Bright Academic Experts

Category: Psychology

  • Psychology Question

    Current DSM-5-TR Research Paper

    In a paper of at least 550 words, students will examine the importance of accurate client diagnosis within the counseling process. The paper should explain the relationship between the current International Classification of Diseases (ICD) and the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, Text Revision (DSM5TR), with particular attention to their roles in diagnostic coding and insurance billing. In addition, students must incorporate published perspectives on how the DSM5TR influences clients clinical progress and treatment outcomes. The paper must adhere to current APA formatting guidelines and include a cover page, running head, outline, and clearly organized introduction, body, and conclusion sections. Sources are limited to peerreviewed journal articles, textbooks, and reputable websites with .org, .edu, or .gov domains.

    I do have some points if you can just update it for me, please, and make it look better with APA format and sources.

  • Psychology Question

    Instructions

    Background

    This is an opportunity for you to create your first psychoeducational Specific Learning Disability report using the Discrepancy Model. You will use the data gained thus far in this course as well as the prior assessment course and incorporate the four pillars of assessment to provide a report about a given student. There are several data points to consider in this report and it is important to consider how all the different aspects interact with each other.In this case, you will notice that the videos do not contain the same individual (it is very difficult to find examples of these types of tests being administered using the same individual online). For the purposes of this exercise pretend the individual is the same person.This activity will take you several hours to complete, so plan accordingly.It is recommended you do one section at a time. Make sure to proof-read your report before turning it in.

    Use this to support your report.

    You will create an SLD assessment report using the discrepancy model. You will add to the report developed in the Cognitive Assessment Course for Albert Adams. This report was already submitted for a grade and feedback from the instructor was provided. Make sure to review feedback provided by your course instructor and adjust the report (based on the feedback) into this report to maximize your score. The cognitive battery used for Albert Adams in the course will be used (and provided below if you are unable to locate your previous work). You can use the report you developed in the course (this is not considered plagiarism of your own work as you are building the work).You will add the following test batteries to your existing Albert Adams report. This report will include the CTOPP-2, and WJ-IV ACH results provided below.The report will follow the format of the report submitted in Cognitive Assessment Course and will add the additional test batteries (test descriptions, assessment findings, tables, and interpretation of the data).

    NOTE: The data used to develop this report MAYor may NOT support SLD eligibility. If the data support eligibility, make sure to indicate what the processing deficit/s is/are and the academic area where the discrepancy exists. Regardless of whether they do or do not support eligibility, make sure to include recommendations (based on the assessment data) to support Albert in the general education setting.

    I strongly suggest referring to the rubric below as you write the report to ensure you are covering all relevant areas.

    Instructions

    Use the data below to develop your report.

    Demographics

    The report includes the following demographics:

    1. Students name Albert Adams
    1. Student’s gender
    1. Student’s grade level
  • School name
    1. Student’s date of birth
    1. Student’s chronological age
    1. Date of assessment
    1. Name of assessor
  • Name of teacher
    1. Language spoken by student English is the primary language spoken at home
    1. Report date
    1. Student’s ethnicity – Albert Adams is Non-Hispanic/Asian Indian.

    • Reason for Referral

    Mr. Adams and Mr. Barker (Alberts fathers) have expressed their concern with Alberts learning. They are most concerned with his ability to perform in math. He struggles considerably with this subject matter. They shared that they have hired a tutor and it has not been helping.The teacher recommended that Albert receive math intervention(detailed below), which he has been receiving for six months now, and yet he has exhibited minimal improvement. His parents are requesting assessment so they can better understand Albert’s learning profile.

    History: School History, Interventions, and Report Cards

    School History

    • Kindergarten: Peppermint Patty Elementary School
    • First Grade: Peppermint Patty Elementary School
    • Second Grade: Charlie Brown Elementary School
    • Third Grade: Charlie Brown Elementary School
    • Fourth Grade: Charlie Brown Elementary School
    • Fifth Grade: Charlie Brown Elementary School

    Intervention

    Albert has had the following interventions:

    • Parents have provided a math tutor one day per week for 50 minutes, but parents report minimal progress.
    • Albert hasbeen receiving math intervention at school for two days per week for 30 minutes each session for six months, but his teacher reports minimal progress.
    • The teacher has provided Albert with a separate setting to complete math tests/quizzes (which is free from distractions), and he is provided additional time-150% of the time offered to others).This has been in place for the last four months and he is completing the work in the same time frame as his peers.He complains about completing his work in a different setting and has asked to take his tests and quizzes in the classroom with his peers.
    • Parents have shared that they have incentives at home for earning 75% or higher on math work. Albert rarely is able to access the incentives because his grades are typically below 75%.
  • Theteacher has paired Albert with a math buddy who supports him when they complete group work.

    • With these interventions, Alberts math skills remain stagnant as they are about a year and a half behind his peers.

    Report Cards/School Attendance

    Please review the to include in the report.

    Developmental History

    Information provided by parent and school nurse: please review .pdf to include in your report. It is easiest to separate the content into sections, such as Prenatal through Delivery, Developmental Milestones, Family History, Responsibilities, etc.

    Assessment Instruments/Procedures

    Make sure to include all data points used for the assessment process (usually a list is sufficient).

    Current Health/Attendance/Behavior Assessment and Home Constellation

    • Please review the .pdf for information about Alberts current vision, hearing, and overall health.
    • Albert has had 6 absences and 3 tardies so far this academic year.
    • Behavior as of this time: there are zero behavioral incidents recorded for this academic year.
    • The members of the home include Mr. Adams (father), Mr. Baker (father), a younger sister and a younger brother. They also have two dogs and one cat.

    Interviews

    Teacher Interview (Mr. Markson):

  • Teacher interview with Mr. Markson:
  • Please click on this link to access the teacher interview information.
  • Link:

    • Secondary Note: Sometimes when teachers and parents provide information about academic strengths and weaknesses, sometimes the data do not align with the assessment data obtained through assessment.

    Parent Interview (Mr. Barker and Mr. Adams):

    Albert is the oldest. Albert has always been a boy who goes to the “beat of his own drum.” He likes things to go his way and when they don’t fights can happen with his siblings. We recently got married and Albert was “The Best Man” for both of us. It was a fantastic day for all of us. Albert seems to really enjoy his time with our two dogs and one cat. Taking care of our “furry kingdom” is one of Albert’s chores. Albert really likes playing video games, and it is almost impossible to get him to stop once he starts. Albert does not like math, and we can’t get him to do any homework. We can’t fight with him about these things, or it will ruin the entire night for the whole family. We would really like Albert to focus more on his studies and be kinder to his siblings.

    Note: Write this up in a way that is professional and informative.

    Student Interview (Albert):

    Use this to see a quick interview (it is the first 90 seconds or so of the clip). Use the information provided by the student in this video to include in your report about the student.

    Observations

    • Use to view a video of an assessment; you will use this information to describe the testing observation. (It is a video of a student taking a different test.) Review the Sattler text for what to notice while you are assessing.
    • Here is a clip to watch of Albert in his classroom during Math. You will complete a write-up of the behavior you observe of Albert in the classroom during this classroom observation.Albert is the student with jeans and a black sweatshirt in the front of the class; there is a red circle around him in the image below. Note the following:
        • classroom description
        • class activity
        • target student behavior
        • percentage of on-task behavior

    Picture of a classroom with Albert circled.

    Cognitive Battery

    Provide an overview of the assessment tool including the following:

    • Note if it is a valid and reliable tool.
    • Explain the score ranges (8-12 scaled scores are average, etc.) and ALL scores you plan to provide (e.g., scaled scores, index scores, percentiles, etc.).
    • Provide an explanation of what each subtest measures.
    • Provide Alberts score and interpret the score so that the reader understands if Alberts skills are well-developed, developed, less developed, or under-developed. If scores are consistent in a given broad band, make note of that and if they are divergent/non-cohesive, then note that and provide additional information about what the data means and the next steps you took or will take based on the inconsistent scores.
      • You must report each and every subtest you administer and the corresponding score. It is best to organize the subtests by their composite/index score sections (e.g., Verbal Comprehension is made up of Similarities and Vocabulary, etc. Tables and Charts can provide an easy way to review the information (for yourself, parents, teachers, providers.
  • Use the data from the completed protocols below for Albert Adams cord form protocol AND Symbol Search and Coding
    • .pdf

    • Academic Assessment Data

  • Use the data from the WJ-IV ACH score report for Albert Adams (provided in class on the first Saturday (and linked below).
      • Academic scores to be included in the report:

    • Auditory Processing Data

    Use the data from the CTOPP-2 scores (provided on the first Saturday and scored in class and linked below).

  • .pdf

    • Eligibility

    • Provide a clear explanation of the eligibility criteria.
    • Discrepancy SLD criteria is explained, data related to this criterion is provided and a clear indication is made if the student is eligible with a SLD which includes which processing deficit is identified and which academic area was identified. (If student is not eligible, you can still identify which processing area/s and academic area/s are developed/less-developed). If the data does not support SLD eligibility, it must be clearly explained why the eligibility criteria have not been met.

    Eligibility Form

    All of the items listed below are complete and correct on the form.

    1. Student name

    2. Date of birth

    3. IEP date (list it as the due date for the assignment-even if you turn it in early)

    4. School name

    5. Check initial (not 3-year re-eval)

    6. If the data supports eligibility, check the A box in Section I; If the data does not support eligibility leave Section I blank.

    7. If the data supports eligibility, select the correct academic area that aligns with the assessment findings (e.g., oral expression, basic reading, etc.). If the data does not support eligibility leave this section blank.

    8. Section II: Check yes or no to align with the assessment findings. If you check yes, then select the correct processing area/s; if you check no, leave the processing areas blank.

    9.Section III: Mark the exclusionary factors yes or no for all items.

    10. Section IV: Check the first box to indicate the psychoeducational evaluation (your report) is what is being used to come to the eligibility determination; leave the other box (other) blank.

    11. Section V: Summarize the behavior noted through the classroom observation and testing session (summarize in 1-2 sentences).

    12.Section VI: List if there are any diagnosis noted for the student; if none, write NA.

    13.Section VII: Check yes or no for the two questions (to align with the assessment findings). If the data does not support eligibility, mark no on both of these boxes.

    14. Sign your name and title (School Psychology Student) and include the date you signed it.

    Summary

    This section provides the reader with a brief overview of the content provided in the report. It should include the reason for referral, an overview/summary of report cards grades, school history and any relevant health information. The interviews should be summarized with a synthesis of themes. The observations (assessment and classroom) should be reflected on. The majority of the summary should be focused on the cognitive battery reviews. What areas were developed or relative strengths for the student and what areas were noted to be less-developed? No new information should be provided in this section.

    Recommendations

    This section should be a bulleted area where recommendations are provided that are directly linked to the cognitive weaknesses discovered in the assessment. Recommendations can be developed based on the concerns expressed by the parent, teacher or student. The recommendations should include strategies to assist the student, environmental recommendations (seating position in class, word wall, etc.), instruction materials, and possible classroom instruction recommendations. The recommendations should NOT include providing additional people to support the student as special education services and resources are decided on as a team at the Individualized Education Program (IEP) meeting.

    • Include information about Special Education Eligibility-does the data support SLD eligibility?

    Signature

    Include your name and title (school psychology student). Include date of report and another signature line for School Psychology Student Supervisor. Make sure to list your course instructor as the School Psychologist at the end of the report.

    Note: This report will be used again in the other assessment courses, please hold on to this report as well as make adjustments to this report once you have turned it in and received instructor feedback.

    Last Step

    You must also complete the IEP document Form. If you are able to type onto it, do so, if not, you have a copy of this form from the first in-class session in the documents you were provided. Complete the form and attach this document into the assignment as a separate document. It is also located here: form.

    Grading

    For more specifics on how this will be graded, refer to the rubric below.

    Criteria Exceeds Standard

    At Standard

    Below Standard

    Criterion Score

    Demographics

    10 points

    The report provides the

    1. students name
    2. student’s gender
    3. student’s grade level
    4. school name
    5. student’s date of birth
    6. student’s chronological age
    7. date of assessment
    8. name of assessor
    9. name of teacher
    10. language spoken by student
    11. report date
    12. student’s ethnicity

    8 points

    The report provides some (at least 9) but not all demographic data.

    6 points

    The report provides 8 or less pieces of demographic data, or the data is not reflective of the data provided for this section.

    Score of Demographics,

    / 10

    Reason for Referral

    10 points

    Clear reason for referral is listed and includes:

    1. name of person/s who initiated the referral
    2. the reason for the referral,
    3. the concern that is spurring the assessment, and
    4. what is hoped to be gained by the referral).

    3 points

    General referral listed, but it is not clear who requested the assessment or why it was requested or what the concern is. May include 3 of the 4 items listed in Exceeds Standardcolumn.

    2 points

    Statement is missing or 2 or less of the 4 items are missing or the data is not reflective of the data provided for this section.

    Score of Reason for Referral,

    / 10

    History: School History, Interventions, & Report Cards

    20 points

    The report provides:

    1. the names of the school the child attended and the grade level at each school.
    2. interventions that have been attempted to support the students and the outcomes of those interventions.

    3.report card data for each year starting with the most recent and indicating the trimester/semester/semester grades as well as the number of days absent/tardy for each year. You can summarize the report cards by listing the general areas (reading, writing, math, speaking and listening, art, PE, science, social science). You do not need to provide each subset for reading. You can also list the range for each area such as 1-2 in Reading. Make sure you provide a key for the grades, so the reader is able to understand what the ratings mean. You can also summarize the teacher comments listed in the report cards (look for themes).

    17 points

    The report includes most of the required criteria, but data may be brief/limited. The school names may bey missing, or the grade level at the school is not listed.

    The interventions may be missing one of the interventions/supports provided and/or the data regarding the outcome of the interventions are not clear or are minimally reported.

    Report card data may be missing or has been cut and pasted from the actual report cards and the data may be difficult to read or understand.

    13 points

    The report is missing a significant portion of the required criteria.Data may be brief/limited.

    The school names may be missing for more than one year or the grade level at the school (more than one) is not listed.

    Interventions, supports, data outcomes may be missing. Outcomes of the interventions are not clear, minimally reported, or missing.

    The report cards may be cut and pasted from the actual report cards and/or the data is difficult to read or understand. More than one year of report cards may be missing or the data is not reflective of the data provided for this section.

    Score of History: School History, Interventions, & Report Cards,

    / 20

    Developmental History

    20 points

    Developmental History includes

  • Date of most recent visit to the pediatrician and outcome
    1. Information about the most recent hearing and vision screening as reported by the family (do NOT include the information from the school nurse here).
    1. Services the child is receiving currently (therapy)
    1. Family Health History
    1. Childs pregnancy and delivery data (if it is unknown, note that the data was not available)-make a note if the biological mother used any substances during pregnancy.
    1. Current Health History-provide information about any diagnosis or medications the child takes as well as if the child wears glasses/contacts and hearing aid support-provide any medical data shared by the family
    1. data regarding developmental milestones: were they met on time or were they early/delayed (you may need to look at the expected timelines for the developmental milestones to be able to answer this question).
    1. Chores/child responsibilities in the home
    1. Discipline methods that work and do not work for the child
    1. Students temperament (what makes the child happy/sad
    1. Share what activities the student enjoys doing
    1. List any problems/issues the family may be or has experienced that may impact the student at school (divorce, death in the family, fires, etc.). If there are none, note that.
    1. Relationships: how is the student with siblings/peers
    1. List the areas of mild and serious concern as noted by the parent(s)/caregiver(s).

    17 points

    The developmental history may include 11 of the 14 criteria or the data in each section is limited.

    13 points

    The development history includes 10 or less of the 14 item. Data may be limited or nonsensical or the data is not reflective of the data provided for this section.

    Score of Developmental History,

    / 20

    Health Assessment of Nurse

    10 points

    1. The name of the nurse is identified.
    2. The date of the health assessment is included.
    3. The findings of the vision (near and far) screening are included.
    4. The findings of the hearing screening are included.
    5. Medication information is shared (if taking meds, they are listed; if none are taken, it is noted that medication has not been prescribed.)
    6. Immunization status is provided.

    8 points

    At least 5 of the 6 items from the “Exceeds Standard” are included.

    6 points

    Four or less tems from the “Exceeds Standard” are included.

    Score of Health Assessment of Nurse,

    / 10

    Interviews

    20 points

    The report provides detailed information gathered from the interviewees. The report must include notes gathered from the parent, teacher, and student.

    The content must be written in a way that is cohesive and kind to others who will read the report. If the parent makes a negative comment about the teacher or the teacher makes a negative comment about the parent or child, it is written in a way to maintain a civil response from the readers.

    17 points

    The report provides sparse information on home, family setting, and student interests. The report is missing one interview or negative comments are not rewritten to maintain a civil tone from parent, teacher, or student.

    13 points

    The report provides limited information on home, family setting, and/or student interests. The report is missing two interviews or negative comments are not rewritten to maintain a civil tone from parent, teacher or student, or the data is not reflective of the data provided for this section.

    Score of Interviews,

    / 20

    Testing Session Observations

    10 points

    Report addresses student affect, reality contact, hygiene, resistance or attention to task, eye contact, compliance, and other relevant testing observations.

    8 points

    Observations are incomplete, or irrelevant (i.e., comments about the curliness of a student’s hair, or the cute way she giggles).

    6 points

    Observations are missing or the data is not reflective of the data provided for this section.

    Score of Testing Session Observations,

    / 10

    Classroom Observation Part 1: Classroom Description

    5 points

    The report describes the classroom setting including four aspects:

    1. Identifies the date and time of the observation (make this up)
    2. Explains how the desks/tables are organized
    3. Provides details about how the classroom looks
    4. Identifies where the target student is located based on the front of the classroom.

    4 points

    The report includes at least three of the four items listed in the “Exceeds Standard” category.

    2 points

    The report is missing is missing two or more of the descriptions listed in the Exceeds Standard category, or the data is not reflective of the data provided for this section.

    Score of Classroom Observation Part 1: Classroom Description,

    / 5

    Classroom Observation Part 2: Classroom Activity

    5 points

    The report describes the activity and lesson occurring during the observation and includes three parts:

    1. the location of the teacher (moving about room, standing in front of room, seated at desk, etc.).
    2. the lesson being taught (math, ELA, science, etc.)
    3. a description of the lesson structure (lecture; group work; me do, we do, you do; teaching with questions asked of students; choral repetition of materials; etc.)

    4 points

    The report includes at least two of the three items listed in the Exceeds Standard category.

    2 points

    The report is missing two or more of the descriptions listed in the Exceeds Standard category, or the data is not reflective of the data provided for this section.

    Score of Classroom Observation Part 2: Classroom Activity,

    / 5

    Classroom Observation Part 3: Student Behavior

    5 points

    The report includes all three aspects listed below:

    1. notes how the student responds to questions ( raises hand, sits quickly, digs in desk, talks to peers, etc.)
    2. notes the posture of the student, (e.g., sitting in chair, walking about the room, looking toward the speaker, engaging in tasks asked of the class, etc.).
    3. notes the general percentage of time the student is on-task and notes what the student is doing if the student is off-task (e.g., talking with peers, digging in desk, walking about the room, playing with materials, etc.)

    *Make sure to describe the student behavior using language that describes the behavior (what it looks like) but does NOT imply internal thoughts of the student (e.g., bored, angry, sad, happy, etc.).

    4 points

    The report includes at least two of the three items listed in the Exceeds Standard category.

    2 points

    The report is missing two or more of the descriptions listed in the Exceeds Standard category,or the data is not reflective of the data provided for this section.

    Score of Classroom Observation Part 3: Student Behavior,

    / 5

    Classroom Observation Part 4: Overall Student Engagement

    5 points

    Report provides a summary that includes two aspects:

    1. Notes the general percentage of time the target student is on-task and provides the percentage of time the MAJORITY of the students in the class are on-task. (Remove outliers, those who are completely disengaged and those that are overly engaged.)
    2. Includes a statement that indicates if the target students on-task behavior was consistent with the majority of the class, less on-task, or more on-task.

    4 points

    Report includes at least one of the two items listed in the Exceeds Standard category

    2 points

    Section is missing or both items are missing (the section is listed, but the content provided does not align with the rubric)or the data is not reflective of the data provided for this section.

    Score of Classroom Observation Part 4: Overall Student Engagement,

    / 5

    Data Consistency Statement and Assessment List

    10 points

    Statement covers the following four items:

    1. indicates if the test measure is valid and reliable
    2. indicates if based on the childs performance during the assessment, if you believe the results of the assessment are valid and reliable and if not (child was preoccupied or child refused the assessment, etc.) a note is made about that
    3. includes a complete statement about the qualifications of the personnel who conducted the assessments
    4. and lists ALL tests administered, as well as other areas of relevant assessment with full names of the assessments and abbreviations, if they are used later in the report as an abbreviation.

    8 points

    One of the four components from the “Exceeds Standard” category is missing.

    6 points

    Two of the four components from the “Exceeds Standard” category are missing.

    Score of Data Consistency Statement and Assessment List,

    / 10

    Test Battery/Score Explanation

    15 points

    Test Battery is explained (what does the battery measure), composite scores are defined, and an overview of the assessment tool is provided.

    Scores obtained from the test battery are explained for all scores scaled Scores, index/standard/composite, percentiles, etc. The deceptive category (average, high average, etc.) is provided with the scores.

    13 points

    Test Battery is generally described. Report may miss one composite area (but not more than one).

    Themajority of scores provided on the measure are included, but may miss one (scaled scores, standard/index/composite scores, percentiles, etc.).

    10 points

    Test Battery is not clearly explained.It may include an overview of the measure, but misses more than one composite/standard/index score.

    Not all scores (scaled scores, T scores, percentiles, etc.) are defined (missing more than two that are provided in the report).

    Score of Test Battery/Score Explanation,

    / 15

    Cognitive Data

    15 points

    Each discreet instrument is described and both data and interpretations are given in logical, understandable terms.

    Test data is scored correctly (95% or higher) and reflected as such in the report.Report includes all scaled scores and composite/index scores of items assessed/administered.

    Data provided for each subtest and composite area are reflective of if the scores are cohesive/consistent in each Index/Composite area and if they are not, the data is explained, and follow-up information is provided to address the inconsistencies.

    The composite/index scores are explained with an indication of the students skill level (well-developed, developed, less-developed, or under-developed) in those areas (compared with the majority of his or her same-aged peers).

    If scores are inconsistent (in a given area) an explanation of the inconsistent score is provided and steps taken to address the inconsistency (future assessment or provide additional assessment data provided to assist in addressing the inconsistency)

    13 points

    Instruments are not well delineated, data is incomplete, or interpretations are not intelligible to the layperson. Little or no analysis is provided. Test data is scored incorrectly (85-94% correct). The report includes no more than one missing score (scales, index/composite/etc.) for the items administered.

    The data provided are mostly reflective of the scores and those that are consistent are noted as such and the skill of the child is defined (developed or under-developed/less-developed skill). If there are inconsistencies (such as a high and low score in a given processing area), they are noted as well as the steps taken to address those inconsistencies.

    10 points

    The section is an incomprehensible mishmash of tests & interpretations. Test data is scored incorrectly (84% or lower correct) and reflected as such in the report, or the data is not reflective of the data provided for this section.

    Little to no analysis is provided related to the scores and skills or the data provided about a given skill are incorrect (e.g., Processing Speed is defined incorrectly) or the score data is incorrect.

    Score of Cognitive Data,

    / 15

    Achievement/Academic Data

    15 points

    Each discreet instrument is described and both data and interpretations are given in logical, understandable terms. Evidence of specific error analysis is present. Test data is scored correctly (95% or higher) and reflected as such in the report.

    13 points

    Instruments are not well delineated, data is incomplete, or interpretations are not intelligible to the layperson. Little or no analysis is provided. Test data is scored incorrectly (85–94% correct) and reflected as such in the report.

    10 points

    This section of the report is an incomprehensible mishmash of tests & interpretations. Test data is scored incorrectly (84% or lower correct) and reflected as such in the report.

    Score of Achievement/Academic Data,

    / 15

    Auditory Processing Data

    15 points

    Each discreet instrument is described and both data and interpretations are given in logical, understandable terms. Evidence of specific error analysis is present. Test data is scored correctly (95% or higher) and reflected as such in the report.

    13 points

    Instruments are not well delineated, data is incomplete, or interpretations are not intelligible to the layperson. Little or no analysis is provided. Test data is scored incorrectly (85–94% correct) and reflected as such in the report.

    10 points

    This section of the report is an incomprehensible mishmash of tests & interpretations. Test data is scored incorrectly (84% or lower correct) and reflected as such in the report.

    Score of Auditory Processing Data,

    / 15

    SLD Eligibility Criteria

    15 points

    Discrepancy SLD criteria is explained, data related to this criterion is provided and a clear indication is made if the student is eligible with a SLD which includes which processing deficit is identified and which academic area was identified. (If student is not eligible, you can still identify which processing area/s and academic area/s are developed/less-developed). If the data do not support SLD eligibility, it must be clearly explained why the eligibility criteria have not been met. This section must include the exclusionary factors and a statement regarding if the student needs special education services (only if the data support eligibility).

    13 points

    Discrepancy SLD criteria is explained, data related to this criterion is provided, but with vague language regarding eligibility. Processing deficits are not clearly defined. Academic area/s is/are not clear and specific. (If student is not eligible, processing and academic area will not be identified.)

    10 points

    Discrepancy SLD criteria is not explained or is only minimally explained. Data is not consistent with the eligibility, or processing or academic areas are not identified.

    Score of SLD Eligibility Criteria,

    / 15

    IEP SLD Eligibility Form

    15 points

    All of the items listed below are complete and correct on the form.

    1. Student name
    2. Date of birth
    3. IEP date (list it as the due date for the assignment-even if you turn it in early)
    4. School name
    5. Check initial (not 3-year re-eval)
    6. If the data supports eligibility, check the A box in Section I; If the data does not support eligibility leave Section I blank.
    7. If the data supports eligibility select the correct academic area that aligns with the assessment findings (e.g., oral expression, basic reading, etc.). If the data does not support eligibility leave this section blank.
    8. Section II: Check yes or no to align with the assessment findings. If you check yes, then select the correct processing area/s; if you check no, leave the processing areas blank.
    9. Section III: Mark the exclusionary factors yes or no for all items.
    10. Section IV: Check the first box to indicate the psychoeducational evaluation (your report) is what is being used to come to the eligibility determination; leave the other box (other) blank.
    11. Section V: Summarize the behavior noted through the classroom observation and testing session (summarize in 1-2 sentences).
    12. Section VI: List if there are any diagnosis noted for the student; if none, write NA.
    13. Section VII: Check yes or no for the two questions (to align with the assessment findings). If the data does not support eligibility, mark no on both of these boxes.
    14. Sign your name and title (School Psychology Student) and include the date you signed it.

    13 points

    At least 12 of the items listed from the “Exceeds Standard category are completed with no more than 4 errors across all aspects.

    10 points

    Less than 12 of the items from the Exceeds Standard category are completed with no more than 5 errors across all aspects.

    Score of IEP SLD Eligibility Form,

    / 15

    Summary/Conclusions

    15 points

    The summary is concise, accurate, and describes manifested strengths and weaknesses. It includes a summary of the reason for referral, general themes noted from report cards and attendance, themes discovered from the interviews, and observations. The cognitive battery data is clearly explained addressing where the students skills are (using index/composite areas-think CHC Theory). No new data is provided in this section.

    13 points

    The summary is either:

    • too long/too vague
    • the summary is a cut-and-paste of the report
    • themes are minimally discussed.
    • the cognitive battery summary is limited and provides a few of the cognitive areas but not all of them.
    • and/or content is provided in this section or the summary.

    10 points

    The summary is missing several aspects noted in the Exceeds Standard column. Themes may be missing, and/or data is provided but it is nonsensical, or the data is not reflective of the data provided for this section.

    Score of Summary/Conclusions,

    / 15

    Instructional Recommendation

    15 points

    Recommendations are specific to the needs of the student and described in plain terms. There is a relationship between error patterns and recommendations. Recommendations can be reasonably implemented by school personnel. There may also be recommendations for further assessment by OT, PT, or SLP.

    Report does NOT recommend aides or 1:1 support from an adult on the report.

    13 points

    Recommendations are non-specific or are too complicated to be realistically implemented by classroom teachers.

    There is little or no relationship between error patterns and recommendations.

    Report does NOT recommend aides or 1:1 support from an adult on the report.

    10 points

    Recommendations are missing or not at all related to the manifested needs of the student.

    Score of Instructional Recommendation,

    / 15

    Signature

    5 points

    Your name and title are listed (school psychology student) w/ date of report listed and another signature line for School Psychology Student Supervisor.

    4 points

    Two of the 4 items from the Exceeds Standard category are present.

    2 points

    One or none of the 4 components from the Exceeds Standard category are present.

    Score of Signature,

    / 5

    Spelling/Grammar

    10 points

    There are few to no grammar/spelling/punctuation errors in the report. The report is written in third person (no reference to me, or I, or we). The students name remains the same throughout the entire report and all corresponding pronouns reflect the student. The

    parent(s)/caregiver(s)names are consistent throughout the report.

    Font/spacing is consistent throughout the report.

    8 points

    Report contains some grammar/spelling errors.

    Gender confusion in report (student identified as female or male and later in the report is referred to as by the wrong pronoun). Report uses something other than third person narrative.

    There is confusion regarding the names of the student and/or parent(s)/caregivers(s) in the report (I.e., listing student as Mark and later referring to student as Maria). There are some inconsistencies with fonts/spacing in report sections.

    6 points

    There is a large amount of grammar/spelling/punctuation errors throughout the report and/or significant errors regarding gender reference, name usage, point of view, and/or font/spacing inconsistencies.

    Score of Spelling/Grammar,

    / 10

    TotalScore of Albert Adams SLD Report Using the Discrepancy Model,/ 265

  • Psychology Question

    Instructions

    Background

    This is an opportunity for you to create your first psychoeducational Specific Learning Disability report using the Discrepancy Model. You will use the data gained thus far in this course as well as the prior assessment course and incorporate the four pillars of assessment to provide a report about a given student. There are several data points to consider in this report and it is important to consider how all the different aspects interact with each other.In this case, you will notice that the videos do not contain the same individual (it is very difficult to find examples of these types of tests being administered using the same individual online). For the purposes of this exercise pretend the individual is the same person.This activity will take you several hours to complete, so plan accordingly.It is recommended you do one section at a time. Make sure to proof-read your report before turning it in.

    Use this to support your report.

    You will create an SLD assessment report using the discrepancy model. You will add to the report developed in the Cognitive Assessment Course for Albert Adams. This report was already submitted for a grade and feedback from the instructor was provided. Make sure to review feedback provided by your course instructor and adjust the report (based on the feedback) into this report to maximize your score. The cognitive battery used for Albert Adams in the course will be used (and provided below if you are unable to locate your previous work). You can use the report you developed in the course (this is not considered plagiarism of your own work as you are building the work).You will add the following test batteries to your existing Albert Adams report. This report will include the CTOPP-2, and WJ-IV ACH results provided below.The report will follow the format of the report submitted in Cognitive Assessment Course and will add the additional test batteries (test descriptions, assessment findings, tables, and interpretation of the data).

    NOTE: The data used to develop this report MAYor may NOT support SLD eligibility. If the data support eligibility, make sure to indicate what the processing deficit/s is/are and the academic area where the discrepancy exists. Regardless of whether they do or do not support eligibility, make sure to include recommendations (based on the assessment data) to support Albert in the general education setting.

    I strongly suggest referring to the rubric below as you write the report to ensure you are covering all relevant areas.

    Instructions

    Use the data below to develop your report.

    Demographics

    The report includes the following demographics:

    1. Students name Albert Adams
    1. Student’s gender
    1. Student’s grade level
  • School name
    1. Student’s date of birth
    1. Student’s chronological age
    1. Date of assessment
    1. Name of assessor
  • Name of teacher
    1. Language spoken by student English is the primary language spoken at home
    1. Report date
    1. Student’s ethnicity – Albert Adams is Non-Hispanic/Asian Indian.

    • Reason for Referral

    Mr. Adams and Mr. Barker (Alberts fathers) have expressed their concern with Alberts learning. They are most concerned with his ability to perform in math. He struggles considerably with this subject matter. They shared that they have hired a tutor and it has not been helping.The teacher recommended that Albert receive math intervention(detailed below), which he has been receiving for six months now, and yet he has exhibited minimal improvement. His parents are requesting assessment so they can better understand Albert’s learning profile.

    History: School History, Interventions, and Report Cards

    School History

    Intervention

    Albert has had the following interventions:

  • Theteacher has paired Albert with a math buddy who supports him when they complete group work.

    • With these interventions, Alberts math skills remain stagnant as they are about a year and a half behind his peers.

    Report Cards/School Attendance

    Please review the to include in the report.

    Developmental History

    Information provided by parent and school nurse: please review .pdf to include in your report. It is easiest to separate the content into sections, such as Prenatal through Delivery, Developmental Milestones, Family History, Responsibilities, etc.

    Assessment Instruments/Procedures

    Make sure to include all data points used for the assessment process (usually a list is sufficient).

    Current Health/Attendance/Behavior Assessment and Home Constellation

    Interviews

    Teacher Interview (Mr. Markson):

  • Teacher interview with Mr. Markson:
  • Please click on this link to access the teacher interview information.
  • Link:

    • Secondary Note: Sometimes when teachers and parents provide information about academic strengths and weaknesses, sometimes the data do not align with the assessment data obtained through assessment.

    Parent Interview (Mr. Barker and Mr. Adams):

    Albert is the oldest. Albert has always been a boy who goes to the “beat of his own drum.” He likes things to go his way and when they don’t fights can happen with his siblings. We recently got married and Albert was “The Best Man” for both of us. It was a fantastic day for all of us. Albert seems to really enjoy his time with our two dogs and one cat. Taking care of our “furry kingdom” is one of Albert’s chores. Albert really likes playing video games, and it is almost impossible to get him to stop once he starts. Albert does not like math, and we can’t get him to do any homework. We can’t fight with him about these things, or it will ruin the entire night for the whole family. We would really like Albert to focus more on his studies and be kinder to his siblings.

    Note: Write this up in a way that is professional and informative.

    Student Interview (Albert):

    Use this to see a quick interview (it is the first 90 seconds or so of the clip). Use the information provided by the student in this video to include in your report about the student.

    Observations

    Picture of a classroom with Albert circled.

    Cognitive Battery

    Provide an overview of the assessment tool including the following:

  • Use the data from the completed protocols below for Albert Adams cord form protocol AND Symbol Search and Coding

    • Academic Assessment Data

  • Use the data from the WJ-IV ACH score report for Albert Adams (provided in class on the first Saturday (and linked below).

    • Auditory Processing Data

    Use the data from the CTOPP-2 scores (provided on the first Saturday and scored in class and linked below).

  • .pdf

    • Eligibility

    Eligibility Form

    All of the items listed below are complete and correct on the form.

    1. Student name

    2. Date of birth

    3. IEP date (list it as the due date for the assignment-even if you turn it in early)

    4. School name

    5. Check initial (not 3-year re-eval)

    6. If the data supports eligibility, check the A box in Section I; If the data does not support eligibility leave Section I blank.

    7. If the data supports eligibility, select the correct academic area that aligns with the assessment findings (e.g., oral expression, basic reading, etc.). If the data does not support eligibility leave this section blank.

    8. Section II: Check yes or no to align with the assessment findings. If you check yes, then select the correct processing area/s; if you check no, leave the processing areas blank.

    9.Section III: Mark the exclusionary factors yes or no for all items.

    10. Section IV: Check the first box to indicate the psychoeducational evaluation (your report) is what is being used to come to the eligibility determination; leave the other box (other) blank.

    11. Section V: Summarize the behavior noted through the classroom observation and testing session (summarize in 1-2 sentences).

    12.Section VI: List if there are any diagnosis noted for the student; if none, write NA.

    13.Section VII: Check yes or no for the two questions (to align with the assessment findings). If the data does not support eligibility, mark no on both of these boxes.

    14. Sign your name and title (School Psychology Student) and include the date you signed it.

    Summary

    This section provides the reader with a brief overview of the content provided in the report. It should include the reason for referral, an overview/summary of report cards grades, school history and any relevant health information. The interviews should be summarized with a synthesis of themes. The observations (assessment and classroom) should be reflected on. The majority of the summary should be focused on the cognitive battery reviews. What areas were developed or relative strengths for the student and what areas were noted to be less-developed? No new information should be provided in this section.

    Recommendations

    This section should be a bulleted area where recommendations are provided that are directly linked to the cognitive weaknesses discovered in the assessment. Recommendations can be developed based on the concerns expressed by the parent, teacher or student. The recommendations should include strategies to assist the student, environmental recommendations (seating position in class, word wall, etc.), instruction materials, and possible classroom instruction recommendations. The recommendations should NOT include providing additional people to support the student as special education services and resources are decided on as a team at the Individualized Education Program (IEP) meeting.

    Signature

    Include your name and title (school psychology student). Include date of report and another signature line for School Psychology Student Supervisor. Make sure to list your course instructor as the School Psychologist at the end of the report.

    Note: This report will be used again in the other assessment courses, please hold on to this report as well as make adjustments to this report once you have turned it in and received instructor feedback.

    Last Step

    You must also complete the IEP document Form. If you are able to type onto it, do so, if not, you have a copy of this form from the first in-class session in the documents you were provided. Complete the form and attach this document into the assignment as a separate document. It is also located here: form.

    Grading

    For more specifics on how this will be graded, refer to the rubric below.

  • Discussion 1

    Our textbook often refers to community psychologist. For our purposes, you may often insert the phrase “community counselor to make these concepts more applicable to a wider audience of caregivers. Perhaps clarifying this in chapter 2, the authors use the phrase community psychology practitioners (p. 36).

    Here is a quote from our text:

    Major areas of focus of practice in this era covered a broad range of content areas, including mental health, HIV, substance abuse, violence prevention, tobacco cessation, health issues such as asthma, social determinants of health, healthy communities, children and families, racism/health disparities, and others (Scott and Wolfe, 2015, p. 23).

    Of the competences for Community Psychology Practice discussed in Chapter 2 of the Scott and Wolfe (2015) text (Table 2.1, pp. 44-45), identify two and provide a discussion of how these look in practice and how to build these competencies as practitioners.

    Scott, V. C., & Wolfe, S. M. (2015). Community psychology: Foundations for practice. Sage Publications.

  • Psychology Question

    do not use ai I will make you redo it. do not use fancy wording to explain make it super casual or ill make you redo it.

    Reflection #9: Gratitude and the Search for Personal Meaning

    What life lessons can we learn from this text written as reflections and essays by Oliver Sacks on his impending death.as he pondered the totality of his life and its meaning?

    Relate the reading to (1) AT LEAST 2 themes introduced in Day 1 Creative Syllabus along with the BORING regular syllabus and related discussions; (2) AND the readings connected to The Bhagavad Gita AND The Little Prince.

    How does this reading enhance your consideration and understanding of the themes and readings above?

    If you were to write your own book similar to Gratitude, discuss a subtitle to your opus that would communicate your main point. Explain in detail.

    Additionally, come up with a title and discuss the contents of chapter 1 of your memoir.

    Write 2 pages double spaced

  • Psychology Question

    DO NOT USE AI I WILL MAKE YOU REDO IT. DO NOT USE FANCY WORDS TO EXPLAIN MAKE IT SUPER CASUAL. OR ILL MAKE YOU REDO IT.

    What personal and life lessons can we learn from this text written as childrens literature AND dedicated to grown-ups who once were children?

    [See dedication page.] Explain in detail.

    Discuss how the reading helps illuminate:

    (1) themes introduced in Week #1 Creative Syllabus along with the Boring and Regular syllabusand related discussions AND

    (2) the readings connected to The Bhagavad-Gita.

    Explain in detail.

    Discuss how the reading can help shed light on our search for personal meaning, personal alchemy and transformation. Explain in detail.

    Pick 2 key quotes (citing the page number) that speak to you and your heart and your soul. Explain their significance for you.

    Select and answer fully and thoughtfully 2 key discussion questions posed by your peers.

    1. How are children and adults shown differently in The Little Prince, and what message does the author give about growing up?
    2. What can we learn about friendship from the story?

    Write a 3 page double-space reflection.

  • Psychology Question

    , which highlights the interplay between motivating operations, verbal behavior, and emergent relations in behavior change and language development. Your team may select either Important for ME, or Important for YOU (pg. 160) or I Wish Hilde Would Just Tell Us (pg. 218).

    Your team will collaboratively present your analysis and proposed strategies through a Zoom recording that includes both audio and video of you and your team members, along with your PowerPoint presentation. After recording your presentation, you will upload the final video to Kaltura for submission.

    Your team will collaboratively analyze the following:

    • Motivating Operations: Identify any establishing or abolishing operations present in the scenario. How do these affect the individuals behavior? Be sure to include how value-altering and behavior-altering effects are evident within the case.
    • Contingencies: Identify whether the behavior of concern is rule-governed or contingency-shaped. Provide a brief rationale for your selection. Define the five contingencies (reinforcement, punishment, extinction). Identify what specific environmental contingencies are currently maintaining the target behavior(s).
    • Verbal Behavior: Identify the six elementary verbal operants (mand, tact, etc.) and their specific properties, including point-to-point correspondence and formal similarity, and describe how verbal behavior is affected by environmental variables (antecedents/consequences). Identify specific verbal operants that are relevant to the case study and briefly explain the effects of these verbal behavior deficits.
    • Stimulus Control: Analyze how stimulus control may be influencing the individuals behaviors. What are the current stimuli in the environment that evoke or elicit the target behavior(s)?
    • Emergent Relations: Describe the three components of stimulus equivalence (reflexivity, symmetry, and transitivity). Then, explain how these principles contribute to the formation of more complex relational frames, such as entailments and transformation of stimulus function, and briefly identify their role in the development of language and cognition.

    As a team, design a set of strategies based on the case study that includes:

    • Manipulation of Motivating Operations: Propose strategies to adjust the MOs to encourage positive behavior change, explaining the effects (abolishing/establishing operations and states of MO).
    • Contingencies: Develop a total of four specific reinforcement/punishment strategies (a positive and negative for each) that could be used to modify the problem behavior. Support the use of punishment procedures with a rationale.
    • Verbal Behavior Support: Include specific training or reinforcement techniques to improve verbal behavior, referencing the principles of verbal operants, stimulus equivalence, and multiple control.
    • Stimulus Control: Provide a detailed example of how you would use a shaping procedure that uses differential reinforcement and stimulus and response prompt fading techniques to transfer stimulus control to relevant environmental stimuli.
    • Generalization and Maintenance: Explain how you would plan for generalization and maintain the learned behaviors over time, particularly with respect to how emergent relations would support the process. Create a diagram that demonstrates one example of how you could support the development of emergent relations for this client, with a consideration of how a transformation of function could be established. Your presentation should include the following elements:
      • Title slide: Provide your name, title of assignment, course and section number, and date.
      • Content slides: Answer all the questions, reflecting appropriate personal and professional insights.
        • The assignment must be written in Standard English and demonstrate superior organization, including a highly developed viewpoint and purpose. Your responses should reflect professional writing standards, using proper tone and language. The writing and writing style should be correct, accurate, and reflect knowledge of skills and practice in the professional field.
        • Presentations are visual; therefore, use clear, concise bullet points and avoid crowded slides. You may include the use of graphics and SmartArt to streamline information in a memorable manner. Additionally, images and diagrams are wonderful presentation tools, but be sure to include all required citations. Please review the resource for tips and suggestions. Submissions must be in .pptx format and no larger than 40 MB.
        • Note: Visual effects and some dark-colored themes, such as Slate, may prevent Turnitin from fully processing a PowerPoint file and, consequently, from generating a Similarity Report. Review the to ensure a report will be generated.
      • Reference slide: Sources listed in current APA format.
        • Include a minimum of five scholarly or academic sources to support your responses and conclusions.
      • Use Arial or Times New Roman 24-point font.
      • Use current APA formatting and citation style.
        • Please use this helpful video resource, , to format a PowerPoint by applying current APA style to a title slide; body slides using bullet points, figures, tables, and copyright statements; and a reference list with hanging indentations.

  • M3: Team Discussion Meeting 1

  • Psychology Question

  • Psychology Question