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School Psychology > Chapter Four > Flashcards

Chapter Four Flashcards

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1
Q

Education for All Handicapped Children Act (EAHCA), 1975

A

The first special education law in the United States.

Often referred to as the Public Law 94-142.

After various amendments, the name was changed to IDEA (Individuals with Disabilities Education Act).

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2
Q

Individuals with Disabilities Education Improvement Act (IDEIA), 2004

A

Applies to students with the following disabilities: autism, deaf blindness, deafness, hearing impairment, intellectual disability, multiple disabilities, orthopedic impairments or other health impairments, emotional disturbance, specific learning disability, speech or language impairment, dramatic brain injury (TBI), visual impairment, including blindness.

Mandates FAPE for all children with disabilities.

Mandates that students receiving special education services are placed in an LRE.

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3
Q

No Child Left Behind (NCLB), 2001

A

Purpose is to close the achievement gap.

Targets high risk schools.

Mandate statewide formal assessments for grades 3 to 8. Each state must strive for academic proficiency for students or face possible consequences by governing agencies.

Act requires highly qualified teachers for public schools.

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4
Q

Family Educational Rights & Privacy Act (FERPA), 1974

A

Schools must adhere to strict confidential student record keeping procedures.

FERPA record keeping laws are designed to protect confidentiality & allow parents access to educational records.

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5
Q

The Rehabilitation Act: Section 504, 1973

A

This is not a special education law; rather it is part of a civil rights law.

Provides a broader definition of “handicap” then “disability” under IDEA (Sped Law).

Section 504 prohibits discrimination against otherwise qualifying individuals on the basis of handicapping conditions in any program receiving federal funds.

Complaints are serviced by the office for civil rights (OCR).

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6
Q

Americans with Disabilities Act (ADA)

A

A civil rights law to prohibit discrimination solely on the basis of disability in employment, public services, & accommodations.

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7
Q

Zero Reject Principle

A

Established Child Find, which requires states to locate & identify children with disabilities & provide them with full educational opportunity, regardless of the severity of the disability.

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8
Q

Brown v. Board of Education

A

States that educational faculties are not allowed to segregate according to race.

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9
Q

Hobson v. Hanson

A

Ruled that schools must provide equal educational opportunity despite a family’s socioeconomic status (SES).

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10
Q

Diana v. State Board of Education

A

States that assessments must be administered in a native language of the student in order to validate minority testing practices.

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11
Q

Larry P. v. Riles

A

Was a landmark case in California that ruled that the percentage of minority students placed in special education classrooms could not exceed the percentage in the representative population. This ruling was based on the fact that there was an over representation of minorities classified as having an intellectual disability.

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12
Q

PASE v. Hannon

A

Is a pro social education ruling that endorsed the use of standardized tests as long as the tests are not culturally biased & are used with several other measures.

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13
Q

PARC v. Commonwealth of Pennsylvania (1972)

A

This is a landmark case that marks the start of FAPE. The court ruled in this case that intellectually disabled children should have access to public education & that due process rights shall be honored & preserved.

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14
Q

Marshall v. Georgia

A

This is also a pro social education ruling that stood in contrast to the Larry P. case. The Marshall ruling stated that the percentage of minorities placed in special education can exceed the percentage in the representative population as long as the appropriate & proper steps for placement were followed.

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15
Q

Honig v. DOE

A

States that special education students must have a manifestation hearing to review placement if they are suspended for more than 10 days.

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16
Q

Oberti v. Cementon (1993)

A

Is a legal case that affirmed the rights of special needs students to be included (inclusion) in regular education classes & activities. The courts also underscored that schools must adhere to the IDEA requirements especially those related to end LRE.

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17
Q

Rowley v. Hudson Board of Education (1982)

A

Is an important landmark case wherein the judge stated that public schools do not have to provide the best education, but rather an adequate education. In other words, schools do not have to provide a Cadillac; a Ford is acceptable.

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18
Q

Tarasoff

A

The court ruled that school district has a duty to warn the parents if their child is in danger. This is important for anti-bullying programs & threat assessment situations.

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19
Q

Lau v. Nichols (1974)

A

That schools must provide accommodations for English as a second language (ESL) student.

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20
Q

Tatro v. Irving Independent School District

A

Was a Supreme court case that ruled that schools must provide medical services that do not require a medical doctor to perform such medical services, even if the child needs full time attention from a nurse.

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21
Q

William Wundt

A

Consider the founding father of psychology.

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22
Q

Lightner Witmer

A

The father of school psychology. He combined educational & psychological services to help students with learning & behavioral problems.

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23
Q

Arnold Gesell

A

The first school psychologist. He is believed to have been the first to develop tests that measure development in children.

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24
Q

B.F. Skinner (1904-1990)

A

Was a major contributor to the field of behaviorism. He believed that all behavior was shaped & maintained by consequences that followed behavior. His principles are primarily used today in school systems due to their practical & effective applications.

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25
Q

Albert Bandura

A

Believed that cognition helped to drive behavior.

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26
Q

Francis Galton

A

Much of the work that school psychologists conduct is based on the critical premise that key human traits fall on a normal curve that forms the shape of a Bell curve. Several experts were involved in the initial observance of the Bell curve in the 1700s but reference Francis for his work on the theory in 1880.

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27
Q

Spearman & Thurstone

A

Both contributed substantially to psychometrics & cognitive testing. Factor analysis & two factor analysis, which are key statistical methods, provide validation for the theory of intelligent tests that are based on “g.” “g” correlate with other factors to varying degrees to create human thinking ability.

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28
Q

Lewis Terman

A

Studied gifted children & believed in cognitive ability testing period he also believed that bright children should have resources I located for their special needs. He helped to revise the Stanford-Binet cognitive test to use with American children. In America he revised the Stanford-Binet intelligent test was the first to be employed in 1916.

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29
Q

Dr. Philip Vernon

A

The current theory of intelligence is that a intelligence is based on a complex interplay of genetics (heredity) & environmental factors. Intelligence is closely associated with an ability to adapt to one’s environment & apply information. Vernon was a key expert to this balance view of intelligence.

30
Q

Arthur Jenson

A

In contrast to Vernon, Arthur is a promised researcher known for his work in behavioral genetics. He believes that intelligence has a strong genetic basis.

31
Q

Cattell-Horn

A

Several widely adopted cognitive ability tests are currently used by school psychologists are based on the Cattel-Horn theory of crystallized & fluid intelligence. Fluid intelligence is associated with reasoning with novel problems, whereas crystallized intelligence is related to acquired knowledge & skills.

32
Q

Due Process Hearings

A

Parents have the right to request a third-party hearing officer for special education disputes.

33
Q

Consent

A

Written parental consent must be obtained before an evaluation. Schools may proceed without consent for triennial reviews if documented reasonable efforts have been made to contact parents.

34
Q

Notice

A

Previous written notice must be given to parents for the initiation or change of a student identification, evaluation, placement, change of service, or educational programming.

35
Q

IEP Meetings

A

Must be held within 60 days after a parent signs consent for initial evaluation & once a year after that. Reevaluations are held every three years.

36
Q

Malpractice

A

Lawsuits typically occur if there is harm to a student as a result of a professional interaction. The likelihood of a school psychologist being sued for malpractice is low.

37
Q

Supervision

A

Even though interns are supervised, both supervisor & intern can be sued.

38
Q

Negligence

A

Of all legal suits, negligence is the most common offense & mostly occurs when there is a student suicide or injury that could have been reasonably prevented by the practitioner.

39
Q

Least Restrictive Environment (LRE)

A

An LRE is mandated for children with disabilities. The section of IDEA that pertains to LRE reads as follows:

To the maximum extent appropriate, children with disabilities should be educated with children who are not disabled, & special classes, separated schooling, or other removal of children with disabilities from the regular educational environment should occur only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids & services cannot be achieved satisfactorily.

40
Q

Special Suspension & Expulsion Considerations

A

Schools may place a child with a disability in an interim placement for 45 days, regardless of manifestation determination, if the student carried a weapon to school; inflicted serious bodily harm on another individual; or knowingly sold, used, or possess drugs.

41
Q

Manifestation Determination

A

A manifestation meeting is conducted by the Individualized Education Program (IEP) team to determine whether or not the student’s behavior that led to a suspension or an expulsion was a result of a disability.

42
Q

Suspension & Expulsion

A

Schools have the authority to suspend students. Short term suspensions are 10 days or less. Special education students must have a special review meeting if they are suspended 10 or more days.

43
Q

General Discipline

A

Courts have ruled that school should apply discipline in a fair, nondiscriminatory manner. School rules should be clearly stated & the consequences for breaking rules understood by all students.

44
Q

Corporal Punishment

A

The NASP strongly opposes the use of Corporal punishment in schools. Psychologist should educate others about the harm that Corporal punishment causes children.

45
Q

Aversive Procedures

A

These are discouraged & should be considered a last resort for students (for example self-injurious behaviors may need temporarily restraining). Informed parental consent is necessary for aversive procedures.

46
Q

NASP Ethical Principles:

Respect for the Dignity & Rights for All Persons

A

Practitioners demonstrate respect for the autonomy of persons & their right to self-determination, respect for privacy, & a commitment to just & fair treatment of all persons.

47
Q

NASP Ethical Principles:

Professional Competence & Responsibility

A

School psychologists must practice within the boundaries of their competence & use scientific knowledge from psychology & education to benefit people. They should accept responsibility for the choices they make.

48
Q

NASP Ethical Principles:

Honesty & Integrity in Relationships

A

Psychologists must be truthful & adhere to their professional standards. Practitioners must be honest about their qualifications, competencies, & roles. They work in cooperation with other professional disciplines to help students and families. Avoid multiple relationships that diminish professional effectiveness.

49
Q

NASP Ethical Principles:

Responsibility to Schools, Families, Communities, the Profession, & Society

A

School psychologists promote positive school, family, & community environments. Psychologists must respect the law & encourage strict ethical conduct. One can advance one’s personal excellence by mentoring less experienced practitioners & contribute to the school psychology knowledge base.

50
Q

Meta-Analysis (Meta-Analytical Studies)

A

Meta-analysis is a highly regarded & strong type of research model.

Meta-analytic studies are powerful because they are designed to examine the results of several research studies, not just one study.

The ability to statistically analyze the results of several independent studies across time (sometimes decades) is extremely helpful to control the biases, confounding factors, or design flaws in anyone study.

51
Q

Experimental Designs

A

Experimental designs typically involve groups of people.

One group is a control group, while the other group is given intervention. The results of the experimental group that receives an intervention is contrasted to those of the control group. Results are statistically analyzed to determine if the outcomes are significant.

Control group = does not receive intervention
Experimental group = gets intervention

The gold standard in experimental designs is called the double-blind experiment.

In double-blind experiments, both the group members & the researchers do not know which group perceives the actual intervention.

52
Q

Correlational Studies

A

Correlational studies examined the strength of relationship between two or more variables.

One of the most studied correlational studies related to psychology is the relationship between IQ scores on a given test to achievement scores on another test.

Remember, correlational coefficients above 0.5 are considered moderate, while 0.8 correlation is viewed as strong & at a desirable level for use.

53
Q

Effect Size

A

Affect size is a way of quantifying the size of the difference between two groups.

Cohen’s benchmarks for significance:
8 = large (8/10 of a standard deviation unit)
0.5 = moderate (1/2 of a standard deviation unit)
0.2 = small (1/5 of a standard deviation unit)

For example, if a T-test has a 0.2 difference in scores, then the significance of the results is deemed small.

54
Q

Type I & Type II Errors

A

Type I error is the incorrect rejection of a true null hypothesis (a “false positive” is accepting a false hypothesis as correct when it is not true).

Type II error is the failure to reject false null hypothesis (a “false negative” is rejecting a true hypothesis as incorrect, when it was correct).

55
Q

Validity

A

Validity regards the degree to which a tool actually measures what it claims to measure, our program does what it claims to do.

Validity coefficients are acceptable if they are generally above 0.80. The higher the coefficient, the better.

56
Q

Criterion Related Validity

A

The correlation between two measures (tests) are designed to measure human traits. If two tests measure the same trait, the correlation between the tests should be obviously higher. If one of the two tests is not designed to measure the same trade, the correlation should be lower between the two tests.

57
Q

Face & Content Validity

A

Involves how rational & reasonable to test & test items look. During the construction, experts in the area being examined or asked to evaluate whatever test items look logical.

For example, a math test would be considered invalid if all test items asked about cats.

58
Q

Convergent Validity

A

Determined when a test is correlated with another test that has a similar purpose & measures the same trait.

For example, if a test that measures attention deficit hyperactivity disorder (ADHD) correlates highly or converges with another well-known test of ADHD, then the test is said to have good validity.

59
Q

Divergent Validity

A

Established by correlating two tests that measure two different traits.

For example, a test that measures ADHD should have a low correlation with a test that measures depression.

60
Q

Construct Related Validity

A

Refers to whether a trait or construction is being measured.

61
Q

Predictive Validity

A

A valid test should have a high predictive value.

For example, a valid test of cognitive ability should be able to predict a student’s achievement in school. A student with a standard score of 75 on a cognitive test is predicted to struggle in school & perform below grade level on complex tasks.

62
Q

Discriminant Validity

A

A valid test should be able to discriminate among students who have that trait being measured & those who do not have the trait.

For example, a student scoring high on an anxiety measure should be identified with an anxiety disorder & could be distinguished from those students who do not have any anxiety disorder.

63
Q

Reliability

A

Reliability refers to research results &/or scores that are consistent & stable across time.

64
Q

Reliability Coefficient

A

This illustrates the consistency over score or stability of a result. An appropriate reliability coefficient for standardized tests should generally be around or above r=0.80. The higher the reliability coefficient, the better.

65
Q

Standard Error of Measurement (SEM)

A

This is an estimate of error used when interpreting research results & it impacts reliability. With every test, there are errors due to a host of factors, hence the higher the SEM, the lower the reliability. Test results rarely provide the “true score” due to measurement errors.

Remember that SEM impact’s reliability & validity.

66
Q

Test-Retest

A

Testing a person with the same test twice. The two scores are then correlated together using statistical methods. Theoretically, both scores should be highly similar if the test is reliable.

A two-week time interval between retaking the test is the minimum timeframe recommended.

67
Q

Alternate & Parallel Forms

A

Alternate forms of a test should be thought of as to test built accordingly to the same specifications but composed of separate samples from the defined behavior domain. They must take into account variation resulting from tasks & correlation between two test forms to provide the reliability coefficient.

68
Q

Split Half

A

Take a full test & create two tests from it, being careful to share difficult & easy items on both tests. Both tests are administered, even on the same day, & the scores on both tests are correlated.

69
Q

Internal Consistency Reliability

A

An estimate of the reliability of the total test is developed from an analysis of the statistics of the individual test items. Each test item is compared to the total set of items.

70
Q

Interrater Reliability

A

The reliability of people administering the test is increased by increasing the number of readers or judges.

School Psychology (5 decks)

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