Assignment Submission Guidelines

All case reports or articles submissions must be made to The Asian Educational Therapist  journal and comply with the Author Guidelines and Instructions for Authors.

1. CASE REPORTS

Each Case Report must comply with the following criteria

(i) Selection of Case Report Topics & Number of Words
Case Report topics will be provided by the trainer.  Authors may select any three (3) topics from a list of twenty-five (25) approved topics. Recommended number of words for each case report range from 1,500  to 3,000 words that focus on real-world application of assessment-to-intervention processes and outcomes.

(ii) Client Profile and Disability Categories
The report must involve one client below the chronological age of 19 years who presents with two co-occurring disabilities/disorders selected from the 13 disability categories listed under the Individuals with Disabilities Education Act (IDEA, 2004) or Individuals with Disabilities Education Improvement Act (IDEIA, 2004/2005).

(iii) Assessment Framework
All assessments conducted with the client must follow the Hierarchy of Abilities and Skills (HAS) Model. Applicants must provide a clear rationale for the selection and administration of each assessment or testing instrument used.

(iv) Praxis Domains Coverage
Authors must clearly identify and state the Praxis domains addressed in the Case Report for the selected disability/disorder case. The Case Report shall specify the relevant skills and abilities examined under:

(a) Praxis-1: Basic Learning Skills (e.g., Oracy, Literacy, and Numeracy);
(b) Praxis-2: Complex planning and sequency, including academic subject-specific skills; and
(c) Praxis-3: Sensory, Socio-Emotional, and Behavioral Skills.

Authors should explain how the selected Praxis domains relate to the client’s presenting disabilities/disorders (or comorbidities) and how they inform the assessment, interpretation of findings, and intervention planning process.

(v) Developmental Theory Frameworks and Models
Authors must demonstrate an understanding of the client’s lifespan development by referencing and applying appropriate developmental and psychological theories including those involving individual-environment interactions. The Case Report should include a discussion of the client’s developmental profile in relation to established theoretical frameworks, where relevant, such as those proposed by Bronfenbrenner, Erikson, Galinsky, Hull, Mahler, Skinner, Piaget and other recognised developmental theorists.

Authors are expected to explain how the selected theoretical perspectives contribute to understanding the client’s developmental strengths, challenges, disabilities/disorders, learning needs, behavioral characteristics, and overall functioning. The application of developmental theory should form an integral part of the case conceptualisation and provide a foundation for assessment interpretation and intervention planning.

(vi) Reporting of Assessment Findings
Assessment outcomes must be clearly documented and reported in accordance with the case report guidelines prescribed in the CARE Checklist.

(vii) Intervention Planning and Implementation
Recommendations for intervention strategies must be grounded in the guiding principles of Implementation Science and Translational Research. Applicants are expected to explain clearly how the proposed strategies will be systematically implemented throughout the Individualised Intervention Plan (IIP) period for the client.

(viii) Quality of Content
Evaluation will focus on the quality, rigor and relevance of the content rather than the number of words written in each Case Report.