a child’s defense system. It also puts Arthur in a position to not be as hesitant to participate and start building rapport with the psychologist doing the assessment. This can be a contrived situation because he knew what was expected of him but did something else.
4-
IQ & Achievement:
this report goes over his WISC-IV domains, scores and purpose of test to measure his abilities to think and reason. If you read it thoroughly, it explains what each domain measures and how they are scored among child development. Go to page 3 and paraphrase his WISC-IV scores. Then go to page 4 and paraphrase his WIAT-II scores because these scores measure his academic abilities.
5-
Parent Report:
the official title/name of this report is called “BASC-2 Parent Rating Scale” and is related to mother’s input about his behaviors; this is an official psych test and not an observation. When you summarize about this test on all milestones please use the formal psychological test’s name. Go to pages 4-5 as it summarizes his scores based on the mother’s perspective about Arthur. Page 8 focuses on risk factors and likeliness for him to be diagnosed with the disorder on this title page. Doing so gives you the merit to conjure a fitting diagnosis based on this evidence. Page 9 focuses on treatment recommendations so Arthur can make improvements at home and school. Side note: pages 10-16 are not needed for our milestone but are vital clinical info if mom denies any discrepancies. Any psychologist can go back to pages 9-16 to show the team how his mother provided input. This is not to denounce his mother in any way but also shows you how the test has validity and reliability. Questions are asked in the same way but the sentence structure/theme is just rearranged to ensure that the test maintains accuracy and deters bias.
***6-
Test Results:
this is the most comprehensive psychological report done by your boss, Dr. Saxe, and it includes core tests that Arthur participated on (i.e. WISC, WJ-IV, KTEA, BASC). Starting on page 2, look to the right of this report and review the ‘Classification’ scores. It notates Average, Below Average, etc. This will help you to see the test results in a better perspective and cuts out the clinical jargon.
7-
Teacher Rating:
the official test name is called the “BASC-2, Teacher Rating Scale” so please introduce the formal test name on all milestones. This is the BASC-2 version but coming from teacher’s perspective about his academic well-being. Read pages 4, 5, and 7 and summarize the results; there is one behavioral discrepancy that the teacher noted which does not align w/mother’s BASC-2 Parent Rating Scale. Although teachers can never diagnose a student, page 8 allows the teacher to see how their input on the test relates to a potential clinical diagnosis and/or related services. Page 9 are possible treatment recommendations how the school can further support Arthur on his academics. Side note: pages 10-17 are not needed for the milestone but in a real life meeting, if the teacher had a rebuttal then you can direct the team to look at the discrepancies. This also ensures reliability and validity, and deters testing bias.
8- Psy 335 Arthur A. Test Results Revised: do not use this file. This psychological report has the same info as (#6: Test Results) but just formatted shorter at 9 pages. I apologize for the duplicate.
9-
Test observations:
these are notes that the psychologist, Dr. Saxe, made about Arthur during the testing procedures. You are summarizing the outcomes about this observation into all milestones.
*NOTE 1:
APA Ethical Principles of Psychologists & Code of Conduct:
this website is linked in our mod 1 folder but can be easily accessed by clicking the hyperlink title instead. On the 4-2 prompt it asks you how the APA ethical codes relate to assessments. Scroll down to Section 9, review 9.01 to 9.11 then pick three notable ethical codes that best fits such as not using outdated tests, how results will be shared w/his family and school teachers, etc. 9.03 of Informed Consent does not apply on 4-2 as he already took the psych tests. The citation should be: (American Psychological Association, 2017); see my APA Cafe for the short-hand citation. Please do not regurgitate the same ethical themes you already mentioned on 2-2.
*NOTE 2: remember to cite at least 3 scholarly sources into 4-2.
*NOTE 3: on 4-2 do not reiterate any diagnostic findings as of yet even though the files above may imply it ongoing. Here is my rationale: in the DSM-5, we as clinicians are no longer diagnosing children with a Learning Disorder (i.e. Dyslexic, Mathematic Disorder, Reading Disorder, etc.); it was eliminated and recategorized as of 2013 and now lumped altogether. The new diagnosis is termed as (315.00) Specific Learning Disorder and there is only a sub-specification if the child has a disorder strictly related to reading, writing and math deficiencies. The term former term Learning Disability is also not a clinical diagnosis so it should not be implied nor written on any milestone. While I get that a K-12 educational team may use the term Learning Disability/Learning Disorder interchangeably to imply there is an academic deficit, it is not a clinical diagnosis nor does it have any bearing in the psychological testing process. The psychologist has to rationalize all clinical findings based on the test results that the patient, family and teacher produced, then summarize it. The psychologist also has to take ownership of the diagnosis and ensure that it is a valid DSM-5 diagnosis. On 6-2 we will formally diagnose him and it will be a graded requirement.
*NOTE 4: the piecing of 4-2 shows how well you can critically analyze by taking large chunks of data and conceptualize it into a summarized writing about the situation, then apply how psychometric properties are used to support Arthur. We are now analyzing all of the 7 psych tests, extracting the data, then summarizing the findings in a concise manner. The info on 4-2 will help you piece the puzzle together so that this milestone scales up towards 7-2.
Running head: DRAFT OF INTRODUCTION AND DATA ANALYSIS 1
Draft of Introduction and Data Analysis: Case of Arthur
Ramica Chase
Southern New Hampshire University
Arthur is identified as a 12-year-old, in seventh grade, with persistent issue of being inattentive during school. His teacher observes his behavior as he lacks the ability to stay focused in class. He shows signs of being fatigued in his class during the afternoon. Within the past year, it is noticed that his engagement as well as academic success has decreased. His work is incomplete or unorganized. The only class he has successful participation in is physical education, where he is most active. Arthur displays irresponsible behavior at home as well as some defiance such as talking back or arguing with parents. He displays mood changes and has shown more aggression towards his father. He lacks adequate sleep as he falls asleep extremely late sometimes after midnight. A psychological assessment was requested by both the teacher and parents to gain more information about his present functioning and to aid intervention plans for both home and school environments.
With behaviors such as Arthur’s, it is normal for a teacher and/or parent to inquire about the changes. They want to know and understand what is causing him to behave in such a way and why. Just because Arthur shows lack of attention in school does that mean he has ADHD. No one is sure unless the patient is assessed. According to the American Psychological Association,2013, psychological tests and assessments allow a psychologist to understand the nature of the problem, and to figure out the best way to go about addressing it. In Arthur’s case, his evaluations can depict improvement in the home as well as for educational purposes. His assessment would be impacted by both the parents and teacher which include useful feedback. Though it is ethical practice that informed consent is usually required for interviews with such close people to the client. However, in this case it may be overlooked, seeming how the child is a minor and the parents are the referring persons.
The data from the IQ and achievement test along with the behavior rating will be critically analyzed and interpreted to determine how to diagnose Arthur’s symptoms of inattentiveness and some defiant behaviors. Furthermore, collective information will be used to address the underlying issue of Arthur’s functioning in school and at home as well as coming up with treatment plans. While an assessment will be conducted to determine what is best for Arthur, this will be simple and give the parents and the teacher a sense of understanding of his strengths and weaknesses. All information will be interpreted in a less complex way for the intended persons to comprehend.
References
American Psychological Association. (2013). Understanding psychological testing and assessment. http://www.apa.org/helpcenter/assessment
Burford, Sandra F. “What’s wrong with this 12-year-old boy?” Patient Care, vol. 29, no. 6, 30 Mar. 1995, p. 85+. Gale Academic OneFile,
https://link-gale
com.ezproxy.snhu.edu/apps/doc/A16747564/AONE?u=nhc_main&sid=AONE&xid=13 fe012.
Robert J. Volpe, Amy M. Briesch, Kenneth D. Gadow. 2011. The efficiency of behavior rating scales to assess inattentive–overactive and oppositional–defiant behaviors: Applying generalizability theory to streamline assessment. Journal of School Psychology, Volume 49, Issue 1, Pages 131 155, ISSN 0022-4405,
https://doi.org/10.1016/j.jsp.2010.09.005
. (http://www.sciencedirect.com/science/article/pii/S0022440510000658)
PSY 335 Milestone One Guidelines and Rubric
(Draft of Introduction and Data Analysis)
The first step to creating a professional psychological report begins with considering the client’s background and reason for referral and the conditions
surrounding why an assessment is needed, who the stakeholder of the assessment is, and whether or not the factors surrounding the client’s situation could
impact the assessment. In this milestone, you will choose a case study and describe how you will be analyzing your data. The work you do in this milestone will
impact the analysis and recommendations you will make in future milestones.
Prompt: For Milestone One, choose a case history (Case History One, Arthur, or Case History Two, Barbara) and answer the questions in Section I: Introduction
and Data Analysis for your final project psychological report.
In Milestone One, specifically, the following critical elements must be addressed:
I. Introduction and Data Analysis
a) Introduce the client’s case you chose by briefly recapping the background of the client you are assessing. What is the reason for referral? State
the presenting problem and the questions to be addressed through your evaluation of the data. Relate the problem to the APA Ethical Code and
the psychological assessment issues that could be encountered.
b) In your response, consider who is making the referral and how this impacts your assessment of the data; is the intended consumer of the report
a parent, a school system, a mental health practitioner, a probation officer, or another stakeholder?
c) Describe how you will analyze your data by considering the following questions. What is the best way to organize your data to address your
referral question? How do you make this technical information useful and understandable for the intended reader? Justify your choice of method
with other research.
Guidelines for Submission: Milestone One must be submitted as a two- to three-page Microsoft Word document with double spacing, 12-point Times New
Roman font, one-inch margins, and at least three sources cited in APA format.
Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value
Introduction and Data
Analysis: Client’s Case
Clearly summarizes client
background and presenting issue,
provides relevant links to APA
ethical code, and identifies
potential issues
Summarizes client background
and presenting issue, provides
links to APA ethical code, and
identifies potential issues, but
response lacks clarity
Does not summarize client
background or presenting issue,
provide relevant links to APA
ethical code, or identify potential
issues
30
Introduction and Data
Analysis Methods:
Referral/Impacts
Identifies the source of the
referral and the intended
consumer of the report, noting
how these stakeholders impact
assessment
Identifies the source of the
referral and the intended
consumer of the report, noting
how these stakeholders impact
assessment, but the response
lacks clarity or incorrectly
identifies stakeholders
Does not identify the source of
the referral or the intended
consumer of the report. Does not
note how these stakeholders
impact assessment
30
Introduction and Data
Analysis: Data
Provides reasonable description
for how data will be analyzed and
includes relevant detail pertaining
to how information will be
organized and communicated to
stakeholders
Provides description for how data
will be analyzed and includes
detail pertaining to how
information will be organized and
communicated to stakeholders,
but response lacks logic and/or
detail
Does not provide description for
how data will be analyzed
30
Articulation of Response Submission has no major errors
related to citations, grammar,
spelling, syntax, or organization
Submission has major errors
related to citations, grammar,
spelling, syntax, or organization
that negatively impact readability
and articulation of main ideas
Submission has critical errors
related to citations, grammar,
spelling, syntax, or organization
that prevent understanding of
ideas
10
Earned Total 100%
- PSY335MilestoneOneGuidelinesandRubric
PSY 335 Milestone Two Guidelines and
(Draft of Observation, and Benefits and Limitations)
Prompt: In Milestone One, you chose a case history and described how you would be analyzing the case. In this milestone, you begin to analyze the data in your
client’s case history. You will be addressing how the client’s behaviors and test conditions impacted the test results. You will also closely examine the different
tests used to determine the benefits and limitations of each. Finally, you will consider whether or not the assessments were conducted ethically. All of your
observations and insights will need to be supported with current research and accepted professional practices.
Specifically the following critical elements must be addressed:
II. Observation
a) Using the field notes provided and, referring to the specific testing instruments and methods used, describe the pertinent client behaviors and
test conditions relevant to test outcomes and conclusions. What is the setting for the observation? Was it a natural or contrived situation? Was
the subject aware of the observation (Hawthorne effect)? How did the observed behaviors relate to the referral question?
b) How did the subject respond to testing? What was his or her level of comfort, effort, emotional state, and so on? Using other research, justify
how the subject’s behavior could have been impacted by the test conditions.
III. Benefits and Limitations
a) Provide a rationale for the test selection used, a brief description of the tests used, and the obtained scores.
b) For each test performed in the case history, assess the different approaches used by examining the benefits and limitations of each test
performed.
c) Relate the tests performed to the APA Ethical Code; did each test follow ethical guidelines? Justify your viewpoint by using current research and
theory.
Rubric
Guidelines for Submission: Your paper must be submitted as a two- to three-page Microsoft Word document with double spacing, 12-point Times New Roman
font, one-inch margins, and at least three sources cited in APA format.
Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value
Observation:
Behaviors/
Test Conditions
Describes client behaviors and
test conditions, links descriptions
to test outcomes, and provides
ample, relevant detail regarding
setting, situation, and other
pertinent information
Describes client behaviors and
test conditions, links descriptions
to test outcomes, and provides
detail regarding setting, situation,
and other pertinent information,
but response contains
inaccuracies
Does not describe client
behaviors and test conditions or
link descriptions to test outcomes
18
Observation:
Response to Testing
Describes client response to
testing, uses relevant research to
justify potential influences to
outcomes and observations, and
provides supporting detail
Describes client response to
testing and uses research to
justify potential influences to
outcomes and observations, but
lacks detail
Does not describe client response
to testing or use research to
justify potential influences to
outcomes and observations
18
Benefit and
Limitations: Rationale
Provides a credible rationale for
inclusion and exclusion of
particular assessment
instruments
Provides a rationale for inclusion
and exclusion of particular
assessment instruments, but
response is illogical or overlooks
key assessment vehicles
Does not provide a rationale for
inclusion and exclusion of
particular assessment
instruments
18
Benefit and
Limitations: Assess
Approaches
Explains the benefits and
limitations for the chosen tests
with specific details
Explains the benefits and
limitations for the chosen tests,
but explanation lacks detail
Does not explain the benefits and
limitations for the chosen tests
18
Benefit and
Limitations: APA
Ethical Code
Supports response with relevant
and current research and cites
APA ethical principles to discuss
the appropriateness of the testing
Supports response with research
and cites APA ethical principles to
discuss the appropriateness of the
testing, but research used and
APA ethical principles mentioned
are outdated or not relevant given
the provided scenario
Does not support response with
relevant research
18
Articulation of
Response
Submission has no major errors
related to citations, grammar,
spelling, syntax, or organization
Submission has major errors
related to citations, grammar,
spelling, syntax, or organization
that negatively impact readability
and articulation of main ideas
Submission has critical errors
related to citations, grammar,
spelling, syntax, or organization
that prevent understanding of
ideas
10
Earned Total 100%
- PSY335MilestoneTwoGuidelinesandRubric
Rubric