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M.Ed. School Psychology > M.Ed. School Psychology (Study Guide) > Flashcards

M.Ed. School Psychology (Study Guide) Flashcards

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1
Q

Rowley v. Board of Education

A

Provide education but not the BEST education

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2
Q

Education for All Handicapped Children (1975)

A

-turned to IDEA
-Free Appropriate Public Education emphasizing special education and related services
-Ensure rights of handicapped students and parents are protected
-Assist states in educating handicapped children
-Assess and assure effectiveness of efforst in this education

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3
Q

Title VI of the Civil Rights Act (1964)

A

Ensure equal educational opportunity for children with “handicaps” in public schools -LEA required to provide English training & access to curriculum

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4
Q

PARC vs. Commonwealth of Pennsylvania

A

Cannot discriminate because of disability;
- Provide FAPE regardless of disability
- Educate next to gen ed peers (LRE)
- Annual census to locate children with
disabilities
- Cease and desist from exclusion laws
- Notify parents before SpEd assessment
- Establish due process procedures
- Reevaluate students on a regular basis
- pay for private school if LEA cannot
reasonably meet students’ needs

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5
Q

Mills vs Board of Education D.C.

A

cannot discriminate because of disibility

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6
Q

Which SpEd law?
High achievement expectations

A

IDEIA

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7
Q

Which SpEd law?
Ensure access to GenEd classroom

A

IDEIA

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8
Q

Which SpEd law?
Mad SPED a service not a place

A

IDEIA

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9
Q

Which SpEd law?
Funds for evidence based early reading programs, positive behavior interventions, and early intervening services

A

IDEIA

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10
Q

Which SpEd law?
requires greater responsiveness to culturally and linguistically diverse students

A

IDEIA

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11
Q

Which SpEd law?
Nondiscriminatory assessment procedures to determine eligibility

A

IDEIA

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12
Q

Protection in Evaluation Procedures (PEP) in IDEIA

A

-Comprehensive, individualize evaluation
-Nondiscriminatory procedures for CLD students (FAIR)
-Evaluation of multiple domains (MULTIFACETED)
-Team based decision making
-Make it valid and useful
1. Comprehensive
2. Fair
3. Multifaceted
4. Useful
5.

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13
Q

Which SpEd law?
Assistance to all children with disabilities (3-21)

A

IDEIA Part B

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14
Q

Which SpEd law? Which lawsuit?
Least Restrictive Environment (LRE)

A

IDEIA Part B
Turnbull & Turnbull (2000)

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15
Q

Which sped law?
Child Find: Actively seek and find every child with a disability

A

IDEIA Part B

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16
Q

Which Sped law?
early intervention services for infants and toddlers (birth - 3 years old)

A

IDEIA Part C

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17
Q

Specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability, including instruction conducted in the classroom, in the home, in hospitals and institutions and in other settings.

A

Special Education

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18
Q

Three-Prong Test of Eligibility for Special Education

A
  1. The student has a DISABILITY according the the established Idaho Criteria
  2. The student’s conditions ADVERSELY AFFECTS education performance
  3. The student NEEDS SPECIALLY DESIGNED INSTRUCTIONS
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19
Q

Adverse Impact

A

student’s progress is impeded by the disability to the extent that the student’s educational performance measures significantly (1.5-2 standard deviations) and consistently (6 months) below the level of similar aged peers, preventing success in GenEd

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20
Q

Consent

A

Requirement that the parent be fully informed, in native language off all information relevant to the activity for which consent is sought

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21
Q

Consent must be…

A

knowing, competent, voluntary

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22
Q

13 Disability Categories

A
  1. Deaf-Blind
  2. Blind
  3. Traumatic Brain Injury (TBI)
  4. Hearing Impairment
  5. Visual Impairment
  6. Orthopedic Impairment
  7. Autism Spectrum Disorder (ASD)
  8. Other Health Impairment (OHI)
  9. Emotional Disturbance
  10. Intellectual Disability
  11. Specific Learning Disability (SLD)
  12. Speech & Language
  13. Multiple Disabilities
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23
Q

8 Areas of Learning Disabilities

A
  1. Basic Reading (Phonological Deficit)
  2. Reading Comprehension (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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24
Q

percentage of basic reading (phonological deficit) learning disability

A

70-80%

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25
Q

percentage of reading comprehension (language comprehension) learning disability

A

10-15%

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26
Q

percentage of reading fluency learning disability

A

10-15%

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27
Q

Three typical methods for SLD eligibility

A
  1. Ability-Achievement Discrepancy
  2. Response to Intervention
  3. Patterns of Strengths and Weaknesses
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28
Q

Ability-Achievement Discrepancy

A

model that assesses whether there is a significant difference between a student’ scores on a test of general intelligence and scores obtained on achievement test

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29
Q

Patterns of Strengths and Weaknesses

A

model that uses a cognitive evaluation which breaks out student performance into key areas, focusing on what the student already knows. To qualify, the student must show a set of number of cognitive strengths, plus at least one cognitive weakness. The student must additionally show an associated academic weakness in an area which matches the cognitive weakness.

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30
Q

Exclusionary Factors

A

discrepancy between ability and achievement is primarily the result of environmental, cultural, or economic disadvantage. The extent to which these external factors affect their academic performance must be established and may not be the PRIMARY cause of the deficit in question.

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31
Q

Exclusionary Factor Criteria

A

MICEE
A) Motor impairment
B) Intellectual disability
C) Cultural factors
D) Emotional and/or behavioral disorders
E) Environmental and economic disadvantage

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32
Q

Can’t Do vs Won’t Do

A

Skill deficit (can’t) vs. performance deficit (won’t)

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33
Q

Formula for reading

A

Word Recognition + Language Comprehension

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34
Q

Four principles of professional ethics (NASP)

A
  1. Respecting the Dignity and Rights of All
    Persons
  2. Professional Competence and
    Responsibility
  3. Honesty and Integrity in Professional
    Relationships
  4. Responsibility to Schools, Families,
    Communities, the Profession, and the
    Society
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35
Q

FERPA (Family Education Rights and Privacy Act)

A

-must adhere to record keeping procedures to get federal funds
-confidentiality o student records without consent
-parents have access to all records
-parents have right to challenge accuracy

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36
Q

5 Guiding Moral Prinicples:

A
  1. Non-Maleficence
  2. Fidelity
  3. Beneficence
  4. Autonomy
  5. Justice
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37
Q

Non-Malficence

A

strive to benefit those whom they work with and take care of DO NO HARM

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38
Q

Fidelity

A

establish relationships of trust

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39
Q

Beneficence

A

Responsible caring, engage in actions to benefit others

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40
Q

Autonomy

A

Right to self-determination - person gets to participate in decisions

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41
Q

Justice

A

Equal opportunity

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42
Q

Tarsoff I:

A

Duty to WARN individual who is in potential danger (break confidentiality laws)

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43
Q

Tarsoff II:

A

Duty to PROTECT (warn authorities)

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44
Q

Ethical standards are ________ than the law

A

higher

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45
Q

Ethical standards = ____________;
ethical principles = ______________

A

Ethical standards = Mandatory
Ethical principles = Aspirational

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46
Q

1 Guiding principle in any ethical situation

A

Do no harm

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47
Q

Education is a ___________ right protected by the ____ amendment

A

property right; 14th

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48
Q

Are ethical codes perfect?

A

no

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49
Q

Are ethical codes derived from federal legislation?

A

No, they are derived from the profession

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50
Q

Codes tend to be reactive (true or false)

A

true

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51
Q

What are the foundations of psychologist’s service delivery? (example: diversity v. development)

A
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52
Q

Student shars they are going to get revenge and have a plan. What is the psych’s responsibility?

A

breach confidentiality (Tarsoff)

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53
Q

Which standard suggest psych avoid multiple relationships and conflicts of interest?

A

Honesty and Integrity in Professional Relationships

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54
Q

Does every evaluation require norm referenced standardized assessment?

A

No

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55
Q

Are all assessment results automatically confidential or do you have to wait to be told?

A

Automatically confidential

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56
Q

Assent

A

affirmitive agreement of minor to participate in psychological services

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57
Q

Brown v. Board of Education’s major identifier

A

RACE

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58
Q

Mills v. board of education’s major identifier

A

disability

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59
Q

Tarasoff

A

duty to warn and protect

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60
Q

Rowlee’s major identifier

A

Must provide education but not the best educaiton

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61
Q

Riles’ major identifier

A

mentally retarded based on color (culturally biased IQ test. placed on one measure)

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62
Q

P.A.R.C. vs. Commonwealth of Pennsylvania and Mills

A

every child has a right to an education; Federal laws to ensure educational opportuities for ALL children (child find)

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63
Q

Child Find

A

a result of PARC and Mills; obligation to recognize (actively seek to locate) and provide special education services to all children with disabilities from ages 3-21

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64
Q

IDEAL Problem Solving Model

A

I = Identity problem and parameters
(IDENTIFY the problem)
D = Define alternative goals (DEFINE the
problem)
E = Explore possible strategies
(INTERVENTION options)
A = Anticipate and Act (ACTIONS taken during
intervention and how did they work)
L = Look and Learn (LOOK at the results)

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65
Q

8 Step Problem Solving Model

A
  1. Describe the parameters of the situation
  2. Define potential legal-ethical issues
  3. Consult legal-ethical guidelines and district
    policies
  4. Evaluate rights, responsibilities, and
    welfare of all affected parties (consider
    culture)
  5. Generate alternative decisions
  6. Enumerate the consequences of each
    decision (short term and long term)
  7. Consider evidence that consequences will
    actually occur
  8. Make the decision
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66
Q

Larry P. vs Riles

A

Cannot test using discriminatory IQ tests that do not take culture into account; African Americans being given IQ testing in Cali is illegal

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67
Q

Diana vs Board of Education (California)

A

Students must be evaluated in their native language or given a nonverbal assessment

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68
Q

BICS

A

Basic Interpersonal Communication Skills (nonverbal cues; highly contextual) 2 years

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69
Q

CALPS

A

Cognitive Academic Language Proficiency Skills (low verbal cues; low contextual) 5-7 years

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70
Q

5 Areas of Cultural Competence

A
  • Value cultural diversity
  • Conduct a cultural self-assessment
  • Manage they dynamics of difference
  • Acquiring and institutionalizing cultural
    knowledge
  • Adapting to diversity and cultural context
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71
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

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72
Q

Multicultural Competence Framework

A
  1. Awareness of own cultural values and
    biases
  2. Awareness of client’s worldview
  3. Culturally appropriate intervention
    strategies (scaffolding)
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73
Q

Multicultural Flashpoints ?????

A

Definable, measureable evidence ?????

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74
Q

Four Components for Change

A
  1. Awareness (a. self; b. others; c. systematic
    change and bias; d. relational cultural
    identities
  2. Acknowledgement and Knowledge:
    Individuals worldview and own personal
    cultural self-awareness
    Stage 1: School personnel realize
    cognitions regarding multiculture
    within school
    Stage 2: forming a new reconsideration
    of knowledge
  3. Advocacy: takes ones own awareness,
    beliefs, knowledge, and transform them
    into a plan for effective change
  4. Action: act and art of doing something in a
    proactive way to promote multiculturalism
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75
Q

Title IV of Civil Rights Act of 1964

A

LEA are required to provide EL students alternative language services to: (1) enable them to acquire English proficiency; (2) provide them meaningful access to the content of the educational curriculum available to all students including SPED and RS

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76
Q

Mills vs Board of Education

A

FAPE
Due Process be established
Students receive SPED regardless of LEA financial capacity

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77
Q

Guadalupe Organization vs. Tempe Elementary

A

Consent decree = IQ test cannot be the sole criteria or primary basis of diagnosis of mild MR and adaptive behavior must be assessed outside of school setting

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78
Q

Dual Discrepancy Model

A

(1) Student must be significantly below same aged peers on measure of academic performance
(2) Student must perform poorly in response to carefully planned and precisely delivered instruction

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79
Q

Problem Solving Approach

A

Based on each INDIVIDUAL student, team members (a) identify the problem and determine the cause, (b) develop a plan to address the problem, (c) implement the plan, (d) evaluate the plan’s effectiveness
(Pros: more flexibility and individualized treatment)

80
Q

Standard Protocol Treatment Approach

A

Standard (same, consistent for all students) Protocol (instruction, intervention) Treatment (predetermined formate or delivery system)
(Pros: Easier to ensure accurate treatment implementation and fidelity)

81
Q

Universal Screening

A

Brief assessments focused on target skills that are highly predictive of future outcomes
- First step in RtI
- Usually done 3x/year (Fall, Winter, Spring)
- Examples: IRI, SBAC

82
Q

Three Types of Assessment

A

Summative
Normative (Formative)
Diagnostic

83
Q

Summative Assessment

A

Tells us what student learned over a period of time (ACT, SAT, Final exams)
- Completed AFTER instruction
- Tells us WHAT to teach not how
- Generally given to ALL students

84
Q

Formative Assessment

A

Tells us ow well students are responding to instruction (CBM (cognitive based measure): iStation, mastery tests, benchmarks)
- Completed DURING instruction
- Generally given to ALL students for
benchmarking, SOME for progress
monitoring

85
Q

Diagnostic Assessment

A

tells us students current knowledge and skills to determine a measure of learning (Qualitative reading inventory, Key math)
- Administered BEFORE instruction
- Generally given to SOME students
- Determine WHAT to teach and what
INTERVENTIONS

86
Q

Norm-Referenced Test

A
  • Students compared with each other
  • Interpretation is student abilities relative to
    other students
  • Percentile score is used
87
Q

Criterion-Referenced Test

A
  • Students performance compared to a
    criterion for mastery
  • Scores indicate whether student met criteria
  • Pass or fail score
88
Q

8 Steps of CBT

A
  1. Clarify the Problem
  2. Formulating initial treatment goals
    (measurable, use numbers)
  3. Designing a Target Behavior (be strict in
    definition)
  4. Identifying Maintaining Conditions
    (Antecedents and Consequences)
  5. Designing Treatment Plan
  6. Implement Treatment Plan
  7. Evaluate Success of Therapy
  8. Conduct follow up assessment

(problem, goals, TB, Maintaining conditions, design treatment, implement treatment, evaluate, follow-up)

89
Q

Four Functions of Behavior

A
  1. Attention
  2. Self-Stimulation
  3. Avoidance
  4. Tangible (something physical)
90
Q

Reinforcer

A

A stimulus that when presented following a response increased the likelihood of the response increasing again (increases behavior)

91
Q

Positive Reinforcement

A

Presenting a stimulus or ADDING something to a situation following a response, which INCREASES the likelihood the response will occur again in that situation

92
Q

Negative Reinforcement

A

REMOVING a stimulus or taking something away from a situation following response, which INCREASES the likelihood the response will occur again

93
Q

Punishment

A

DECREASES the likelihood of responding to a stimulus; may involve withdrawing a positive reinforcer or presenting a negative reinforcer (decrease the behavior)

94
Q

Reward

A

may not increase the likelihood of the response reoccuring

95
Q

Raw Score

A

Number of correct responses

96
Q

Standard Score (mean, SD)

A

Normal distribution of raw scores
Mean=100
SD=15

97
Q

Scaled Score (mean, SD)

A

Normal distribution of raw scores
Mean=10
SD=3

98
Q

+1 SD = _______%ile

A

+1 SD = 84%ile

99
Q

+2 SD = _________%ile

A

+2 SD = 98%ile

100
Q

-1 SD = _______%ile

A

-1 SD = 16%ile

101
Q

-2 SD = ______%ile

A

-2 Sd = 2%ile

102
Q

Score Significance

A

2 or more standard deviations above or below the mean

103
Q

Bate Rate

A

Comparison to determine how likely a score difference is to occur

104
Q

Percentile Norm

A

provide comparison to peers (percentile rank when compared to 100 kids)

105
Q

Floor Effect

A

the number of items available at the lowest level among children with below-average ability

106
Q

Ceiling Effect

A

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

107
Q

Flynn Effect

A

the continual rise in IQs during the 20th century. May be due to improvements in education opportunities and schooling, genetic factors, increased cross mating, smaller family size, test sophistication, improvements in cognitive stimulation, better nutrition, and improved parental history

108
Q

Halo Effect

A

reflects overgeneralizations from a limited amount of information, as when someone allows an impression of another person or a particular trait of that person to influence judgements about that person

109
Q

Basic Principles of Interpretation

A
  • We test to intervene, not diagnose
  • Data that cannot be linked to intervention is
    useless
  • Patterns of Strengths and Weaknesses
    should be linked to recommendations for
    instruction and intervention
  • Tests are dumb tools only given meaning by
    astute practitioners
  • test results are little value in isolation
    • Broadest test scores are most reliable
    • Interpret from top down (broad to
      specific)
    • Never interpret single subtests
    • Clusters must be composed of two
      subtests at minimum
    • avoid confirmatory bias; leaning toward
      your own opinion
110
Q

Inter-Rater Reliability

A

percentage agreement (teacher matches up with what you see in observation); also called examiner reliability

111
Q

Test-Retest Reliability

A

computed from the scores that individuals obtain on the same test on 2 different occasions

112
Q

Internal Consistency Reliability

A

Basedon the scores that individual obtain during a single administration of a test

113
Q

Inter Individual Analysis

A

Difference BETWEEN individuals (student compared to same age peers) (GROUP)

114
Q

Intra Individual Analysis

A

differences WITHIN an individual (student’s ability compared to same students’ other abilities) (SELF)

115
Q

Score Discrepancies

A

if there is statistical significance and a low base rate, then interpret differences among indexes. This can be described as more/less developed. Use cross battery if needed .

116
Q

Unitary Ability definition

A

An ability represented by a cohesive set of scaled scores, each reflecting unique facets of that ability
Three steps

117
Q

Unitary Ability Steps

A

1) If the scaled scores within one index is NOT
unitary, interpret each scaled score
2a) To determine whether the FSIQ is
interpretable, the simplest way is to
subtract the Lowest Index from the Highest
Index.
- If DIFFERENCE <23, the CAI may be
interpreted as a reliable and valid
estimate of a person’s overall intellectual
ability
- If DIFFERENCE >=23, then proceed to
step 3.
3a) Subtract lowest VCI scaled score from
highest VCI scaled score (the same for PRI,
WMI, PSI)
- Is size of difference less than 1.5 SDs
(<5points)?
- If YES, then ability presumed to underlie
the VCI is unitary and may be
interpreted
- If NO, then the difference is too large and
VCI cannot be interpreted as a unitary
ability

118
Q

Charles E. Spearman is credited with what theory

A

General Intelligence Theory (g)

119
Q

Spearman g Intelligence

A

General Intelligence Theory: intelligence is not equal to intellectual abilities; it is a global entity aggregated of specific abilities that are qualitatively different (WISC-V)
- Charles E. Spearman
- two factor theory of intelligence
- g factor
- specific intellectual abilities

120
Q

Edward L Thorndike (theory)

A

intelligence is comprised of elements or abilities that are qualitatively different; intelligence could be best measured by a wide array of tests (WISC-V)

121
Q

Cattel, Horn, and Carroll

A
  • Cattel and Horn - Gf-Gc model of fluid
    crystalized intelligence
  • Carroll’s Three stratum Hierarchy
  • Structure of human cognitive abilities
  • 9 broad cognitive abilities
    • Gf- Fluid Reasoning
    • Gc- Comprehension-Knowledge
    • Gq- Quantitative knowledge
    • Grw- Reading and Writing ability
    • Gsm- Short-term memory
    • Glr- Long-Term storage and Retrieval
    • Gv- Visual Processing
    • Ga-Auditory Processing
    • Gs- Processing Speed
    • Extra: Gt- Decision.Reaction Time/Speed
122
Q

Gf - Fluid Reasoning

A

includes the broad ability to reason, form concepts, and solve problems using unfamiliar information or novel procedures

123
Q

Gc- Comprehension-Knowledge

A

includes the breadth and depth of a person’s acquired knowledge, the ability to communicate one’s knowledge, and the ability to reason using previously learned experiences or procedures

124
Q

Gq- Quantitative Knowledge

A

is the ability to comprehend quantitative concepts and relationships and to manipulate numerical symbols

125
Q

Grw- Reading and Writing Ability

A

includes basic reading and writing skills

126
Q

Gsm - Short-Term Memory

A

is the ability to apprehend and hold information in immediate awareness and then use it within a few seconds

127
Q

Glr- Long-Term Storage and Retrieval

A

is the ability to store information and fluently retrieve it late r in the process of thinking

128
Q

Gv- Visual Processing

A

the ability to perceive, analyze, synthesize, and think with visual patterns, including the ability o store and recall visual representations

129
Q

Ga- Auditory Processing

A

is the ability to analyze, synthesize, and discriminate auditory stimuli, including the ability to process and discriminate speech sounds that may be presented under distorted conditions

130
Q

Gs- Processing Speed

A

the ability to perform automatic cognitive tasks, particularly when measured under pressure to maintain focused attention

131
Q

Gt- Decision/Reaction Time/Speed (Extra)

A

reflects the immediacy with which an individual can react to stimuli or a task (typically measured in seconds or fractions fo seconds; not to be confused with Gs, which typically is measured in intervals of 2-3 minutes)

132
Q

Luria Theory of Intelligence

A

need all three blocks to work together (Carrolls three stratum hierarchy)

133
Q

Weschler Scales of Intelligence; what three intelligence tests

A

WISC-V (Weschler Intelligence Scales for Children) 6-16 years old
WPPSI-IV (Weschler Preschool and Primary Scale of Intelligence) 2.6-7.7 years old
WAIS-IV (Weschler Adult Intelligence Scale) 16-90 years old

134
Q

Are the Weschler Intelligence tests theory based?

A

no

135
Q

Factors of the WPPSI-IV test

A

Ages 2.6-3.11:
- VCI, VSI, WMI

Ages 2.0-7.7:
- VCI, VSI, WMI, FRI, PSI

136
Q

Factors for the WISC-V test

A

VCI, VSI, FRI, WMI, PSI, FSIQ
10 subtests to get index scores
7 subtest for FSIQ

137
Q

Verbal Comprehension

A

measures verbal knowledge and understanding obtained through informal education and reflects the application of verbal skills to new situations

138
Q

Visual Spatial

A

measures the ability to interpret and organize visually perceived material and to generate and test hypotheses related to problem solutions

139
Q

Working Memory

A

measures the ability to hold and manipulate information in the mind as well as the ability to pay attention and concentrate on tasks at hand

140
Q

Fluid Reasoning

A

measures nonverbal ability, inductive reasoning ability, and the ability to analyze and solve novel problems

141
Q

Processing Speed

A

Measures the ability to process visually perceived nonverbal information quickly, with concentration and rapid eye-hand coordination being iportant concepts ; highly interrelated with wm; reduced speed interferes with encoding, processing, and retrieval, slow processing interferes with development of reading skills, reduced naming speed impairs word recognition and automaticity

142
Q

KABC-II
(age, based on what theory(s), how many scales)

A

3-18 years
based on CHC and Luria theories
5 scales

143
Q

KABC-II
(which g scales)

A

Learning (Glr)
Sequential (Gsm)
Simultaneous (Gv)
Planning (Gf)
Knowledge (Gc) (not in Luria Model)

144
Q

Woodcock Johnson Tests of Cognitive Abilities
(age, based on what theory)

A

ages 2-99
CHC theory

145
Q

Woodcock Johnson Tests of Cognitive Abilities
(which g scales)

A

Gc (Comprehension-Knowledge)
Gf (Fluid Reasoning)
Glr (Long-term storage and retrieval)
Ga (Auditory processing)
Gsm (Short-term memory)
Gs (processing speed)
Gv (Visual-Spatial processing)

146
Q

Sternberg’s Triadic Theory

A

Three distinct types of intelligence that a person can possess:
-Practical intelligence
-Creative intelligence
-Analytical intelligence

147
Q

Howard Gardner’s Multiple Intelligences

A

proposes eight different intelligences to account for a broader range of human potential
-linguistic
-logical-mathematical
-spatial
-bodily-kinesthetic
-musical
-interpersonal
-intrapersonal
-naturalist

148
Q

4 Pillars of Assessment (Sattler)

A
  1. Norm-Referenced Measure
  2. Interviews
  3. Behavioral Observation
  4. Informal Assessment Procedures (File
    Review)
  5. Norm-Referenced Measure: economical and efficient way to evaluate changes in several aspects of child’s physical and social world
    a) Standardized based on “norm group”
    b) Provide scaled scores to reflect a rank
    c) provide fair and equitable quantitative
    comparison
  6. Interviews: Crucial to evaluation process
    a) unstructured
    b) semi-structured
    c) structured
  7. Behavioral Observations
    a) During formal assessment
    b) natural educational environment
    (classroom, playground)
  8. Inforaml Assessment procedures: supplemental to norm-referenced measures (FILE REVIEW)
    a) Criterion Referenced Tests
    b) written language samples
    c) informal reading ability assessments
    d) prior and current school records
    e) medical records
    f) personal documents
    g) self-monitoring records
    h) role playing
    i) referral document
    j) background questionnaire
149
Q

Consent

A

requirement that the parent be fully informed, in native language, of all information relevant to the activity for which consent is sought; must be knowing, voluntary, competent

150
Q

Assent

A

voluntary participation of student in decision making, testing, etc.; must be knowing, competent, and voluntary

151
Q

Operant Conditioning

A

BF Skinner; presenting reinforcement contingent on a response emitted in the presence of a stimulus to increase the likelihood of occurrence of the response (e.g., neg. reinforcement, pos. reinforcement, punishment, etc.)

152
Q

Shaping

A

Skinner; differential reinforcement of successive approximations to the desired form or rate of behavior

153
Q

Classical Conditioning

A

Pavlov; learning to associate an unconditioned stimulus that already brings a particular response with a new conditioned stimulus, so the new stimulus brings the same response (dogs and bell; jim, dwight and mints)

154
Q

Observational Learning
Social Learning Theory

A

Bandura; people learn from one another via observation, imitation, and modeling

155
Q

Thorndike’s Laws

A

Laws of Exercise
Law of Effect
Law of Readiness
Trial and Error

156
Q

Law of Exercise

A

Thorndike’s law
2 Parts:
- Use: a response to a stimulus strengthens
their connection
- Disuse: when a response is not made to a
stimulus the connection is weakened, the
longer the interval the greater the decline

157
Q

Law of Effect

A

Thorndike’s law; any behavior that is followed by pleasant consequence is likely to be repeated, and opposite as well

158
Q

Law of Readiness

A

Thorndike’s law; when one is prepared to act, to do so is rewarding and not to do so is punishing

159
Q

Trial and Error

A

Thorndike’s law; Learning occurs incrementally by trial and error

160
Q

Constructivist Theory

A

Bruner; the concept of discovery learning implies that the students construct their own knowledge for themselves; actively involved in a process of meaning and knowledge

161
Q

Theory of Cognitive Development

A

Piaget;
Assimilation
Accommodation
Schemas
4 Stages of Development

162
Q

Assimilation

A

part of Piaget’s theory of cognitive development; we take in new information and experiences and incorporate them into out existing knowledge

163
Q

Accommodation

A

part of Piaget’s theory of cognitive development; radical reorganization of what you know; changing previous schemas

164
Q

schemas

A

part of Piaget’s theory of cognitive development; a way to organized knowledge, ideas or thoughts on life

165
Q

4 States of Development (stage and age)

A

Piaget’s theory of cognitive development
1. SENSORIMOTOR: B-2
2. PREOPERATIONAL: 2-7
3. CONCRETE OPERATIONAL: 7-11
4. FORMAL OPERATIONAL: 11-adult

166
Q

Sensorimotor Stage (stages of development)

A
  1. Birth to 2 years old; Actions are spontaneous, attempt to understand the world
167
Q

Preoperational Stage (stages of development)

A
  1. 2-7 years old; things done cannot be undone or changed; EGOCENTRISM
168
Q

Concrete Operational Stage (stages of development)

A
  1. 7-11 years old; language and abstract thinking skills increase
169
Q

Formal Operational Stage (stages of development)

A
  1. 11-adult; extension of concrete- hypothetical situations
170
Q

Cultural-Historical Psychology

A

Vygotsky; Zone of Proximal Development; COGNITIVE DEVELOPMENT DEPENDS ON INTERACTION WITH OTHERS

171
Q

Watson is the father of

A

behaviorism

172
Q

Central Tendency

A

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

173
Q

Bell Curve

A

a normal distribution with a mean of 100

174
Q

Mean

A

average

175
Q

Mode

A

that occurs the most

176
Q

Median

A

middle #

177
Q

Negative Skew
(tail is on what side)

A

tail is on the left

178
Q

Positive Skew
(tail is on what side)

A

tail is on the right

179
Q

Standard Error of Measure (SE)

A

how much difference to expect from one sample to another (same as CONFIDENCE INTERVAL)

180
Q

Standard Deviation

A

measurement of deviation from the mean

181
Q

4 Ways of Test Interpretation

A
  • Standard Score
  • Scaled Score
  • T Score
  • Percentile Rank
  • (extra: z-score)
182
Q

Scaled Score

A

way of test interpretation; raw score translated into a comparable score (mean=10; SD=3)

183
Q

T Score

A

way of test interpretation; sample below 30 and SD is unknown (mean=50, SD=10) ?

184
Q

Percentile Rank

A

percentage of individuals in the distribution equal to or less than the score; way of test interpretation

185
Q

Z-score

A

determine the raw score location in the distribution - known SD and Sample size above 30 (mean=0, SD=1)

186
Q

Effect Size

A

provides a measurement of absolute magnitude of treatment effect (closer to 1 = greater effect)

187
Q

Dependent Variable

A

the variable being observed or measured

188
Q

Independent Variable

A

the variable that is changed or manipulated

189
Q

Type I Error

A

you said there was an effect and there actually wasn’t

190
Q

Type II Error

A

there was an effect and you missed it

191
Q

Limitation of Tukey’s HSD

A

sample sizes have to be the same

192
Q

Pearson Correlation COefficient (r)

A

used to measure correlation (or relationship between variables)

193
Q

Cohen’s D

A

used to measure effect size

194
Q

Regression

A

used to measure predictions

195
Q

Chi Square Test

A

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

M.Ed. School Psychology (3 decks)

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