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consultation and collaboration > midterm > Flashcards

midterm Flashcards

1
Q

When are consultees more likely to engage =?

A

more likely to engage in the consultation process when they believe they have at least as much input into the planning process as the consultant

Kampwirth, Thomas J.; Powers, Kristin M.. Collaborative Consultation in the Schools (p. 2). Pearson Education. Kindle Edition.

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2
Q

What is the nature of collaborative consultation?

A

initial purpose of the school-based consultation is to provide improved service to a third party, the student. Through the consultation process, however, the consultee’s competence should be enhanced. Thus, consultation is a form of capacity building

Kampwirth, Thomas J.; Powers, Kristin M.. Collaborative Consultation in the Schools (p. 2). Pearson Education. Kindle Edition.

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3
Q

What is MTSS

A

Multi-tiered systems of support

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4
Q

What is ACCEPT

A

A=acknowledge the consultee’s predominant role
C=commenting positively on their effort
C=convincing them they have good ideas
E=expecting equal development of ideas
P=pointing out possibilities for interventions
T=treat them as an equal

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5
Q

What is IDEA

A

Individuals with disabilities education act
Early intervention
SLD eligibility changes
Inclusion and least restrictive
Due process- procedural safeguards FAPE
Positive behavioral support, FBA, manifest determination
Transition planning

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6
Q

What is Transition Planning?

A

1990, the Individuals with Disabilities Education Act (IDEA) has required IEP teams to engage in transition planning for students with disabilities over the age of 15 to prepare them for adulthood.

Kampwirth, Thomas J.; Powers, Kristin M.. Collaborative Consultation in the Schools (p. 36). Pearson Education. Kindle Edition.

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7
Q

4 lacks consultee has toward their clients

A

Knowledge
Skill
Confidence
Objectivity

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8
Q

Co-Teaching for Inclusion

A

When a school has a pullout model, general education teachers don’t learn as much about working with students with special needs.

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9
Q

Stages of Consultation:

A

Preentry - referral and first meeting
Entry - contract of working relationship
Exploration - collect data
Types of behavior
Covert - can’t be seen
Respondent - fight/flight
Involuntary - sensory/physiological
Operant - voluntary/learned behavior
Outcome goals and objectives
Strategies development and implementation
Maintenance
Monitoring progress/data collection/graphing
Termination

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10
Q

Legal and Ethical Issues in School Consultation
3 primary competencies of consultation are:

A

Communication
Interpersonal skills
Problem solving

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11
Q

Expectations of collaborative consultation

A

Consultant is trained professional
Based on mutual respect
Referral problem directs problem solving method
The ultimate power rests with the consultee
Emphasis on record review, observation, and interview (instead of normed tests)
Collaborative consultation seeks solutions, not labels
Consultants are experts in the how and process of consultation, not all content

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12
Q

Characteristics of Consultation

A

Formal consultation is the exception more than the rule
Usually informal on the fly or by email
Make face to face contact with the consultee
Be visible - lunch room, class visits etc.
Develop a consultation program “pre entry”
Stand up in staff meetings, notify staff of your program

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13
Q

Research on effectiveness of consultation

A

Mostly self report “satisfaction with process”surveys
Legislative mandates scientifically based interventions or approach
Research also needs to be about the impact of strategies on a certain skill, setting, and population on outcome
Fidelity - did the intervention and consultation occur as planned? How? Direct measurement

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14
Q

What is collaborative consultation?

A

process in which a trained, school-based consultant, working in an egalitarian, nonhierarchical relationship with a consultee or as a member of a team, assists that person or team in her or their efforts to make decisions and carry out plans that will be in the best educational interests of her or their students.

Kampwirth, Thomas J.; Powers, Kristin M.. Collaborative Consultation in the Schools (p. 1). Pearson Education. Kindle Edition.

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15
Q

What is collaboration

A

“Interpersonal collaboration is a style for direct interaction between at least two coequal parties voluntarily engaged in shared decision making as they work toward a common goal” (Friend & Cook, 2009). Collaboration is “a reciprocal relationship and training based on using equally the group leaders’ and the teachers’ knowledge, strengths, and perspectives”

Kampwirth, Thomas J.; Powers, Kristin M.. Collaborative Consultation in the Schools (p. 2). Pearson Education. Kindle Edition.

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16
Q

Which one is not an excpectation about the nature of collaborative consultation?

A

“The problem lies in the child”

these are all expectations:
consultant is trained professional
based on mutual respect
referral problem directs problem solving method

17
Q

Which one is not an excpectation about the nature of collaborative consultation?

A

these are all expectations:
consultant is trained professional
based on mutual respect
referral problem directs problem solving method

18
Q

The law that protects the right of students with disabilities to attend public school is

A

IDEA

19
Q

transition planning is

A

preparing youth with disabilities for adult life

20
Q

What is NCLB?

A

No Child Left Behind was the reauthorization of the elemnetary and secondary education act

21
Q

do districts prevail in most due porcess cases?

A

yes

22
Q

There is a preponderance of empirical support the effectiveness of school consultation

A

false, research that was done was self-satisfaction survey teachers said they were satisfied though

23
Q

In a collaborative model, the role of “Expert” may shift from one participant to another

A

true

24
Q

well validated treatments will naturally be found acceptable to consultees

A

false, not naturally going to be found sometimes consultees will deny using treatments

25
Q

the consultant must have the content expertise to be effective

A

false, the content is the teachers area

26
Q

Stages of consultation

A

Problem identification

Problem analysis

Plans implementation

Plan evaluation
Data is reviewed
Consultant, teacher (parent) discuss effectiveness

27
Q

Gerald caplin model of consultation?

A

Focus on the consultee rather than the client
Main goal is to increase capacity of consultee
The consultee is responsible for how an intervention is put into effect - collaborate

28
Q

Developmental consultation

A

Mid 19702 development involved the entire environment within which the child functioned
Holistic approach
More emphasis on the family instead of just school-siblings, parents, extended family, teacher etc.
E.g. Lovaas ABA - applied behavioral analysis

29
Q

Instructional Consultation

A

Focus on content and process
Guides instruction
Evidence based academic and Bx interventions
Improve capacity of teacher to improve student outcomes
Reduce inappropriate referrals for SPED

30
Q

Eco behavioral consultation

A

Ecological systems theory of behaviorism
Transactions between children and their environment
Systems approach
Mismatch between child and system. Focus is on conditions that can be modified e.g., more books at home

31
Q

6 forms of power

A

Reward - person a praises person b
Coercive -person a wtholds benefits from b
Legitimate -person b believes a can control person b
Referent - person b sees person a similar to themselves
Expert - person a is perceived as the expert
Informational - information has power not people

32
Q

effective communication skills

A

Attending, active listening, reframing, empathy, keeping a goal orientation, and asking questions

Kampwirth, Thomas J.; Powers, Kristin M.. Collaborative Consultation in the Schools (p. 84). Pearson Education. Kindle Edition.

33
Q

6 barriers of resistance

A

advice
false reassurance
misdirected questions
wandering interaction
interruptions
credibility gap

34
Q

4 types of resistance

A

Habit strength - veteran teachers
This is the way it works for me etc.

Threat to role image or security

Too much work

Philosophical belief conflicts

Poor planning and/or delivery
Establish rapport, keep notes

35
Q

FERPA

A

prohibit the release of educational or health (including mental health) information without the consent of the parent or without the consent of the student when the student is a legal adult, unless failure to do so will cause harm.

Kampwirth, Thomas J.; Powers, Kristin M.. Collaborative Consultation in the Schools (p. 126). Pearson Education. Kindle Edition.

36
Q

FERPA vs HIPPA

A

Both HIPAA and FERPA are nationally mandated laws that protect information. HIPAA keeps medical records secure while FERPA keeps education records private. Failure to comply with either results in fines, penalties, or revocation of funding

37
Q

Council on Exceptional Children Rules

A

Maintain challenging expectations for individuals with exceptionalities to develop the highest possible learning outcomes and quality-of-life potential in ways that respect their dignity, culture, language, and background. 2. Maintain a high level of professional competence and integrity, and exercise professional judgment to benefit individuals with exceptionalities and their families. 3. Promote meaningful and inclusive participation of individuals with exceptionalities in their schools and communities. 4. Practice collegially with others who are providing services to individuals with exceptionalities. 5. Develop relationships with families based on mutual respect, and actively involve families and individuals with exceptionalities in educational decision making. 6. Use evidence, instructional data, research, and professional knowledge to inform practice. 7. Protect and support the physical and psychological safety of individuals with exceptionalities. 8. Neither engage in nor tolerate any practice that harms individuals with exceptionalities. 9. Practice within the professional ethics, standards, and policies of CEC; uphold laws, regulations, and policies that influence professional practice; and advocate for improvements in laws, regulations, and policies. 10. Advocate for professional conditions and resources that will improve learning outcomes of individuals with exceptionalities. 11. Engage in the improvement of the profession through active participation in professional organizations. 12. Participate in the growth and dissemination of professional knowledge and skills.

Kampwirth, Thomas J.; Powers, Kristin M.. Collaborative Consultation in the Schools (p. 128). Pearson Education. Kindle Edition.

38
Q

risk benefit analysix

A

Conduct a risk-benefit analysis by speculating on the likelihood that each potential consequence will occur and the severity of harm that may ensue.

Kampwirth, Thomas J.; Powers, Kristin M.. Collaborative Consultation in the Schools (p. 130). Pearson Education. Kindle Edition.

39
Q

types of behavior

A

Types of behavior
Covert - can’t be seen
Respondent - fight/flight
Involuntary - sensory/physiological
Operant - voluntary/learned behavior

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