ABS300 Week 5 Final Paper, Psychological Assessment Report

ABS300 Week 5 Final Paper, Psychological Assessment Report Name ABS300: Psychological Assessment Instructor Date 1. Identifying Information: Name- Timothy Childers Sex- Male Ethnicity- Caucasian Sexual Orientation- Heterosexual Age- 15 Handedness- Right Grade level- Completed the ninth grade 2. Reason for Referral- The patient Timothy Childers is being referred by his school Mount Pleasant High School to undergo a neuropsychological evaluation. The school is wanting Timothy Childers checked for any possible learning disability including ADHD (Attention Deficit/ Hyperactivity Disorder). Timothy’s mom has expressed concern with the school about her son’s ability to handle multi-step tasks. Timothy’s mom is also concerned over her son’s organization, grammar, and vocabulary skills. Timothy’s mom has conducted a BRIEF test on Timothy (Behavior Rating Inventory of Executive Function). During the BRIEF test it showed that the patient struggles with urges and struggles to complete test in chronological order. 3. Current Symptoms/Presenting Concerns- Timothy has difficulty with multi-tasking and also difficulty organizing his homework assignments and study space. Timothy also has difficulty with grammar and vocabulary. Timothy has always loved mathematics and solving problems according to his mom. But here recently there has been a bunch of conflict between Timothy and his math teacher. She has even accused him of cheating because he did not show his work. In order to receive a diagnosis of ADHD a child or adolescent must show abnormally high levels of inattention, hyperactivity-impulsivity, or both when compared to peers of the same age group. The Diagnosis Manual for Mental Disorders list two sets of behavioral symptoms characteristics. The first list contains nine symptoms of inattention. The second list contains nine symptoms of hyperactivity-impulsivity and Timothy must exhibit six to nine symptoms from at least one of the lists. There are Two factors that have prompted the American Phycological Association to create a policy basis for evaluating guidelines and many treatment guidelines and disorder based (American Psychologist,2012). 4. Psychosocial History • Educational History- Timothy is currently in the 10th grade and has trouble learning if the teachers does not follow by the book. Timothy has no anxiety at all when it comes to him taking test. Timothy also states that if he was to do poorly on a test it is due to him not showing the work like his teachers want. Writing for Timothy is disorganized. Timothy states that “Math is especially challenging because I don’t always follow the steps. I see the solution and just figure out the answer my way. My teacher wants me to show all the steps and solve the problem his way. He hates it that my way gets the right answer faster than his”. Timothy has difficulty organizing his play and work areas and also trouble with setting goals. • Occupational History- Timothy has no occupational history. His mother is an electrical engineer and his father is a manager at a bank. When Timothy grows up he wants to go to college to become a writer, A drummer in a band, or a NACCAR driver. He also enjoys dance class after school where he has a good circle of friends who he enjoys hanging out with. There is no concern with his social development. • Medical History- Timothy has asthma and seasonal allergies. There is no psychiatric or substance history. Timothy states “that he sees what booze did to his uncle and that he is not interested in looking crazy”. Timothy is not on any medication at this time. • Psychiatric History- It seems that it is very difficult for Timothy to resist the urge to act on impulse. There is no sign of not being able to have emotional control. He presents himself as mature, friendly, and confident. • Social History- Timothy is active in the school band where he loves to play drums. He could play them all day long if his parents would let him. 5. Interpretation of Results- Several assessments were administered to the patient in which all assessments were obtained through a technique known as collaborated psychological assessment. The patient and assessor may work together as partners to obtain information needed for final analysis (Cohen, Swerdilk, $Sturman,2013,p.4.)/ The tools of assessment used for gathering information were interviews from Timothy, his mom, and a questionnaire form. The results rendered are as followed: Harris-Lingoes Subscales- indicates the following based on a T score of 60 or above: Physical Malfunctioning-75 which is the depression subscales. Authority problems-60 also known as psychopathic deviation subscales. Social Alienation-69, Interpersonal suspiciousness-65. There are other significant variables that were rated moderate or close to 60 on a T score scale but the above shows reference to interpretation. • Woodcock-Johnson Tests of Achievement 3 rd Edition (WJ-III): (2/7/12) Timothy garnered an average score throughout all aspects of this test. There were no indications that he was not fluent in all basic educational areas. (Kennedy & Harper, 2014, pg. 4). • Children’s Memory Scale: (2/6/12) Timothy scored an average to high average on all areas of the test except for stories immediate, delayed, and recognition where he garnered a low average. This possibly could be an indicator on why his verbal comprehension is low within the WISC-IV. (Kennedy & Harper, 2014, pg. 4). • Delis-Kaplan Executive Function System (D-KEFS, selected subtests): (2/6/12) Timothy scored an average to high average in the majority of testing. He had difficulties in the Tower Test, this could be another possible indicator for his lack of impulsive and struggle to follow instructions. (Kennedy & Harper, 2014, pg. 5). • Minnesota Multiphasic Personality Inventory-Adolescent (MMPI-A): (1/14/12) Timothy accumulated three areas of concerns within two subscales throughout the test. In the Depression Subscale his Physical Malfunctioning and in Psychopathic Deviate Subscale his Authority Problems and Social Alienation. This could be another possible indicator for his temperament with educators, parents, and peers. (Butcher, 2014, pg. 8). 6. Diagnosis Impressions- Timothy was diagnosed with ADHD with a mild possible case of ODD according to the DSM-5 his behavior and educational issues in questioning are within the criteria to support this diagnosis. The definition of ADHD is “a persistent pattern of inattention and hyperactivity impulsivity that interferes with functioning or developing”. As for as the ODD the definition for it is “a pattern of mood , arguments, defiant behavior, or even vindictiveness.” Timothy’s ADHD appeared in his early educational years with his fluctuating of grades in school and lack of attention to instructions. He has developed through school and has learned ways to manipulate and shift blame unto others instead of taking responsibility for his own actions. Timothy often gets frustrated when asked to perform tasks that has to do with organizational patterns or complex structures. Timothy has become impulsive with his actions. Timothy also has difficulty finishing anything he starts whether he is at home or at school. ADHD is often existing simultaneously with and usually independency of another medical condition with oppositional defiant disorder. Currently, Timothy’s behavior against authoritative influences, rebellious actions, within his personal and educational environment, argumentative with little remorse, and poor judgement all fall into the ODD. 7. Recommendations- Based on the information provided, it is my recommendations that Timothy needs to enter into a behavioral therapy that focuses on positive reinforcements within the school setting and also at home. Timothy needs to understand that his current performance has consequences , good or bad and is not acceptable in any way that he needs to take full responsibility of his actions. His parents and teachers should provide him with fast friendly feedback either good or bad to let Timothy know how he is doing and reward him for doing what he is asked whether it is completing a task or doing his assignments. The environment that Timothy is living in has no parameters and if it continues can affect the management of his ADHD. Timothy’s parents should have a vital role in helping Timothy manage his ADHD and also keep open communication as Timothy goes thru his educational career. Also to the behavioral therapy, Ms. Childers should consider medication just a low dose of Ritalin or Adderall can help with the ADHD as long as Timothy has follow up visits with his doctor to get checked out. Along with the medication Timothy parents should examine the possibility of beginning Biofeedback to control various emotions and to help him focus on tasks. This type of therapy is a technique used to learn your body’s functions. It could also assist an individual with focuses on making subtle changes in your body, such as relaxing certain muscles to achieve the results that you want. The use of Biofeedback could give Timothy another tool in conjunction with therapy and medication to help him manage his ADHD and to learn to take responsibilities for his actions. Timothy is an intelligent young man, who has the potential to overcome the challenges ADHD presents; however, it will take parents and teachers working together to establish goals and boundaries to ensure complete understanding of his potential is met. The goal now is not to identify the issues it is to take the necessary steps to modify the issue. References • Butcher, J. “Contemporary Use of the MMPI-2 in Forensic Assessment”, Continuing Education Course presented at the Annual Meeting of the American Psychological Association, Washington, DC, August 2014. ABS 300 Week Five Sample MMPI-A School Adolescent Male Interpretive Report Timothy Childers [PDF]. • Kennedy, N. & Harper, Y. (2014). ABS 300 Week Five Final Paper Adolescent Male Case Study Timothy Childers [PDF]. College of Health, Ashford University: San Diego, CA.