Description
BOOK USED FOR COURSE: Chapters 2, 9, 10, and 11 in Assessment in Special Education: A Practical Approach.
Review the MET case study. The case study will be attached Based on the Conner 3rd edition diagnostic assessments graphic organizer, defend your using the Conner 3rd edition diagnositc assessment in a 500-750-word response.
Prepare the assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
MULTIDISCIPLINARY EVALUATION TEAM (MET) CASE STUDY
STUDENT: SCOTT
GRADE: 1st
Age: 6
Background Information
•
Very small for his age, constantly in motion.
•
Usually looks very serious. When he is unhappy with something, he will scowl and make
a high-pitched and long-lasting shriek; this happens 8-10 times every hour.
•
Asks many questions, such as “Why?” “Where did that come from?” “What does this
mean?”
•
When engaged in something in which he has an interest, he becomes lively and
animated and asks relevant questions as he is trying to figure out what is happening
(lasts up to 7 minutes at a time).
•
Enjoys trains and collecting coins; likes to build things with Legos or Lincoln Logs.
•
Knows everything about local public buildings (city hall, library, schools) – number of
windows and doors, when built, building materials, number of bricks each contains.
•
Developed very particular likes and dislikes with food, e.g., he will only eat white or light
colored foods, and nothing can be mixed together; he refuses to eat meat and many
vegetables and fruits.
•
Behavior problems surfaced about 15 months ago – easily frustrated, which resulted in
throwing things, hitting, kicking, biting, and disrespect shown to parents, especially his
mother.
•
Mother has used timeout chair – can take from 5 minutes to 2 hours for him to regain
control.
•
Parents report that they do not take him out into the community, e.g., grocery store
because of behavior. One parent stays home while the other goes out to do errands.
•
Scott is extremely active. He stopped taking naps at the age of about 2½ and he cannot
fall asleep until three or four hours after he is put to bed. He spends the time looking at
books and playing with the toys in his room. As long as he stays in his room and is quiet,
his parents leave a dim light on.
•
Scott lives with his parents and older sister. The family goes on recreational outings
together, including summer camping trips and weekend trips to visit family in another
area of Wisconsin.
•
Scott’s parents describe Scott as “interesting.” They have worked through many issues
with their daughter (diagnosed with ADHD and bipolar disorder, she is not in special
education) and feel that Scott will develop appropriate behaviors as time goes by.
•
Defiance is an issue – incidents 10-15 times per day of yelling, stomping his feet,
throwing things if he does not get his way.
•
Scott will wander away from the yard – has gone up to six blocks away, crossing busy
streets. This happens 3-4 times per month.
School History
•
Mother requested district screening when Scott turned 3 years old because he refused
to follow rules, and would tantrum when he could not get his way. Scott also showed a
lack of interest in activities like coloring or drawing with markers or crayons, cutting
paper, and repeating nursery rhymes. He would refuse to do these activities.
•
Parents did not want to consider district early childhood programming and enrolled him
at a structured preschool at age 4. His day was subsequently shortened to 2 hours and
his parents had to pick him up early 1-3 times per week because of behavior (yelling,
screaming, and refusing to follow directions; would not participate in any activities that
involved drawing, coloring, or writing).
•
Community summer programs were tried, but he was asked to leave because of
behavior (ran out of the room, yelled, screamed, threw things).
•
During the summer before he started kindergarten, his parents did not enroll him in
summer school. They planned many family activities, but Scott was not in any kind of a
structured program. They report that the number of tantrums decreased to 1-2 per day.
However, the tantrums were more severe with longer recovery time.
•
Placed in a blended kindergarten (5 special education and 11 regular education students
with Kindergarten. and special education teacher team)
Concerns/Reasons for Referral
•
Aggressive and disruptive behavior. Scott kicks and hits staff along with outright refusal
to follow directives with yelling and screaming and throwing himself on the floor. Scott
throws books and chairs and narrowly missed hitting a peer with a chair. These
behaviors occur 4-6 times daily within a two-hour period.
•
Unwillingness to follow directions for social or play activities. Scott says, “No,” or “I
won’t” or refuses to speak and sits with arms crossed and head down with no
movement toward doing what was asked, or runs and hides under a table.
•
Refuses to do any activities involving scissors, paper, pencil, crayons, or markers.
•
Isolates self in a corner or under a table.
Adapted from:
Oudeans, M. K., & Boreson, L. (2002). Doing it right: IEP goals and objectives to address
behavior. Retrieved from
https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=9&ved=0CGoQFj
AI&url=http%3A%2F%2Fsped.dpi.wi.gov%2Ffiles%2Fsped%2Fdoc%2Fiepbehavor.doc&ei
=wzABU4zXDo3lyAGAt4CIBw&usg=AFQjCNFkQRpBQ7eq2scNElizNwNMGsz7HQ&sig2=Sf
VFdT898qthkKe4XggGTw&bvm=bv.61535280,d.aWc&cad=rjt
© 2014. Grand Canyon University. All Rights Reserved.
Purchase answer to see full
attachment
STUDENT: SCOTT
GRADE: 1st
Age: 6
Background Information
•
Very small for his age, constantly in motion.
•
Usually looks very serious. When he is unhappy with something, he will scowl and make
a high-pitched and long-lasting shriek; this happens 8-10 times every hour.
•
Asks many questions, such as “Why?” “Where did that come from?” “What does this
mean?”
•
When engaged in something in which he has an interest, he becomes lively and
animated and asks relevant questions as he is trying to figure out what is happening
(lasts up to 7 minutes at a time).
•
Enjoys trains and collecting coins; likes to build things with Legos or Lincoln Logs.
•
Knows everything about local public buildings (city hall, library, schools) – number of
windows and doors, when built, building materials, number of bricks each contains.
•
Developed very particular likes and dislikes with food, e.g., he will only eat white or light
colored foods, and nothing can be mixed together; he refuses to eat meat and many
vegetables and fruits.
•
Behavior problems surfaced about 15 months ago – easily frustrated, which resulted in
throwing things, hitting, kicking, biting, and disrespect shown to parents, especially his
mother.
•
Mother has used timeout chair – can take from 5 minutes to 2 hours for him to regain
control.
•
Parents report that they do not take him out into the community, e.g., grocery store
because of behavior. One parent stays home while the other goes out to do errands.
•
Scott is extremely active. He stopped taking naps at the age of about 2½ and he cannot
fall asleep until three or four hours after he is put to bed. He spends the time looking at
books and playing with the toys in his room. As long as he stays in his room and is quiet,
his parents leave a dim light on.
•
Scott lives with his parents and older sister. The family goes on recreational outings
together, including summer camping trips and weekend trips to visit family in another
area of Wisconsin.
•
Scott’s parents describe Scott as “interesting.” They have worked through many issues
with their daughter (diagnosed with ADHD and bipolar disorder, she is not in special
education) and feel that Scott will develop appropriate behaviors as time goes by.
•
Defiance is an issue – incidents 10-15 times per day of yelling, stomping his feet,
throwing things if he does not get his way.
•
Scott will wander away from the yard – has gone up to six blocks away, crossing busy
streets. This happens 3-4 times per month.
School History
•
Mother requested district screening when Scott turned 3 years old because he refused
to follow rules, and would tantrum when he could not get his way. Scott also showed a
lack of interest in activities like coloring or drawing with markers or crayons, cutting
paper, and repeating nursery rhymes. He would refuse to do these activities.
•
Parents did not want to consider district early childhood programming and enrolled him
at a structured preschool at age 4. His day was subsequently shortened to 2 hours and
his parents had to pick him up early 1-3 times per week because of behavior (yelling,
screaming, and refusing to follow directions; would not participate in any activities that
involved drawing, coloring, or writing).
•
Community summer programs were tried, but he was asked to leave because of
behavior (ran out of the room, yelled, screamed, threw things).
•
During the summer before he started kindergarten, his parents did not enroll him in
summer school. They planned many family activities, but Scott was not in any kind of a
structured program. They report that the number of tantrums decreased to 1-2 per day.
However, the tantrums were more severe with longer recovery time.
•
Placed in a blended kindergarten (5 special education and 11 regular education students
with Kindergarten. and special education teacher team)
Concerns/Reasons for Referral
•
Aggressive and disruptive behavior. Scott kicks and hits staff along with outright refusal
to follow directives with yelling and screaming and throwing himself on the floor. Scott
throws books and chairs and narrowly missed hitting a peer with a chair. These
behaviors occur 4-6 times daily within a two-hour period.
•
Unwillingness to follow directions for social or play activities. Scott says, “No,” or “I
won’t” or refuses to speak and sits with arms crossed and head down with no
movement toward doing what was asked, or runs and hides under a table.
•
Refuses to do any activities involving scissors, paper, pencil, crayons, or markers.
•
Isolates self in a corner or under a table.
Adapted from:
Oudeans, M. K., & Boreson, L. (2002). Doing it right: IEP goals and objectives to address
behavior. Retrieved from
https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=9&ved=0CGoQFj
AI&url=http%3A%2F%2Fsped.dpi.wi.gov%2Ffiles%2Fsped%2Fdoc%2Fiepbehavor.doc&ei
=wzABU4zXDo3lyAGAt4CIBw&usg=AFQjCNFkQRpBQ7eq2scNElizNwNMGsz7HQ&sig2=Sf
VFdT898qthkKe4XggGTw&bvm=bv.61535280,d.aWc&cad=rjt
© 2014. Grand Canyon University. All Rights Reserved.
Purchase answer to see full
attachment
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