Reflective Report on Michaela: Conner's Rating Scales and AEDC Test

Running Head: EDUCATION 1
Reflective report on Michaela
Author's Name
Institutional Affiliation
develop

EDUCATION 2
Introduction
Michaela is three-year-old and in my group. According to her parents, she has been
displaying signs of anxiety and sleep problems that are impacting on her learning. Her Elevated
Scores Behavior Scales with T-score = 65 to 69 are elevated and are seriously impacting her
interactions and learning with other children (Conners, 2009). As she is in my group, it is my
responsibility to study her Conner’s rating and develop a plan for her along with the support and
cooperation of her parents.The Conner’s rating scales offer an assessment of child behavior and
cover learning problems, inattention, peer relations, and aggression. Different questionnaires are
widely used in many countries as follow-up tools (Morales-Hidalgoa, Hernández-Martínez,
Veraa, Voltas, & Canals, 2016).
The Conners Early Childhood–Parent assessment tool is based on observations made by
the parent about the child’s behavior. The assessment tool provides valuable information
regarding emotional, social and developmental issues in children. As Michaela’s behavior scores
are more than 65, there are strong possibilities that she is showing some physical symptoms like
the complaint of pains or feeling sick, eating issues, sleep difficulties and emotional symptoms
like easily frightened, easily hurt and clingy (Conners, 2009).
In order to facilitate Conner’s rating scales and further assess Michaela, I would suggest
that she should be tested for AEDC or Australian Early Development Census (AEDC, 2019).
AEDC domain scores are calculated for each domain based enough valid responses from the
child. Those children who fall below the 10th percentile are seen to be developmentally
vulnerable while those between the 10th and 25th percentile are developmentally at risk. Those
with higher percentile are categorized to be on track (AEDC, 2019). AEDC measures domains

EDUCATION 3
that are closely related to the predictors of good health, education and social outcomes. The cut-
off scores for each domain can be compared to Michaela’s scores and come to a conclusion.
Doing so would reveal if she is on track or at risk or developmentally vulnerable when compared
to other children.
The website lists AEDC results and demographic information based on Community
Profiles. I would encourage Michaela’s parents to go for the tests as AEDC measures five
'domains' of early childhood, such as the physical health, social competence, cognitive skills,
communication skills, and emotional maturity, the results would add to the understanding of
Michaela’s behavior. It is essential to get in touch with AEDC State/Territory Coordinator and
understand the AEDC result fact sheet and compare the results.
The results of the AEDC test along with Conner’s rating scales would be referred to a
child psychologist who can decide if she needs pharmacological treatment or behavioral
treatment or both. Michaela’s parents would need to play an active role here to facilitate changes
in the child’s behavior.. The primary goals of behavioral treatments involve developing positive
sleep-related associations and applying relaxation skills for the child and establish routines.
According to Vriend, & Corkum (2011), there is plenty of research that indicates that behavioral
interventions are known to improve children’s sleep as well as their behavior.
I would support them at every stage so that they understand the importance of those tests
and what they mean. The parents should understand the child’s test results and feel motivated to
collaborate with local early childhood educators and community leaders in their area. It is
essential for them to not only go for those tests but also understand the results. Better
comprehension and planning can help them to get better support for Michaela. I would motivate
them to create I would support them at every stage so that they understand the importance of