Ch.2 Sattler

Question 1

Disability Categories: Identifies 13 categories for student classification under IDEA:

Answer 1

autism spectrum disorder, deaf-blindness, developmental delay, emotional disturbance, hearing impairments, intellectual disabilities, multiple disabilities, orthopedic impairments, other health impairments, specific learning disabilities, speech or language impairments, traumatic brain injury, and visual impairments.

Educational Eligibility: Children must fall into one of the 13 categories to receive educational services under IDEA 2004.

Question 2

Features of Classification Systems:

Answer 2

Provide rules for diagnostic categories, enhancing system reliability.
Offer information on correlates of diagnostic categories, indicating potential accuracy based on category homogeneity.

Question 3

Self-Fulfilling Prophecy and Labels:

Answer 3

Research shows actual performance is a stronger influence on teachers’ expectations than labels. While labels may initiate expectations, direct observation of a child’s functioning has more impact.

Question 4

Effects of Self-Fulfilling Prophecies:

Answer 4

Generally small, not accumulating significantly over time.
More likely to dissipate rather than accumulate.
Potentially more impactful on students from stigmatized social groups, leading to stereotype threat.

Question 5

Arbitrariness of Classification Systems:

Answer 5

Classifications based on arbitrary cutoffs can create significant distinctions between similar individuals.
Emphasizes the importance of considering a child’s overall performance and not solely relying on diagnostic categories.

Question 6

Controversy on Standardized Testing:

Answer 6

Criticized for cultural bias and potentially penalizing children from diverse backgrounds.
Critiques have led to improvements in test standardization and reduction of cultural biases.
Standardized tests, when used appropriately, can be valuable for educational and psychological assessment.

Question 7

Theoretical Perspectives in Assessment:

Answer 7

Developmental Perspective: Focuses on the interaction between genetic predisposition and environmental influences, emphasizing individual and interindividual differences.
Normative-Developmental Perspective: Evaluates children’s development in relation to age and gender norms, considering demographic and developmental variables.

Question 8

Importance of Contextual and Individual Factors:

Answer 8

Assessment and classification should consider the child’s environment, individual differences, and the potential for resilience and growth beyond diagnostic labels.
Attachment theory highlights the role of caregiver relationships in child development, with different attachment types affecting emotional and social behaviors.

Question 9

Critique and Advancement in Assessment Practices:

Answer 9

Despite criticisms, standardized tests and classifications play a crucial role in identifying and supporting children’s needs.
Ongoing research and ethical guidelines aim to improve assessment practices, ensuring they serve children’s best interests effectively.

Question 10

Cognitive-Behavioral Perspective:

Answer 10

mphasizes the role of cognitions (thoughts, beliefs) and environmental factors in shaping behavior and emotions.
Highlights the functional relationship between cognitions and behavior, where changes in one can influence the other.
Uses empirical validation in assessment and treatment, employing techniques like direct observation and self-monitoring to understand and modify behavior.
Focuses on identifying and changing antecedents and consequences of behavior through Functional Behavioral Assessment (FBA) to produce desired outcomes.

Question 11

Family-Systems Perspective:

Answer 11

Views the family’s structure and dynamics as crucial determinants of a child’s behavior.
Considers multiple elements like family structure, functions, roles, modes of interaction, resources, history, and life cycle in understanding family influence on behavior.
Based on key assumptions such as the interrelation of family parts, the family being greater than the sum of its parts, and the impact of family structure and interactions on individual behavior.
Aims to provide a comprehensive understanding of how family dynamics contribute to the development of both adaptive and maladaptive behaviors in children.

Question 12

Eclectic Perspective:

Answer 12

Integrates elements from various theoretical perspectives, recognizing the complexity of psychological development and behavior.
Allows for a more comprehensive and flexible approach to assessment and intervention, acknowledging multiple determinants of behavior including individual, familial, and environmental factors.
Serves as a foundation for conducting a multimethod assessment, offering insights into both normal and deviant functioning in children.
Encourages evaluators to consider a broad range of factors and theories in understanding and addressing the needs of children and their families.

Question 13

Assisting Environment

Answer 13

Vision: Ask near or far vision before test. Near vison is okay to test.
Minimize noise: Avoid during bell ringing time.
Prepare material for quick organized transitioning. Easy and quick navigation.
Feedback: Review feedback and its specifics
Clarification, recording and scoring response accurately. Scoring should be clear, non-ambiguous. Example 0 vs o
Ending sessions: Ex. “Discontinued after 4 repones subtest.”

Question 14

What are some Observations to note during Assestment

Answer 14

• Personal appearance
• Attitude
• Attention span.
• Affect
• Language
• Sensory
• Sensory and motor skills
• Behavior

Question 15

What behaviors or observed behavior give insight to how student learn, their skills and skill deficient?

Answer 15

• Nonverbal behavior
• Verbal: appropriate responses for age, questions, grammar, expression fluency, vocabulary, train of thoughts