Multidisciplinary Evaluation Team: Case Study

Topic: Special Education
Words: 633 Pages: 2

After reviewing the “Multidisciplinary Evaluation Team (MET) Case Study” for Scott, various assessments must be administered by the MET team to help with diagnosis and further intervention. Specialists can determine which exams Scott needs to take based on his background to evaluate him and choose the best course of action. Conners-3rd Edition, Vineland Adaptive Behavior Scales-2nd Edition, and Wechsler Intelligence Scale for Children-5th Edition are the three evaluations that can be used to help Scott the most.

The Conners-3rd Edition would be utilized to test Scott’s emotional, behavioral, intellectual, and social functioning due to the concerns that have been occurring. For instance, Scott showcases aggressive and disruptive behavior by displaying tantrums. In essence, these are probable signs of attention deficit hyperactivity disorder (ADHD). The Conners 3rd is a comprehensive evaluation of ADHD and its most prevalent co-occurring conditions or issues in children aged 2 to 6 (Morales-Hidalgo et al., 2017). One of the main advantages of this test is the validity scales which determine if the scores are accurate. Additionally, Conner’s rating is reliable because it offers a multi-dimensional evaluation of a child’s behavior, including hyperactivity, learning difficulties, executive functioning, violence, and peer relationships, some of which were displayed by Scott.

Looking at Scott’s defiance behavior, another assessment that should be administered is Vineland Adaptive Behavior Scales 2nd Edition (VABS II). Scott is currently unwilling to undertake play and social activities. Moreover, Scott struggles to deal with problems that arise in daily life. Additionally, Scott’s sister was identified as having ADHD and bipolar disorder, and Scott’s mother is worried that Scott may exhibit the same behavior someday. According to Balboni et al. (2017), the assessment of adaptive behavior is informative in children with ADHD or specific learning difficulties. The VABS-II has been used widely with diverse groups of autistic children and has demonstrated great validity (Balboni et al., 2021). Most importantly, it is reliable for measuring the habits that entail a person’s capacity to meet personal and everyday social needs. Scott’s scores on this evaluation ought to rise with age and correlate with various adaptive behavior indicators.

The last assessment that should be administered is Wechsler Intelligence Scale for Children, 5th Edition (WISC V). WISC is the most commonly used tool to measure cognitive capacity, particularly in children with an autism spectrum disorder (Dale et al., 2021). The WISC-V subtests and components generally have acceptable stability. Therefore, the test is reliable for measuring a child’s verbal understanding, fluid reasoning, visual processing, processing speed, and working memory. WSIC evaluates a student’s strengths and weaknesses to help the school decide whether they need further assistance. Additionally, it assesses learners’ academic competence in reading, writing, and math while gauging their speaking and listening abilities. WISC V would be a valid tool for this process due to Scott’s involvement in activities that call for the cognitive functionality and growth needed at age six.

As a future professional, these assessments are crucial because they offer valid and reliable ways to diagnose children with mental disorders. In essence, it is crucial to understand and apply the tools appropriately to determine the most accurate ways to gauge children’s aptitude. I intend to apply the knowledge I have gained through the three evaluations and collaborate with other stakeholders to measure the behavior by detecting various physical and mental abilities. For instance, Conners’s test has demonstrated good psychometric characteristics for parent and teacher forms (Morales-Hidalgo et al., 2017). As a result, this evaluation criterion will be essential for my practice due to its easily labeled variables and clinical consistency. The VABS II will help me to give a detailed profile of a client’s practical life skills and is a valuable screening technique. Finally, the WISC V can be a stable test for general students and all other special needs groups requiring assistance.


Balboni, G., Incognito, O., Belacchi, C., Bonichini, S., & Cubelli, R. (2017). Vineland-II adaptive behavior profile of children with attention-deficit/hyperactivity disorder or specific learning disorders. Research in Developmental Disabilities, 61, 55-65.

Dale, B. A., Finch, W. H., Shellabarger, K. A., & Davis, A. (2021). Wechsler intelligence scale for children, fifth edition profiles of children with autism spectrum disorder using a classification and regression trees analysis. Journal of Psychoeducational Assessment, 39(7), 783-799.

Morales-Hidalgo, P., Hernández-Martínez, C., Vera, M., Voltas, N., & Canals, J. (2017). Psychometric properties of the Conners-3 and Conners early childhood indexes in a Spanish school population. International Journal of Clinical and Health Psychology, 17(1), 85-96.

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