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School Psychology Ed.S. > Midterm > Flashcards

Midterm Flashcards

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1
Q

refers to a set of strategies for selecting, implementing, and evaluating intervention programs based on the lawful principals of behavior

A

Behavior Analysis

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2
Q

All children were required to attend school for the first time (1800s)

A

Compulsory Education

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3
Q

Why mandate education

A

industrialization, growing populations, poor social conditions, changing view of the child

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4
Q

What is the Nativist view of intelligence?

A

you are what you are and schools can’t do anything about it

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5
Q

What were IQ testers views on fatalism?

A

why study or why teach folks if they can’t learn

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6
Q

Foundations of School Psychological Service Delivery

A
  • diversity in development and learning
  • research and program evaluation
  • legal, ethical, and professional practice
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7
Q

Who focused on evolution and brain-behavior relationships?

A

Darwin & Gall

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8
Q

Who had the 1st psych lab?

“Father of Psychology”

A

Will Wundt

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9
Q

Who connected environment and behavior?

“Father of Psychiatry”

A

Freud

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10
Q

Who founded the first school psych clinic at U of Pennsylvania?
“Father of School Psychology”

A

Lightner Witmer

  • addressed the problems of children in educational settings
  • focused on the individual (idiographic)
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11
Q

Binet-Simon Scale

A
  • Classifying children based on intelligence IQ
  • Focus was on identifying the “normal” child (nomethetic)
  • Nativist
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12
Q

Who was the first to hold title School Psychologist?

A

Arnold Gesell

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13
Q

Where was the first SP training program?

A

NYU

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14
Q

What were psychological and educational changes that created the need for SP?

A
  • compulsory education

- social, cultural, political, and economic conditions

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15
Q

What was the mental hygiene movement?

A

to deal with juvenile delinquency

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16
Q

Where was the Scientist-Practitioner Model formed?

A

Boulder Conference (1949)

  • model for credentialing and training psychs
  • emphasized practice rather than pure basic science
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17
Q

Where was the first comprehensive picture of the field of School Psychology formed?

A 
Thayer Conference (1954)
-shaped training, credentialing, and practice of SP
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18
Q

What came out of the Spring Hill (1982) Conference?

A
  • schools are major impetus of social change
  • growth of government
  • pluralism and racial discrimination
  • economic considerations
  • legislation/litigation
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19
Q

Define Correlational vs Experimental

A

Correlational
-assess individual differences and fit persons to existing programs
-refer-test-place
Experimental
-focus on competence enhancement
-improve performance by finding best intervention

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20
Q

Any characteristic that impacts response to treatment

A

Aptitude

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21
Q

What are ATIs?

A

Aptitude by Treatment Interactions

  • merger of correlational and experimental
  • aptitude is any characteristic that impacts response to treatment
  • “visual learner” “auditory learner”
22
Q

What is the Scientist-Practitioner Model?

A
  • using science and scientific-inquiry in practice
  • equal emphasis on research and practice in training
  • widely accepted model across all fields of psychology
23
Q

What happened at the Vail Conference (1979)?

A
  • backlash against the focus on research and based on need to develop more practitioners
  • Practitioner-Scholar Model
  • focus on professional practice and may not include individual research
24
Q

What is the Practitioner-Scholar Model?

A

emphasizes professional or clinical practice of discipline; does not include substantial requirements for research

25
Q

How to become a National Certified School Psychologist?

A
  • degree from NASP approved school
  • 1200 hr internship (600 hrs in schools)
  • pass Praxis exam
26
Q

What was a major change in Blueprint 3 done by Ysseldyke et al.?

A

the recognition that competence in school psychology emerges over time

27
Q

What is the NASP mission?

A

To represent school psychology and support school psychologists to enhance the learning and mental health of all children and youth

28
Q

What was Deno’s Formative Evaluation?

A
  • formative evaluation is more smaller tests along the way
  • key point is Goal Setting
  • CBMs
29
Q

What are the 2 disciplines of scientific psychology?

A

Experimental (Liberal)
-use rigorous research to test hypotheses and make statements about causation
-identify which variables have greatest effect
Correlational (Conservative)
-predict performance based on naturally occurring variations
-test scores used to determine placement
-things often beyond out control

30
Q

Competence

A

effective adaptation to the environment such that the individual shows a reasonable degree of success on developmental tasks

31
Q

Resilience

A

overcoming adversity to achieve good developmental outcomes

-need attachment, academic achievement, and self-regulation

32
Q

What are the Keystones to building Competence and Resilience (Shapiro)?

A

Attachment
Academic Achievement
Self-Regulation
(all have a social and academic part)

33
Q

Bronfenbrenner’s Ecological Model

A
  • Microsystem: immediate environments
  • Mesosystem: connections between systems
  • Exosystem: indirect environments
  • Macrosystem: social ideologies and cultural values
  • Chronosystem: transitions over time
34
Q

What is the Paradox of School Psychology?

A

“To serve children effectively, school psychologists must, first and foremost, concentrate their attention and professional expertise on adults”

35
Q

Refers to a set of strategies for selecting, implementing, and evaluating intervention programs based on the lawful principals of behavior

A

Applied Behavior Analysis (ABA)

-behavior always occurs in the function of stimuli in the environment

36
Q

Achievement Gap

A

gap between White and minority students achievement in schools that has existed for decades

37
Q

Apter’s 4 Assumuptions of Ecological Model

A
  • children are part of a social system
  • disturbance is not viewed as a disease but rather a discordance in the system
  • discordance may be defined as a disparity between individuals’ abilities and the demands or expectations of environment
  • goal of any intervention is to make the system work
38
Q

Best Practices in Urban Schools

A
  • understand the urban population
  • adopt a strength-based model
  • seek out and utilize assets in the community
  • culturally responsive practice
  • adopt ecological perspective
  • use EBIs
39
Q

Best Practices for Low SES

A 
Universal Level:
-staff training
-family-school partnerships
-establish community partnerships
-seek out community organizations
Tiers 2 and 3:
-access to resources
-find supports for families
-after-school programming
-individualized assessment and interventions
-evaluate effectiveness and outcomes
40
Q

Diversity

A

a lens to be able to see the difference in everyone but also see them all as the same

41
Q

Multiculturalism

A

a process, an ideology, and a set of interventions in which school psychologists and other culturally competent professionals engage
-an even bigger lens, more about bringing people together in general

42
Q

Social Justice

A

the actions to promote equality and fairness

43
Q

Race

A
  • biological concept
  • refers to phenotypically distinct groups
  • does not make reference to any other distinguishing characteristics
44
Q

Ethnicicty

A
  • more narrow than race
  • reflects a micro-cultural group with shared history, culture, common values, and behaviors
  • leads to shared identity
45
Q

Culture

A

a characteristic pattern of living, customs, traditions, values, and attitudes… and differences in language and religion

  • communicated across generations
  • dynamic, not static
46
Q

Acculturation

A

process of psychological change in values, beliefs, and behaviors when adapting to a new culture, can be stressful

47
Q

Worldview

A

one’s insight regarding their culture and individuality

-includes group identity, individual identity, beliefs, languages, values

48
Q

Atkinson’s Model of Identity

A
  • Conformity: id w/ dominant culture
  • Dissonance: experience confusion about stereotypes
  • Resistance & Immersion: reject dominant culture, accept own cultural group values
  • Introspection: reject rejection of dom culture, recognize value of dom and minority culture
  • Articulation & Awareness: select preferred elements from both
49
Q

Wright Carroll’s Bulletpoints to Change

A

Awareness
-recognize their own and others cultural identities
Acknowledgement
-recognizing and accepting the multiculturalism in the schools
Advocacy
-transform what happens above to an action plan
Action
-more broad than advocacy and impacts more than 1 child/family
-can lead to renewed awareness

50
Q

5 Steps to Improving Cultural Awareness

A

1) Acknowledge prejudices and biases
2) Be aware of cultural standards, beliefs, and attitudes
3) Value existing diversity
4) Be willing to reach out to the community
5) Develop a comfort level in a variety of novel situations

School Psychology Ed.S. (7 decks)

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