Based Counseling Plan Question & Answer Guide (With Explanation)

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Original Question

Based on my counseling plan for a student, can you explain how these interventions align with the ASCA National Model and ethical guidelines? Here is my case: Student Profile Overview Age: 18 Grade: 12 Male Ethnicity: Latino/Hispanic Primary Language: Spanish Secondary Language: English Presenting issues: Spongebob is a senior student experiencing academic challenges that are impeding his progress toward graduation. He has a diagnosis of ADHD, which significantly affects his attention, task initiation, and ability to sustain focus. These difficulties manifest as inconsistent class attendance, frequent in-class redirection, incomplete assignments, and difficulty staying on topic. He is also observed sleeping in class and may shut down when frustrated. Spongebob receives accommodations for social-emotional learning, as his disability impacts his attention, emotional regulation, social skills, and academic performance in both mathematics and ELA. Currently, he is working to complete missing assignments and requires continued support, structure, and targeted strategies to address his executive functioning needs. Assessment and Goals Methods used: Teacher and school counselor observations and data collection were conducted regularly to monitor Spongebob’s engagement, self-advocacy, and emotional regulation in the classroom. Informal assessments were used to measure academic skills in ELA and mathematics, with progress tracked through performance on assignments and classroom activities. Student performance data from classroom work, especially writing and reading assignments, were reviewed to assess growth in comprehension and expression. Behavior tracking and anecdotal records were used to document instances of self-regulation, frustration tolerance, and use of coping strategies in response to stress. Measurable Goals: ELA – Written Expression Goal: By the end of the IEP period, Spongebob will improve his skills in written expression, including composing a multi-paragraph response to a grade-level dependent prompt that analyzes an author’s use of one or more fiction or non-fiction elements across the course of a text, as measured by teacher-created rubrics and informal assessments with 80% accuracy in 4 out of 5 trials. ELA – Reading Comprehension Goal: By the end of the IEP period, Spongebob will improve his skills in reading, including locating direct evidence within the text that supports his main claim in response to a prompt, as measured through informal assessments and class assignments with 80% accuracy in 4 out of 5 trials. Social-Emotional Goal – Self-Advocacy & Regulation: Given direct instruction and support, Spongebob will display appropriate self-advocacy skills in 9 out of 10 observable trials, and will use appropriate self-regulation and decision-making skills when under stress in 9 out of 10 observable trials, as measured by teacher and counselor observations and behavior tracking. Counseling Interventions and Strategies Interventions and Strategies Spongebob is currently placed in a pull-out special education class setting because of his learning disabilty Academic Accommodations Small-group or 1:1 instruction focused on reading comprehension strategies, written expression, and math reasoning (e.g., two-way frequency tables, comparing data sets). Graphic organizers and visual aids to support planning and organization of writing and math problem-solving. Chunking assignments and providing clear, step-by-step directions to address executive functioning difficulties. SEL Interventions Conduct weekly check-ins with him to help monitor his emotional state and readiness to learn. Self-regulation strategies, such as breathing exercises, designated calm-down spaces, or the use of a break pass when signs of frustration are observed. Use of card games like UNO to build SEL skills such as turn-taking, frustration tolerance, managing unexpected outcomes, and practicing appropriate social communication in a low-stakes, engaging setting. Positive behavior reinforcement to encourage and reward the use of appropriate coping and self-advocacy strategies, Reference: American School Counselor Association. (2022). ASCA Ethical Standards for School Counselors. ASCA Ethical Standards for School Counselors. https://www.schoolcounselor.org/About-School-Counseling/Ethical-Responsibilities/ASCA-Ethical-Standards-for-School-Counselors-(1) ASCA National Model – American School Counselor Association (ASCA)

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