Data based 2

Question 1

highly scripted and involve asking a series of yes-no questions regarding the presence of symptoms

Answer 1

Structure Interviews

Question 2

allow the interviewer slightly more leeway in questioning and typically consist of open-ended as well as structured questions

Answer 2

Semistructured interviews

Question 3

o Age range: 6-16
o Standardization group with least number of parents with some college education: African Americans
o Mean and Standard Deviation: 100 and 15
o Subtest mean and standard deviation: 10 and 3
o Recommended length of time between test and retest = 9 months
o The index most highly correlated with g is: Verbal Comprehension
o In test-retest, picture completion showed the largest increase on retest and comprehension showed the smallest increase

Answer 3

WISC - IV

Question 4

Who should not receive the WISC-IV?

Answer 4

Children with possible FSIQS below 40, above 160, or with any kind of severe disability

Question 5

o Age range: 2:6 - 7:7

o Verbal Comprehension, Visual Spatial, Working Memory, Fluid Reasoning, Processing Speed, FSIQ

Answer 5

WPPSI-IV

Question 6

o Age range: 17+

o Verbal, Nonverbal (Perceptual), Processing Speed, Working Memory, and FSIQ

Answer 6

WAIS-III

Question 7

7 Components of CHC theory

Answer 7

Comprehension Knowledge (Gc)
Long-term Retrieval (Glr)
Visual Processing (Gv)
Auditory Processing (Ga)
Fluid Reasoning (Gf)
Processing Speed (Gs)
Short-term Memory (Gsm)

Question 8

o Age range: 3-18
o Based on the Luria and CHC model (Luria excludes verbal subtests/Gc section, which is good for CLD students
o More culturally fait than other traditional measures by limiting verbal instructions and responses as well as using items with limited cultural content
o Factor analyses support a general factor as well as specific factors

Answer 8

Kaufman Assessment battery for Children (KABC-II)

Question 9

o Age range: 11-85
o Older version of KABC
o Focused on crystallized and fluid intelligence
-Crystallized Scale measure concepts acquired from schooling and acculturation
-Fluid scale taps the ability to solve new problems
o Items require the kind of problem solving typical of Piaget’s formal operational thought and the planning evaluative functions that characterize adult thinking, according to Luria (1980) and Golden (1981)

Answer 9

Kaufman Adult Intelligence Test (KAIT)

Question 10

o Age range: 4-90
o It should not be substituted for a comprehensive measure of intellectual abilities
o Not just a shortened version of the KABC or the KAIT - it consists of one verbal subset of Expressive Vocabulary items and Definitions, and one subtest of Matrices
o The three scores (verbal, nonverbal, and composite) are expressed in terms of deviation IQ units, just like those of the other Kaufman scales
o The length of the subtests results in higher reliability coefficients than those typical of short forms of other scales

Answer 10

Kaufman Brief Intelligence Test (K-BIT)

Question 11

o Age range: parent & teacher forms - 6-18, self-report - 8-48
o Greatest focus is on ADHD, but it also addresses comorbid disorders such as oppositional defiant disorder and conduct disorder
o Includes teacher, parent, and self-report forms
o Validity scales: positive impression, negative impression, and inconsistency index
o Assessment of executive functioning to parent and teacher forms
o Severe conduct critical items
o Screener items for anxiety and depression
o Ability to measure how problems are impacting a child’s life at home, school and with friends with the addition of impairment questions

Answer 11

Conners 3rd Edition

Question 12

o Age range: Birth-90
o Includes parent/caregiver rating form and teacher rating form
o Domains and Adaptive Behavior Composite M=100, SD=15; Subdomain M=15, SD=3
o Supports the diagnosis of intellectual and developmental disabilities
o Communication (receptive, expression, written), Daily Living Skills (personal, domestic, community), Socialization (interpersonal relationships, paly and leisure time, coping skills), Motor Skills (fine and gross), Maladaptive Behavior Index - Optional (internalizing, externalizing, other)
o Measures adaptive behavior of indivdiuals with: Intellectual and developmental disabilities, ASDs, ADHD, pos-traumatic brain injury, hearing impairment, and dementia/alzheimer’s

Answer 12

Vineland Adaptive Behavior Scales (Vineland-II)

Question 13

o Age range: birth-89:11
o Includes parent and teacher form
o Assesses all ten specific adaptive skill areas in the DSM
o Linked to the Wechsler scales - extended validity studies allow you to evaluate the relationship between adaptive skills and intelligence and ability

Answer 13

Adaptive Behavior Assessment System (ABAS-2)

Question 14

o Age range: 7-17
o Scales: emotional problems & functional problems; Subscales: negative mood/physical symptoms, negative self-esteem, interpersonal problems, & ineffectiveness

Answer 14

Children’s Depression Inventory (CDI-2)

Question 15

Age range: 13-80

o Is in line with the depression criteria from the DSM

Answer 15

Beck Depression Inventory (BDI-2)

Question 16

o Age range: 17-80

o Items are descriptive of subjective, somatic, or panic-related symptoms of anxiety

Answer 16

Beck Anxiety Inventory (BAI)

Question 17

o Age range: 17-80
o Predictor of eventual suicide by measuring three major aspects of hopelessness: feelings about the future, loss of motivation, and expectations
o Respondents either endorse a pessimistic statement or deny an optimistic statement

Answer 17

Beck Hopelessness Scale (BHS)

Question 18

o Age range: CBCL - 6-18 (completed by parents), TRF - 6-18 (completed by teachers), YSR - 11-18 (completed by youths)
o Syndrome scales: anxious/depressed, withdrawn/depression, somatic complaints, social problems, thought problems, attention problems, rule-breaking behavior, & aggressive behavior
o DSM oriented scales: affective problems, anxiety problems, somatic problems, ADHD, ODD, CD

Answer 18

Achenbach Child Behavior CheckList

Question 19

o Age range: 4-18
o Parent and teacher forms
o Disruptive behavior, emotional problems, social withdrawal, ability deficits, physical deficits, weak-self-confidence,& attention and impulse control problems

Answer 19

Burks Behavior Rating Scales (BBRS-2)

Question 20

Measures of personality, social/emotional fx and bx: Drawing techniques

Answer 20

Draw a person, House tree person, Kinetic Family Drawing

Question 21

o Age range: 10+
o Subject projects his current feelings and issues onto ten, examiner chosen, ambiguous pictures
o Pictures are designed to stimulate descriptions about relationships and social situations
o The subject will describe his personal feeling on these themes and the examiner will look for recurrent drives, emotions, conflicts, and complexes

Answer 21

Thematic Apperception Test (TAT)

Question 22

o Age range: 3-11
o Child will project his current feelings and issues by telling stories about ten pictures of animals in various settings
o Pictures are designed to assess personality, level of maturity, and psychological health

Answer 22

Children’s Apperception Test (CAT)

Question 23

Age range: 6-18
o Helps evaluate a child’s social understanding by using a unique free narrative storytelling format
o Assesses adaptive social perception (development measure) and maladaptive or atypical social perception (clinical measure)
o Three versions of the Test Pictures: Caucasian, African-American, and Hispanic
o Child is shown each test care and is asked to create a complete story based on what he or she perceives in the picture
o Scales: theme overview, available resources, problem identification, resolution, emotion, outcome, unusual or atypical responses

Answer 23

Roberts Apperception Test for Children (Roberts-2)

Question 24

Hs: Hypochondriasis
D: Depression
Hy: Hysteria
Pd: Psychopathic deviate
Mf: Masculinity-femininity
Pa: Paranoia
Pt: Psychasthenia
Sc: Schizophrenia
Ma: Mania
Si: Social Introversion

Answer 24

Minnesota Multiphasic Personality Inventories (MMPI-2) 10 basic clinical scales

Question 25

L: Lie Score - based on a group of items that make the respondent appear in a favorable light but are unlikely to be truthfully answered F: Infrequency Score - do not fit any particular pattern of abnormality, so it is unlikely that any one person will actually show all or most of these symptoms; high F indicates scoring errors, carelessness in responding, gross eccentricity, psychotic processes, or deliberate malingering K: Correction Score - high K indicates defensiveness, or an attempt to "fake good" while a low K represents excessive frankness and self-criticism or a deliberate attempt to "fake bad" If L or K exceeds a specified value, the record is invalid

Answer 25

MMPI-II Validity Scales

Question 26

o Age range: 3-16 o Difference between PIC and MMPI: the true-false questions are not answered by the child, but by a knowledgeable adult, usually the mother o Validity scales: Lie (make the child appear in an unrealistically favorable light), Frequency (rarely endorsed items), Defensiveness (assess parental defensiveness about the child's behavior) o Clinical scales assess cognitive development and academic achievement, several well-established types of emotional and interpersonal problems, and the psychological climate of the family

Answer 26

Personality Inventory for Children (PIC)

Question 27

o Age range: Kindergarten through sixth grade o Intended to be used to assess several of the "big ideas" in basic literacy skills o Phonological awareness: ability to hear and manipulate sounds in words Initial Sounds Fluency: child is asked to identify out of four pictures one that begins with a certain letter Phoneme Segmentation Fluency: student is asked to verbally break words into their individual phonemes o Alphabetic principle: the ability to link letters to sounds and to form words Nonsense Word Fluency: requires students to read nonsense words presented on paper or to verbally produce the letter sounds in the nonsense word o Fluency with connected text: ability to effortlessly read words in context Oral Reading Fluency: measure of fluency with connected text in which students are required to read passages aloud Letter Naming Fluency: students are asked to name letters presented on paper, is intended to provide a measure of risk of early literacy problems Students considered to be at-risk are provided with instructional support to attempt to increase their literacy skills

Answer 27

Dynamic Indicators of Basic Early Literacy Skills (DIBELS)

Question 28

interviews as well as rating scales and record reviews are used to identify and describe the behavior of concern and to generate hypotheses regarding the function of the behavior. Functional assessment interviews have four purposes, accomplished by asking questions about what the behavior looks like as well as the context and setting in which the behavior occurs

Answer 28

Indirect FBA

Question 29

observations are conducted, used to better identify functional relationships between the behaviors of concern and environmental factors

Answer 29

Direct descriptive FBA

Question 30

grouping the scores into convenient class intervals and tallying each score in the appropriate interval - when all scores have been entered, the tallies are counted to find the frequency, or number of cases, in each class interval

Answer 30

Frequency distribution

Question 31

the square root of the variance, provides the basis for expressing an individuals scores on different tests in terms of norms - interpretation is especially clear cut when applied to a normal or approximately normal distribution curve

Answer 31

Standard deviation

Question 32

mean square deviation, sorts out the contributions of different factors to individual differences in test performance

Answer 32

Variance

Question 33

it takes 5 to 7 years to acquire, it is the language of "school" (i.e., that which facilitate academic success) o Thus, oral language proficiency can be deceiving, because a student may appear to be very fluent in a social context but may be challenged in other facets

Answer 33

CALP - Cognitive Academic Language Proficiency

Question 34

it takes 2 to 3 years to develop, and is equated with "social" language

Answer 34

BICS - Basic Interpersonal Communication Skills

Question 35

Involves the collection of formal and informal information. Initially, information gathered on a struggling student is linked to the school's response to intervention RTI.

Answer 35

Data Based Decision Making

Question 36

Data is used for

Answer 36

1. Identify the problem and plan interventions 2. Increase or decrease levels of interventions 3. Help determine whether interventions are implemented with fidelity 4. Deciding whether interventions are related to positive student outcomes (effectiveness) 5. Plan individualized instruction and strategic long-term educational planning

Question 37

4 levels of Data

Answer 37

1. Background data collection and problem identification: Know various methods of data collection to help identify and define the problem. 2. Screening Level: Data can be used to help identify at-risk students and make decisions about students who struggle with academic work. 3. Progress monitoring and RTI level: Data is used to determine effectiveness of the interventions (RTI) once a student is identified. 4. Formal Assessment Level (Specific Education): Cognitive, social and emotional data is derived from various sources, but especially from formal standardized measures.

Question 38

Background data:

Answer 38

Collect data with an emphasis on the referral question: Ex. What is the area in which the student is having difficulty? 2. Initial data collection sources include: 1. background information 2. interviews 3. observations

Question 39

Background information (informal data):

Answer 39

1. Student files and records 2. Staff interviews and comments about the student 3. Medical records and reports 4. Review of previous interventions 5. Developmental history

Question 40

interviews

Answer 40

1. Student interviews a) Structured: more standardized and formal. high validity and reliability. strict format. b) Unstructured: puts student at ease, can't be compared to any norms

Question 41

7 observational techniques

Answer 41

1. Whole-Interval Recording: Behavior is only recorded when it occurs during the entire time interval. (good for continuous behaviors or behaviors occurring in short duration.) 2. Frequency or event Recording: Record the number of behaviors that occurred during a specific period. 3. Duration recording: refers to the length of time the specific period. 4. Latency recording: involves an observer measuring how long it takes for a behavior to begin after a specific verbal demand or event has occurred. 5. Time sampling interval recording: Select a time period for observation, divide period into a number of equal intervals, and record whether or not behavior occurs Time sampling is effective when the beginning and end of behavior are difficult to determine or when only a brief period of time is available for observation. 6. Partial-interval recording: Behavior is scored if it occurs during any part of the time interval. Multiple episodes of behavior in a single time interval are counted as one score or mark. Partial-interval recording is effective when behaviors occur at a relatively low rate or for inconsistent durations. 7. Momentary time sampling: is called an interval recording method. An interval recording strategy involves observing whether a behavior occurs or does not occur during specified time periods.

Question 42

Screening Measures and Methods

Answer 42

1. Universal Screening: a) BROAD purpose: Help determine whether modifications are needed in the core curriculum, instruction, or general education environment. b) NARROW purpose: Guide decisions about additional or intensive instruction for those specific students who may require instructional support beyond what is already provided at a broad level. c) Benefit: cost effective, time efficient and easy to administer d) LEAST DANGEROUS ASSUMPTION: Better to err on the side of false positives so as to provide additional support to a student in need as a result of a false negative. This is referred to as the

Question 43

Universal Screening Measures

Answer 43

1. Curriculum-based measures (CBM) typically reliable but must only be used if they align with local norms, bechmarks and standards. Ex. DIBELS (Dynamic Indicators of Basic Early Literacy Skills) 2. Fluency-based indicators of skills are common universal screeners. ex. phoneme segmentation, oral-reading fluency 3. Cognitive Assessment Test (CogAT) cognitive measure that is group administered 4. State educational agencies employ formal group-administered tests that are given to students every year to monitor student growth in reading, writing, math. 5. System to Enhance Educational Performance (STEEP). schools using this conduct cbm's in reading, math and writing several times a year

Question 44

RTI process

Answer 44

1. Student is identified with an academic or behavioral concern (or both) by his teacher or parent. 2. After the student is identified, the school psychologist utilizes the first two steps of the information gathering process (data collection and screening information) 3. Once the problem area is clearly defined- baseline data is collected on the student's specific area of concern. 4. Next, research-based interventions are employed and systematic tests are provided to measure the student's post-intervention progress. 5. The student's test data are formally documented, tracked and analyzed 6. After several points of intervention data are collected, an analysis is conducted that examines the difference between the student's initial baseline performance and the expected level of performance after interventions have been implemented

Question 45

typically reliable but must only be used if they align with local norms, benchmarks, and standards.

Answer 45

Curriculum-based measures (CBA)

Question 46

Three levels of analysis

Answer 46

Variability, level, trend

Question 47

True of False School psychologists are required to use both qualitative and quantitative data in their analysis for determination of special education eligibility.

Answer 47

True

Question 48

Why should a school psychologist not use the Differential Abilities Scale (DAS-1)?

Answer 48

Because standardized tests with norms older than 10 years should be used with caution.

Question 49

ICEL

Answer 49

instruction, curriculum, environment, learner (Ecological Assessment)

Question 50

When evaluating language competency one must assess...

Answer 50

speaking, reading, and writing abilities

Question 51

One should consider this when using standardized tests for second-language learners...

Answer 51

the use of standardized tests with direct test translation (use of interpreter) is not best practice and is psychometrically very weak if the test is not normed on the cultural group being assessed.

Question 52

What is the difference between CBA and CBM?

Answer 52

CBA is a broad assessment program or process, which may include CBM's or structured observations. CBM refers to the specific forms of criterion-referenced assessments in which curriculum goals and objectives serve as the "criteria" for assessment items

Question 53

Two main functions of a behavior are?

Answer 53

Either to gain something positive or escape something negative.

Question 54

Key reasons for behavior are?

Answer 54

attention, power and control, affiliation, and revenge

Question 55

Fluid Intelligence refers to:

Answer 55

the ability to solve problems through reasoning. (Cattell and Horn)

Question 56

Crystallized Intelligence refers to:

Answer 56

the ability to solve problems by applying learned facts and language (Cattell and Horn)

Question 57

Reflect the academic learning and progress examples SAT, ACT, AP, GPA, tax, college readiness test,

Answer 57

Achievement data

Question 58

Contribute to students ability to achieve and directly impact students achievement (course enrollment patterns, discipline referrals, attendance, suspension rates, parent involvement)

Answer 58

Achievement related data

Question 59

Reflect the student learning outcomes of the school counseling program (four year plans, job shadowing, participation rate, pier meditation sessions, knowledge of graduate requirements)

Answer 59

Competency related data

Question 60

Is a school improvement approach that uses quantitative data Analysis techniques to help describe problems and to direct activities and resource allocation

Answer 60

Data based decision making DBDM

Question 61

Provides evidence that an event occurred tells who receive services, activities, lessons, when they received it and for how long I cannot tell you whether students are different as a result of the counselors action

Answer 61

Process data

Question 62

Tells us what a student learned informs us what a student believes knows or can demonstrate as a result of a lesson or activity. Ask attitudes measure beliefs and feelings, scales measure through real place, completing an activity, pre-/post test, knowledge indicates if students learn the information when lessons include asked increase chances of behavior change

Answer 62

Perception data

Question 63

Hard data, the application data, results are the proof that the activity/intervention influenced students ask

Answer 63

Results data

Question 64

How the team will know that the intervention is being implemented

Answer 64

Formative evaluation

Question 65

How the team will know whether intervention as the desired impact

Answer 65

Summative evaluation

Question 66

Immediate effect of intervention, usually measured by post test, surveys

Answer 66

Immediate outcomes

Question 67

Reflects what happens when the student use what they learned to make the desired changes in school performance, such as managing anger, using study skills, increased motivation for achievement

Answer 67

Proximal outcomes

Question 68

Reflect the ultimate desired changes in school performance such as in school behavior and, or achievement like student scores on the state achievement test

Answer 68

Distal outcomes

Question 69

Action research

Answer 69

1. . Identify the issue or problem and determine the purpose of the research. 2. Review what is known about the problem. 3. Develop your research question about the problem and plan to research process 4. Gather data 5. Analyze the data 6. Interpret the results, just to make findings, and develop an action plan for the use of findings 7. Evaluate the research process

Question 70

Set period of time, determined by the school or district, during which an intervention is implemented. Some students may receive more than one.

Answer 70

Round of intervention

Question 71

Is an indication of a student's reading skills, often denoted by a score on a given test or probe. It is usually represented on the vertical axis (the y-axis) on a graph of the student's scores.

Answer 71

Performance Level

Question 72

An indicator used to identify the expected understandings and skills needed for content standards by grade level.

Answer 72

benchmark

Question 73

aka Slope, indicates how much a student's reading skills have improved over time. It is usually represented by the slope of a student's graphed scores.

Answer 73

rate of growth

Question 74

Method that involves evaluating a student's performance level and rate of growth. It is the preferred method for determining whether students are responding adequately to Tier 2 and subsequent tiers of instruction.

Answer 74

Dual-Discrepancy Approach