psychology 296


After reviewing the powerpoint and reading the text – I have a scenario for you to apply your learning. The book starts out with showing a scenario about Sam and some issues that are happening at school. Using the process outlined in the text and with the information about the different instruments that could be used, I want you to develop a diagnostic process for RA.

1 – What do you want to measure/identify?
2 – What instrument(s) will help you in this process (and why would you choose them?
3 – Although the instruments identified in the chapter and powerpoint are the most well known and reliable – what other types of assessment would you like to do or have the results of?
4 – How would you proceed with RA after the assessments are completed (do you have a diagnosis? are there other resources you need? would you refer her to someone else?)

RA is an African-American female in the second grade (age 7.3). She lives with her biological mom and mom has not released any information about dad. RA has a set of twin brother/sister born in August who are her half-siblings. The family lives at the local YWCA Women’s Shelter for domestic violence. RA has been in three different schools in three different states in the last year. She began at the ABC elementary school in April of her first grade year. She had many behavioral issues including hitting, kicking and biting her peers, refusing to follow directions, and running around the school. The part-time counselor worked with her for a few weeks, but her behavior became so disruptive that mom got tired of all the phone calls home and kept her at home for the last five weeks of the school year. Some interventions that had been put into place were a RA space in the classroom where RA could have breaks or get away from the rest of the class whenever she wanted. This was somewhat successful.

RA returned to ABC for her second grade year. She had a new teacher, a full-time counselor and several new students in her classroom that did not know her from the previous year. In the first 8 weeks of school, she was suspended twice (for her aggressive actions against peers), mom had to walk to the school from the shelter with the babies and pick her up one time. The high school at-risk officers (uniformed officers) came to the school to visit with her after she hit two different students, and after being taken to the principal’s office, she threw papers and books on the floor, tore posters, and made a mess – but did not destroy any of the art objects or collectibles that were on the desk or countertop. Other behaviors: she has hit or kicked almost every student in her classroom at one point or another, she has hit, kicked and bit her teacher, the special ed resource teacher, and the counselor. She has run out of her classroom and run through the halls and the entire school building. She has hidden in alcoves or stairwells. She has invaded two kindergarten rooms and pulled hair and hit three students. She has invaded the third grade classroom next to her room twice – prompting evacuations of that class. She has destroyed items that belong to her teacher – including hanging decorations, group flags, torn up papers, thrown books, markers, pencils, papers, folders and class decorations. She has stolen markers and written on the hallway floors with them. On one of her running sprees, she hit two fifth grade girls in the stairwell who were in her way. She has two bus discipline referrals. She was expelled from participation at the Y’s afterschool care.

She reads at about a fourth grade level, although not fluently and does not always understand the vocabulary. She is very good with math and numbers. She has friends in kindergarten and fourth grade who ride the bus and live at the Y with her. Her classmates will talk with her and invite her to play with them at recess. During the classroom visit by the aquarium to show off animals, she was polite, respectful, careful with the animals, and her attention was focused for the entire 90 minutes. She has expressed care and concern for her mother and siblings. Her mother says that she does not see the behavior at home, although there is some defiance on RA’s part if she is told what to do. She sees an outside therapist at the Y weekly, who told the school counselor that she has never seen this kind of behavior either and was sure that RA was being bullied and that was why she was acting that way at school. Bullying is not being directed toward RA by anyone at school. The district behavior specialist has come in and done some observations and created some behavior interventions for the school to use with RA. Mom has also completed the paperwork to start the diagnostic process.

Put yourself into the position now of the school counselor – and that you now have parent permission to start the assessment process and to create a workable plan that will help RA be more successful at school.

NB: I will attach the powerpoint for this question.


There are two parts to your assignment, first to read the article about different needs for child/adolescent assessments and the second to read through and participate in the ACE assessment. There is also a graphic provided by the CDC that has been created to show a correlation between high ACE scores and later impacts in adult life.

Link 1 :…

Link 2:…

After doing these two activities, please respond to the following questions:
1 – what are three things that you learned or that surprised you from the article?
2 – what are one or two things that you may not agree with from the article?
3 – what was your ACE score and do you see a correlation to one or more of the impacts on your adult life?
4 – It is mentioned that the ACE assessment does not take into account positive impacts that build resilience – how do you see resiliency as a counter to adverse childhood experiences?
5 – would you add the ACE to your toolbox of assessments? Why or why not?