Case Management and Interventions Essay

This paper focuses on the Response to Intervention. As educators we are hearing RTI more frequently in the school districts than ever before. Many educators and state officials agree that all teachers should know and get to know the benefits and importance of RTI. The most crucial aspect to know is the RTI takes place into the regular childhood classroom; this is not something that just special education teachers need to know. This paper explains the purpose and a brief history of RTI. The paper offers ways that it is beneficial for school districts to implement this research based program. However, as in many systems there are always challenges, the paper briefly discusses some of the challenges that educators

1. Write a client outcome to help Mrs. Ross resolve the symptoms (i.e., defining characteristics). Refer to Section III (beginning on p. 119) of the Ackley and Ladwig text.

Lauren Smith is a five year old Caucasian girl who is demonstrating anxiety when separated from her mother. The family was referred to this service by their pediatrician. Over the past few months, Mr. and Mrs. Smith report Lauren has become increasingly troubled when being separated from her mother. She cries while clinging to her each morning before school and her father describes having to “pry her off” and carry her to the car. Lauren’s parents are also concerned with regressive behavior; she is speaking more often in third person when referring to herself, and she has also begun wetting the bed nearly every night. Mr. and Mrs. Smith had a conference with Lauren’s teacher two weeks ago at which time she told them Lauren was having difficulty concentrating and completing her work. The teacher also voiced concerns about her lack of interest in participating in group activities; she appears to prefer to play by herself. The parents report that Lauren is otherwise healthy and has been meeting age appropriate developmental milestones.

The case study chosen is about Sean which comes from chapter 7 in the Crisis Intervention Case Book. Sean is a 19 year old sophomore who is currently on disciplinary probation for getting in a fight during freshman year and breaking the other students jaw. Sean admits to drinking and also smoking marijuana since high school and occasionally on campus. Currently Sean was brought to the emergency room by a friend after passing out on the lawn at a beer party. His friend had seen that Sean vomited all over himself and would not wake up. His friend then called 911 and an ambulance came. At the emergency room Sean’s stomach was pumped and a blood

In this case study, Miguel clearly shows difficulties in reading. The difficulties stated include: recognizing alphabet letters (alphabetic awareness), matching sounds to letters (letter-sound correspondence), telling sounds apart (sounding out), starting/ending sounds (sounding out), and remembering words quickly (sight word reading) (Meet Miguel, n.d.). In order to address these difficulties, the authors would approach this problem in a two pronged manner: 1) immediate bridge methods for learning, and 2) RTI approach.

At community level, the social worker plays the role of advocacy. She is persuasive, assertive, and patient in her day-to-day encounter with patients. She is a community organizer; she coordinates financial aid to long-term residents without sponsorship and serves as a liaison to some of the patients she cares for. It is vital for the human service professional to provide information about social issues that are likely to affect the public (O'Hagan, 2007).

On the 24th February 2000, Victoria was taken semi-conscious and suffering from; hypothermia, multiple organ failure and malnutrition, to a local church. The taxi driver that collected them from the church was so horrified at her condition, that he took them straight to A and E. Victoria died the following day.

Rothman, J., & Sager, J. (1998). Case Management: Integrating Individual and Community Practice (2nd ed.). Boston, MA: Allyn and Bacon.

How does case management achieve efficiencies in the delivery of health care? How does case management differ from disease management?

According to an article published in Case Management Advisor (2008), education assists case managers with being as knowledgeable as possible to identify and coordinate all the resources that their patients need and continued education is an ethical responsibility of a case manager. The article also suggests that advocacy is an ethical responsibility of a case manager. When advocacy is forgotten ethical issues occur. Fraser and Strang (2004) explain that case managers must be given the tools to allow them to function in their role with confidence and competence to act as strong advocates for their patients. Support for decision making is also a key component of case management. Coffman (2001) offers key points from The Code of Professional Conduct for Case Managers advising that case managers are guided by the principle of autonom. Case mangers achieve autonomy through advocacy. If case managers are expected to function with complete autonomy, then case managers require the assusrance that their leader ship will support them when difficult decisions have to be made, (Fraser and Strang, 2004). The concept of employer employees explains that by involving employees in developing the mission and values of the company, this allows employees feel empowered (Porter-O’Grady & Malloch, 2007). By allowing the case manager to be part of the development of the

The focus of this paper is case management. Case management has evolved into a diverse profession which includes many disciplines and is exercised in many settings. Case management involves the process of coordinating multiple services on behalf of clients and has been practiced now for several decades. Many disciplines have engaged in case management and identify themselves as case managers. Case managers work with many populations and settings and play an important role in today’s society. The following analysis explores how case management developed, how it is defined, its components, and how it relates to other nursing care delivery models. All these aspects are reviewed with the purpose to show the importance of case management

Case conceptualization explains the nature of a client’s problem and how they develop such problem ( Hersen, & Porzelius, p.3, 2002) In counseling, assessment is viewed as a systematic gathering of information to address a client’s presenting concerns effectively. The assessment practice provides diagnostic formulation and counseling plans, and aids to identify assets that could help the client cope better with concern that they are current. Assessment is present as a guide for treatment and support in the “evaluation process. Although many methods can be employed to promote a thorough assessment, no one method should be used by itself” (Erford, 2010, p.269-270). Eventually, it is the counselor's job to gain adequate

“Of all forms of mental activity, the most difficult to induce even in the minds of the young, who may be presumed not to have lost their flexibility, is the art of handling the same bundle of data as before, but placing them in a new system of relations with one another by giving them a different framework, all of which virtually means putting on a different kind of thinking-cap for the moment. It is easy to teach anybody a new fact…but it needs light from heaven above to enable a teacher to break the old framework in which the student is accustomed to seeing.”

The case management process consists of five parts: assessment, treatment planning, linking, advocacy, and monitoring. It is not a linear process and does not follow the order it is written up. There may be some back and forth and returning to certain points.

EBIs to reduce disruptive behavior and increase academic achievement can include trainings and implementation support at the school, class-wide, and individual student-level, and are often either academic or behavioral in nature. Overall, implementation of both universal (i.e. class-wide) and targeted (i.e. student-level) interventions have demonstrated positive impacts on decreasing disruptive behaviors and increasing student academic achievement (Flower, McKenna, Bunuan, Muething, & Vega, 2014; Vannest, Davis, Davis, Mason, & Burke, 2010).Ross, Romer, and Horner (2012) also found that teachers in schools implementing Positive Behavioral Interventions and Supports with high fidelity