Brittany Functional Life Skills teacher completed BASC III scales. The BASC III measures a student’s emotional, behavioral, and adaptive functioning. The score that is used for the scale is the T-score. The T-score indicates the distance of a score from the norm group mean. The BASC II has a mean T-score of 50 with a standard deviation of 10. Scores ranging 60 to 69 are considered to be in the At-Risk range. The T-scores that are 70+ are in the Clinically Significant range. On the Adaptive Scale portion of the BASC II, the T-Scores that are from 30 to 39 are in the At-Risk range. The T-scores that are below 29 are in the Clinically Significant range. There were three categories that Brittany’s teacher rated her in the Clinically Significant range (Hyperactivity, Aggression, and Depression). Brittany 's T score on Hyperactivity is 84. Brittany 's teacher reports that she engages in a high number of behaviors that are adversely affecting other children in the classroom. Brittany is reported as often being restless and overactive, and she may have difficulty controlling her impulses. Brittany 's T score on Aggression is 82. Brittany 's teacher reports that Brittany displays a high number of aggressive behaviors and may be reported as being argumentative, defiant, and/or threatening to others. Brittany 's T score on Depression is 79. Brittany 's teacher reports that Brittany is withdrawn, pessimistic, and/or sad. There were six areas that Brittany’s teacher rated
Most contemporary psychological treatment approaches are predecessors of the ancient and medieval philosophies and theories. Cognitive behavioural therapy as one of the modern treatment method in not an independently formed treatment, different theories have contributed to its present shape and application.
Described the DSM-5 signs and symptoms you observed for Shelly, Polly, Brittany and Alisa. Be thorough and specific
Cole 's teacher rated him in the Clinically Significant range in the area of Hyperactivity, Aggression, and Somatization. His T score on Hyperactivity at 61. Cole 's teacher reports that he often engages in a number of behaviors that may be adversely affecting other children in the classroom. At times, Cole is considered to be restless and impulsive, and has difficulty maintaining his self-control. Cole 's T score on Aggression is. Cole 's teacher reports that he sometimes displays aggressive behaviors, such as being argumentative, defiant, and/or threatening to others. Cole 's T score on Somatization is 67. Cole 's teacher reports that he displays several health-related concerns.
Described the DSM-5 signs and symptoms you observed for Shelly, Polly, Brittany and Alisa. Be thorough and specific
Act 1995 and Human Rights Act 1998. The company's policies and procedures, training given to staff, following care plans also encourage positive behaviour all contribute to ensure the best support is provided to individuals.
Of the 45 questions completed by teacher at a prominent primary school in St. Catherine it was analysed that Student Number 1 (used as name is withheld) scored eight for Attention-Deficit/Hyperactivity Disorder- Inattention Symptoms by scoring Pretty Much and Very Much for questions number 9, 23,27,29,34,37,42 and 44. In addition to scoring the same eight for Attention-Deficit/Hyperactivity Disorder-Hyperactivity/impulsivity Symptoms by scoring Pretty Much and Very Much for questions number 1,7,12,19,22,25,30, and 35.
Brandy has been depressed and irritable daily for every months since the start of her first year in high school. The depression has caused her to have impaired function in her life (e.g., socially, academically, leisurely) and she has thoughts of death and suicide as well as has attempted to commit suicide. The client has decreased pleasure and interests in her hobbies and school activities. The client has also been not eating lately as she has been trying to lose weight due to feeling bullied over her weight causing her to feel depressed. She also has been feeling tired and unable to keep up energy while at school or at home. Brandy also suffers from 309.24 (F43.22) Adjustment disorder, with anxiety. She can also be diagnosed with V62.89 (Z60.0) Phase of Life Problem as well as V62.89 (Z65.8) Victim of bullying and a Victim of bullying when not in
Instructional Context: The group consisted of 6 students, ranging in age from 14-17. All 6 students were Caucasian females. Of the group members, 3 were in 9th grade, 2 were in 10th, and 1 was in 12th grade. To accurately represent my large urban, comprehensive high school student population, the group members ranged from 2 students (one 10th and one 12th grader) identified as Academically and Intellectually Gifted (AIG), one 9th grader who receives accommodations under a Section 504 Plan for a diagnosed anxiety disorder, and 3 considered regular education. I assessed the range of academic abilities by reviewing group members’ historical grades, test scores, schedules, attendance, and 504 plans when applicable. Based on my own interactions with students, teachers, colleagues, and parents, I have seen an increase in stress related mental health diagnosis impacting students’ ability to be successful in
Apart from having low blood pressure towards the end of her pregnancy, Tori’s mother had a normal pregnancy. However, Tori’s clavicle was broken during child birth. Tori’s mother reported that the majority of Tori’s developmental milestones were delayed. At the age of four, Tori was diagnosed with Autism. However, a psychoeducation evaluation in second grade indicated she no longer met diagnostic criteria for Autism, and she was diagnosed with ADHD. Tori was also diagnosed with major depressive disorder in August of 2018. She currently takes medication for ADHD and depression.
Described the DSM-5 signs and symptoms you observed for Shelly, Polly, Brittany and Alisa. Be thorough and specific
When I begin to use the diagnostic and statistical manual of mental disorders based on axis 1: Billie displayed depression or a mood disorder which could have caused her to use drugs at an early age. Axis 2: Billie displayed a
Aggressiveness 5. Depression 2. Delinquency 6.
Sycamore Community School District 427 is a well rounded school district for the amount of ELs that are within the community. With the small number of ELs, it poses a challenge on the administration on how to best service the student body to give them the best educational experience possible to help them thrive inside and outside of school. The school demographics being majority white and English speaking, and the ELs of a very diverse background, poses a challenge on creating two-way dual language programs in the district which would benefit the students most. According to The Bilingual Advantage, “Even if children and adolescents are not fully proficient in their primary language, enabling students to use their
According to Healthy People 2020 a goal of theirs is to “increase immunization rates and reduce preventable infections.” The influenza virus is one of these preventable infections, which can cause serious harm to patients. The influenza virus is known as the “flu.” Everyone in his or her life has had some experience with the flu, whether that is himself or herself or a family member. What if there was a way to ensure people from contracting a strain of the influenza virus? Well, thanks to technology and medical research there is.
Getting a clearer picture of Emily’s mood would include: assessing her appearance, behavior speech orientation and memory intellectual level. During the assessment Emily shared her energy was down, feeling fatigued, unable to concentrate and a feeling of worthlessness which are classic symptoms of Bipolar II disorder. Individuals with bipolar disorder frequently experience lower quality of life and worse functioning than the general population, (Sy via, 2017).This disorder affects all ages and genders, and currently represents the highest suicide rate interest or pleasure in doing things?