Gianna's Case Study Summary

The IDEA lists 13 different disability categories which children and young adults aged 3-year-olds to 21-year-olds may be eligible for services. Emotional disturbance is one of the 13 disability categories under the IDEA and is the label Sarah was served under. Under the IDEA, emotional disturbance means a condition revealing inability to learn which cannot be clarified by other factors; difficulty building or maintaining reasonable interpersonal relationships with classmates and teachers; unsuitable types of conduct or emotions under ordinary conditions; and general persistent mood of unhappiness or depression.). Sarah met three criteria to be served under the ED label which included her 4 years of behaviors out of the norm, the severity of

By working in a public school setting, I hope to integrate aspects of assessment, counseling, research, and skill training to create individualized intervention plans, and provide an optimum learning environment for all students. After receiving the opportunity to work with children with exceptionalities at Camp MATES and the social skills groups, I was stunned to discover how underserved that population is. I was appalled by the obscene amounts of money parents pay for their children to receive services tailored to them and their exceptionalities and how difficult it can be to get into those programs. As a School Psychologist, I hope to make academic success more attainable for all students despite their socioeconomic background. My goal is to assess students who are struggling academically to find an educational method that suits their individual differences and be able to refer them to community resources if needed. My dream is to bridge the gap between home and school and promote supportive environments in both that migrate seamlessly. I hope to provide students with strategies, such as social skills training, they can use to be successful both in and outside of the classroom. I aim to learn more about Learning and Intellectual Disabilities and interventions that improve the academic success rate of students with those

In this mock IEP meeting, we examine John Grohman from Kelsey Elementary School. John is a 2nd grade student who has Asperger’s Syndrome. He is a student who has extreme behavioral problems. John’s parents are extremely concerned about his behavior at home and at school. In this mock IEP, we look at John from his parents, special education teacher, administrator, general education teacher, and evaluator; to get a better picture of what is needed to help John be successful.

Dr. Debra Koss ( child psychiatrist) believes that in our society today teens and parents face more stress and pressures than ever before. When a student acts up the first thought should not be punishment but what is going wrong in this young one’s life and how can it be helped. In Fund du Lac High School three hundred fifty-eight freshman out of six hundred thirty-two participated in mental health screening and sixty-four percent of the students tested were diagnosed with a mental illness. Many factors are contributing to this bad school environment ranging from overworked students, students ridiculing other students and faculty that genuinely do not care about the students. A teacher, who does not take interest in the students and does not do their best to make sure their students succeed, risks destroying their students confidence. 8,300 students drop out on a average day. These students say they drop because they don't feel safe, they can't keep up, they couldn't attend everyday or they did not have the confidence they would finish the class. Students everyday are either dropping out or hurting themselves because of the events that happen inside these school buildings. Forty percent of parents say children experience the most stress from academics. Chronic stress causes a sense of panic which causes more stress. “Despite whatever is going on -if you are a bit depressed, stressed, or overwhelmed you want to put up this positive

Current cognitive assessment results reveal that Tyler’s abilities range from Very Low to Average in the areas of Verbal Comprehension (Average), Visual Spatial (Average), Fluid Reasoning (Average), Working Memory (Low Average),

A priority for the administration and counseling department at Santa Susan High School is to provide for the emotional, social and academic needs of all students. To determine and address possible gaps between the students and programs offered an informal questionnaire was provided to each teacher with the purpose to gather information. The questionnaire was designed to identify possible gaps, social and emotional issues that may be hindering learning in the classroom and conflicts that may be occurring between staff/students and students/students.

With the majority of their student population ranging from ages 4-6, many of the behavioral issues that are seen at Tuesday’s Child are challenges such as children who are unable to take “no” for an answer, struggles with mealtime or bedtime, or difficulties in childhood peer interaction. The source of these behavioral issues ranges from diagnosable disorders such as autism (although Tuesday’s Child does not serve as a diagnosis center) to less specific issues with children who are verbal and smart, but don’t fit into behavioral norms. Regardless of what category the children might fall into, Tuesday 's Child

(IS) is a 13-year-old African-American girl, referred for school supports due to her inconsistent attendance. She is currently in the seventh grade, and has periodic episodes of anger outburst due to a number of stressors over the past several months. (IS) reports that both of her parents have very busy lives and they don’t always have time to spend with her.

Participants: M. Parker, Guidance Counselor, B. Michael, Social worker, Parent, D. Shaw Principal, S. Roberts, Behavioral Consultant, Classroom Teachers; D. Chemnitz and C. Ragusa

Petrosky rated Emalie in the Clinically Significant range in the areas of Somatization (displaying a high number of health-related concerns) and the Content Scale area of Negative Emotionality (a tendency to react negatively when faced with changes in everyday activities or routines). Mrs. Petrosky rated Emalie in the At-Risk range in the areas of Aggression (sometimes displays aggressive behaviors, such as being argumentative, defiant, and/or threatening to others). There were two Content Scale areas that her mother rated Emalie in the At-Risk range. Those two areas were Emotional Self-Control (becomes easily upset, frustrated, and/or angered in response to environmental changes) and Executive Functioning (difficulty controlling and maintaining her behavior and mood). Emalie’s teacher rated Emalie in the At-Risk range in the area of Learning Problems (difficulty comprehending and completing schoolwork in a variety of academic

Intervention: CSP, MHS and Reighn discussed improvement in thinking and reacting to peers at school. CSP and Reighn review coping skill that assist best with expressing her emotions and reactions. CSP and MHS discussed the youth’s ability to manage her reactions in diverse settings.

Upon arrival, Gianna was administered an early literacy assessment. Results from the assessment revealed Gianna’s Fountas/Pinnell Guided Reading Level was a ‘D, ’ in comparison to her peers reading at a level ‘J.’ In math, her teacher noticed that she showed a “good” understanding of concepts, however when she was given independent work, she had difficulty. In September 2014, Gianna’s second grade teacher requested that she receive Academic Intervention Services (AIS) in math and reading. Consequently, she received remedial reading support by the end of September. She also received remedial math support and speech and language services (K-2 Language Development Program) the beginning of

The ABAS-II includes five different forms for raters that include teacher, parent, and self. The age ranges from 2 to 5 and 5 to 21, and the self-rating form from ages 16 to 89. The ABAS-II includes 10 skill areas, including: communication, community use, functional academics, health and safety, home or school living, leisure, self-care, self-direction, social, and work (Rust & Wallace, 2004). When scoring the ABAS-II, the four domain composite scores that are consistent with the American Association of Mental Retardation’s guidelines (Rust & Wallace, 2004). The four domains consist of conceptual, social, practical, and General Adaptive Composite. The ABAS-II has been chosen due to the population of 2 to 5-year-old children that will be used for the study, as well as the reliability and validity of the assessment. The reliability of this assessment had a consistency coefficient of .90 or greater. Rust and Wallace (2004) state that the ABAS-II is reliable enough to be used for screening, placement, diagnostics, group use, and research, validating the use of this assessment for the research study being conducted. By completing an ABAS-II assessment on participants, it will allow them to be grouped accordingly.

The case vignette that was assessed was about elementary school student named Charlie. Charlie’s biological factors include being 6 years old, African American, and male. It is unclear if Charlie was premature, and if his mother, Eloise, was taking prenatal care during the pregnancy, which are also a part of Charlie’s biological factors. In regards to the psychological facts, Charlie appears to be having challenges interacting with the other children. Additionally, he becomes easily irritated and distracted, cries when someone tries to correct his behavior, and constantly has tantrums. His usual bedtime and mealtime routine have changed since his mother is not always available to attend. The social factors consist of his mother, step-father, aunt, and newborn sister. Additionally, moving in with his Aunt Eleanor and his school are social factors. Due to his mother, Eloise, having depression, she was in psychiatric hospitalization for a while. After her release, Charlie moved with his aunt in order for Eloise to spend time trying to recover from her depression. Ever since he moved with Aunt Eleanor, Charlie’s developmental factors have changed. Prior to moving with his aunt, Charlie was an actively involved child who was extremely social and reached his developmental milestones at an expected rate, as well as possessing amazing language and social skills.

If so, what main areas were included in the psychoeducational evaluation?” Although, the interviewees have different backgrounds, both have received psychoeducational testing reports. However, unbeknownst to the author, Jennifer, the special education teacher, only had experience receiving the reports versus administering the tests, since Allen ISD and other ISDs require a certified diagnostician to administer the psychoeducational testing. According to Jennifer, “I am not certified to give this type of assessment” (J. Hodge, personal communication, August 28, 2015). Nonetheless, Jennifer stated, “The main areas in the report included, 1) assessment techniques, 2) sociological information and review of records, 3) classroom observation, 4) teacher observation, 5) assessment findings, 6) Summary, 7) suggested recommendations, and 8) data and graphs from assessments” (J. Hodge, personal communication, August 28, 2015). Meanwhile, for Marisol, “psychoeducational testing became the starting point of her daughter’s life early on” (M. Puterbaugh, personal communication, August 29, 2015). Through the various assessments, it allowed Marisol to understand her daughter’s strengths and weaknesses in how she learns and develops, ultimately allowing educators and parents to offer her