Reflective Report: Utilizing Standardized Tests for Child Assessment

This report reflects on the assessment and support plan developed for Michaela, a three-year-old displaying anxiety and sleep problems. It discusses utilizing the Conners Early Childhood assessment tool and the Australian Early Development Census (AEDC) to evaluate Michaela's behavior and developmental progress. The report emphasizes the importance of parental involvement in facilitating behavioral changes and collaborating with educators and community leaders. It suggests behavioral treatments and creating a supportive environment to improve Michaela's sleep hygiene and reduce anxiety. The author highlights the need for increased awareness regarding standardized tests among parents and educators to better understand and support children's early development. Desklib offers a wealth of solved assignments and past papers for students seeking further insights.

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

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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

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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

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those tests and what they mean for Michaela so that she can enjoy improved sleep hygiene and
lower anxiety. They should implement a regular bedtime routine and consistent sleep schedule at
bedtime for Michaela. Poor quality of sleep can lead to adverse effects for both the child and the
child’s family. It is essential that the child is given a relaxing and calm environment to get over
her problems and develop good per relations.
As a group mentor, I feel that it is essential to create higher awareness regarding
standardized tests for young children among parents, teachers, communities, and schools so that
they can understand the meaning and significance of these tests and their results. These tests and
reports help communities and policymakers to know how the children are developing in the early
years.

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References
AEDC. (2019). Australian Early Development Census, AEDC Retrieved from
https://www.aedc.gov.au/resources/aedc-userguide
Conners, C.K (2009). Conners Early Childhood , Multi-Health Systems In Retrieved from
https://documents.acer.org/Conners-EC-Parent-Assessment-Report.pdf
Morales-Hidalgoa, P., Hernández-Martínez, C, Veraa, M., Voltas, N. and Canals, J.
( 2016). Psychometric properties of the Conners-3 and Conners Early Childhood Indexes
in a Spanish school population. International Journal of Clinical and Health Psychology,
30(1), 1–12.
Vriend, J., & Corkum, P. (2011). Clinical management of behavioral insomnia of childhood.
Psychology research and behavior management, 4, 69-79.

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