Adam- Educational

Question 1

Aims of an EP

Answer 1

Enhance achievement and wellbeing, I’d barriers and make a plan. Tend to have SEN. Don’t focus on deficits but adaptations

Question 2

Core ways of working jones and Atkinson 2021

Answer 2

Have psych consultation and work holistically. Use intervention like cbt. Undertake development and training and carry out research. Also work in critical incident work like a death to give support, media training. Peer supervision for support. Expert witness

Question 3

The areas of SEN

Answer 3

Physical and sensory (motor skills, awareness, hyper/hypo sensitivity), cog and learning (low in, underperforming, disability, executive function, mindset), communication and interaction (expressive lang like vocab and receptive lang like understanding, social communication, attention, eye contact), social emotional and MH,(relationships, emotional health)

Question 4

Inclusion

Answer 4

fair access and opportunity
Debates surrounding placement, distribution of resources, extent of adaptation, inclusion within activities - lauchlan and greig 2015

Question 5

Statutory involvement

Answer 5

Make EHC plans (educational, health and care) provided by local authorities for severe needs. Need psych advice from an EP. schools make application as last resort, need evidence . Includes funding, therapy, extra activities

Question 6

Examples of psych theory

Answer 6

Bowlby: attachment, deck and Ryan self determination, Maslow hierarchy of needs, selling an positive psych(perma: positive emotions, engagement, relationships, meaning, accomplish), Zpd vygotsky, ecological systems bronfenbrenner (micro is school family friends, meso is relationship, Exxon is media and law macro is culture and chrono is life events.

Question 7

Consultation

Answer 7

Concerns are raised, find solution. With EP, teacher, parent, social workers. Conduct observation in class and speak to the,. Beaver 201a: plan (meet child, school to I’d problem), do: start intervention over a time. Review meet after 6-8 weeks

Question 8

Questions to ask the child

Answer 8

Academic: anything they like, friends, teachers, hobbies, good traits. Ask qs separated into problem clarifying, elaboration, solution oriented and target setting

Question 9

Meta model NLP beaver 2011

Answer 9

Verbal communication a secondary representation and subject to interpretation via deletion, generalisation or distortion (fit bias)

Question 10

Target monitoring and evaluation dunsmuir 2009

Answer 10

See if progress is below, at , progressing, expected or exceeding rated 1-10

Question 11

Requests for assessment

Answer 11

By schools, parents, other. Get understanding of child from psych, find S and W, targets. Help to asses whether funding is needed and what school. Get background info, obersvats, rec targets and interventions

Question 12

Assessment methods

Answer 12

Observation, info from parents and teachers, from child, other professionals, iq tests. Phonological skill test, executive function, developmental milestones, well-being, functional behavioural assessment. Emotional well-being can affect school and vice verda

Question 13

Examples of iq tests

Answer 13

Wechsler wisc and wais for adults, ravens matiricies, Stanford Binet. Spearman’s intelligence model: two factor theory of intelligence g general and S spec, They correlate. British ability scale: word verbal, quant. See how compare to avg, if gifted, S and w. But could have other factors like attention, anxiety, not other intelligences, excuses, unethical and reductionist

Question 14

Environmental influences . Gardner and vygotskt

Answer 14

Prenatal like smoking and alcohol, nutrition, birth order (parents have less resources after first child), parenting (subcon reinforce), socio economic status, tech advancement, genetics, teaching. Others are naturalist and existentialist. Active learning

Question 15

Scaffolding- based of zpd

Answer 15

Teachers own mental model and child’s, I’d problems. Recruitment, reduction in degrees of freedom, direction maintenance, critical feature marking, control anger, demo. Now uses tech. W: other ppl in class

Question 16

Dynamic assessment

Answer 16

Test of child’s approach to task. Cog and emotional factors, reminders to scaffolding to see S and w. E.g. do they have plan, is it good

Question 17

Executive functions

Answer 17

Control goal directed behaviour, measured by eps by qs and obs. Dawson and guare: has working mem, planning, meta cog (thinking about thinking), inhibition, perisitance. In class: chunking, games, checklist, time.

Question 18

Dyslexia

Answer 18

Words, spelling, phonological awareness, verbal memory, confuse letters, slow reading, comp. have alt to writing, lots of time, highlighting, colours, tech

Question 19

Fixed/growth mindsets

Answer 19

Dweck: Fixed: what matters us looking smart, helplessness, Growth: what matters is learning, resilience and failure. Solve by having visual reminders of growth, avoid praising intelligence, use yet after I can’t do it, mini goals, role models who overcame challenges

Question 20

Learning styles

Answer 20

Dunlosky reviews. Best is practice testing and distributed practice, mod is elaborating interrfgostion, self explanation and interleaved practice. Low is summarise, highlight, mnemonic, images, rereading

Question 21

Attachment theory background

Answer 21

Kids have adverse experiences. Virtual school teams are groups of professionals for looked after children to improve them, manage pupil premium and peps. Glazer. Attachment based on safety and security. Sunderland: emotional responsiveness

Question 22

Secure attachment

Answer 22

Needs are satisfied and responsive, available, attentive, fun. Causes positive internal working model (worthy self) if negative unvaried self. The secure base: warmth, calm. Secure child is cooperative, takes risks, good relationships, accepts help, self regulate, empathy bomber 2008

Question 23

Insecure

Answer 23

Risks: birth comps, post natal dep, drugs in preg, poverty, negeclt. Rejection Leads to insecurity/hyperarousal. Attunment is tuning into emotions and reflecting back, accepting. Avoidant child is indifferent, struggles W friendships and support. Ambivalent is when parent is inconsistent, child is needy. Disorganised is parents who cause fear- child has outbursts and can’t do hard things

Question 24

Strategies

Answer 24

Available, respond sensitively, accept child and promote school membership. Means child trusts, being mind minded, improve self esteem. Cooperative enabling is encouraging child to be own person. Shield abasing shame (child feels unworthy so shields). Pace: playfulness, acceptance, curiosity in child and empathy

Question 25

Resilience

Answer 25

Boingboing: basic, belonging, learning, coping and core self. Emotional coaching: validate emotion, set limits, problem solving. Solution focused attachment training for children at risk of exclusion (led by EP, discuss past, S and W) emotionally friendly schools (staff wellbeing, child’s needs, whole school, indiv, boost skills and confidence in staff). Need school awareness training, audits, action planning

Question 26

EHC plans- tutorial

Answer 26

For severe, outcome is yes, no or yes W change of school. By local authority. Bullying more likely tin special but more inclusion. Strain on resources. Lack of evidence for both

Question 27

EP and autism

Answer 27

Don’t diagnose but contribute. May do the therapeutic work and manage transitions. Dsm: social emotional reciprocity, nonv comm in social interaction and understanding relationships, repetitive behaviour . Getting the gist-deficits in drive for central coherence, mind blindness/Tom . Assessed by asked if child has diffs understanding emotions of others p. Girls undrdiagnosed, assessments for males

Question 28

Autism spectrum

Answer 28

Strengths: attention to detail, areas of interest, rule based. Triad is communication, imagination (routine, repetitive) and interaction. May be hyper or hypo sensitive - swimming. Order of play goes from egocentric, parallel, associative to cooperative. NICE guidelines say referal, ass in 3m, have a case coordinator. EP ass. Family interview. May use talking mats to express feelings with topic, options and visual scale

Question 29

Support for autistics

Answer 29

Be clear, face to face, more time, prompted, turn taking, warnings for changes, awareness of triggers, quiet space. Behaviour management template (description, setting, trigger, response, benefits). Star approach (settings, triggers, actions, results). Use visual time tables . Social stories gray 2015 describe social situations, comic strip conversations . Systemic interventions : audits in class, cpd training , parent support