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The case file you received indicates that the student has been regularly exhibiting several different behaviors in class.These behaviors include the following: getting out of his seat multiple times without permission; calling out at inappropriate times during instruction; not following instructions; and not completing assignments.The case file also indicates that the student comes from a single-parent household; he lives with his mother, an older sibling, and a younger sibling.In cases like this one, you usually work closely with the school psychologist and the school counselor, as well as whomever the student’s teacher is. In addition, you also have a consulting psychiatrist that you may call to discuss the case.The school psychologist has been working in the district for several years, and knows the students and staff very well. She specializes in diagnosing cognitive issues and learning disabilities, and would also be able to provide information about a student’s IEP.The school counselor is well-liked and trusted by the students and staff. He communicates regularly with teachers about any social, emotional, or behavioral issues that students may be exhibiting. He may also have information about a student’s academic performance.You do not know the student’s teacher very well; he has only been teaching in the district for a couple of years and this is the first time one of his students has been referred to you.The consulting psychiatrist is not associated with the school, but is nonetheless a trusted partner that you often reach out to for guidance. Whenever you’re in your office, she’s just a phone call away.You call your consulting psychiatrist.

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PSYCHIATRIST: “Hey there! I haven’t heard from you in a while. How have things been?”You engage in a few moments of small talk before explaining the case to which you have just been assigned. You mention that the student’s mother has given permission to assess for medication for ADHD.Previous

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You call your consulting psychiatrist.

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PSYCHIATRIST: “Hey there! I haven’t heard from you in a while. How have things been?”

Continue

You engage in a few moments of small talk before explaining the case to which you have just been assigned. You mention that the student’s mother has given permission to assess for medication for ADHD.

Continue

PSYCHIATRIST: “Ah, I see. Well, based on what you described about the student’s behavior, ADHD is certainly a possibility. But, recommending medication is not a decision to be made lightly. I’m sure you’re going to discuss the case with the school staff, so my suggestion is to make sure you have all of the information you can get before you decide what to do.”You thank the psychiatrist for her time and bid her goodbye, then hang up the phone.You get in your car and make the short drive to the school.You arrive at the school. After signing in at the main office, you find yourself standing in the hallway. It is mid-morning, and the students are all currently in class.Usually when you visit the school regarding a case, you drop by to talk with both the psychologist and the counselor. They’re typically available to talk in their respective offices.Sometimes you are also able to speak with the student’s teacher when they have time. Managing to have this conversation usually gives you additional insights that prove helpful.When you believe you have all of the information you need, you can return to your office at the agency to determine what the best course of action will be for the student.

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