Cga srev4222013a
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The CGAS is a scale that assesses the global functioning and severity of mental illness in children and adolescents ages 4-16. It evaluates psychological, social, and occupational functioning based on interviews with parents, educators, and the child, as well as observations. Scores range from 1-100, with lower scores indicating greater impairment. While the CGAS has strengths such as being free, easy to use, and measuring functioning in multiple domains, it also has weaknesses including moderate inter-rater reliability in clinical settings and subjectivity from parents and clinicians.
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-culture
-difference from clinical anxiety
-Assessment
-Etiology
-Intervention -Role of School Counselor
Psychological Assessment
Psychological assessment involves testing and evaluation techniques to understand an individual's behavior, personality, and capabilities. It can include interviews, observations, psychological testing, and consultation. Testing evaluates areas like intellectual skills, memory, problem-solving, and academic abilities. Psychological assessment is used to identify strengths and weaknesses, diagnose issues, and assist with treatment planning and recommendations. It involves multiple components, including interviews, observations, standardized psychological tests, and case studies. The overall goal is to understand an individual in a comprehensive manner.
ABCT 2013 poster--Factor
This study examined emotional impulsivity in children with ADHD based on ratings from parents using an ecological momentary assessment over 28 days. It found that children with ADHD and a comorbid internalizing or externalizing disorder had significantly more variability in their emotions compared to children with ADHD alone or controls. This suggests emotional impulsivity is associated more with comorbid psychopathology rather than just ADHD symptoms. The results imply interventions should target emotional regulation especially for children with both ADHD and another disorder.
Improving Parenting Skills for Families of Young Children in Pediatric Settin...
This randomized clinical trial tested the efficacy of providing an evidence-based parenting program (The Incredible Years) to parents of young children with disruptive behaviors in pediatric settings. Parents assigned to the intervention group completed 10 weekly parenting sessions led by study psychologists and pediatric staff. Compared to those on a waiting list, parents who received the intervention reported fewer disruptive child behaviors, improved parenting skills, and less negative parent-child interactions both immediately after and up to 12 months following the program. The results support delivering evidence-based parenting programs in pediatric practices to help address early disruptive behaviors.
Forskning barn med koncentrationssvårigheter
This document summarizes the findings of a longitudinal, population-based study of children with attention, learning, and concentration difficulties. The study involved 591 schoolchildren from ages 9-15 who were screened for behavioral and learning problems. 144 children met the inclusion criteria and participated in clinical evaluations involving cognitive testing, interviews, and assessments. The study found that these children experienced specific difficulties with working memory, planning, and processing speed. It also found that girls reported lower self-esteem than boys, and that teachers may overlook attention issues in girls more than boys. The study provided insights into the cognitive profiles and experiences of children with behavioral and learning problems.
Anne haverman serfontein
The document summarizes psychometric assessments used by the Allan Gray Orbis Foundation in their scholarship selection process. It discusses tests of emotional intelligence (BarOn EQ), aptitude (DAT), interests (MBI, CIP), and personality (MBTI) to identify learners who will excel academically, benefit from opportunities, and cope in challenging environments. Scores are used to recommend interventions like workshops and career counseling. The goal is providing information to support learners' career choices and subject selections based on their individual profiles.
Sped let reviewer (assessment)
This document provides information about intelligence tests, mental retardation, and special education assessments. It discusses the Stanford-Binet Intelligence Scales, which was the first intelligence test developed in 1905. It also discusses standard deviations and IQ scores in relation to defining mental retardation. The document contains questions about norm-referenced measures, criterion-referenced testing, individualized education programs, and the purposes and practices of assessment in special education.
Sped let reviewer (assessment)
This document provides information about intelligence tests, mental retardation, and special education assessments. It discusses the Stanford-Binet Intelligence Scales, which was the first intelligence test developed in 1905. It also discusses standard deviations and IQ scores in relation to defining mental retardation. Several questions are asked about assessment purposes, procedures, and interpreting results.
PP Autism
Autism is a developmental disorder that affects communication and behavior. According to the CDC, autism prevalence has risen to 1 in 68 children in the US. Early signs include lack of social skills and communication difficulties before age 3. Autism is characterized by issues with social interaction, communication, and repetitive behaviors. It can impact learning through problems with social orientation, communication, attention, and atypical learning styles. Effective interventions emphasize early intervention, teaching skills in context, using visual supports and routines, and involving family.
When ADHD gets complex
Presentation for Ron Joyce Children's Health Centre Rounds sharing the SDBP guideline for Complex ADHD
Attention deficit hyperactivity disorder
What is Attention-Deficit/Hyperactivity Disorder?
Inattentive, hyperactive & impulsive to excessive degree compared with their peers.
For more info, download the presentation.
Babatunde Idowu Ogundipe M.D. M.P.H.
Comprehensive Clinical Services P.C.
October 7 2011
Sage Day Schools - School Based Therapy to Enhance Student Achievement
Sage Day Schools takes a therapeutic approach to tackling mental health issues in students. Sage Day's comprehensive approach was presented at the 2017 Charter School Conference in Newark, New Jersey.
Module 2
This document provides an overview of early childcare provider training on developmental screening and regulations. It discusses Nevada regulations requiring developmental assessments for children in childcare facilities. It also reviews several developmental screening tools including the Ages and Stages Questionnaire, CDC Milestone Booklets, and Modified Checklist for Autism in Toddlers. The document defines key concepts like developmental milestones, screening, and provides resources for children needing further evaluation.
Nv ltsae developmental screening - mario
This document provides an overview of developmental screening tools and regulations for early childcare providers. It discusses Nevada regulations requiring developmental assessments for enrolled children. It also reviews several developmental screening tools including the Ages and Stages Questionnaire (ASQ), CDC Milestone Booklets, and the Modified Checklist for Autism in Toddlers (M-CHAT). The purpose of developmental screening is to identify potential delays and monitor child development. Screening results can be used to support curriculum individualization and referrals.
Module 2
This document provides an overview of developmental screening tools and regulations for early childcare providers. It discusses Nevada regulations requiring developmental assessments for enrolled children. It also reviews several developmental screening tools including the Ages and Stages Questionnaire, CDC Milestone Booklets, and Modified Checklist for Autism in Toddlers. The document emphasizes the importance of developmental screening in identifying potential delays and supporting childrens' learning and development.
School Mental Health High School Presentation
A presentation occupational therapy students about incorporating Social Emotional Learning into High Schools. Pertinent topics include: occupational therapy, mental health, schools, high schools.
Similar to Cga srev4222013a (20)
Improving Parenting Skills for Families of Young Children in Pediatric Settin...
Improving Parenting Skills for Families of Young Children in Pediatric Settin...
Sage Day Schools - School Based Therapy to Enhance Student Achievement
Sage Day Schools - School Based Therapy to Enhance Student Achievement
Cga srev4222013a
- 1. Children’s GlobalChildren’s Global Assessment Scale CGASAssessment Scale CGAS Strengths & WeaknessesStrengths & Weaknesses Ellen, Amber, Katerina & MaryEllen, Amber, Katerina & Mary Chapman UniversityChapman University CSP 517CSP 517 April 23, 2013April 23, 2013
- 2. CGAS:CGAS: • Assesses global level of functioning & severity of mental illness • Target: children / adolescents 4-16 • Scales assess psychological, social & occupational functioning • Scores based upon parent, educator & child interviews, as well as observation
- 3. AdministrationAdministration • Administered by clinicians • Scores 1-100 (lower scores = more impairments / need of supervision) Example – Major depressive disorder: score = 40 – After treatment: score = 75 (indicates slight functional impairment)
- 4. StrengthsStrengths • Public domain – free, universally available • Simple, no administration time – based on prior clinical assessment • Assimilates / synthesizes social & psychiatric functioning data into single index
- 5. • English, Spanish, Swedish • Comprehensive: Measures level of functioning at home, at school, with peers • Tests child’s temporary state of being (1mo) • Anchor points make scoring easy StrengthsStrengths
- 6. StrengthsStrengths • Training quick & cost-efficient (CD/seminar) • Several longitudinal & epidemiological studies • CGAS ratings correlate well with a child’s intellectual functioning, school competence & social skills • Strong test-retest reliability
- 7. StrengthsStrengths • Reliability & validity well established in research settings • Inter-rater reliability high in research based setting • Sensitive to change over time • Discriminant validity established – distinguishes between distinct groups of children
- 8. WeaknessesWeaknesses • More moderate inter-rater reliability in clinical setting • Raters must be clinicians familiar with: behavioral rating scales / administration / interpretation of psychological measures • Training information incomplete in literature
- 9. WeaknessesWeaknesses • Significant difference between experts & untrained raters • Ambiguous language may lead to clinicians using different strategies for ratings • Subjectivity of parents, clinicians • Concurrent validity difficult to establish
- 11. Children’s GlobalChildren’s Global Assessment Scale CGASAssessment Scale CGAS Strengths & WeaknessesStrengths & Weaknesses Ellen, Amber, Katerina & MaryEllen, Amber, Katerina & Mary Chapman UniversityChapman University April 23, 2013April 23, 2013