Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Cognitive Assesment In School Midterm > Cognitive Assesment CH.1 > Flashcards

Cognitive Assesment CH.1 Flashcards

Ch.1

1
Q

According to Sattler, Why do School Psychologists Conduct
Psychological-Educational Evaluations?

A

“The reason we Conduct Psychological-Educational evauations is in order to make effective secisions about children. Effective Decision making is the hallmark of sound psychological-educational assessment.”-Sattler

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

What is Psychological Testing?

A

It involve Administering and scoring tests.
The focus is on collecting data and testing testing produces scores.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What is Psychological Assessment?

A

It follows and utilizes the four Pillar of Assessment. It focuses on collecting data, intergrating the findings, interpreting the data and eynthesixing the results. Assess,emt produces findings and recommendations.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

What are the Four Pillars of Assessment? Why is is it important in Assessment?

A

Assessment reguires a compilation of information accquired from multiple scources to provide and adequate depiction of a stusent and their needs.

The Four Pillars Includes:
1. Norm-references Measures
-Standardized
-allow for Quanitication

  1. Interviews
    -Structured
    -Simi-structured
    -Non-Structured
  2. Observations
    -Behavioral
    -Envirornmental
    -Assesment
  3. Information Assesmet Prodedures
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What are the training and background of SP?

A

Effective decision making-is key!
Testing and Measurement
Statistics knowlegdge
Child Development
PErsonality Theory
Child Psychopathology
Educational Interventions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

What are the Competencies of SP’s

A

-Test Battery Selections
-Established rapport
-_bservations
-Interviews ( Structure, semi Steuctured, Informal)
-Assesment Skills ( formal and informal Measures)
-Administration, scoring and Interpretation
- Understanding and consideration of ethnic/cultural information
-Develoment of interventions based on assessmet results
-Collaboration
-Maintienance of ethical standards
-Maintence of currecnt research laws and Regulations

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

What are Characteristics of SP’s

A

Academic background and preparation
* Emotional stability
* Maturity and patience
* Problem solving skills
* Communication skills
* Independently driven/motivated
* Team player
* Desire for continued learning and
development
* Aware of limitations
* Ability to have and set boundaries
* Sense of Humor
* Ability to manage and work under
stress
* Flexibility
* Self-awareness
* Professional presentation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

FACTORS THAT IMPACT ASSESSMENT

A
  • Assessment style/technique
  • Bias/Predetermination
  • Attention (or lack of attention) to child’s needs
  • Extraneous variables within the physical environment
  • Acknowledgement of cultural or ethical differences
  • Planning
  • Interpretation of observations and information
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

STRATEGIES TO BE AN EFFECTIVE
ASSESSOR

A
  • Acquisition of knowledge and expertise
  • Identification and knowledge of strengths and limitations of assessment techniques or tools
  • Relatability and ability to build rapport with students/children
  • Acquisition of information and thoroughness
  • Accurate and effective record/note keeping
  • Development of hypothesis
  • Identification of developmental trends
  • Acquisition and maintenance of current standards, laws, and practices
  • Availability
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

PSYCHOLOGICAL-EDUCATIONAL EVALUATIONS:
FACTORS

A

Sources of data
Assessment Methods
Multiple areas of assessment
Interventions

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

IN PSYCHOLOGICAL-EDUCATIONAL
EVALUATIONS, What ARE SOURCES OF VALIDITY?

A
  • Degree of rapport
  • Quality of interaction
  • Amount and type of assessments administered
  • Length of the assessment process
  • Standardization!
  • Number of inquiries/questions
  • Number of trials required to administer items
  • Amount or number of breaks provided
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

INPSYCHOLOGICAL-EDUCATIONAL EVALUATIONS, WHAT ARE THE
VARIABLES

A

Input
* Innate Factors
*Background Variables

Intervening Variables
* Assesment Situation
* Test Demands

Output
* Assessment Data

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

WHAT ARE THEPSYCHOLOGICAL-
EDUCATIONAL
EVALUATIONS:
ASSESSMENT
PROCESS

A

Review- Review referral information

Obtain -Obtain relevant background information

Consider- Consider the influence of relevant others

Observe -Observe the child in several settings

Select and Assess Select and administer an assessment test battery

Interpret Interpret the assessment results

Develop Develop intervention strategies and recommendations
Write Write a report

Hold Hold an IEP Meeting

Follow Follow-Up

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

PSYCHOLOGICAL-EDUCATIONAL
EVALUATIONS: PREPARATION

A
  • Review referral information and rationale for assessment
  • Review questionnaires or data from parent or teacher you may currently have
  • Analyze previous reports and records (if available)
  • Review assessment/test manuals for recap of procedure and standardization
    practices
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

PSYCHOLOGICAL-EDUCATIONAL
EVALUATIONS: TEST ADMINISTRATION

A
  • Assessment measure/test selection
  • Management of physical environment
  • Arranging assessment materials
  • Provision of instructions
  • Timing
  • Feedback
  • Clarification, recording, and scoring responses
  • Ending assessment session
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

PSYCHOLOGICAL-EDUCATIONAL
EVALUATIONS: OBSERVATIONS

A

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

17
Q

PSYCHOLOGICAL-EDUCATIONAL EVALUATIONS:
OBSERVATIONS- NONVERBAL BEHAVIOR

A
  • Sattler Table 6.4
  • Facial expressions
  • Posture
  • Gestures, mannerisms, and motor behaviors
  • Vocalizations (tone, cadence, volume, unique sounds)
  • Senses (touch, smell, hearing, tastes, etc,)
  • Attention span/Distractibility or Hypervigilance
18
Q

PSYCHOLOGICAL-EDUCATIONAL EVALUATIONS:
OBSERVATIONS- VERBAL BEHAVIOR

A

Voice and speech quality
* Clarity of expression, fluency, grammar
* Cohesiveness of communication
* Comprehension
* Length and frequency of pauses/silences
* Ability to maintain train of thought
* Vocabulary and conversation ability

19
Q

PSYCHOLOGICAL-EDUCATIONAL EVALUATIONS:
OBSERVATION- OVERVIEW OF TEST
ADMINISTRATION

A
  • Voice and speech quality
  • Clarity of expression, fluency, grammar
  • Cohesiveness of communication
  • Comprehension
  • Length and frequency of pauses/silences
  • Ability to maintain train of thought
  • Vocabulary and conversation ability
20
Q

Sources of Validity

A

Degree of rapport, quality of interaction, amount and type of assessments administers, length of assessments process, standardization! number of inquiries/questions, number of trails required to administer items, number of breaks provided.

21
Q

Factor of multi-Method Assessment

A

-Sources of data, assessments methods, multiple area od assessment, interventions

22
Q

Strategies to be an Effective Assessor

A
  • Acquisition of knowledge and expertise, Identification and knowledge of strengths and limitation of assessment techniques or tools, Relatability and ability to build rapport with students/children Acquisition of information and thoroughness, Accurate and effective record/note keeping, Development of hypothesis, Identification of developmental trends, Acquisition and maintenance of current standards, laws, and practices, Availability
23
Q

Factors that Impact Assessment

A

Assessment style/Technique, Bias/ Predetermination, Attention ( or lack of) to child’s needs, Extraneous variables within the psychical environment , Acknowledgment of cultural or ethical differences, planning, interpretation of observations and information

24
Q

What are the types of Assessments?

A

1.Screening Assessments
2.Focused (Problem-Solving) Assessments:
3. Diagnostic Assessments:
4.Counseling and Rehabilitation Assessments
5.Progress Evaluation Assessments
6.Curriculum-Based Assessments
7. School Function Assessments

25
Q

Screening Assessments

A

Brief evaluations intended to identify children at risk for certain disorders or who may need more comprehensive assessments. Examples include evaluating readiness for kindergarten.

26
Q

Focused (problem sloving assessments

A

Detailed evaluation of specific of areas of functioning to address diagnostic, skill or etiological questions.

27
Q

Diagnostic Assessments:

A

Detailed evaluations of a child strenghts and weaknesses across serveral areas to establish diagnoses or suggest interventions.

28
Q

Counceling or rehabilitation assessments

A

Focus on child’s abilityes to adjust and fulfill dauly responsibilities, considersing treatment respononses and revovery potential

29
Q

Progress evaluation assessments

A

Monitor child’s progress overtime to evaluate development skills ,abilities, and intervention effectiveness

30
Q

Curriculum-Based Assessments:

A

Assess a student’s progress in basic academic areas to provide information on current and long-term performance and needed interventions.

30
Q

School Function Assessments:

A

Commonalities: Both involve identifying critical questions, areas of concern, and planning data collection.
Differences: Psychological testing focuses on administering and scoring tests for data collection. Psychological assessment is broader, integrating and interpreting findings to give meaning to them in the context of the child’s life, involving tests, observations, interviews, and review of background information.

31
Q

multimethod assessment process
:Ethical Considerations

A

Ensure informed consent and informed refusal.
Discuss with families and children (where applicable) the assessment process and use of information to facilitate informed decisions.

32
Q

Guidelines for Multimethod Assessment:

A
33
Q

Norm-Referenced Measures

A

Essential for clinical and psychoeducational assessment, these measures compare a child’s performance against a standardized norm group to provide objective, quantitative scores.

34
Q

Interview

A

Valuable information is obtained through unstructured, semi-structured, and structured interviews with the child, parents, teachers, and others, allowing for direct observation of social interaction, language, and communication skills.

35
Q

Behavioral Observations:

A

Observing the child in various settings, including formal assessments and natural environments like classrooms, provides insights into their behavior, social interactions, and how they apply assessed skills in real-world contexts.

36
Q

Informal Assessment Procedures:

A

These supplement norm-referenced measures with additional sources of information, useful for developing interventions despite potential limitations in technical adequacy.

37
Q

Ethical Considerations:

A

Inform families and children (when applicable) about the assessment process and use of information for informed consent or refusal.
Discuss options and potential consequences of various decisions, especially in court-referred cases where participation choices may be limited.
Resolve any questions or misconceptions about the assessment process before beginning.

38
Q

Guidelines for Conducting a Multimethod Assessment:

A

Background Considerations: Use assessment techniques for the child’s benefit, providing objective data in court cases.
Test Administration: Administer assessments under standard conditions, documenting any deviations.
Test Interpretation: Consider various factors that may affect test scores, interpret scores based on the test’s intended measures, and consider reliability and validity.

Cognitive Assesment In School Midterm (6 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions