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There are both risk and protective factors for this case study. The risk factors are the behaviors or conditions that increase the risk of having a disability. For this case study, Regina’s risk factors include lack of response to social contact, not having interest in other children, unresponsive to when her parents pick her up from daycare, babbling with no intent during conversations, screaming for a long duration after daycare drop off, repetitive behaviors, and being overly attached to inanimate objects. Protective factors for Regina are that she has age-appropriate motor development, self-help skills, and physical appearance. She also can understand simple one-step instructions as well as repeating words she’s heard in the past. Another thing to note is that the parents are constantly comparing Regina to their other child, which is difficult because every child is different. Some children develop a little slower than others and every child is going to have their own personalities. Based off of the information in the case and my knowledge of child development, I think that there reasons for concerns with her communication and social interactions are valid and should be explored more.

 The multifactor Ecocultural Model of assessment says that assessment is viewed as an ongoing problem-solving task with the goals of understanding the child in their natural environment and daily routines and planning appropriate interventions based off of that (Brassard & Boehm, 2007). It views that individual’s characteristics in a population as adaptive based on their cultural context. In knowing this, it’s important to remember key considerations that should be assessed while using this model. One thing to note from the beginning is understanding the family’s cultural values and parenting beliefs. This helps to eliminate any personal biases off the bat. Another consideration would be the families’ reactions to social contact. Regina doesn’t seem to have much of a response when around social contact, but this may be related to a cultural background or social norm for this family. She also doesn’t communicate using facial expressions or gestures, which again could be related to how she has grown up and the environment in which she is being raised in. These special considerations are important because based off of what is “typical” for the assessment guides, these small things may be seen as atypical for development for the age group. However, learning about a child’s environment, culture, and routine can give insight as to why a child may act a certain way.

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