Collaborating with Specialist
Upon reviewing the presented MET case study for a first grade aged six years, there is a need to include other specialists as part of the MET team. The additional members to MET team evaluating Scott’s case will provide all-round services to help in addressing his identified needs for behavior modification (Pillay et al., 2016). Therefore, the proposed additional members to his MET team will involve occupational therapists, school psychologist, special and general education educators, and behavioral specialist.
A school psychologist will play an important role as part of the MET team since he will conduct classroom observations to identify the underlying causes that trigger the deviant behavior exhibited by the student. The psychologist’s expertise will be vital in providing a diagnostic test for Scott to help the family understand his diagnosis and provide recommendation for special education services if necessary. Further, the school psychologist will support teachers by offering professional development education and training to help them develop strategies and interventions that will be utilized in managing Scott’s aggressive and isolation behavior. Just like the clinical psychologists, psychiatrists, and medical physicians, the school psychologist is also qualified to diagnose ADHD. Following his qualifications to diagnose ADH, the school psychologist is expected to conduct a diagnostic test, and due to Scott’s sister being diagnosed with ADHD, Scott is likely to be diagnosed with similar condition as well. In reference to the presented case study, Scott is referred to as being extremely active and constantly in motion. Such symptoms are associated with children suffering from ADHD, which makes the diagnosis correct (Chaplin, 2018). The psychologist can further provide Scott’s parents and teachers with intervention plans that would be used to address Scott’s wandering and inattentive behavior. As MET team member, the psychologists can provide his team with great insights in preparation of objectives and goals directed towards behavior modification.
The behavioral therapists also can be part of the MET team. He/she is expected to play a crucial role in helping Scott’s family to create structure as well as a routine at home to help him change his aggressive behavior. Further, the therapist will help the family in areas directed to shape Scott’s behavior through a consequence and reward system. Due to his behavior, his parents report that they do not take him out to the community like to a grocery store, and that one parent has to stay at home and watch over him. This example acts as a consequence for Scott’s bad behavior. There is a likelihood that Scott suffers from social anxiety, and the therapist is required to help his teachers and family to develop socialization strategies to accustom Scott to the social settings.
In addressing Scott’s disinterest in activities like rhyming, drawing, cutting, and coloring, occupational therapists is needed to join the MET team to evaluate reasons behind such behavior. Additionally, the occupational therapist can address why his size is small for his age alongside his likes and dislikes for specific foods and his eating patterns. Also, the therapist is expected to help Scott with his day-to-day activities required at home and school which will enable him to become a productive member in the society (Hofmann, 2016). The therapists also works to ensure that students participate wholly in various school activities including paying attention in class; holding a pencil, book or a musical instrument easily; behaving appropriately in school setting; and concentrating on tasks given to them.
Lastly, the general and special education educator will be a valuable member of the MET team. This group of educators will provide insights concerning Scott’s behavior while at school setting. Moreover, they will be better placed to inform the team about the different interventions implemented and how Scott has responded to them. Also, they are expected to give instances of his defiance behavior focusing on the duration, situation, and time when the behavior was exhibited. Since Scott is placed in a blended classroom, the special education educator can also provide information to the team about the curriculum, accommodations, and modifications that Scott receives.
With the collaboration of the various specialists mentioned above in the change process to enable Scott lead a healthy life, I believe his concerns will be totally addressed and essential interventions put in place. Most of the expertise of the specialists overlaps and hence the need to outline roles directed for Scott’s treatment plan (Pillay et al., 2016). Ethical consideration in this collaborative effort is also important. All team members are expected to ensure confidentiality and privacy during service delivery at all times. Clients are only free to share confidential information once they trust the people guiding them in the change process. Therefore, any confidential information shared by Scott and his parents should remain confidential.