BASC Case Study
The Case of Gregory Madison
Read the following case study and reflect on the questions. We invite further discussion of this case study on discussion board.
Mrs. Madison comes to you, a counselor, requesting help for eight year old son, Gregory. Gregory is in the second grade. At the beginning of the school year, he began having behavioral problems. Sticking out his tongue at other children when they do not do what he wants, running around the classroom, refusing to stay in his seat, and hitting and kicking the teacher are a few of the behaviors that Gregory is exhibiting. Over the past several days, Gregory has spent more time in the principal’s office than in the classroom. As a result of his behavior, Gregory’s grades have dropped from A’s and B’s to D’s and E’s. Mrs. Madison states that Gregory is not exhibiting these negative behaviors at home. Both Mrs. Madison and the teacher are at their “wit’s end.”
You complete the SDH (Structured Developmental History) with Mrs. Madison. The report provides you with dome important information about Gregory’s family. His father is Fijian and the mother is Caucasian Australian. They met, married, and started their family in New Zealand. Gregory is the fifth of six children. About a year ago, the family moved to the United States from New Zealand to expand their family business in the American market.
Is it appropriate to use the BASC-2 with this family? Why or why not? What cultural implications (if any) might arise in utilizing the BASC-2 in this case? How might you build rapport with the parents and child to elicit cooperation with the assessment? What do you predict the assessment may reveal?
You decide to administer four of the five subscales of the BASC-2. You also complete the SOS form while observing the child in the classroom. The teacher and Mrs. Madison complete the Teacher Rating Scales (TRS) and Parent Rating Scales (PRS), respectively. Since Gregory is very oppositional in the counseling office, you decide not to complete the Self-Report of Personality (SRP). On the TRS, hyperactivity and aggression are elevated and clinically significant. Gregory scores at risk for conduct problems, attention problems, and learning problems. The Adaptability scale indicates at risk. Gregory shows leadership capabilities. On the PRS, adaptability is clinically significant. Aggression, conduct problems, and attention are within the at risk range.
Considering this information, how would you proceed with treatment? Would you implement further assessments?