This paper aims to present a comparison drawn from various studies like the Malaysia case study, the Malaysia paed protocol and other guidelines obtained from other two countries basing on the introduction to the RAD system, referral, assessment and diagnosis of an exceptional child. Therefore, it is important if an individual understands the definition of a RAD system, to make a good comparison of the studies. To begin with, a RAD system can be defined as the process in which the children who have behavior and learning challenges undergo from their parents and guardians, all through the pediatricians, school life, and therapy they receive during development (Hunt & Marshall, 2012). A RAD System is important due to various reasons. To start with, it helps the parents and the pediatrician detect the disability of a child. It provides easier ways to offer assistance to the children both educationally as well as medically. Therefore therapy is provided for the child who helps a child develop due to the interventions offered. The comparative studies are also important since it helps individuals encounter with knowledge regarding the exception children in relation to the RAD system (Skiba, Simmons, Ritter, Kohler, Henderson & Wu, 2006). ReferraL ® can be defined as the act of referring an individual for further action, while Assessment (A) is defined as the examination of an individual. Finally, Diagnosis (D) refers to the recognition of a certain illness. A comparative study should also be conducted since at the developing stage of a child, different countries have developed different practical programs to help these children hence individuals should familiarize with them. In addition, the improvisation of the comparison studies offers guidelines to other countries regarding a RAD System. Clearly, this paper provides a comparative study of the referrals in the Malaysia case study and the Malaysian paed protocol, and using guidelines of referrals from two other countries.
To begin with the Malaysia case study, it presents a report on psychology basing on the adaptive behavioral capability basing on the assessment of a certain exception child. The Malaysia case study outlines the reasons why the child had to follow the RAD system. The child was not hyperactive, had poor ways of communicating and also had poor eyesight. The case study depicts that the referral would receive assessment and diagnosis to assist him to adapt effective behavior (Alkahtani, 2016). At the same time, causes for the situation of the child are well outlined in the case study. During the assessment, various procedures and tests were issued to obtain relevant information regarding the child such as the records review, the parents were interviewed, and the VABS and the GARS were also employed in the assessment. Clearly, from the assessment and diagnosis, it was evident that the child had a deficit in behavioral functioning. After the assessment and diagnosis, the child was required to enroll into an EIP or the Early Intervention Program where his problems would be addressed. Speech and occupational therapies were some of the recommendations. The parents were required to attend the RAD system to learn parenting techniques for such children. The child was expected to acquire the basic skills through social interactions, especially with the family members (Roberts, Williams, Smith & Campbell, 2016). The Malaysia case study indicates that the RAD system would help in shaping the child’s communication skills. This is because the speech therapist would develop a communication system for the child at home by encouraging them to use picture exchange. Finally, the child was required to go for diagnosis after a year to confirm the progress and may be the therapist would recommend further intellectual and psychological assessment to stabilize his situation.
On the other hand, the article on Malaysian paediatric protocols compares to the Malaysia case study as outlined in this paper. In terms of referral, the case study compares with Malaysian protocols since it is clear children may be disabled in case they fail to be immunized after birth. From the article, the condition of the child varies due to the deficit which can be replaced if they are enrolled into the RAD system (Ismail, Ng & Thomas, 2005). In terms of diagnosis the case study compares to the other country guideline since it indicates that therapists review the concerns of various schools with the exception child, teachers and the parents using the reports for teachers concerning the child. Therefore in pediatric there exist a tool used in screening to test the intellectual performance of the child (Taft, Schlein & Ramsay, 2016). Physical examination is important during the assessment of the child and it compares with the Malaysia case study since record review, the parents’ interviews, records review, the VABS and the GARS was also employed in the assessment (Shevell, Ashwal, Donley, Flint, Gingold, Hirtz & Sheth, 2003). The article indicates that the psychosocial interviews for children in adolescent are important for effective assessment and diagnosis. The article explores the neonatal plan care for children and the principles which are employed for neonate stabilization which can be used in the RAD system. The two studies agree that the premature children are associated with difficulties in their late and early life, and they can be addressed easily through the RAD system (Myers & Johnson, 2007). Children are recommended to feed properly to achieve the nutrition goals and avoid complications. Various emphases are presented based on providing the exception children with supportive care. Therefore, the therapists are left to make decisions on the appropriate ways to relieve the child’s difficulties, before the diagnostic and assessment procedures.
The referral of the Malaysia Case study compares with the referral outlined in the AAN (GDD) article as outlined in this paper. To begin with, the AAN (GDD) article explores the evaluation of a certain child diagnosed with developmental delay (DeFilippis & Wagner, 2016). This article compares with the Malaysia case study since the evidence-based recommendations were employed which include the literature view, abstracts and d classifications. Thyroid screening was applied to diagnose the referral. The referral was expected to undergo through a RAD system so as the assessment would be conducted on the audiometric and vision. Various tests would be conducted for the referral experiencing developmental delay which compares to the tests done on the exception child discussed in the Malaysia case study. The AAN (GDD) article compares to the Malaysia case study since It outlines that children with a developmental delay need to be supported socially by their families and hence it benefits the medical testing conducted during diagnosis and assessment. On the other hand, the Malaysia case study compares with the article on children and adolescents experiencing the autism spectrum disorder or (ASD) or rather the surveillance and screening of ASD tool table as outlined in this paper. The adolescents and children with the ASD have behavioral, social functioning and communication impairments (Seligman & Darling, 2017). Therefore, these exception children undergo through the RAD system to help diagnose and provide intention which is appropriate for the disorder. The ASD is associated with various risks such as genetic challenges, neonatal encephalopathy and also prematurity as seen in the Malaysia case study. The article also indicates that immunization would help minimize the risks associated with the ASD and compare with the Malaysian paediatric protocols which outline the same. The Malaysian pediatric protocols compares with AAN (GDD) article since it is clear the diagnosis based on the referral’s restricted well-being, play and communication as well as the social relatedness. As seen in the four studies, diagnosis is based on the therapist’s comprehensive observation and history of the referral. The AAN (GDD) article compares with the Malaysia case study, the Malaysian paed protocols and the study on ASD management since the pediatrician, family specialists, therapist on speech-language, the educational administrators and the psychiatrists are all involved in managing the exception children.
However, in terms of referral the case study contrasts with the Malaysian Paed Protocols since it involves the psychology adaptive behavioral capability while the Malaysian Paed Protocols focuses on various challenges which are experienced by an exception child in terms of behavior and learning challenges. In terms of assessment the case study contrasts from the Malaysian Paed Protocols since the referral was expected to enroll an EIP intervention program which is not seen in the other country guideline. On the other hand, the AAN (GDD) differ from the case study since the referral is restricted. In terms of assessment, the case study contrasts with the AAN (GDD ) since it is difficult to identify the actual cause of the learning difficulties unless through a RAD system In terms of diagnosis, the case study differ from AAN (GDD) since the referral is expected to enroll into an Early Intervention Program for effectiveness. Finally, in terms of diagnosis the country guideline contrasts with the case study since there was tool used in screening to test the intellectual ability of the exception child which was not in the case study. In terms of referral the surveillance and screening of ASD tool table contrasts from the case study since it addresses the children and adolescents who have the ASD disorder. In terms of assessment the case study contrasts since it is associated with various risks concerning genetics hence the therapist needs to be more careful. Finally, in terms of diagnosis the case study contrast since the children and adolescents with the ASD disorder are required to go back after a while for the therapist to test progress.
In conclusion, this paper clearly outlines a comparative study amongst the referrals in the various studies such as the Malaysia case study, Malaysian paed protocols, the AAN (GDD) article, and the ASD article to help learners understand the effectiveness of a RAD system.
References
Alkahtani, M. A. (2016). Review of the Literature on Children with Special Educational Needs. Journal of Education and Practice, 7(35), 70-83.
Roberts, J. M., Williams, K., Smith, K., & Campbell, L. (2016). Autism spectrum disorder: Evidence-based/evidence-informed good practice for supports provided to preschool children, their families and carers. National Disability Insurance Agency, Australia.
Ismail, H. I. H. M., Ng, H. P., & Thomas, T. (2005). Paediatric Protocols for Malaysian Hospitals. Ministry of Health.
Shevell, M. I., Ashwal, S., Donley, D., Flint, J., Gingold, M., Hirtz, D., … & Sheth, R. D. (2003). Practice parameter: Evaluation of the child with global developmental delay Report of the Quality Standards Subcommittee of the American Academy of Neurology and The Practice Committee of the Child Neurology Society. Neurology, 60(3), 367-380.
Myers, S. M., & Johnson, C. P. (2007). Management of children with autism spectrum disorders. Pediatrics, 120(5), 1162-1182.
DeFilippis, M., & Wagner, K. D. (2016). Treatment of Autism Spectrum Disorder in Children and Adolescents. Psychopharmacology bulletin, 46(2), 18.
Seligman, M., & Darling, R. B. (2017). Ordinary families, special children: A systems approach to childhood disability. Guilford Publications.
Taft, R., Schlein, C., & Ramsay, C. (2016). Parents of Children with Reactive Attachment Disorder: Experiences of School and Family Communication and Interaction. International Journal of Learning, Teaching and Educational Research, 15(1).
Hunt, N., & Marshall, K. (2012). Exceptional children and youth. Cengage Learning.Skiba, R., Simmons, A., Ritter, S., Kohler, K., Henderson, M., & Wu, T. (2006). The context of minority disproportionality: Practitioner perspectives on special education referral. Teachers College Record, 108(7), 1424.
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