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Dоctоrаl Quаlifying Exаminatiоn Jessica Andrews (U96524065) Summer 2023 Day 2 (School Psychology Specialization Area) Please read the following scenario and respond to each of the 7 questions below it. Art is an 11 year-old student in the 6th grade at Tampa Middle School. Like the other 6th graders, Art is transitioning from his elementary school building and has been attending Tampa Middle School for approximately three months. He has recently been referred to the school psychologist (you) by the assistant principal, who has noticed that Art often spends his free time (e.g., lunch, recess) in isolation. The assistant principal also reported observing Art engaging in “strange behaviors” such as walking on his toes, rocking his body back and forth, and covering his ears with his hands. These behaviors often draw the attention of Art’s peers in the form of bullying. The assistant principal did not note any academic concerns but would like you to follow up on the behavioral issues. A review of Art’s cumulative folder reveals that he is indeed performing well academically and has been since beginning elementary school. His first quarter report card and previous standardized test scores are excellent. However, he has received two office discipline referrals since starting at Tampa Middle School, both for “melting down,” once during a timed math assignment that he was not able to complete and another when he was notified that his adult brother would be picking him up that day instead of his mother. In both instances Art exhibited frustration evidenced by crying, property destruction (e.g., breaking pencils, ripping papers), falling to the ground, and hitting his head repeatedly with an open palm. He was classified as Developmentally Delayed in Kindergarten and had an individualized education program (IEP) that provided Art with supplementary pull-out instruction in reading and math as well as a behavior intervention plan to address behaviors similar to what was described in the office discipline referrals above. Unfortunately, the details of the behavior intervention plan are not well documented. The Developmentally Delayed classification was removed during the reevaluation process as Art was turning 10 years old. Due to his academic and behavioral success, the evaluation team, including Art’s caregivers, determined that a special education classification was no longer warranted. You interview several of Art’s teachers who report that he is a good student who performs well academically but does not interact much with his peers. They also confirmed the assistant principal’s reports about Art’s behavior and bullying. In your first meeting with Art he expresses that he likes school in general but misses his old teachers. He reports not liking the frequent transitions between classrooms at Tampa Middle School. Regarding his social isolation, Art expresses a desire to interact with his peers more but states that they do not want to play with him. He also reports being comfortable being alone sometimes because he feels like he can be himself. When asked about the incidents documented in the ODRs, Art expresses feeling frustrated when “things do not go his way” and that he sometimes “blows up.” Throughout the interview Art frequently diverts the conversation toward his favorite YouTube channel by telling you in great detail about a funny video he watched recently. Art’s mother reports that he has had a medical diagnosis of Autism Spectrum Disorder, without accompanying intellectual impairment since he was 6 years old. She reports seeing behaviors similar to what school staff are reporting at home and in community settings and that Art has had difficulty maintaining friendships since an early age. She also states that Art’s father, who also lives in the home, exhibited similar behaviors when he was younger. Art’s older brother moved out of the home 4 years ago and he has no other siblings. His mother reports that she would like Art to act “more like his brother did at this age or other kids at his school.” ----- Day #2 (School Psychology Specialization Area) ---- In your role at Tampa Middle School, you have the opportunity to support Art, his teaching staff, and his parents. Your response today should consider the affective, biological, cognitive, developmental, and social aspects of behavior relevant to conceptualizing Art’s current behavior (hypotheses developed in Day 1), and ultimately supporting Art directly through clinical services. Today, you need to decide how to treat Art through comprehensive school-based psychotherapy. Please cite empirical literature (author only, no date needed) to support your responses. 1. What data would you collect in a clinical intake, using which methods? 2. What is your preliminary case conceptualization? 3. What treatment approach/approaches would you use with Art? Why? 4. What would you include in the treatment plan with regard to structure and content? 5. Who besides Art will you include in the treatment plan (e.g., parents, community, peer group, school staff) and in what ways? 6. What ethical issues do you anticipate that could potentially arise in this case? 7. How would you monitor response to intervention and treatment outcomes, including his quality of life?