[Solved] week 3 socw 6111

Assignment Prompt & Instructions

When you think of assessing a child, you might think of speaking with the parent or caregiver to gain important history and insight into behavior. You might think of reviewing child development records. You might think of screening for adverse childhood experiences (ACEs). And you might also think about playing with the child as a way to engage and understand them. It is not likely that just one of these methods would be sufficient.

A comprehensive understanding of a client’s presenting problem depends on the use of multiple types of assessment models. Each model gathers different information based on theoretical perspective and intent. An assessment that focuses on one area alone not only misses vital information that would be helpful in planning intervention but may encourage a biased evaluation that could lead you to inappropriate goals.

In this Discussion, you review a child case and explain how multiple assessments could help present a comprehensive, holistic view of the child and situation.

– Review the Learning Resources on social work practice with children and on ecomaps.
– Access the _Social Work Case Studies_ media and navigate to Claudia. As you explore the case, consider the various assessments you would use to gain a comprehensive understanding.

**Explain** the importance of using multiple evidence-based tools (including quantitative, open-ended, and ecologically focused) to assess Claudia. Explain how each complements the other in order to gain a comprehensive understanding of the young client’s concerns and situation. Then, describe the use of an ecomap in assessment and explain the different systems you would account for in your assessment of Claudia.

– Brandell, J. R. (Ed.). (2020). _Theory & practice in clinical social work_ (3rd ed.). Cognella.

– Chapter 6, “Clinical Practice With Children” (pp. 103–122)
– Park, K. K., Horn, E. M., & Kurth, J. A. (2021). [Strategies to support community inclusion of young children with disabilitiesLinks to an external site.](https://journals.sagepub.com/doi/full/10.1177/10962506211028575). _Young Exceptional Children._ https://doi.org/10.1177/10962506211028575

**NICHQ Vanderbilt Assessment Scales**

– American Academy of Pediatrics and National Institute for Children’s Health Quality. (2002). [_NICHQ Vanderbilt assessment scales: Used for diagnosing ADHD_.Links to an external site.](https://www.nichq.org/sites/default/files/resource-file/NICHQ-Vanderbilt-Assessment-Scales.pdf) https://www.nichq.org/sites/default/files/resource-file/NICHQ-Vanderbilt-Assessment-Scales.pdf

**Strengths and Difficulties Questionnaire**

– Goodman, R. (2002). [_Strengths and difficulties questionnaire_.Links to an external site.](https://depts.washington.edu/dbpeds/Screening%20Tools/Strengths_and_Difficulties_Questionnaire.pdf) https://depts.washington.edu/dbpeds/Screening%20Tools/Strengths_and_Difficulties_Questionnaire.pdf

**Behavior Assessment System for Children**

– Reynolds, C. R., & Kamphaus, R. W. (2015). [_Behavior assessment system for children 3rd edition: BASC-3._Links to an external site.](https://www.pearsonassessments.com/store/usassessments/en/Store/Professional-Assessments/Behavior/Comprehensive/Behavior-Assessment-System-for-Children-%7C-Third-Edition-/p/100001402.html) https://www.pearsonassessments.com/store/usassessments/en/Store/Professional-Assessments/Behavior/Comprehensive/Behavior-Assessment-System-for-Children-%7C-Third-Edition-/p/100001402.html

**Note:** On this webpage, explore the “Product Details” and “Resources” tabs to understand the BASC-3 tool.

– a month ago