This assignment contains four parts, as identified and described below. Please include four subheadings in your paper that clearly identifies each part. In a 1,500-1,750-word paper, include the following:

Part 1: Intake 1.Read and review the Eliza intake document.

2.Assess how you would use the Level 01 Cross-Cutting Measure (CCM-1), in addition to what specific questions would need to be answered by the end of the biopsychosocial assessment.

Part 2: Biopsychosocial Assessment

1.Review the completed biopsychosocial assessment for Eliza.

2.Provide an assessment related to client symptomology along with a DSM and ICD diagnosis based on client assessment.

3.Provide the initial treatment goals and plan.

Part 3: Treatment Planning

1.Determine what Level 02 Cross-Cutting Measure (CCM-2) you would utilize in future sessions based on the information provided.

2.Identify one additional assessment outside of those provided by the APA that would measure what the future counselor is attempting to assess based on treatment goals/plan. 3.Describe how you would convey the assessment findings to the client and family.

4.Include how you would prioritize the needs and formulate agreed upon outcomes, measures, and strategies.

Part 4: Referral

1.Identify any possible referrals you might make and how you might address them with your client.

2.How would you know who to make referrals to and how would you follow up with the referral after you make it?

Be sure to include three to five scholarly resources in your paper.  Prepare this assignment according to the guidelines found in the APA Style Guide,

This assignment meets the following NASAC Standards:

45) Match treatment activities and community resources with prioritized client needs, in a manner consistent with the client’s diagnosis and existing placement criteria.

52) Arrange referrals to other professionals, agencies, community programs, or other appropriate resources to meet client needs.

55) Evaluate the outcome of the referral.

56) Initiate collaboration with referral sources.

57) Obtain and interpret all relevant screening, assessment, and initial treatment planning information.

61) Coordinate all treatment activities with services provided to the client by other resources.

62) Summarize the client’s background, treatment plan, recovery progress, and problems inhibiting progress for the purpose of assuring quality of care, gaining feedback, and planning changes in the course of treatment.

78) Work with the client to establish realistic, achievable goals consistent with achieving and maintaining

Prior to beginning this assignment, read the PSY650 Week Two Treatment Plan , Case 16: Attention-Deficit/Hyperactivity Disorder in Gorenstein and Comer (2014), and Attention-Deficit/Hyperactivity Disorders in Hamblin and Gross (2012).

Assess the evidence-based practices implemented in this case study by addressing the following issues:

• Explain the connection between each theoretical orientation used by Dr. Remoc and the four interventions utilized in the case.
• Consider Dr. Remoc’s utilization of two theoretical frameworks to guide her treatment plan.  Assess the efficacy of integrating two orientations based on the information presented in the case study. Describe some potential problems with prescribing medication as the only treatment option for children with ADHD.
• Identify tasks and positive reinforcements that might be included in Billy’s token economy chart given the behavior issues described in the case. (There are articles in the recommended resources that may assist you in this portion of the assignment.)
• Evaluate the effectiveness of the four treatment interventions implemented by Dr. Remoc and support your statements with information from the case and two to three peer-reviewed articles
• Recommend three additional treatment interventions that would be appropriate in this case. Use information from the Hamblin and Gross “Attention-Deficit/Hyperactivity Disorders” chapter to help support your recommendations. Justify your selections with information from the case.

The Case Analysis

• Must be 4 to 5 double-spaced pages in length (not including title and references pages) and formatted according to APA style
• Must include a separate title page with the following:
  • Title of paper
  • Student’s name
  • Course name and number
  • Instructor’s name
  • Date submitted
• Must use at least two peer-reviewed sources
• Must document all sources in APA style
• Must include a separate references page that is formatted according to APA style

 

Gorenstein, E. E., & Comer, R. J. (2015). Case studies in abnormal psychology (2nd ed.). New York, NY: Worth Publishers. Retrieved from https://redshelf.com

• The full-text version of this e-book is available through your online classroom
• Case 16: Attention-Deficit/Hyperactivity Disorder

Hamblin, R. J., & Gross, A. M. (2012). Attention-Deficit/Hyperactivity disorders. In P. Sturmey & M. Hersen (Series Eds.), Handbook of evidence-based practice in clinical psychology: Vol. 1. Child and adolescent disorders [E-book] (pp. 243-266). Hoboken, N.J.: John Wiley & Sons

PSY650 Week Two Treatment Plan

Behaviorally Defined Symptoms: Billy exhibits both inattention (e.g., short attention span,

difficulty sustaining attention on a consistent basis, noncompliance with instructions, easily

distracted by external stimuli) and hyperactivity-impulsivity (e.g., high energy level, difficulty

remaining seated, excessive motor activity, difficulty waiting his turn, blurting out answers in

class, poor social skills). Billy’s symptoms were apparent before the age of 12, and occurred at

home and in school.

 

Diagnostic Impression: Attention-Deficit/Hyperactivity Disorder, Combined Presentation

 

Long-Term Goal: Demonstrate marked improvement in impulse control.

Short-Term Goal 1: Discontinue taking stimulant medication and manage symptoms with

behavior modification techniques.

 

Intervention 1: Billy’s psychiatrist will monitor the effectiveness of the medication and

side effects every four weeks.

Intervention 2: Billy’s parents will attend six individualized “Parental Training”

sessions and apply newly learned behavioral modification techniques in the home.

Intervention 3: Billy will attend six “Social Skills” trainings to learn skills such as

cooperation, speaking calmly, and making polite requests.

Intervention 4: Billy’s teachers will implement a “Token Economy” where he obtains

tangible rewards in response to desired behaviors.

 

For additional information regarding Billy’s case history and the outcome of the treatment

interventions, please see Dr. Remoc’s session notes under Case 16 in Gorenstein and Comer’s

(2015), Case Studies in Abnormal Psychology.