The assessment of Scott’s behaviour and responses to most of the conditions reflects that he is a disturbed child. Scott is not able to act normally, which depicts his maladaptive behaviour. Scott needs a different and more focused education and counselling. The application of Oudeans and Boreson’s Individualized Education Program (IEP) treats inappropriate behaviours as appropriate.
The assessment involves the identification of Scott’s disability that affects his learning. There is a need to assess behaviour that prevents him from learning in a general educational environment. The administration of education depends on Scott’s individual needs. Keeping in view the behaviour and history of a case study, the most appropriate assessment is Behavior and Emotional Screening Systems (BESS) (Oudeans & Boreson, 2002).
The BESS is an effective assessment tool that allows for assessing the behavioural and emotional functioning of a maladaptive child in certain school settings or clinical settings. BESS is most appropriate in Scott’s case as the tool is designed for children between the ages of 3 and 18. The features of BESS allow for the assessment of behaviour that reveals strengths and weaknesses and further provides information about the internal and external problems encountered. It helps to recognize the school issues and provides information about adaptive skills. The BESS tools are effective as they provide information in forms that are filled by teachers and parents. The tool develops the behavioural and emotional risk index that predicts the issues related to behaviours, emotions, and school performance. Sub-index scores are also developed to reveal more centred information (Sandoval & Echandia, 1994).
The effective feature of BESS is comprehensive data reporting about the behavioural patterns and changes before and after the intervention. It focuses on the special needs of the children and provides effective screening of intellectual disabilities. The behaviour assessment system presents a well-designed set of measures that will allow the identification of Scott with emotional and behavioural disorders. Scott needs a more comprehensive and focused assessment as he lacks interest in normal activities. One positive sign of Scott’s is his interest in buildings, trains, windows, and related elements that depict the changes in the environment according to Scott’s individual needs. The behaviour assessment tool is appropriate in assuming the environment and identifying things that generate a positive response in Scott. The business assessment tool collects useful and relevant information about the troubled child (Scott), his parents, teachers and historical records. The selected tool is most appropriate for handling Scott, as his case reflects changes in his behaviour patterns. His mother reports his first screening at the age of 3. The case also reveals that Scott’s enrollment in a structured program generated positive changes. The assessment tool provided information about the tantrums that Scott experienced before his enrollment in the structured program and after his joining the program. The behaviour assessment tool reveals information about his behaviour at home and his interaction with the home environment, parents, and people.
The mother states that the family goes to recreational places with Scott. The assessment will yield information about the impact of buildings, the environment, monuments, and antiques on Scott. The positive influence of these factors depicts Scott’s needs. The most effective part of the assessment tool is the comparison between unpleasant and pleasant incidents. The identification of pleasant incidents provides information about factors that are capable of generating a positive attitude in Scott. Similarly, the unpleasant incidents depict the factors that develop a negative attitude in Scott. The assessment records changes in his behaviour with age and changes in his likes and dislikes. The assessment records eating habits and things that make Scott frustrated and aggressive and records the most aggressive responses, such as hitting, biting and kicking.
Bibliography
Oudeans, M. K., & Boreson, L. (2002). Doing it right: IEP goals and objectives to address the behavior. Retrieved June 11, 2017, from
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Sandoval, J., & Echandia, A. (1994). Behavior assessment system for children. Journal of School Psychology, Vol 32.
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