Oluwadamilola Adekunle PSY 6313

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School

University of Michigan *

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6313

Subject

Psychology

Date

Dec 6, 2023

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docx

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Uploaded by MasterFang1521

Dear Supervisor, I am penning this missive to delve into different areas of consideration that we need to keep in mind when conducting a comprehensive evaluation assessment of Lucas Garcia. Lucas is a 27-year-old male of Hispanic descent who identifies as a non-practicing Catholic and is gay. He has been diagnosed with binge-eating disorder, high blood pressure, high cholesterol, and suffered a stroke a year prior. Additionally, he is classified as Level 2 of need. Before embarking on the evaluation, it is imperative to practice cultural humility and acknowledge any potential proclivities. The ensuing are the subjects that warrant our attention: Gender Identity and Sexuality: It is incumbent upon us to ascertain Lucas' preferred pronouns and sexual orientation. As behavior analysts, we must be cognizant of our prejudices and refrain from making unwarranted assumptions. Creating a milieu that fosters comfort and emotional safety is paramount, and we must ensure that our assessments and interventions are sensitive to his sexual orientation. Living Situation and Guardian Situation: Lucas cohabited with his mother until the age of 22 and currently shares a domicile with his younger brother, who acts as his guardian. It is imperative to discern how his living arrangements have impacted his life and whether his brother is the ideal individual to make decisions on his behalf. We ought to involve his sibling in the assessment procedure and solicit Lucas' input when making decisions. Health Information: Lucas has a history of medical conditions, such as high blood pressure, high cholesterol, and stroke. It is critical to comprehend how these ailments affect his daily life and modify our assessments and interventions accordingly. Based on Lucas' distinctive traits, I would focus on the following domains for assessment: Communication: Despite possessing some vocal verbal communication skills, Lucas requires assistance in expressing abstract concepts. I would evaluate his communication skills to develop interventions that enhance his ability to articulate his thoughts and emotions more effectively.

Social Skills: Lucas encountered obstacles in forming friendships and was subjected to bullying in school. I would appraise his social skills and initiate interventions to help him cultivate social bonds with his peers. For communication skills, I would recommend employing the Assessment of Basic Language and Learning-Revised (ABLLS-R). This assessment is tailored to appraise communication, social skills, and daily living skills in individuals with autism. For social skills, I would suggest the Social Responsiveness Scale (SRS-2), which assesses social behavior, communication, and interaction. When involving Lucas in the assessment process, I would explicate the procedure and goals of the interventions lucidly. I would urge him to provide his input and ideas and employ visual aids to facilitate better comprehension of the assessment process. Seeking his acquiescence before conducting any evaluations or interventions and engaging his family and support network for a comprehensive approach is crucial. Upon reflection, I have realized the significance of cultural humility and recognizing potential biases. As a behavior analyst, it is incumbent upon me to create a milieu where the client feels secure enough to share their thoughts and emotions. Completing this assignment has fortified my commitment to the Capella Compassion Code, and I will continue to strive to treat all individuals with respect, empathy, and benevolence. I appreciate your consideration of this matter and anticipate discussing this further. Yours truly, O. Adekunle.

References Capella Compassion Code. (n.d.). Capella University. Leaf, J. B., Cihon, J. H., Ferguson, J. L., & Gerhardt, P. F. (Eds.). (2022). Handbook of quality of life for individuals with autism spectrum disorder. Springer International Publishing AG. Partington, J. W. (2006). Assessment of Basic Language and Learning-Revised (ABLLS-R). Pleasant Hill, CA: Behavior Analysts, Inc. Constantino, J. N., & Gruber, C. P. (2012). Social Responsiveness Scale (SRS-2). Los Angeles, CA: Western Psychological Services.

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