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PRAXIS PREP! > Data based decision making > Flashcards

Data based decision making Flashcards

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1
Q

What are the 4 steps to the Problem Solving model

A
  1. Problem Identification
  2. Problem Analysis
  3. Intervention Development and Implementation
  4. Intervention Evaluation and Follow-up
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2
Q

Problem Identification asks

A

“what is the problem”

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3
Q

Problem Analysis aks

A

“why is it occurring?”

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4
Q

Intervention Development and Implementation asks

A

“what should be done about it?”

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5
Q

Intervention Evaluation and Follow-up aks

A

“did it work?”

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6
Q

What are the Components of Effective Interviewing?

A
  1. Establish rapport based on mutual respect and acceptance;
  2. Facilitate communication;
  3. Formulate appropriate questions;
  4. Remain objective yet empathic;
  5. Be a good listener;
  6. Close the interview appropriately;
  7. Summarize,
  8. obtain feedback from interviewee,
  9. discuss implications for future
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7
Q

What are the Types of Interviews?

A
  1. Structured Interview;
  2. Unstructured Interview;
  3. Computer-generated Interview
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8
Q

Standardized interviews yielding information about presence, absence, severity. onset, and duration of symptoms; Yield quantitative scores in symptom areas or global indices of psychopathology; disorder specific under category of DSM

A

structured interview

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9
Q

Interviewer guides interviewee to talk about issues related to referral problem; Interviewee tells story; Can be used to identify general problem areas, then follow up with structured

A

unstructured interview

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10
Q

Disadvantages: unfamiliar computer users may become anxious, format is impersonal, may be technical difficulties with hardware

A

computer-generated interview

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11
Q

What are the 5 Observational Strategies ?

A
  1. Narrative recording;
  2. Interval recording;
  3. Event recording;
  4. Rating recording;
  5. Direct Observation
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12
Q

Anecdotal recording of noteworthy behaviors; No time frames or codes

A

Narrative recording

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13
Q

Record each event of behavior as it occurs during observation period; frequency count of discrete behavior

A

Event recording

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14
Q

Momentary Time Sampling Recording; Partial Interval Recording; Whole Interval Recording; Latency Recording; Duration Recording

A

Direct Observation Recording Strategies

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15
Q

Rating behavior on a checklist or scale; Useful for evaluating global aspects of behavior or for gaining impressions

A

Rating Recording

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16
Q

Focuses on aspects of behaviors as occurring within specific intervals of time; sample behavior rather than recording every behavior; useful for overt behaviors

A

Interval Recording

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17
Q

Observer records whether a behavior occurs at the beginning of each interval

A

Momentary Time Sampling Recording

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18
Q

Records whether behavior occurs at any time during interval

A

Partial Interval Recording

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19
Q

Record whether behavior occurs during the ENTIRE interval

A

Whole Interval Recording

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20
Q

Record how long it takes for the student to engage in the behavior after a verbal demand or event

A

Latency Recording

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21
Q

Record the amount of time the student engages in the behavior that has a clear beginning and end

A

Duration Recording

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22
Q

Student Records; Medical Records and Reports; Review of Previous Interventions; Developmental History

A

Review of Background Information

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23
Q

What are some examples of student records?

A

Grades, attendance, discipline referrals, state/district testing results, health records (nurse screenings)

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24
Q

CBM is

A

Curriculum Based Measurement. - valuable for gaining information about student performance; simple, fast, accurate; effective indicator of student achievement to guide intervention devisions and check progress; verify what is working and what is not; identify weakness and allow instruction to be geared towards strengths

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25
Q

Systematic collection of information to identify and define strengths/needs to be used in a collaborative team process for solving problems using treatment integrity; decisions make without data may result in using ineffective and inappropriate interventions; screening = brief evaluation to identify students who are: eligible for specific programs, have a weakness in need of intervention, may need comprehensive assessments; Eligibility for IDEA services should NOT be made based on these results

A

Screening Methods

26
Q

Establish the need for a program and suggest the form a new intervention might take

A

Needs Assessment

27
Q

Determine whether the process being used in the program or intervention implementation is appropriate and which modifications are warranted (“what are we doing?”); At the end of intervention, asks questions: “Did this work?” “How should the intervention be changed?”

A

Formative Evaluation

28
Q

Ascertain whether goals have been achieved and whether the program is cost-effective and accountable (“Is it working?” “How should the intervention be changed?”); Happens at multiple points during the intervention; Ensures appropriate implementation; Asks questions: “How do we increase the success of this intervention?”

A

Summative Evaluation

29
Q

Name Measures of Intellectual/Cognitive Functioning

A 
AIS-IV, 
WISC-IV, 
WPPSI-III, 
WASI, 
Stanford-Binet Intelligence Scales (SB-5), 
DAS-II, 
CAS, 
KBIT-II, 
WJ-III NU (COG), 
KAIT, 
UNIT, 
TONI-III
30
Q

14 subtests (7 verbal, 7 performance); Used for assessment of Learning Disability (LD), cognitive impairment, and age-related differences in ability of adults

A

Wechsler Adult Intelligence Scale-IV

31
Q

Used for assessment of Learning Disability (LD), cognitive impairment, and age-related differences in ability of children

A

Wechsler Intelligence Scale for Children-IV

32
Q

Used for assessment of Learning Disability (LD), cognitive impairment, and age-related differences in ability of young children

A

Wechsler Preschool and Primary Scale of Intelligence-III

33
Q

4 subtests (2 verbal, 2 performance); Used for a quick screening of LD, ADHD, MR, and age-related differences in ability of children and adults; Often used for research protocols

A

Wechsler Abbreviated Scale of Intelligence

34
Q

Used for assessment of LD, developmental delay, brain functionality with neurological impairments, giftedness; is effective with low-functioning individuals

A

Standford-Binet Intelligence Scale (Sb-5)

35
Q

Used for assessment of LD, intellectual disabilities, giftedness, neurological impairments; Is appropriate for non-English proficient individuals, giftedness, and hard of hearing

A

Differential Ability Scales-II

36
Q

13 subtests in 4 categories (planning, attention, simultaneous, successive); Used for assessment of LD, intellectual disabilities, ADHD, giftedness; Is appropriate for individuals with a TBI and culturally diverse groups

A

Cognitive Assessment System

37
Q

2 subtests (Verbal IQ - Vocabulary, Nonverbal IQ - Matrices); a quick nonverbal test used for assessment of intellectual and learning abilities; is appropriate for nonreaders and hearing-impaired individuals

A

Kaufman Brief Intelligence Test

38
Q

Based on CHC theory with 2 batteries (standard: 10 subtests, extended: 20 subtests); used for assessment of LD, cognitive impairment, and age-related differences in ability of children and adults

A

Woodcock Johnson NU Tests of Cognitive Abilities-III

39
Q

Based on Catell & Horn, Piaget, and Luria’s work; Core battery: fluid (3 subtests) and crystallized (3 subtests); Extended battery: Core plus 4 additional subtests with a mental status exam included; used for assessment of developmental and neurological changes

A

Kaufman Adolescent and Adult Intelligence

40
Q

Entirely nonverbal stimulus and response administration format incorporating hand/body gestures; Used for assessment of individuals who have speech, language, or hearing impairments, who are culturally diverse and/or verbally uncommunicative

A

Universal Nonverbal Intelligence Test

41
Q

Nonverbal, 50 items from easy to difficult; Measures intelligence, aptitude, absolute reasoning, and problem-solving abilities; Used for assessment of individuals who have disorders of communication, LD, cognitive impairment, CP, head injury, developmental disabilities, and Autism

A

Test of Nonverbal Intelligence

42
Q

Name the Measures of Educational Achievement

A

WIAT-II, WJ-III NU (ACH), KTEA-II, WRAT-4, BBCS-3

43
Q

9 subtests: oral language, listening comprehension, written expression, spelling, pseudo word decoding, word reading, reading comprehension, numerical operations, math reasoning; Empirically linked with WISC-IV; Large validity studies with clinical populations (LD, ADHD, language disabled, hearing impaired, gifted)

A

Wechsler Individual Achievement Test-II

44
Q

2 batteries (standard and extended); 7 clusters: oral expression, listening comprehension, written expression, basic reading, reading comprehension, math calculation, math reasoning; 21 subtests grouped by: reading, math, written language, oral language

A

Woodcock Johnson NU Tests of Achievement-III

45
Q

5 composite scores: reading, math, written language, oral language, comprehensive achievement; 14 subtests grouped by: reading, math, written language, oral language

A

Kaufman Test of Educational Achievement-II

46
Q

4 subtests: word reasoning, sentence comprehension, spelling, math computation; 2 forms; allow for retesting within short periods of time

A

Wide Range Achievement Test-4

47
Q

3 yrs. - 6 yrs 11 mos.; Assesses basic educational concepts: colors, letters/sounds, numbers/counting, size, shapes, directions/position, self-/social awareness, texture/material, quality, time/sequence

A

Bracken Basic Concept Scale-3

48
Q

e.g. memory, executive functioning, phonemic awareness; PPVT-III, EVT-III, Bender Gestalt II, VMI, PAL-II, WMS-III, Key Math - Revised/NU

A

Diagnostic Processing Measures (Problem Analysis)

49
Q

2 parallel forms; no reading or writing; used as a screening tool of: verbal ability and receptive vocabulary for adults and assessing English in non-English speaking individuals

A

Peabody Picture Vocabulary Test-III

50
Q

2 parallel forms (190 items); assesses vocabulary and language, reading first goal attainment, comparing expressive and receptive vocabulary, and progress

A

Expressive Vocabulary Test-III

51
Q

4 tests: Copy, recall, motor, and perception; Used to assess visual motor integration

A

Bender Gestalt II

52
Q

24 geometric forms arranged in order of difficulty; Used to assess visual motor integration

A

Beery-Buktenica Developmental Test of Visual-Motor Integration

53
Q

Grades K-6; Has applications at 3 tiers ranging from prevention to problem solving, consultation to differential diagnosis; Links to targeted evidence-based interventions and lessons; Used to diagnose dysgraphia, dyslexia, oral and written language

A

Process Assessment of the Learner-II

54
Q

5 primary indexes: auditory memory, visual memory, visual working memory, immediate memory, delayed memory; Measure of memory ability

A

Wechsler Memory Scale-IV

55
Q

13 subtests in 3 areas; Used for assessing math skills; Measures an understanding of math concepts and skills

A

Key Math - Revised/NU

56
Q

Name some measures of Social Skills, Development, Adaptive Behavior

A

Bayley-III, BDI-2, SIB-R, ABS-2, Vineland-II

57
Q

5 subtests: 3 with child (Cognitive, Motor, and Language), 2 with parent (Social/Emotional and Adaptive Behavior); Used for measuring developmental delays in very young children (1 mo. - 40 mos.)

A

Bayley Scales of Infant and Toddler Development-III

58
Q

5 domains on the long form: Personal/Social, Adaptive, Motor, Communication, and Cognitive; Used for screening, diagnosis, and evaluation of early development (birth - 7 years, 11 mos.)

A

Battelle Developmental Inventory-2

59
Q

14 areas of adaptive behavior and 8 areas of problem behavior; Norm referenced assessment of adaptive and maladaptive behavior

A

Scales of Independent Behavior-Revised

60
Q

School version: 7 maladaptive domains and 9 behavior domains; also a residential version; Used to assess abilities of individuals with mental retardation, emotional maladjustment or developmental delays and abilities needed to cope with the natural and social demands of the environment

A

AAMR Adaptive Behavior Scales-2

61
Q

5 domains: Communication, Socialization, Motor Skills, Maladaptive Behavior Index, and Measure of Self-Sufficiency; Measure of personal/social skills and self-sufficiency

A

Vineland-II

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