Mometrix Flashcards
Discuss some considerations regarding interviews, including general attributes, procedures to follow, and two main types of interviews
School psychologists can get information from students’ parents through questionnaires or interviews-in person or via phone and/or video. They can use both methods to get information directly from students too, although interviews have greater advantages for counseling purposes whereas questionnaires can be suitable for gathering information only. Two major differences between the two are that questionnaires are less expensive, because they do not require interviewer training; and interviews involve social interaction, while questionnaires do not. If a psychologist wants to research school truancy or other sensitive subjects, questionnaires may be preferable since people are more comfortable privately completing them Some interviewers use a set of prepared questions, called an interview schedule, with a standardized format wherein they ask each interviewee the same questions in the same sequence. other interviews may include closed questions ,which generate fixed responses; or open questions, which let respondents use their own words to express their thoughts. Psychologists can record interviews and write up transcripts of the data to analyze later. Additional considerations include using language compatible with individual interviewee age, ethnicity, social class, education level, etc.; keeping interviews short for younger children’s attention spans; and sensitivity to children’s vulnerability.
Identify the basic characteristics of a structured interview and its main advantages and disadvantages.
A structured or formal interview features questions asked in a standardized, set sequence without probing beyond the responses given or deviating from the fixed interview schedule. The questions asked are closed-ended and structured. Advantages of structured interviews include that closed-ended questions in fixed sets are more easily quantified, making it easy to test an interview for reliability-i.e., being able to replicate it and obtain the same/similar results across administrations. Another advantage is that structured interviews can be conducted fairly quickly, enabling multiple interviews within shorter time periods. Thus, a psychologist doing research as well as counseling can gather large samples of data efficiently. Larger data sample sizes make findings more representative of the sampled population, hence also more generalizable to that larger population. Disadvantages of structured interviews include their lack of flexibility: the interviewer cannot ask new/different questions spontaneously, change the order of the questions, or pursue a response by probing further. Another disadvantage is that since structured interview questions are closed, the answers are quantitative and lacking in detail, preventing the psychologist from determining respondent motivations for behaviors.
Describe the general characteristics of unstructured interviews, including their main strengths and weaknesses, differentially from structured interviews.
Unstructured or “discovery” interviews are like guided conversations rather than following a strict sequence of fixed questions like structured interviews. The interviewer may not use an interview schedule. When using one, it will include open-ended questions the interviewer an ask in any order. Skipping and /or adding questions during interviews are permitted. Advantages of unstructured interviews include greater flexibility: interviewers can change or adapt questions based on respondent answers .Rather than only the quantitative data that structured interviews generate, unstructured interviews yield qualitative data by asking open-ended questions that enable respondents to use their own words and speak in depth, facilitating the psychologist’s determining the interviewee’s understanding of situations and behavioral motivations. Letting the interviewee guide the interview’s direction and letting the interviewer request clarification and and probe for deeper insights give unstructured interviews greater validity, i.e., they obtain the intended information/understandings. Weaknesses of unstructured interviews include their taking more time to conduct and to analyze the qualitative data obtained; and the cost of training and employing interviewers with rapport-building and probing skills, etc.
Discuss how interviewer effect can influence interview results and factors that can cause an interviewer effect, including an example. Summarize how to design an interview, including factors to consider.
In-person interviews-and indeed, even phone or video interviews-involve social interaction between the interviewer and interviewee. Therefore, the presence of the interviewer can influence the responses that the interviewee gives. This can be problematic in both counseling and research. In counseling, the student might not represent his/her circumstances and feelings accurately due to an interviewer effect, In research, a study’s results can be biased, and therefore invalid, due to an interviewer effect. Some factors that can cause interviewer effects include the interviewer’s age, ethnicity, gender, social status, and body language-and how these interact with those same attributes of the interviewee As an example, if a female interviewer were researching sexism in males, the male participants might try to represent themselves as not sexist by lying to the interviewer to flatter her, impress her, avoid offending her, and/or “look better.” This would constitute an interviewer effect, biasing the results. To design interviews, the psychologist must first choose a structured vs. unstructured interview; and then consider the gender, age, and personality traits, appearance, speaking dialect/accent, and ethnicity of both interviewer and interviewee, and how these could interact.
Define frequency/event recording as one observational strategy and identify examples of situations indicating/contraindicating its use. Define duration recording and identify examples of its uses and procedures.
Frequency/event recording counts behavior occurrences observed during specified time periods. When observation period durations vary, overseers convert frequency to averaged behavior rates per minute/hour/time unit to enable comparison across periods. Event/frequency recording is best for behaviors with distinct beginnings and ends, e.g. hand-raising, out-of-seat, hitting, throwing things, etc. Persistent/continuous behaviors are harder to observe with event recording. However, if a behavior is operationally defined including duration, e.g., audible pencil-taping for at least five seconds, which enables recording frequency, not actual number of taps. If episode durations vary and duration is important, event recording is contraindicated. Low-frequency yet serious/intense behaviors are amenable to event/frequency recording-with the caveat that missing even one occurrence destroys reliability. Duration recording, wherein observers measure both individual and cumulative length of behavioral occurrences with a stop-watch, tends itself to discrete school behaviors like thumb-sucking, social isolation, tantrums, aggressive episodes, and studying; and for interventions targeting changing behavior duration. Observers can calculate total and average episode durations. When observation session durations vary, observers compute percentages of behavior duration to session duration.
Define latency recording as an observational strategy and identify its best uses and drawbacks. Define time-sampling, interval recording, including three samples; and identify its main advantage over certain other methods. Define whole-interval recording and identify an advantage and drawback.
Latency recording measures the time elapsed after giving a direction, signal, or other stimulus before the student initiate the behavior specified. It’s best to use is for educator concerned with how long a student takes to respond to stimuli. It requires both stimulus and behavior that have distinct starting points. As with duration recording, the observer times latency with a stopwatch and can compute both total and average latency times. Drawbacks, as with frequency and duration recording, or complications with operationally identifying some behaviors apostrophe exact initiation and cessation semicolon insufficient time semicolon and / or observer availability. Time sampling interval recording device observation period into equal intervals eg 120 15 second intervals per 30 minute session identifying behavior occurrence / absence within each interval. Time sampling includes whole interval, partial interval, and momentary recording. Since it only yield approximate measures, it is unsuitable when behaviour is precise duration / latency / frequency is important it is the best alternative for recording moderate to high frequency / steady rate / simultaneous multiple behaviors. Whole interval recording requires that behaviour occurrence throughout a specified meet specified time interval to score its presence. Does it is better for short duration / continuous behaviors. A drawback is under estimating occurrence: behavior occurs with 13 seconds of a 15 second interval, its absence is scored. Intervention to increase behaviors are amenable to whole interval recording.
Contract partial interval recording vs whole interval recording as observational strategies, including their respective best applications and disadvantages. Explain an advantage of momentary time sampling over whole interval and partial interval of time sampling methods.
Contract partial interval recording vs hole until the recording as observational strategies, including their respective best applications and disadvantages. X-plane an advantage of momentary time sampling over hole interval and partial interval of time sampling methods. while whole interval recording requires a behavior to continue throughout each interval specified the score it as occurring, partial interval recording scores of behavior if it occurs any time during the interval - regardless of whether it starts after the interval begins / ends before the interval ands, or occurs multiple times within 1 interval, in which case it is still counted as one occurrence. Partial interval recording hands is better for relatively low rate behaviour for those whose duration they’re somewhat inconsistent. While whole interval recording tends to underestimate real - time behavior occurrences partial - interval recording tend to overestimate then. This makes it more compatible with interventions designed to decrease the frequency of undesired behaviors, whereas whole - interval recording is more compatible with interventions designed to increase the frequency of desired behavior. Momentary time - sampling record the behaviour presence or absence doing only the moment when a time interval starts, regardless of any behaviour presence or absence observe during the remainder of the interval. So this is based on the smallest behavior sample, momentary time - sampling still gives the least biased estimate have a behavior actual real - time occurrence, and contrast the less accurate estimates of whole - interval and partial - interval time - sampling procedures.
Summarize some salient characteristics and advantages of the BOSS and the ADHDSOC as observational instruments for use in school settings.
The behavior observation of students in schools boss is an observation code to assess student academic behavior in class rooms. Basically, it measures on - task and off - task behavior levels. Well some other codes and corporate behaviour representing academic engagement, only the boss classifieds to separate categories of engagement active engagement answering questions , hand - raising, writing and to passive engagement listening to the teacher, looking at a worksheet. Moreover, it divides off - task behavior into three groups: 1) motor (fidgeting, out - of - seat, playing with pencils / other objects); 2) verbal (talking to classmates against prohibitions, calling out); and 3) passive (looking out the window - around the room, not attending to the task). The BOSS additionally and corporate a teacher - directed instruction TDI measure. The Attention Deficit Hyperactivity Disorder School Observation Code (ADHDSOC) is for both screening and evaluating intervention effort and can be applied across classrooms, cafeterias, playgrounds / other school settings. It identifies 7 classroom behavior categories interference, motor movement, non compliance, verbal aggression, symbolic aggression, object aggression, and off - task. Aggression scores can be individually coated (or as the authors suggest) combined into “nonphysical aggression”. Cafeteria / playground categories include appropriate social behavior, non compliance, non physical aggression, verbal aggression, physical aggression. Observing 3-4 average. For comparison is recommended.
Identify the typical components of a school psychologist’s psychological evaluation report on a student; types of background information typically included, how the psychologist obtains and interprets it, and a couple of examples of interpreting and applying it.
In a psychological evaluation report, the school psychologist typically includes the reason for referral; assessment procedures used; background information; behavioral observations; test results; interpretations;conclusions; and recommendations. Background information includes a summarized history of the student’s physical, social, cognitive, and academic development and a brief medical history. Typically the school psychologist obtains this information by interviewing the student, the students parents, and the students teachers, and by reviewing any pertinent health and school records. Such background data helps inform the school psychologists interpretation of the students performance, both on certain testing instruments and in school. As an example, that’s two students are identified with low scores on receptive language are listening skills assessment, the school psychologist will interpret these test results differently when one student has a history of chronic middle - ear infections and the other student does not. Has another example, if the background information includes the reference to earlier student evaluations, the school psychologist can compare findings from his / her current evaluation to the earlier one to identify patterns or trends in this student behavioral and / or learning characteristics and progress.
Discuss some student assessment consideration for that school psychologist regarding cultural, personal, and professional buy these and culturally competent assessment.
Rapidly growing demographic diversity in American school district dictate Nick grader needs to implement new standards and guidelines to enable non - discriminatory student assessment procedures. Although no single, Claire means exist for evaluating bias and assessing linguistically and culturally diverse students, will psychologist need to consider every individual situation to develop suitable hypotheses to apply an assistant. They must be able to make useful decisions based on the psychometric data their assessments yield. Disability can be compromised by any personal or professional bias, and they must eliminate any such policies. Approval of best practices, linguistically and culturally competent school psychologist communicate the students and parents in their native language is more effectively, obviating me for interpreters. School psychologists must also consider standardized tests which are culturally biased or loaded for assessing students from low - income and minority populations. The school psychologist must be able to recognize incorrect test score interpretation based on standardized student samples not representative of minority students, what do not reflect the students aptitude or abilities. Also, administering well - designed, theoretically comprehensive test of English to ESL students is preferred over poorly - design, limited test in their native languages.
Summarize a number of types of background information that school they collect about students with school psychologist can use to inform their assessment and treatment of individual students.
Specifying any primary and secondary disabilities making a student eligible for special education services, e.g., intellectual disability and level, learning disability, autism, developmental delay, definitely hearing impairment, blindness/visual impairment, emotional disturbance, behavior disorder, etc. informs school psychologist which assessment instrument and procedures are appropriate, and which treatment modalities and methods are likely to be most effective. Time spent in regular education and whether support is provided inform students frustration, resulting disruptive behaviour, lack of comprehension, resulting in attention, peer interaction problems, etc. Test results and/or teacher reports of current student vision and hearing status inform student learning, achievement, and behavior levels and characteristics, as well as information about any requires assistive technology/devices, which also informs their use during assessment and treatment as well as instruction. These dates and results of the most recent previous psychological assessment(s) enable school psychologists to compare these two current assessment results. Date, scores, and grade levels of the most recent achievements test inform the students performance levels relative to age/grade peers. Reason assessment of adaptive behavior, including instrument used in results, inform students strength and need areas.
Describe various examples of student background information gathered by many schools and how these can inform school psychologist for working with each student most effectively.
Assessment results of student reading, writing, and visual, visual - motor and auditory processing skills in farm academic needs and strength as well as current assessment and treatment methods and modality. For students enrolled in functional training programs and those with pre - academic status, goals may provide information such as a learning to sounds, showing object permanence, show an understanding of causality, anticipating routines, identifying familiar objects / people, imitating motor and / or a vocal behaviour within the students abilities, matching objects / pictures to samples, sorting, demonstrating functional object you, the approximate number of words in the students a vocabulary, if any, and length of time does soon attend to a test. This information and forms the school psychologist about which kind of simulated soon can respond to during an evaluation and treatment and at what level, and can inform functional behavior analysis of some maladaptive behaviors Bay some positive development level. Results from formal and informal measures of receptive and expressive communication skills, most common and impairments inform student behavior, academic performance, parent teacher interaction levels and characteristics, as soon as can communicate during the assessment and treatment, and remediation of communication deficit - based maladaptive behaviors.
Define Response to Intervention (RtI). Identify a source whereby school psychologists can evaluate RtI screening tools for psychometric soundness. Define general validity and reliability, and classification accuracy and generalizability, in screening instruments.
RtI is a framework for a multi-level preventative system to promote maximal student learning and achievement and prevent or decrease student problem behaviors. This system incorporates assessment and intervention. It includes screening; data-based decision-making; and progress monitoring as well as prevention to improve student outcomes. When examining screening tools, psychologists should look for evidence of their validity and reliability. Validity is whether the screener tests what is supposed to test; reliability is whether its results are consistent across administrations. Classification accuracy is how well a screening tool can classify students accurately into categories of at-risk or not-at-risk for reading/math disabilities. Generalizability is how well a screening tool’s results with one population can be applied to different populations. Studies using a screening instrument with larger, more representative samples indicate that the screening instrument has greater generalizability.
