BRIEF-2 (executive function, memory and attention)
This test is critical in establishing the ability of Adrian to study and learn in school. Executive function entails the ability to plan, organize and initiate activities. Without this ability, it is difficult for the child to participate in classroom activities involved in early learning (Meltzer, 2018). Memory relates to being able to capture details and remember them at a later time which is also critical for any form of learning. Finally, attention relates to the ability to focus on a particular issue for a given period. Paying attention to the teacher and learning activities is fundamental to schooling (Woltering et al., 2016). The test would show that Adrian has a good executive function, a functional memory and a passable ability to retain attention.
BASC-3 (emotional/behavior functioning)
BASC-3 is fundamental for assessing the ability for Adrian to attend school alongside other children without being inordinately disruptive (Sridevi et al., 2015). Being able to learn in a classroom is secondary to being hospitable in the classroom in the first place. The test is critical in establishing Adrian’s ability to stay in class so as to be able to learn. The test would show Adrian to be emotionally challenged, but capable of relating with others when provided with some support.
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Developmental profile, third edition (adaptive behavior)
The development profile test is important for the establishment of whether Adrian will gain anything by being in school. Education is not just a process of receiving information as it is also a change process based on learning (Staddon, 2016). The test evaluates if Adrian is capable of learning-based change, hence capable of getting an education. The test would show Adrian as capable of learning and developing based on that learning.
Conclusion
Based on a careful evaluation of Adrian’s details from the perspective of the above three tests, it is evident that he is both capable of learning and also capable of being in class with other children. Adrian can learn and adjust to what he has learned meaning he is capable of getting an education. However, Adrian is also dealing with emotional and adjustment issues which cause him to require additional help as compared to his peers. He thus qualifies to be placed in a normal classroom as outlined in the Individuals with Disabilities Education Act (Armstrong, Armstrong & Barton, 2016). However, it will be necessary to provide Adrian with a teaching assistant as long as he is in a classroom.
References
Armstrong, F., Armstrong, D., & Barton, L. (2016). Inclusive Education: Policy, Contexts and Comparative Perspectives . New York: Routledge.
Meltzer, L. (Ed.). (2018). Executive function in education: From theory to practice . New York: Guilford Publications.
Sridevi, G., George, A. G., Sriveni, D., & Rangaswami, K. (2015). Learning disability and behavior problems among school going children. Journal of Disability Studies , 1 (1), 4-9.
Staddon, J. E. (2016). Adaptive behavior and learning . Cambridge: Cambridge University Press.
Woltering, S., Lishak, V., Hodgson, N., Granic, I., & Zelazo, P. D. (2016). Executive function in children with externalizing and comorbid internalizing behavior problems. Journal of Child Psychology and Psychiatry , 57 (1), 30-38.
