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intervention and prevention Flashcards

1
Q

According to DiPerna and Elliot, what are the 4 academic enablers?

A
  1. Motivation
  2. Engagement
  3. Study Skills
  4. Social Skills
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2
Q

What is Bowlby’s theory of attachment?

A

What is Bowlby’s theory of attachment?
Bowlby’s evolutionary theory of attachment suggests that children come into the world biologically pre-programmed to form attachments with others, because this will help them to survive.

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3
Q

What is Bandura’s social learning theory?

A
  • We learn by observing role models

- Engaging in these behaviors may then be reinforced by the role model, further strengthening the behavior

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4
Q

What are the components (definition) of tier 2 services?

A
  • Small groups (2-8 students)
  • About 8 weeks of in duration
  • 30 minutes sessions
  • 3 days per week
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5
Q

What are the components (definition) of tier 3 services?

A
  • 45-120 minutes
  • 5 days per week
  • 1-3 students
  • 20+ weeks
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6
Q

What is First Steps to Success (SEB intervention)?

A
  • An early intervention program (typically K -
    3) designed to help children who are at risk for developing aggressive or antisocial behavioral patterns.

-Manualized program that is packaged with a kit containing a coach’s manual, parent manual, a forms packet, and sufficient materials. It is delivered by a behavioral coach. It is utilized for externalizing problems.

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7
Q

What is Coping Power (SEB intervention)?

A
  • Program to prevent substance abuse students in grades 4-6 who exhibit aggressive, disruptive, and noncompliant behavior. Requires at least one full time master’s level counselor.
  • Coping Power is based on an empirical model of risk factors for substance use and delinquency and addresses key factors including: social competence, self-regulation, and positive parental involvement.
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8
Q

What is Reconnecting Youth (SEB intervention)?

A

-Is a target school-based prevent program aimed at 9th-12th graders who are at risk of dropping out of school. The units include self-esteem, decision-making, personal control, and interpersonal decision-making.

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9
Q

What is FRIENDS (SEB intervention)?

A

Based on coping cat. There are two parallel versions for ages 7-11 and 12-16. It is aimed at treating anxiety, but also addresses self-esteem, problem solving, resilience, self-expression, and positive relationships. Training is not needed for clinical psychologists who already are trained in CBT strategies.

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10
Q

What is Cognitive Behavioral Intervention for Trauma in Schools (CBITS)?

A

-Based on standard CBT approaches to combat PTSD, anxiety, stress disorders, and depression (ages 11-15). Most program materials can be obtained for free from developers’ website. Online training for free as well.

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11
Q

What is Coping for Stress (SEB intervention)?

A

-course for adolescents who already have an increased risk for depression. Led by master’s level school psychologists. Materials are obtained from developers’ website for free.

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12
Q

What are the three things we screen for?

A
  1. Psychopathology (to identify symptoms related to diagnosis)
  2. School-based success (to identify behaviors most relevant to ability to learn)
  3. Risk and protective factors (to identify individual and environmental factors most likely to predict negative outcomes)
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13
Q

What are the stages of group development created by Tuckman?

A
  1. Forming (Should we be a group? Do I belong? Potential disagreements and conflict)
  2. Storming (To trust or not, How are we going to be a group? What is our common goal)
  3. Norming (Intimacy. We are a group).
  4. Performance (Cohesion, competent).
  5. Adjourning (Doing the task and breaking up the goal into individual tasks to tackle as a team).
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14
Q

What are Gerald Corey’s stages of group development?

A
  1. Initial (orientation and exploration)
  2. Transition (dealing with resistance)
  3. Working (cohesion and productivity)
  4. Final (consolidation and termination)
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15
Q

What are four essential skills of a group leader?

A
  • Active listening
  • Linking (helping members recognize similarities)
  • Blocking (keeping unfocused members from disrupting group)
  • Summarizing
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16
Q

What are four ways of addressing “can’t do” social skills issues?

A
  • Modeling
  • Coaching
  • Behavioral rehearsal
  • Social problem solving
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17
Q

What are three ways of addressing “won’t do” social skills issues?

A
  • Manipulation of antecedents
  • Manipulation of consequences
  • Removal of competing problem behaviors
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18
Q

What is I Can Problem Solve? (SEB intervention)?

A

is a universal school-based program designed to enhance the interpersonal cognitive processes and problem-solving skills of children in preschool through grade 6.

-Helps prevent later impulsivity and behavioral problems and promotes social adjustment and problem solving

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19
Q

What is Second Step? (SEB intervention)?

A

is a classroom-based social skills program for students in preschool through junior high (ages 4-14 years), with a distinct curriculum for each grade. It is designed to reduce impulsive, high-risk, and aggressive behaviors and increase children’s social competence and other protective factors. The program builds on cognitive behavioral intervention models integrated with social learning theory, empathy research, and social information-processing research. It is intended to teach children to identify and understand their own and others’ emotions, choose positive goals, and successfully manage reactions when emotionally aroused.

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20
Q

What is the PREPARE curriculum (SEB intervention)?

A

(NASP approved and developed) PREPaRE training is ideal for schools committed to improving and strengthening their school safety and crisis management plans and emergency response.

P—Prevent and PREPaRE for psychological trauma
R—Reaffirm physical health and perceptions of security and safety
E—Evaluate psychological trauma risk
P—Provide interventions
a—and
R—Respond to psychological needs
E—Examine the effectiveness of crisis prevention and intervention

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21
Q

What is the ACCEPTS program (SEB intervention)?

A

is a complete curriculum for teaching classroom and peer-to-peer social skills to children with or without disabilities in Grades K through 6. The curriculum, designed for use by regular and special education teachers, cognitively teaches social skills as subject matter content.

Classroom Skills, Getting Along Skills, Making Friends Skills, and Coping Skills

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22
Q

What is the four-factor model of student engagement (i.e. what are the four types of student engagement), developed by Christenson?

A
  1. Behavior: Attendance, participation
  2. Academic: Doing work, getting credit
  3. Cognitive: Thinking about how to learn, self-monitoring
  4. Affective: Positive relationships, belonging, connection to school
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23
Q

According to the attribution theory, what are the three causal dimensions?

A
  1. Locus of causality: internal or external
  2. Controllability: do I have control?
  3. Stability: was the cause something that will or will not change?
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24
Q

What is achievement goal theory (Carol, Dweck and colleagues)?

A

Focuses on WHY students pursue tasks.

  1. Mastery (learning goals and task goals). In other words, the student wants to acquire new knowledge and skills.
  2. Performance (ego-involved, ability goals). In other words, the student wants to validate one’s ability to avoid demonstrating a lack of ability.
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25
Q

Within achievement goal theory (Carol, Dweck and colleagues), what are the two components that performance/ability can be broken down into?

A
  1. Approach: focus on attaining success

2. Avoidance: focus on avoiding failure

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26
Q

Why are performance/ability goals (i.e. so detrimental in the face of challenge?

A

Grant and Leggett (1988) suggest:

1) loss of belief in the efficacy of effort
2) defensive withdrawal of effort (to self-handicap or because you believe that if you have to work hard it means you’re not good enough)
3) Interference of negative affect with concentration or test performance.
4) redirection of effort to courses in which they can earn a good grade.

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27
Q

What is self-determination theory (Deci & Ryan)?

A

-Students need to become autonomous learners
-Choice is important.
-Give students the opportunity to engage actively in different types of activities.
Providing choice can increase intrinsic motivation, as well as achievement outcomes.

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28
Q

What are the three components of self-determination theory (Deci & Ryan)?

A

Autonomy, competence, relatedness

I can, I want to, and I belong

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29
Q

What is intrinsic motivation theory?

A

Intrinsic motivation theory is based on the notion that people are naturally motivated to develop their competencies and to take pleasure on their accomplishments

Basically - engaging in activities because you want to. May be driven by curiosity or interest, and does not require an extrinsic reward.

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30
Q

Stated that any behavior that is followed by pleasant consequences is likely to be repeated, and any behavior followed by unpleasant consequences is likely to be stopped.

A

Law of Effect (Thorndike, Skinner)

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31
Q

What are five elements of successful cooperative learning?

A
  • Positive interdependence (“sink or swim together”)
  • Individual accountability
  • Promotive interaction (work face to face and help each other)
  • Social skills
  • Group processing
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32
Q

What is the difference between event dropout rate and status dropout rate?

A

Event dropout rate–% of students who dropped out during one school year

Status dropout rate– % of students in a given age range who have dropped out

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33
Q

What are four school-level factors that make dropping out less likely?

A
  • Smaller enrollment
  • Better interpersonal relationships among students and adults
  • Teachers more supportive of students
  • Focused and rigorous curriculum
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34
Q

What is Check and Connect (SEB intervention)?

A

is an intervention used with K-12 students who shows warning signs of disengagement with school and who are at risk of dropping out. At the core of Check & Connect is a trusting relationship between the student and a caring, trained mentor who both advocates for and challenges the student to keep education salient.

  1. Mentor
  2. Check (systematic monitoring)
  3. Connect
  4. Enhancing home-school communication and home support for learning
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35
Q

What are ten strategies to engage students in school and learning (help prevent drop out)?

A
  1. After-school activities.
  2. Service learning
  3. Alternative schooling
  4. Contextualized active/individualized learning
  5. Literacy Development
  6. Mentoring/tutoring
  7. Safe learning environments
  8. Professional development
  9. Family engagement
  10. School-community collaboration
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36
Q

What are the four most important therapeutic factors (i.e. what are the things that impact the client in therapy)?

A
  1. Client (40%)
  2. Client-Therapist relationship (30%)
  3. Hope (instill hope and optimism - get them “unstuck”; 15%).
  4. Model/techniques (15%)
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37
Q

What are the 6 main components for building an therapeutic alliance?

A
  1. Asking questions
  2. Active listening
  3. Encouraging
  4. Validating
  5. Paraphrasing
  6. Summarizing
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38
Q

What are the seven key elements of solution-focused counseling?

A
  • A positive, collegial, solution-focused stance
  • Emphasis on the malleable
  • Looking for previous solutions
  • Present and future-focused questions
  • Compliments and encouragement
  • A gentle nudge to do more of what is working
39
Q

What is the “5-E Method” to build exceptions in Solution-Focused Counseling?

A

Eliciting: Listen, ask, assign tasks

Elaborating: Explore related features and circumstances of exceptions

Expanding: Expand exception to a greater frequency or other situations

Evaluating: Use scaling questions, use ratings scales, SCD

Empowering: Clarify impact of change, explore future plans, celebrate, leave door open for future contact (e.g. Wow it sounds like when you did this it had a big impact. What do you think? I think we should celebrate that).

40
Q

What are the seven evidence-based features of School Wide Positive Behavioral Intervention and Supports?

A

Prevention of problem behaviors
Define and teach positive social expectations
Acknowledge positive behavior
Arrange consistent consequences for problem behavior
Ongoing collection and use of data for decision-making
Continuum of intensive, individual intervention supports
Implementation of systems that support effective practices

41
Q

What is a school-wide evaluation tool (SET)?

A

Interviews, observations, permanent product reviews

designed to determine the extent to which schools are already using School-wide Positive Behavior Interventions Support (SW-PBIS), to determine if training and technical assistance efforts result in fidelity of implementation when using SW-PBIS, and to determine if use of SW-PBIS procedures is related to valued change in the safety, social culture, and violent behavior in schools.

42
Q

What is a vulnerable decision point?

A

A specific decision that is more vulnerable to effects of implicit bias

Two parts:
Elements of the situation
The person’s decision state (internal state: hunger, fatigue)

43
Q

What is the Good Behavior Game?

A

The class is divided into two or more student teams. The teacher defines a small set of 2 to 3 negative behaviors. When a student shows a problem behavior, the teacher assigns a negative behavior ‘point’ to that student’s team. At the end of the Game time period, any team whose number of points falls below a ‘cut-off’ set by the teacher earns a daily reward or privilege.

44
Q

What are the goals of Social Emotional Learning (SEL)?

A
  1. Students are engaged and active learners who are self-aware, caring, respectful, connected to others, responsible, and academic achievers.
  2. Students are contributing in positive ways to their school and community
  3. Educators, students, families, and community members work together to support the healthy development of all students.
45
Q

What are the main 5 components of Social Emotional Learning (SEL; CASEL)?

A
  1. Self-awareness
  2. Responsible decision-making
  3. Relationship skills
  4. Social awareness
  5. Self-management
46
Q

What are two ways to promote Social Emotional Development?

A
  1. Skill Development

2. Learning Environment

47
Q

What are three SEL programs that were deemed exemplary by the US Department of Education?

A

Life Skills Training
Project Northland
Second Step: A Violence Prevention

48
Q

What theoretical approach underlies SWPBIS?

A

Behaviorism

49
Q

What theoretical approach underlies SEL?

A

Developmental and constructivist learning theories

50
Q

What are the four types of bullying?

A
  1. Physical
  2. Verbal
  3. Covert
  4. Cyber
51
Q

What are interventions for chronic victims of bullying?

A
  1. Assertiveness training
  2. Social skills training
  3. Mentoring
52
Q

What are interventions for chhronic bullies?

A
  1. NOT group training (need prosocial rolemodels)
  2. Train in prosocial behavior
  3. Increase feelings of empathy
  4. Improve problem solving
  5. Reduce hostile attributions
  6. Mentoring
  7. Social skills training
53
Q

What are three evidence-based bullying programs?

A
  1. Olweus Bully Prevention Program
  2. Bully Busters
  3. Steps to Respect
54
Q

What is the Olweus Bullying Prevention Program?

A

is designed for students in elementary, middle, and junior high schools (students ages five to fifteen years old). All students participate in most aspects of the program, while students identified as bullying others, or as targets of bullying, receive additional individualized interventions.

School level, classroom level, and individual level supports

55
Q

What is the suggest LGBTAQ support?

A

Clear and well-publicized policies that forbid harrassment

Staff development and intervention

Gay-Straight alliances (student led support)

Inclusive curriculum

56
Q

What are the critical components of effective comprehensive school-based mental health programs?

A
  1. Theory-research practice integration
  2. Ecological-developmental model
  3. Collaborative/participatory model
  4. Continuum of mental health services
    5,. Evaluates program acceptability, integrity and effectiveness.
57
Q

What are the key principles for organizational change?

A 
Leadership
Involvement of key stakeholders
Shared vision, mission, beliefs, and values
Have a systems perspective
Data-based decision making
Capacity building
58
Q

What are the steps in a needs assessment?

A
  1. Identify guiding questions and goals
  2. Identify and engage the appropriate stakeholders
  3. Identify relevant data sources
  4. Develop a data collection plan.
59
Q

Why do we intervene at the setting event?

A
  1. Eliminate identified setting events
  2. Neutralize routine to defuse the effects of a setting event (e.g. meeting with mentor on morning with parental conflict).
60
Q

Why do we intervene with antecedents?

A

Make the problem behavior irrelevant

Eliminate/modify antecedents that trigger the behavior

Prompt alternative/desired behavior (pre-correction)

61
Q

Why do we intervene by teaching alternative behaviors?

A

Make the problem behavior inefficient

Teach them new/desired skills (academic deficits, social skills deficits, organizational skills deficits).

62
Q

Why do we intervene by altering consequences?

A

Make the problem behavior ineffective

Reinforce alternative and desired behaviors

Minimize reinforcement for problem behavior

63
Q

What are the main components of a BIP?

A
  1. Clear operational definition(s) of problem behavior(s).
  2. A description of FBA methods, functional assessment summary statement and summary of FBA results.
  3. Description of child’s strengths
  4. Rationale for and description of intervention
  5. Monitoring and evaluation plan
64
Q

What are the types of self-monitoring?

A

Checklist
Completion rating
Cued/prompted

65
Q

What is Check in Check Out (CICO)?

A

is a secondary intervention for students at risk for developing problem behaviors.

Students in CICO begin and end the day with an adult mentor who ensures that each student is prepared for the school day, sets daily goals with the student, and provides praise and tangible rewards when the student achieves goals.

Additionally, the student checks in with teachers at the end of each class period (or another specified interval) to receive feedback and a rating on a daily progress report (DPR) about how well he or she met behavioral expectations.

Lastly, home check ins.

66
Q

What is Check, Connect, and Expect? (CCE)?

A

is a Tier 2 intervention program designed to improve the social behaviors of students who are at risk for school failure and prevent them from developing emotional and behavioral disorders

A coach—often a trained paraprofessional—works with identified students, meeting with them at the beginning and end of the school day to provide support and reinforcement.

During the day, students carry a behavioral report card that allows their teachers to provide frequent, positive feedback.

When necessary, the coach meets with individuals or small groups of students to provide behavioral instruction (e.g., social skills).

67
Q

What is Dodge’s social information processing model?

A
  1. Encode social cues
  2. Interpret social cues
  3. Formulate social goals
  4. Generate problem solving strategies
  5. Evaluate the likely effectiveness and strategies and select a response
  6. Enact a response
68
Q

What are the three features of anxiety?

A

Cognitive (e.g. concentration, memory)
Behavioral (e.g. task avoidance, irritability, perfectionism)
Physiological (e.g. perspiration, headaches, heart racing)

69
Q

What are the basic strategies for addressing internalizing problems?

A
  1. Predictable routines
  2. Clear expectations
  3. Tasks broken down into small units
  4. Specific and clear evaluation criteria
  5. Opportunities for practice and rehearsal
  6. Pairing with supportive peers
  7. Special responsibilities
  8. Time to relax when anxiety gets too high
  9. Reducing or avoiding unexpected situations
  10. Avoiding punitive and negative attitudes
  11. Relaxation exercises
70
Q

Who developed Cognitive Theories?

A

Albert Ellis and Aaron Beck

71
Q

What are the three primary ways anxiety and depression are expressed

A

Thoughts (what we think effects how we act and feel)

Behavior (what we do affects how we think and feel)

Emotion (what we feel affects what we think and do)

72
Q

What are the five main components of CBT?

A
  1. Psycho-education
  2. Somatic management skills training (breathing, muscle relaxation, guided imagery)
    Cognitive restructuring
    Exposure methods
    Relapse prevention plans

In schools typically 8-10 weeks

73
Q

What is the C.A.T. project (SEB intervention)?

A

Anxiety intervention for older youth (13 to 17 years old)

In other words, older version of Coping Cat.

74
Q

What is taking ACTION (SEB intervention)?

A

is a manual-based treatment program (CBT focused) for children ages 9 to 13 who have unipolar depressive disorder, dysthymia, or depressed mood.

Problem solving, coping skills, and cognitive interventions

75
Q

What is Cool Kids (SEB intervention)?

A

Cool Kids is a program that teaches children and their parents how to better manage the child’s anxiety. It can be run either individually or in groups and involves the participation of both children and their parents. The program aims to teach clear and practical skills to both the child and parents. The program is aimed at young people 7-17 years, is fully supported by manuals, and has slightly different versions for children and teenagers. Variations of the program also exist for children with comorbid autism, adolescents with comorbid depression, and for delivery in school settings.

76
Q

What is Think Good Feel Good (SEB intervention)?

A

Not a manualized nor a comprehensive CBT program, but it is grounded in CBT

  • Familiarize with CBT framework
  • Identify thoughts, feelings, and behaviors
  • Learn adaptive coping strategies and cognitive techniques
77
Q

What three areas of focus are key for CBT (the triadic relationship)?

A

Thoughts, feelings, behaviors

78
Q

What are general strategies for working with students with ADHD?

A
  1. Get student attention before giving directions
  2. Employ proximity control
  3. Give opportunities for choice
  4. Provide attention breaks
  5. Reduce length of assignments
  6. Transition quickly
  7. Select activities that require student responding

In school:

  • Reinforcement strategies
  • Antecedent strategies
  • Medication*
  • Parent training
  • Classwide peer tutoring
  • Organizational skills interventions
  • Social skills interventions
  • Self-monitoring
  • Intervention based on FBA***
79
Q

What are the four elements of a contingency contract?

A
  1. Behavior
  2. Condition
  3. Criterion
  4. Reinforcement

Student agrees to terms, identifies reinforcers, and understands the meaning of the contract.

80
Q

What are the three main recommendations for cultural considerations?

A
  1. Collect and disaggregate data across student groups
  2. Consciously consider cultural background variables in the problem-solving process.
  3. Use evidence-based interventions that show positive results for those specific students.
81
Q

What are the five steps of NASP’s crisis intervention model (PREPaRE?

A

Reaffirm Physical Health
Ensure Perceptions of Safety and Security
Evaluate Psychological Trauma
Provide Interventions and Respond to Student’s Psychological Needs
Examine Effectiveness

82
Q

What are the Steps of Group Psychological First Aid (PREPaRE)?

A

Step 1: Introduce goals, rules
Step 2: Provide facts and dispel rumors
Step 3: Sharing stories (normalize): ask for volunteers, give everyone a chance, conduct art activities
Step 4: Share reactions (normalize): teach common crisis reactions, give everyone a chance to share. Mention self-referral procedures.
Step 5: Empowerment: identify coping strategies or take action, teach stress management, identify accessible supports.
Step 6: Closing: prepare for funeral, supervise memorial development, create cards and write letters, summarize what has been learned and reiterate self-referral procedures.

83
Q

What three questions should be included in every suicide risk assessment?

A
  • Have you ever thought about suicide or harming yourself?
  • Have you ever tried to harm or kill yourself before?
  • Do you have a plan to kill or harm yourself now?
84
Q

What three things should you do if a student says that they have either tried to kill or harm themselves or have a plan to do so now?

A
  • Supervise student at all times
  • Notify parents and ensure they seek immediate appropriate help
  • Prepare reentry plan when student returns
85
Q

What is a threat assessment?

A

is conducted in order to determine the credibility of a threat and the likelihood of that threat being carried out.

86
Q

What model is recommended by NASP for threat assessments?

A

Virginia Model

87
Q

What is the Virginia Model for threat assessments?

A

Step 1: Evaluate the threat
Step 2: Decide whether the threat is clearly transient or substantive
Step 3: Respond to transient threat
Step 4: Decide whether threat is serious or very serious
Step 5: Respond to serious substantive threat
Step 6: Conduct a safety evaluation
Step 7: Implement a safety plan

88
Q

What are the seven phases of acting-out behavior?

A
  1. Calm
  2. Trigger
  3. Agitation
  4. Acceleration
  5. Peak
  6. De-escalation
  7. Recovery
89
Q

What should interventions focus on during the agitation phase?

A

Reducing anger/anxiety

90
Q

What should interventions focus on during the acceleration phase?

A

Safety

91
Q

What should interventions focus on during the peak phase?

A

Safety - crisis management

92
Q

What should interventions focus on during de-escalation?

A

Monitoring for re-escalation

93
Q

What should interventions focus on during the recovery phase?

A

Returning to normal activities

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