Through the above case study, it is evident that the case of Scott requires the involvement of a school psychologist in the multidisciplinary evaluation team (MET). The specialist has the ability to diagnose and treat disorders evident in the students. The school psychologist is an important member of the multidisciplinary team (MET) as he or she acts as an advocate for the well being of the students (Jacob, Decker, & Lugg, 2016). Their primary role is to ensure they are a valuable resource that will ensure personal and educational advancement. The specialist helps learners process various issues affecting them including bullying, LGBTQ, social anxiety, concerns at home, poor academic performance, conflict with authority, and low self esteem (Jacob, Decker, & Lugg, 2016).
A closer look into the background information of Scott demonstrates the need to incorporate a school psychologist into the practices of the MET. The young boy shows significant lack of respect for authority as noted in his relationship with parents. When Scott is frustrated he begins to kick, bite, hit, or throw things (Oudeans, & Boreson, 2002). This behavior has been replicated into the learning environment. The teacher is unable to take control of Scott and it is likely that his behavior may cause injuries for the rest of the students in class.
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Speech Therapist
A speech therapist is yet another specialist required in the appropriate assessment and evaluation of Scott’s behavior. A speech therapist is one whose primary work is to prevent, diagnose, and treat disorders associated with speech, language, social and cognitive communication in both adults and children (Power-de Fur, 2011). The issue may be one where the individual shows difficulty in producing various speech sounds. A language disorder is evident when one cannot understand others or express their ideas, thoughts, and feelings (Power-de Fur, 2011). Social and cognitive communication highlights the inability to incorporate verbal and nonverbal cues in a social setting and struggles to organize thought, memory, planning, problem-solving, and paying attention respectively (Power-de Fur, 2011).
The background information and school history of Scott shows significant struggles in speech. Rather than make appropriate description of the issues that are affecting him, the young boy instead makes a high-pitched and long-lasting shriek that may occur from eight to ten times every hour (Oudeans, & Boreson, 2002). Incidences of defying authority are a common place in the day for Scott as they are more frequent up to 15 times per day with cases of yelling, throwing things, and stomping his feet if things do not go his way (Oudeans, & Boreson, 2002). According to the review, a speech therapist will help him identify the feelings and ideas that he wishes to convey.
Occupational Therapist
An occupational therapist is an important member of the MET. The specialist identifies the importance of evaluating and improving and individual’s functional abilities (Vakil, & Welton, 2013). The occupational therapist does not directly treat the disability or injury affecting the client, but instead helps them achieve independence and ability to perform daily activities. In this regard, the primary focus is improving life skills and incorporation of adaptive tools (Vakil, & Welton, 2013). The patient is likely to suffer from an injury making them dependent on caregivers or family to ensure quality of sleep. However, enabling independence helps improve the quality of life of the individual and optimizes one’s health and wellness.
The case of Scott is one that clearly requires the intervention of an occupational therapist. In his background information, it is depicted that the young boy is extremely active to the point that he cannot sleep immediately until almost four hours after he is put to bet. However, he does not seem to desire to engage in activities involving drawing, coloring, cutting paper, singing nursery rhymes, or follow directions in social and play activities (Oudeans, & Boreson, 2002). He is completely resistant to the authority in the school though he may participate in similar activities like camping while with the family.
References
Jacob, S., Decker, D. M., & Lugg, E. T. (2016). Ethics and law for school psychologists, (7 th Ed.) . Hoboken, NJ: John Wiley & Sons.
Oudeans, M. K., & Boreson, L. (2002). Doing it right: IEP goals and objectives to address behavior .
Power-de Fur, L. (2011). Special Education Eligibility: When Is a Speech-Language Impairment Also a Disability?. The ASHA Leader, 16 (4), 12-15.
Vakil, S., & Welton, E. (2013). Autism spectrum disorders: The collaborative roles of the psychiatrists, educators and parents. Open Journal of Psychiatry, 3 (02), 1-4.
