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Master's Exam > Flashcards > Flashcards

Flashcards

1
Q

Watson

A

Father of Behaviorism

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2
Q

Scaled Score

A

Raw score translated into a comparable score

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3
Q

Edward Throndike

A

Intelligence is comprised of elements of abilities that are quantitatively different. Can be measured with a wide array of tests

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4
Q

Child Find

A

Actively seek and find every child with a disability

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5
Q

NASP Prinicples

A
  1. Respect for the dignity of all persons
  2. Professional Competence and Responsibility
  3. Honesty and Integrity in Professional Relationships
  4. Responsibility to schools, families, communities, the profession, and society
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6
Q

CHC Theory

A

Theory of cognitive abilities

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7
Q

Zone of Proximal Development

A

Vigotsky
Can do alone, can do with assistance, can’t do

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8
Q

Problem Solving Approach (4)

A

Identify the problem and determine the cause
Develop a plan to address the problme
Implement the plan
Evaluate the plan’s effectiveness

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9
Q

RIOT

A

Review
Interview
Observe
Test/Assess

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10
Q

Mills v. District of Columbia

A

Handicapped children of school age receive a free and suitable education regardless of degree of impairment

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11
Q

Base Rate

A

Comparison to determine how likely a score difference is to occur

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12
Q

Diana v. Board of Education

A

Students must be evaluated in their native language or given a non-verbal assessment

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13
Q

Bio-Ecological Systems Theory

A

Brofenbrenner
Environment you grow up in affects every aspect of your life.

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14
Q

Piaget 4 Stages

A

Sensorimotor
Preoperational
Concrete Operational
Formal Opperational

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15
Q

Sensorimotor Stage

A

Birth-2
Actions are spontaneous attempt to understand world

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16
Q

Preoperational Stage

A

2-7
Egocentrism
Things cannot be undone or changed

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17
Q

Concrete Operational Stage

A

7-11
Language and abstract thinking skills increase

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18
Q

Formal Operational Stage

A

11-Adult
Extension of concrete hypothetical situations

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19
Q

Positive Skew

A

Tail on right

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20
Q

4 Components of Change 1.

A

Awareness of:
Self
Others
Systematic change and bias
Relational cultural identities

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21
Q

4 Components of Change 2.

A

Acknowledgement and knowledge of own personal cultural self awareness

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22
Q

4 Components of Change 3.

A

Advocacy
Takes ones own awareness, beliefs, knowledge, and transforms them into a plan for effective change

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23
Q

4 Components of Change 4,

A

Action
Act and art of doing something in a proactive way to promote multiculturalism

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24
Q

Bruner’s Theories of Learning

A

Recommends that enactive learning occurs first followed by iconic and symbolic

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25
Q

Test Reliability

A

Extent of consistency across different occasions of testing
Equal difficulty but measure same content

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26
Q

Shaping

A

Opperant Conditioning
Differential reinforcement of successive approximations to the desired rate or form of behavior

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27
Q

Percentile Norm

A

Provide Comparison to peers
% rank when compared to 100 peers

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28
Q

3 Types of Assessment

A

Summative
Formative
Diagnostic

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29
Q

Formula for Reading

A

Word Recognition
Language Comprehension

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30
Q

Steps of CBT

A
  1. Clarify the problem
  2. Formulate initial treatment goals
  3. Design a target behavior
  4. Identify maintaining conditions
  5. Design treatment plan
  6. Implement treatement plan
  7. Evaluate success of therapy
  8. Conducts follow-up assessment
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31
Q

Spearman g Intelligence (3)

A

2 factor theory of intelligence
General Intelligence and Specific intellectual abilities
WISC V

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32
Q

Learning Disabilities Categories (8)

A
  1. Basic Reading (Phonological Deficit)
  2. Reading/Language Comprehension
  3. Reading Fluency
  4. Math Calculation
  5. Math Problem Solving
  6. Written Expression
  7. Oral Expression
  8. Listening Comprehension
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33
Q

Patterns of Strengths and Weaknesses (4)

A

Breaks out performance into key areas
Focus on what the student already knows
Must show a set # of cognitive strengths and at least one weakness
Associated academic weakness in an area which matches the cognitive weakness

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34
Q

Summative (5)

A

What students have learned over a period of time
ACT, SAT, Final Exams
Complete after instruction
Tells what to teach not how
Given to all students

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35
Q

Special Education (4)

A

Specially designed education
No cost to parents
Meet unique need of child
Instruction conducted in classroom, home, hospitals, institutions

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36
Q

IDEIA Funds (3)

A

Evidence based early reading programs
Positive behavior interventions
Early intervention services

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37
Q

Bell Curve

A

Normal distribution with a mean of 100

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38
Q

Scaled Score (mean/SD)

A

10/3

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39
Q

Score Discrepancies

A

If there is a statistical significance of difference among indexes

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40
Q

WAIS-IV # of Subtests

A

10

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41
Q

IDEIA Access

A

Gen Ed Classroom

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42
Q

IDEIA Expectations

A

High Achievement

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43
Q

CALPS

A

Cognitive, academic, language, proficiency skills
(low verbal cues, low context)

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44
Q

Z-Score (3)

A

Determine raw score location in distribution
Known SD
Sample greater than 30

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45
Q

Classical Conditioning

A

Multistep proceducre
Presenting UCS which elicits UCR

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46
Q

UCS/UCR

A

Unconditioned Stimulus
Unconditioned Response

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47
Q

Constructivist Theory (2)

A

Bruner
Concept of discovery learning implies that the students construct their own knowledge for themselves. Actively involved in the process of meaning and learning

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48
Q

Criterion-Referenced Test (3)

A

Students scores compared to a criterion for mastery
Score indicates whether student met criteria
Pass of fail score

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49
Q

Howard Gardner’s Multiple Intelligences (8)

A
  1. Linguistic
  2. Logical-Mathematical
  3. Spatial
  4. Bodily-Kinesthetic
  5. Musical
  6. Interpersonal
  7. Intrapersonal
  8. Naturalistic
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50
Q

Opperant Conditioning (2)

A

BF Skinner
Presenting reinforcement and contingent on a response emitted in the presence of a stimulus to increase the likelihood of occurrence of the response

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51
Q

Central Tendency

A

Statistical measure to determine a single score that defines the center of a distribution

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52
Q

Regression

A

Need to measure prediction

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53
Q

Normal Distribution of Raw Scores/T-Scores (mean/SD)

A

50/10

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54
Q

Adverse Impact

A

Student’s progress is impeded by the disability to the extent that the student’s educational performance measures significantly (2 SD) and consistently (6 months) below level of similar aged peers, preventing success in Gen Ed

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55
Q

Decision/Reaction
Time/Speed

A

Gt

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56
Q

WISC
How many subtests did FSIQ

A

10

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57
Q

Parc v. Commonwealth of Pennsylvania

A

Cannot discriminate
School’s responsibility in educating children with disabilities

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58
Q

ICEL

A

Instruction
Curriculum
Environment
Learned

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59
Q

Schema

A

Mental structure to help us understand how things work

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60
Q

Alternate Form Reliability

A

Consistency of test results between two different forms of the same test

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61
Q

Standard Deviation Definition

A

Measure of how dispersed the data is in relation to the mean

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62
Q

Z-Score (mean/SD)

A

0/1

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63
Q

Diagnostic (3)

A

Tells students current knowledge and skills to determine a suitable program of learning
Given before instruction
Determines what to teach and what interventions

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64
Q

4 Pillars of Assessment

A

Norm-Referenced
Interview
Behavioral Observations
Informal Assessment Procedures

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65
Q

4 Pillars of Assessment
Behavioral Assessment (2)

A

During formal assessment
In natural education environment

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66
Q

4 Pillars of Assessment
Informal Assessment (10)

A

Criterion referenced test
Written language samples
Informal reading ability assessments
Prior and current school records
Personal documents
Self-monitoring records
Role playing
Referral document
Background questionnaire

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67
Q

4 Pillars of Assessment
Interviews (3)

A

Unstructured
Semi-structured
Structured

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68
Q

Standard Error of Measurement Definition (3)

A

SEM
How much difference to expect from one sample to another
Confidence Interval

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69
Q

Exclusionary Factors for SLD (5)

A
  1. Motor Impairment
  2. Intellectual Disability
  3. Emotional and/or Behavioral Disorders
  4. Cultural Factors
  5. Environmental and Economic Disadvantages
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70
Q

Basic Principles of Interpretation (5)

A

*We test to intervene not diagnose
*Data that cannot be linked to intervention is usesless
*PSW should be linked to recommendations for instruction and to interview
*Tests are dumb tools only given meaning by astute practitioners
*Tests results are little value in isolation

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71
Q

How long does it take to acquire academic/advanced fluency?

A

7 years

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72
Q

Title VI of the Civil Rights Act (1964)

A

Ensure equal educational opportunity for children with handicaps in public schools

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73
Q

Diverse Student Universal Screening

A

Culturally and linguistically diverse students can be served will by systematic screening using efficient and reliable methods
CBM

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74
Q

Constructivism (3)

A

*Learners create own learning
*Scientific truths exist and await discovery/verification
*No statement assumed to be true (reasonable doubt)

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75
Q

EL Part B Eligibility

A

not eligible if limited English proficiency

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76
Q

+1 SD %
-1 SD %
+2 SD %
-2 SD %

A

84
16
98
2

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77
Q

Norm Referenced Test (3)

A

Students compared with each other
Interpretation is student abilities relative to other students
% score used

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78
Q

WISC-V Age

A

6-16

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79
Q

T-Score

A

Sample below 30 and SD is unknown

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80
Q

Wechsler Scales of Intelligence Theory

A

Intelligence made up of specific elements that could be isolated and defined and subsequently measured

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81
Q

WISC: How many subtests for index scores?

A

10

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82
Q

Guadalupe Organization v. Tempe Elementary School (2)

A

IQ tests cannot be the sole criteria or primary basis of diagnosis of mild MR
Adaptive behavior must be assessed outside of school setting

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83
Q

Inter-Rater Reliability

A

Examiner Reliability
Teacher matches what you see

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84
Q

IDEIA Part C

A

Early intervention services for infants and toddlers (birth-3)

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85
Q

Effect Size

A

Provides a measurement of absolute magnitude of treatment

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86
Q

Learning Disability Definition

A

Unexpected low achievement and distinct from students who we suspect low achievement (low intelligence=low achievement)

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87
Q

Negative Skey

A

Tail on the left

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88
Q

Thorndike’s Law of Effect

A

Any behavior followed by pleasant consequences likely to be repeated

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89
Q

Education for All Handicapped Children Act (1977) (4)

A

*FAPE
*Ensure the rights of handicapped students and parents are protected
*Assist states in educating handicapped children
*Assess and assure effectiveness of efforts in this education

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90
Q

WISC Cultural

A

Classification which is loaded low degree of linguistic demand and low degree of cultutal loading
*WISC not a good assessment for CLD/ELL students

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91
Q

Larry P v. Riles

A

IQ tests can not be used as the sole basis for placing students in SPED

92
Q

Type II Error

A

There was an effect but you missed it

93
Q

Pearson Correlation Coefficient (r)

A

Used to measure correlation

94
Q

IDEIA Responsiveness

A

To culturally and linguistically diverse students

95
Q

Sternberg’s Triadic Theory

A

3 Distinct types of intelligence
Practical
Creative
Analytical

96
Q

Cattel and Horn

A

Fluid Crystalized Intelligence Theory

97
Q

Chi Squared Test

A

non-parametric stat test to measure how well the frequency you observed match a hypothesized distribution

98
Q

Carroll

A

Stratum Theory

99
Q

Standard Score (mean, SD)

A

100/15

100
Q

BICS

A

Basic interpersonal communication skills
nonverbal cues, highly contextual

101
Q

WAIS-IV Age

A

16-90

102
Q

Processing Speed

A

Gs

103
Q

WIPPSI-IV Age

A

2.6 to 7.7

104
Q

Short-Term Memory

A

Gsm

105
Q

Formative (5)

A

CBM
How well students responding to instruction
Completed during instruction
Given to all students for bench-marking
Given to some for progress monitoring

106
Q

Score Significance

A

2 or more SD above or below the mean

107
Q

Unitary Ability

A

Ability represented by a cohesive set of scaled scores each reflecting unique facets of that ability

108
Q

Internal Consistency Reliability

A

How well a test addresses diferent constructs and delivers reliable scores

109
Q

Universal Screening (5)

A

Brief assessment focused on target skills
Predictive of future outcomes
First step RTI
Usually done 3 times a year
Examples: IRI SBAC

110
Q

4 Ways of Test Interpretation

A

Standard Score
Scaled Score
T-Score
% Rank (Z-score)

111
Q

IDEIA PEP (4)

A

Protection in Evaluation Procedures
*Comprehensive individualized evaluation
*Nondiscriminatory procedures for CLD students (fair)
*Evaluation of multiple domains (multi-faceted)
*Team-based decision making

112
Q

Discrepency Model (2)

A

Student significanlu lower than peers in academic performance
Student responds poorly to instruction

113
Q

IDEIA Part B Assistance

A

All children with disabilities
Ages 3-21

114
Q

Raw Score

A

of correct responses

115
Q

Cultural-Historical Psychology (2)

A

Vygotsky
Cognitive development depends on interaction with others

116
Q

Luna Theory (2)

A

Focuses on processes
Doesn’t include measures of acquired know ledge

117
Q

Multicultural Competence Framework (3)

A
  1. Awareness of own cultural values and biases
  2. Awareness of client’s worldview
  3. Culturally appropriate intervention strategies (scaffolding)
118
Q

Disability Categories

A

Deaf-Blind
Deaf
Hearing Impaired
Visually Impaired
TBI
Autism Spectrum Disorder
Emotional Disturbance
Speech-Language
OHI
Multiple
Orthopedic Impairment
SLD
ID

119
Q

4 Components of Change

A
  1. Awareness
  2. Acknowledgement
  3. Advocacy
  4. Action
120
Q

Rowley v. Board of Education Case

A

Amy, deaf child
Interpreter in class

121
Q

Consent

A

Parent must be fully informed in native language of all information relevant to the activity for which the consent is sought
Knowing
Competent
Voluntary

122
Q

Section 504 of the Rehabilitation Act of 1973

A

Prohibits the discrimination against students with handicaps in school systems receiving federal funds

123
Q

BF Skinner Learning

A

The re-assortment of responses in a complex sutation

124
Q

Standard Protocol Treatment Approach (4)

A

Same for all students
Instruction/Intervention
Predetermined format or delivery
Can ensure accuracy of implementation and fidelity

125
Q

Rowley v. Board of Education

A

Doesn’t have to provide the best education

126
Q

5 Areas of Cultural Competence

A
  1. Value cultural diversity
  2. Conduct a cultura self-assessment
  3. Manage dynamics of difference
  4. Acquire and institutionalizing cultural knowledge
  5. Adapting to diversity and cultural context
127
Q

T-Score (mean/SD)

A

50/10

128
Q

Little Value in Isolation (5)

A

*Broadest test scores most reliable
* Interpret from the top down
*Never interpret single subtests
* Clusters must be comprised of 2 subtests
*Aoid confirmatory bias

129
Q

IDEAL Problem Solving

A

Identify the problem
Define the Problem
Evaluate Solutions
Act and Assess
Look and Lear

130
Q

5 Guiding Moral Principles

A
  1. Non-maleficence
  2. Fidelity: establish relationship of trust
  3. Beneficence: caring and engaging
  4. Autonomy: person involved in decisions
  5. Justice: equal opportunity
131
Q

FERPA (4)

A

*Adhere to record keeping procedures to get federal funds
*Confidentiality of student records without consent
*Parents have access to all records
*Parents have right to challenge accuracy

132
Q

5 Scales KABC

A

Learning (Glr)
Sequential (Gsm)
Simultaneous (Gv)
Planning (Gf)
Knowledge (Gc)

133
Q

Woodcock-Johnson Abilities (7)

A

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

134
Q

WIPPSI 4.0-7.7 (5)

A

Verbal Comprehension
Visual Spatial
Working Memory
Fluid Reasoning
Processing Speed

135
Q

WIPPS 2.6-3.11 (3)

A

Verbal Comprehension
Visual Spatial
Working Memory

136
Q

WISC Areas (5)

A

Verbal Comprehension
Visual Spatial
Fluid Reasoning
Working Memory
Processing Speed

137
Q

Limitation of Tukey’s HSD

A

Sample sizes have to be the same

138
Q

Ceiling Effect

A

of difficult items available at the highest level of a test to distinguish among children with above average ability

139
Q

Reward

A

May not increase the likelihood of response happening again

140
Q

Classical Conditioning

A

Pavlov
Dogs

141
Q

Acculturation

A

Multidirectional process in which individuals carry knowledge of heritage culture while at the same time accessing new and diverse cultural patterns of the dominant society. Learning new culture while not sacrificing heritage culture

142
Q

Ethical Standards vs. Ethical Principles

A

Standards are mandatory
Principles are aspirational

143
Q

Comprehension Knowledge

A

Gc

144
Q

IDEIA LRE

A

Least Restrictive Environment

145
Q

Assent Definition

A

Affirmative agreement of minor to participate in psychological services

146
Q

Mean

A

Average

147
Q

Dependent Variable

A

Variable being measured

148
Q

Education is…

A

A property right protected by the 14th ammendment

149
Q

Quantitative Knowledge (3)

A

Gq
Comprehend quantitative concepts and relationships
Manipulate numerical symbols

150
Q

Tarasoff II

A

Duty to protect
Warn authorities

151
Q

Percentile Rank

A

% of individuals equal or less than score

152
Q

Long-Term Storage and Retrieval

A

Glr

153
Q

Visual Processing

A

Gv

154
Q

Independent Variable

A

Variable that is being changed or manipulated

155
Q

Thorndike’s Law of Readiness

A

When one is prepared to act it is rewarding to do so and punishing to not

156
Q

Fluid Reasoning

A

Gf

157
Q

Assimilation

A

Filtering new information into existing schemas, perception, and understanding

158
Q

Legal vs. Ethical

A

Legal=minimum standards of practice
Ethical=aspirational, ideal standards required by society

159
Q

Reading-Writing Ability

A

Grw

160
Q

Floor Effect

A

Number of easy items available at the lowest level among children with below average ability

161
Q

KABC-II provides

A

A nonverbal index

162
Q

IDEA (1990)

A

Handicapped replaced with disability

163
Q

Auditory Processing

A

Ga

164
Q

Methods for SLD Eligibility (3)

A

Ability-Achievement Discrepancy
RTI
PSW

165
Q

Does every evaluation require norm referenced standardized assessment?

A

no

166
Q

Ethical Codes Derived From…

A

Profession not federal legislation

167
Q

Thorndike’s Law of Trial and Error

A

Learning occurs incrementally by trial and error

168
Q

Negative Reinforcement

A

Removing stimulus or taking something away so increases likelihood that response will happen again

169
Q

Test-Retest Reliability

A

Obtain the same score on 2 different occasions

170
Q

Intra Individual Analysis

A

Difference within people assessed at different times or situations

171
Q

Assimilation

A

We take new information and experiences and incorporate them into our existing knowledge

172
Q

Brown v. Board of Education

A

Cannot discriminate based on race

173
Q

Mode

A

Number that occurs most

174
Q

Accommodation

A

New information causes you to modify existing schemas

175
Q

Thornike’s Law of Effect

A

Rewarding consequences means response learned
Punishing consequences means response not learned

176
Q

Tarsoff I

A

Duty to warn individual who is in potential danger

177
Q

Median

A

Middle

178
Q

3-Prong Test of Eligibility

A

Has a disability
Condition adversely affects educational performans
Student need specially designed instruction

179
Q

Equilibration

A

Biological drive to find equilibrium between cognitive structures and environment

180
Q

Positive Reinforcement

A

Adding something to a situation after a response to increase the likelihood that the response will happen again

181
Q

Inter Individual Analysis

A

Differences between individuals

182
Q

Functions of Behavior

A

Attention
Self-Stimulation
Avoidance
Tangible

183
Q

Reinforcer

A

Stimulus presented after a response (positive) or removed (negative) that increases future likelihood of response occurring in the situation

184
Q

Halo Effect

A

Overgeneralizations from a limited amount of information

185
Q

Native Language

A

Language normally used by the child

186
Q

Observational Learning/Social Learning Theory

A

Bandura
People learn from one another via observation, limitation, and modeling

187
Q

Flynn Effect

A

Continual rise in IQs during the 20th centurty

188
Q

Punishment

A

Decreases likelihood of responses
withdraw positive
present negative

189
Q

Theory of Cognitive Development: Who?

A

Piaget

190
Q

Observational Learning

A

Observers display new patterns of behavior that without exposure to modeled behavior wouldn’t happen

191
Q

Reinforcer

A

Stimulus to increase likelihood response will occur again

192
Q

IDEIA SPED

A

Service not a place

193
Q

Cross-Battery Assessment

A

Measures a wide range of cognitive abilities for IQ

194
Q

Curriculum-Based Assessment

A

A procedure for determining the instructional needs of a student based upon the student’s ongoing performance within existing course content

195
Q

2 Approaches to Progress Monitoring

A

General Outcomes
Mastery of Specific Skills

196
Q

Progress Monitory: General Outcomes (2)

A

Appropriate for all students including learning support and high-risk students working in the general education curriculum (reading and math)
Goals and objectives are based in the general education curriculum

197
Q

Progress Monitoring: Mastery of Specific Skills (2)

A

Appropriate for all students with IEPs, particularly those with significant disabilities
The goals and objectives are referenced to the general education curriculum.

198
Q

Common Characteristics of Outcome Measures (6)

A

Simple
Accurate
Inexpensive
Routine
Collected on an ongoing and frequent basis
Shape important decisions

199
Q

General Outcome Measurement (2)

A

*Standardized
*Must be applied with consistency and integrity

200
Q

Oral Reading Fluency (2)

A

Overall Reading Performance
Assessing qualitative features can help

201
Q

Math Computation

A

Math computation skills is an indicator of overall math performance

202
Q

Summarizing Student Performance (3)

A

Level of Performance
Slope of Performance
Variability of Performance

203
Q

2 Types of Decision Making

A

Goal Attainment
Intervention

204
Q

Purposes of Assessment (4)

A

Screening
Progress Monitoring
Diagnosis
Evaluation

205
Q

Desirable Features of Assessment Tools within PSM? (4)

A

Defensible
Flexible
Efficient
Repeatable

206
Q

Behavior Evaluation (3)

A

Systematic Direct Observation
Traditional Behavior Rating Scales
Direct Behavior Rating

207
Q

Examples of Direct Behavior Rating

A

Home-School Note
Behavior Report Card
Daily Progress Report
Good Behavior Not
Check-In Check-Out Card
Performance-Based Behavioral Recording

208
Q

Operationally Define Behaviors

A

Define behavior in terms of what can clearly be seen

209
Q

Definition of RTI

A

Integrates assessment and intervention within a school-wide, multi-level prevention system to maximize student achievement and reduce behavior problems

210
Q

RTI data-base decision making for… (4)

A

Instruction
Evaluating Effectiveness
Movement within the Multi-Level System
Disability Identification

211
Q

Essential Components of RTI (4)

A

Screening
Progress Monitoring
Multi-Level Prevention System
Data-Based Decision Making

212
Q

Screening (4)

A

*Identify students who are at risk for poor learning outcomes
*All students
*Brief assessments that are valid,reliable, and demonstrate diagnostic accuracy for predicting
*Administered more than one time a year

213
Q

Progress Monitoring (4)

A

*Monitor students’ response to primary, secondary, or tertiary instruction in order to estimate the rates of improvement, identify students who are not demonstrating adequate progress, and compare the efficacy of different forms of instruction
*Students identified through screening as at risk for poor learning outcomes
*Brief assessments that are valid, reliable, and evidence based
*Students are assessed at regular intervals

214
Q

% of students served RTI

A

Primary: 80%
Secondary: 15%
Tertiary: 5%

215
Q

Data-Based Decision Making (4)

A

*Analyze data at all levels of RTI implementation and all levels of prevention
*Establish routines and procedures for making decisions
*Set explicit decision rules for assessing student progress
*Use data to compare and contrast the adequacy of the core curriculum and the effectiveness of different instructional and behavioral strategies

216
Q

Data-Based Decision Making: Types of Decisions (4)

A

Instruction
Evaluate Effectiveness
Movement within the multi-level prevention system
Disability identification

217
Q

Stages of Implementation (4)

A

1: Exploring and Adopting
2: Planning
3: Implementing
4: Continuously Improving

218
Q

Effective Strategies for Implementing RTI (4)

A

Staff Selection
Staff Training
Ongoing Coaching
Evaluation

219
Q

RTI Primary Prevention Level (4)

A

All students
District curriculum and instructional practices are research-based
In Gen Ed classroom
Screening, progress monitoring, summative assessments

220
Q

RTI Secondary Prevention Level (4)

A

*Students identified through screening as at risk for poor learning outcomes
*Targets, supplemental instruction delivered to small groups
*In regular gen ed classroom or other regular education location within the school
*Uses progress monitoring and diagnostic assessments

221
Q

RTI Tertiary Prevention Level (4)

A

*Students who have not responded to primary or secondary level prevention
*Instruction is intensive, supplemental instruction delivered to small groups or individually
*In regular education classroom or other appropriate setting within the school
*Uses progress monitoring and diagnostic assessments

222
Q

2 Approaches to RTI

A

Problem Solving
Standard Protocol

223
Q

Problem Solving Approach to RTI uses..

A

A team

224
Q

Standard Protocol RTI

A

Single, consistent intervention

225
Q

Who makes instructional decisions: Problem Solving vs. Standard Protocol RTI

A

Problem Solving: Team
Standard Protocol: Person delivering instruction

Master's Exam (1 decks)

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