Diagnostic case scenario

The assessment of Scott’s behavior and responses to most of the conditions reflects that he is a disturbed child. Scott is not able to act normal that depicts his maladaptive behavior. Scott needs a different and more focused education and counseling. The application of Oudeans and Boreson’s Individualized Education Program (IEP) treats inappropriate behaviors as appropriate. The assessment involves identification of Scott’s disability that affects his learning. There is need to assess behavior that prevents him from learning in general educational environment. The administration of education depends on individual needs of Scott. Keeping in view the behavior 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 assessing the behavioral and emotional functioning of a maladaptive child in certain school settings or clinical settings. BESS is most appropriate in the case of Scott as the tool is designed for children having ages between 3 to 18 years. The features of BESS allow assessment of behavior that reveals strengths’ and weaknesses and further provide 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 behavioral and emotional risk index that predicts the issues related to behaviors, emotions, and school performance. Sub-index scores are also developed that reveals more centered information (Sandoval & Echandia, 1994).

The effective feature of BESS is comprehensive data reporting about the behavioral patterns and changed before and after the intervention. It focuses on special needs of the children and provides effective screening of intellectual disabilities. The behavior assessment system presents a well- designed set of measures that will allow identification Scott with emotional and behavioral disorders. Scott needs a more comprehensive and focused assessment as he lacks interest in normal activities. One positive sign of Scott is his interest in buildings, trains, windows and related elements that depict the changes in the environment according to Scott’s individual needs.  The behavior 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 to handle Scott as his case reflects changes in his behavior patterns as his mother reports his first screening at the age of 3. The case also reveals that the enrollment of Scott in 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 of the program. The behavior assessment tool reveals information about his behavior at home and his interaction with the home environment, parents, and people.

The mother states that family goes to recreational places with Scott the assessment will yield information about the impact of buildings, 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 of Scott. Similarly, the unpleasant incidents depict the factors that develop a negative attitude in Scott. The assessment records changes in his behavior with ages and changes of his likes and dislikes. The assessment records eating habits, things that make Scott frustrated and aggressive and the most records the most aggressive response 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

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=9&ved=0CGoQFjAI&url=http%3A%2F%2Fsped.dpi.wi.gov%2Ffiles%2Fsped%2Fdoc%2Fiepbe

Sandoval, J., & Echandia, A. (1994). Behavior assessment system for children. Journal of School Psychology, Vol 32 .