Psychological Assessment and Testing Discussion Paper
Psychological Assessment and Testing Discussion Paper
Arthur, a seventh-grade student, is the subject of the case study. At the suggestion of his teachers, Arthur’s parents referred him to the facility. Referrals are issued for various reasons, including difficulty focusing in class, declining grades, and being unfinished and unorganized. During the evenings, he is usually inattentive and appears exhausted. He usually falls asleep after midnight at home struggles to do duties, and misplaces his possessions. He’s been aggressive, and he and his father have had arguments regarding his actions. Arthur gets out of his seat a lot at school and does things that annoy his friends. He regularly yawns and does not complete his assignments as his classmates do. The results provided above by both parents and the teachers indicate that Arthur requires assistance. But for this to occur, I must assess Arthur.
Cognitive, social-emotional (mental health), and physical growth are all areas of development that demand active attention and complement each other. Arthur appears to be a docile youngster. Psychological Assessment and Testing Discussion Paper His desire for attention shapes Arthur’s own experiences. By causing a disturbance, he tries to attract the attention of his parents and teachers. Arthur is also unable to analyze his feelings effectively. When confronted with emotions, he acts angrily and cannot work through them effectively, causing him to have a conflict with his father. At this age, social skills are usually developing. Arthur appears to be more engaged in social activities than in educational pursuits. Social skills and physical dexterity influence cognitive growth, just as cognition influences social understanding and motor competency.
The approaches described above are not without their drawbacks. Because specific behavior can take a long to evolve, naturalistic observations require time. People may act differently when they recognize they are being watched and fail to demonstrate the desired behavior (Anguera et al., 2018). In addition, behavior analysts have little control over the conditions under which the subject is observed. However, the information provided above is based on the parents’ and the teachers’ feelings towards Arthur, which might be proven irrelevant.
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When assessing for ADHD, we considered the severity of inattentiveness, hyperactivity, and impulsiveness. For oppositional defiant disorder, we used the observational method applied by the teacher, parents, and the therapist. This method allows behavior analysts to evaluate how the patient uses their mental, communicative, and cognitive and how behavior abilities affect performance. We employed the Wechsler intelligence scale for children to examine the patient’s cognitive and intellectual ability using IQ testing. We applied an individual intelligence test whereby the child is given tasks like puzzles, performance-based questions, and game-like tasks. After the various tests made, the evidence observed shows that Arthur needs to undergo treatment to be better. Arthur’s parents can indulge Arthur in decision-making. Furthermore, the parents, together with the teachers, could work together and engage themselves in Arthur’s social lives to understand him further.
After personal interviews and direct observations, the evidence provided by both the parents and the teachers has been consistent. Tests were done on Arthur, and the therapist spent a lot of time with Arthur. Both the parents and the teachers also provided a lot of help, providing the same evidence, which showed his consistency. The consistency in the evidence provided has provided better research for a diagnosis without any problem faced.
The evidence provided by the teachers provided to be more helpful. Though the parents spend time with Arthur, the teachers spend adequate time with Arthur in school. Arthur is active in his social skills rather than his academic skills provided much more information to acknowledge what Arthur was dealing with was facing.
Personal interviews, direct observation, psychometric testing, and archival materials are used in case studies to acquire data. Such data is gathered using several methodologies and measurements, with relevant sources chosen by the evaluation’s goals. Records collected from the referral source (e.g., medical, educational, occupational, and legal) are sources of information. Agreements across numerous measurements and sources and conflicting data allow for a more thorough picture of the individual being examined, leading to more accurate and suitable clinical findings (e.g., diagnosis, recommendations for treatment planning).
From the process above, a lot of information provided a better prescription. One must be able to understand their relatives, friends, and even close family members to know if someone is faced with any problem and can be able to denote the changes in one’s character. By detecting the difference in one’s personality, one can be treated and recommended in better ways.
References
American psychological association. (2017). Ethical Principles of Psychologists and Code of Conduct. Advancing psychology to benefit society and improve lives.
Anguera, M. T., Portell, M., Chacón-Moscoso, S., & Sanduvete-Chaves, S. (2018). Indirect observation in everyday contexts: concepts and methodological guidelines within a mixed-methods framework. Frontiers in psychology, 9, 13.
Lane, N. S. (2021). Widespread Social Isolation During the COVID-19 Pandemic: The Child and Parent Perspectives.
