Flashcards
1
Q
Watson
A
Father of Behaviorism
2
Q
Scaled Score
A
Raw score translated into a comparable score
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
4
Q
Child Find
A
Actively seek and find every child with a disability
5
Q
NASP Prinicples
A
- Respect for the dignity of all persons
- Professional Competence and Responsibility
- Honesty and Integrity in Professional Relationships
- Responsibility to schools, families, communities, the profession, and society
6
Q
CHC Theory
A
Theory of cognitive abilities
7
Q
Zone of Proximal Development
A
Vigotsky
Can do alone, can do with assistance, can’t do
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
9
Q
RIOT
A
Review
Interview
Observe
Test/Assess
10
Q
Mills v. District of Columbia
A
Handicapped children of school age receive a free and suitable education regardless of degree of impairment
11
Q
Base Rate
A
Comparison to determine how likely a score difference is to occur
12
Q
Diana v. Board of Education
A
Students must be evaluated in their native language or given a non-verbal assessment
13
Q
Bio-Ecological Systems Theory
A
Brofenbrenner
Environment you grow up in affects every aspect of your life.
14
Q
Piaget 4 Stages
A
Sensorimotor
Preoperational
Concrete Operational
Formal Opperational
15
Q
Sensorimotor Stage
A
Birth-2
Actions are spontaneous attempt to understand world
16
Q
Preoperational Stage
A
2-7
Egocentrism
Things cannot be undone or changed
17
Q
Concrete Operational Stage
A
7-11
Language and abstract thinking skills increase
18
Q
Formal Operational Stage
A
11-Adult
Extension of concrete hypothetical situations
19
Q
Positive Skew
A
Tail on right
20
Q
4 Components of Change 1.
A
Awareness of:
Self
Others
Systematic change and bias
Relational cultural identities
21
Q
4 Components of Change 2.
A
Acknowledgement and knowledge of own personal cultural self awareness
22
Q
4 Components of Change 3.
A
Advocacy
Takes ones own awareness, beliefs, knowledge, and transforms them into a plan for effective change
23
Q
4 Components of Change 4,
A
Action
Act and art of doing something in a proactive way to promote multiculturalism
24
Q
Bruner’s Theories of Learning
A
Recommends that enactive learning occurs first followed by iconic and symbolic
25
Test Reliability
Extent of consistency across different occasions of testing
Equal difficulty but measure same content
26
Shaping
Opperant Conditioning
Differential reinforcement of successive approximations to the desired rate or form of behavior
27
Percentile Norm
Provide Comparison to peers
% rank when compared to 100 peers
28
3 Types of Assessment
Summative
Formative
Diagnostic
29
Formula for Reading
Word Recognition
Language Comprehension
30
Steps of CBT
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
31
Spearman g Intelligence (3)
2 factor theory of intelligence
General Intelligence and Specific intellectual abilities
WISC V
32
Learning Disabilities Categories (8)
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
33
Patterns of Strengths and Weaknesses (4)
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
34
Summative (5)
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
35
Special Education (4)
Specially designed education
No cost to parents
Meet unique need of child
Instruction conducted in classroom, home, hospitals, institutions
36
IDEIA Funds (3)
Evidence based early reading programs
Positive behavior interventions
Early intervention services
37
Bell Curve
Normal distribution with a mean of 100
38
Scaled Score (mean/SD)
10/3
39
Score Discrepancies
If there is a statistical significance of difference among indexes
40
WAIS-IV # of Subtests
10
41
IDEIA Access
Gen Ed Classroom
42
IDEIA Expectations
High Achievement
43
CALPS
Cognitive, academic, language, proficiency skills
(low verbal cues, low context)
44
Z-Score (3)
Determine raw score location in distribution
Known SD
Sample greater than 30
45
Classical Conditioning
Multistep proceducre
Presenting UCS which elicits UCR
46
UCS/UCR
Unconditioned Stimulus
Unconditioned Response
47
Constructivist Theory (2)
Bruner
Concept of discovery learning implies that the students construct their own knowledge for themselves. Actively involved in the process of meaning and learning
48
Criterion-Referenced Test (3)
Students scores compared to a criterion for mastery
Score indicates whether student met criteria
Pass of fail score
49
Howard Gardner's Multiple Intelligences (8)
1. Linguistic
2. Logical-Mathematical
3. Spatial
4. Bodily-Kinesthetic
5. Musical
6. Interpersonal
7. Intrapersonal
8. Naturalistic
50
Opperant Conditioning (2)
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
51
Central Tendency
Statistical measure to determine a single score that defines the center of a distribution
52
Regression
Need to measure prediction
53
Normal Distribution of Raw Scores/T-Scores (mean/SD)
50/10
54
Adverse Impact
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
55
Decision/Reaction
Time/Speed
Gt
56
WISC
How many subtests did FSIQ
10
57
Parc v. Commonwealth of Pennsylvania
Cannot discriminate
School’s responsibility in educating children with disabilities
58
ICEL
Instruction
Curriculum
Environment
Learned
59
Schema
Mental structure to help us understand how things work
60
Alternate Form Reliability
Consistency of test results between two different forms of the same test
61
Standard Deviation Definition
Measure of how dispersed the data is in relation to the mean
62
Z-Score (mean/SD)
0/1
63
Diagnostic (3)
Tells students current knowledge and skills to determine a suitable program of learning
Given before instruction
Determines what to teach and what interventions
64
4 Pillars of Assessment
Norm-Referenced
Interview
Behavioral Observations
Informal Assessment Procedures
65
4 Pillars of Assessment
Behavioral Assessment (2)
During formal assessment
In natural education environment
66
4 Pillars of Assessment
Informal Assessment (10)
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
67
4 Pillars of Assessment
Interviews (3)
Unstructured
Semi-structured
Structured
68
Standard Error of Measurement Definition (3)
SEM
How much difference to expect from one sample to another
Confidence Interval
69
Exclusionary Factors for SLD (5)
1. Motor Impairment
2. Intellectual Disability
3. Emotional and/or Behavioral Disorders
4. Cultural Factors
5. Environmental and Economic Disadvantages
70
Basic Principles of Interpretation (5)
*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
71
How long does it take to acquire academic/advanced fluency?
7 years
72
Title VI of the Civil Rights Act (1964)
Ensure equal educational opportunity for children with handicaps in public schools
73
Diverse Student Universal Screening
Culturally and linguistically diverse students can be served will by systematic screening using efficient and reliable methods
CBM
74
Constructivism (3)
*Learners create own learning
*Scientific truths exist and await discovery/verification
*No statement assumed to be true (reasonable doubt)
75
EL Part B Eligibility
not eligible if limited English proficiency
76
+1 SD %
-1 SD %
+2 SD %
-2 SD %
84
16
98
2
77
Norm Referenced Test (3)
Students compared with each other
Interpretation is student abilities relative to other students
% score used
78
WISC-V Age
6-16
79
T-Score
Sample below 30 and SD is unknown
80
Wechsler Scales of Intelligence Theory
Intelligence made up of specific elements that could be isolated and defined and subsequently measured
81
WISC: How many subtests for index scores?
10
82
Guadalupe Organization v. Tempe Elementary School (2)
IQ tests cannot be the sole criteria or primary basis of diagnosis of mild MR
Adaptive behavior must be assessed outside of school setting
83
Inter-Rater Reliability
Examiner Reliability
Teacher matches what you see
84
IDEIA Part C
Early intervention services for infants and toddlers (birth-3)
85
Effect Size
Provides a measurement of absolute magnitude of treatment
86
Learning Disability Definition
Unexpected low achievement and distinct from students who we suspect low achievement (low intelligence=low achievement)
87
Negative Skey
Tail on the left
88
Thorndike's Law of Effect
Any behavior followed by pleasant consequences likely to be repeated
89
Education for All Handicapped Children Act (1977) (4)
*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
90
WISC Cultural
Classification which is loaded low degree of linguistic demand and low degree of cultutal loading
*WISC not a good assessment for CLD/ELL students
91
Larry P v. Riles
IQ tests can not be used as the sole basis for placing students in SPED
92
Type II Error
There was an effect but you missed it
93
Pearson Correlation Coefficient (r)
Used to measure correlation
94
IDEIA Responsiveness
To culturally and linguistically diverse students
95
Sternberg's Triadic Theory
3 Distinct types of intelligence
Practical
Creative
Analytical
96
Cattel and Horn
Fluid Crystalized Intelligence Theory
97
Chi Squared Test
non-parametric stat test to measure how well the frequency you observed match a hypothesized distribution
98
Carroll
Stratum Theory
99
Standard Score (mean, SD)
100/15
100
BICS
Basic interpersonal communication skills
nonverbal cues, highly contextual
101
WAIS-IV Age
16-90
102
Processing Speed
Gs
103
WIPPSI-IV Age
2.6 to 7.7
104
Short-Term Memory
Gsm
105
Formative (5)
CBM
How well students responding to instruction
Completed during instruction
Given to all students for bench-marking
Given to some for progress monitoring
106
Score Significance
2 or more SD above or below the mean
107
Unitary Ability
Ability represented by a cohesive set of scaled scores each reflecting unique facets of that ability
108
Internal Consistency Reliability
How well a test addresses diferent constructs and delivers reliable scores
109
Universal Screening (5)
Brief assessment focused on target skills
Predictive of future outcomes
First step RTI
Usually done 3 times a year
Examples: IRI SBAC
110
4 Ways of Test Interpretation
Standard Score
Scaled Score
T-Score
% Rank (Z-score)
111
IDEIA PEP (4)
Protection in Evaluation Procedures
*Comprehensive individualized evaluation
*Nondiscriminatory procedures for CLD students (fair)
*Evaluation of multiple domains (multi-faceted)
*Team-based decision making
112
Discrepency Model (2)
Student significanlu lower than peers in academic performance
Student responds poorly to instruction
113
IDEIA Part B Assistance
All children with disabilities
Ages 3-21
114
Raw Score
of correct responses
115
Cultural-Historical Psychology (2)
Vygotsky
Cognitive development depends on interaction with others
116
Luna Theory (2)
Focuses on processes
Doesn't include measures of acquired know ledge
117
Multicultural Competence Framework (3)
1. Awareness of own cultural values and biases
2. Awareness of client's worldview
3. Culturally appropriate intervention strategies (scaffolding)
118
Disability Categories
Deaf-Blind
Deaf
Hearing Impaired
Visually Impaired
TBI
Autism Spectrum Disorder
Emotional Disturbance
Speech-Language
OHI
Multiple
Orthopedic Impairment
SLD
ID
119
4 Components of Change
1. Awareness
2. Acknowledgement
3. Advocacy
4. Action
120
Rowley v. Board of Education Case
Amy, deaf child
Interpreter in class
121
Consent
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
Section 504 of the Rehabilitation Act of 1973
Prohibits the discrimination against students with handicaps in school systems receiving federal funds
123
BF Skinner Learning
The re-assortment of responses in a complex sutation
124
Standard Protocol Treatment Approach (4)
Same for all students
Instruction/Intervention
Predetermined format or delivery
Can ensure accuracy of implementation and fidelity
125
Rowley v. Board of Education
Doesn't have to provide the best education
126
5 Areas of Cultural Competence
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
T-Score (mean/SD)
50/10
128
Little Value in Isolation (5)
*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
IDEAL Problem Solving
Identify the problem
Define the Problem
Evaluate Solutions
Act and Assess
Look and Lear
130
5 Guiding Moral Principles
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
FERPA (4)
*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
5 Scales KABC
Learning (Glr)
Sequential (Gsm)
Simultaneous (Gv)
Planning (Gf)
Knowledge (Gc)
133
Woodcock-Johnson Abilities (7)
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
WIPPSI 4.0-7.7 (5)
Verbal Comprehension
Visual Spatial
Working Memory
Fluid Reasoning
Processing Speed
135
WIPPS 2.6-3.11 (3)
Verbal Comprehension
Visual Spatial
Working Memory
136
WISC Areas (5)
Verbal Comprehension
Visual Spatial
Fluid Reasoning
Working Memory
Processing Speed
137
Limitation of Tukey's HSD
Sample sizes have to be the same
138
Ceiling Effect
of difficult items available at the highest level of a test to distinguish among children with above average ability
139
Reward
May not increase the likelihood of response happening again
140
Classical Conditioning
Pavlov
Dogs
141
Acculturation
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
Ethical Standards vs. Ethical Principles
Standards are mandatory
Principles are aspirational
143
Comprehension Knowledge
Gc
144
IDEIA LRE
Least Restrictive Environment
145
Assent Definition
Affirmative agreement of minor to participate in psychological services
146
Mean
Average
147
Dependent Variable
Variable being measured
148
Education is...
A property right protected by the 14th ammendment
149
Quantitative Knowledge (3)
Gq
Comprehend quantitative concepts and relationships
Manipulate numerical symbols
150
Tarasoff II
Duty to protect
Warn authorities
151
Percentile Rank
% of individuals equal or less than score
152
Long-Term Storage and Retrieval
Glr
153
Visual Processing
Gv
154
Independent Variable
Variable that is being changed or manipulated
155
Thorndike's Law of Readiness
When one is prepared to act it is rewarding to do so and punishing to not
156
Fluid Reasoning
Gf
157
Assimilation
Filtering new information into existing schemas, perception, and understanding
158
Legal vs. Ethical
Legal=minimum standards of practice
Ethical=aspirational, ideal standards required by society
159
Reading-Writing Ability
Grw
160
Floor Effect
Number of easy items available at the lowest level among children with below average ability
161
KABC-II provides
A nonverbal index
162
IDEA (1990)
Handicapped replaced with disability
163
Auditory Processing
Ga
164
Methods for SLD Eligibility (3)
Ability-Achievement Discrepancy
RTI
PSW
165
Does every evaluation require norm referenced standardized assessment?
no
166
Ethical Codes Derived From...
Profession not federal legislation
167
Thorndike's Law of Trial and Error
Learning occurs incrementally by trial and error
168
Negative Reinforcement
Removing stimulus or taking something away so increases likelihood that response will happen again
169
Test-Retest Reliability
Obtain the same score on 2 different occasions
170
Intra Individual Analysis
Difference within people assessed at different times or situations
171
Assimilation
We take new information and experiences and incorporate them into our existing knowledge
172
Brown v. Board of Education
Cannot discriminate based on race
173
Mode
Number that occurs most
174
Accommodation
New information causes you to modify existing schemas
175
Thornike's Law of Effect
Rewarding consequences means response learned
Punishing consequences means response not learned
176
Tarsoff I
Duty to warn individual who is in potential danger
177
Median
Middle
178
3-Prong Test of Eligibility
Has a disability
Condition adversely affects educational performans
Student need specially designed instruction
179
Equilibration
Biological drive to find equilibrium between cognitive structures and environment
180
Positive Reinforcement
Adding something to a situation after a response to increase the likelihood that the response will happen again
181
Inter Individual Analysis
Differences between individuals
182
Functions of Behavior
Attention
Self-Stimulation
Avoidance
Tangible
183
Reinforcer
Stimulus presented after a response (positive) or removed (negative) that increases future likelihood of response occurring in the situation
184
Halo Effect
Overgeneralizations from a limited amount of information
185
Native Language
Language normally used by the child
186
Observational Learning/Social Learning Theory
Bandura
People learn from one another via observation, limitation, and modeling
187
Flynn Effect
Continual rise in IQs during the 20th centurty
188
Punishment
Decreases likelihood of responses
withdraw positive
present negative
189
Theory of Cognitive Development: Who?
Piaget
190
Observational Learning
Observers display new patterns of behavior that without exposure to modeled behavior wouldn't happen
191
Reinforcer
Stimulus to increase likelihood response will occur again
192
IDEIA SPED
Service not a place
193
Cross-Battery Assessment
Measures a wide range of cognitive abilities for IQ
194
Curriculum-Based Assessment
A procedure for determining the instructional needs of a student based upon the student's ongoing performance within existing course content
195
2 Approaches to Progress Monitoring
General Outcomes
Mastery of Specific Skills
196
Progress Monitory: General Outcomes (2)
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
Progress Monitoring: Mastery of Specific Skills (2)
Appropriate for all students with IEPs, particularly those with significant disabilities
The goals and objectives are referenced to the general education curriculum.
198
Common Characteristics of Outcome Measures (6)
Simple
Accurate
Inexpensive
Routine
Collected on an ongoing and frequent basis
Shape important decisions
199
General Outcome Measurement (2)
*Standardized
*Must be applied with consistency and integrity
200
Oral Reading Fluency (2)
Overall Reading Performance
Assessing qualitative features can help
201
Math Computation
Math computation skills is an indicator of overall math performance
202
Summarizing Student Performance (3)
Level of Performance
Slope of Performance
Variability of Performance
203
2 Types of Decision Making
Goal Attainment
Intervention
204
Purposes of Assessment (4)
Screening
Progress Monitoring
Diagnosis
Evaluation
205
Desirable Features of Assessment Tools within PSM? (4)
Defensible
Flexible
Efficient
Repeatable
206
Behavior Evaluation (3)
Systematic Direct Observation
Traditional Behavior Rating Scales
Direct Behavior Rating
207
Examples of Direct Behavior Rating
Home-School Note
Behavior Report Card
Daily Progress Report
Good Behavior Not
Check-In Check-Out Card
Performance-Based Behavioral Recording
208
Operationally Define Behaviors
Define behavior in terms of what can clearly be seen
209
Definition of RTI
Integrates assessment and intervention within a school-wide, multi-level prevention system to maximize student achievement and reduce behavior problems
210
RTI data-base decision making for... (4)
Instruction
Evaluating Effectiveness
Movement within the Multi-Level System
Disability Identification
211
Essential Components of RTI (4)
Screening
Progress Monitoring
Multi-Level Prevention System
Data-Based Decision Making
212
Screening (4)
*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
Progress Monitoring (4)
*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
% of students served RTI
Primary: 80%
Secondary: 15%
Tertiary: 5%
215
Data-Based Decision Making (4)
*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
Data-Based Decision Making: Types of Decisions (4)
Instruction
Evaluate Effectiveness
Movement within the multi-level prevention system
Disability identification
217
Stages of Implementation (4)
1: Exploring and Adopting
2: Planning
3: Implementing
4: Continuously Improving
218
Effective Strategies for Implementing RTI (4)
Staff Selection
Staff Training
Ongoing Coaching
Evaluation
219
RTI Primary Prevention Level (4)
All students
District curriculum and instructional practices are research-based
In Gen Ed classroom
Screening, progress monitoring, summative assessments
220
RTI Secondary Prevention Level (4)
*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
RTI Tertiary Prevention Level (4)
*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
2 Approaches to RTI
Problem Solving
Standard Protocol
223
Problem Solving Approach to RTI uses..
A team
224
Standard Protocol RTI
Single, consistent intervention
225
Who makes instructional decisions: Problem Solving vs. Standard Protocol RTI
Problem Solving: Team
Standard Protocol: Person delivering instruction
