NASP Model 10 Domains of Practice Flashcards
School psychologists have knowledge of varied models and methods of assessment and data collection for identifying strengths and needs, developing effective services and programs, and measuring progress and outcomes.
Domain 1: Data-Based Decision Making and Accountability
School psychologists have knowledge of biological, cultural, developmental, and social influences on behavior and mental health, behavioral and emotional impacts on learning and life skills, and evidence-based strategies to promote social–emotional functioning and mental health.
Domain 4: Interventions and Mental Health Services to Develop Social and Life Skills
School psychologists have knowledge of principles and research related to family systems, strengths, needs, and culture; evidence-based strategies to support family influences on children’s learning and mental health; and strategies to develop collaboration between families and schools.
Domain 7: Family–School Collaboration Services
School psychologists have knowledge of principles and research related to resilience and risk factors in learning and mental health, services in schools and communities to support multitiered prevention, and evidence-based strategies for effective crisis response.
Domain 6: Preventive and Responsive Services
School psychologists have knowledge of varied models and strategies of consultation, collaboration, and communication applicable to individuals, families, groups, and systems and methods to promote effective implementation of services.
Domain 2: Consultation and Collaboration
School psychologists have knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists.
Domain 10: Legal, Ethical, and Professional Practice
School psychologists have knowledge of biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence-based curricula and instructional strategies.
Domain 3: Interventions and Instructional Support to Develop Academic Skills
School psychologists have knowledge of school and systems structure, organization, and theory; general and special education; technology resources; and evidence-based school practices that promote learning and mental health.
Domain 5: School-Wide Practices to Promote Learning
School psychologists have knowledge of individual differences, abilities, disabilities, and other diverse student characteristics; principles and research related to diversity factors for children, families, and schools, including factors related to culture, context, and individual and role difference; and evidence-based strategies to enhance services and address potential influences related to diversity.
Domain 8: Diversity in Development and Learning
School psychologists have knowledge of research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation sufficient for understanding research and interpreting data in applied settings.
Domain 9: Research and Program Evaluation
The professional climate facilitates effective service delivery that allows school psychologist to advocate for and provide appropriate services.
Principle 2
Individual school psychologists and school systems create professional development plans annually that are both adequate for and relevant to the service delivery priorities of the school system
Principle 6
Physical, personnel, and fiscal systems support appropriately trained and adequate numbers of school psychologists, and provide adequate financial and physical resources to practice effectively.
Principle 3
Policies and practices exist that result in positive, proactive communication among employees at all administrative levels.
Principle 4
Services are coordinated and delivered in a comprehensive and seamless continuum that considers the needs of consumers and utilizes an evidence-based program evaluation model.
Principle 1
All personnel have levels and types of supervision and/or mentoring adequate to ensure the provision of effective and accountable services.
Principle 5
the most comprehensive and empirically supported psychometric theory of the structure of cognitive abilities to date. There are 9 broad stratum abilities and over 70 narrow abilities below these.
The Cattell-Horn-Carroll (CHC) theory of cognitive abilities
includes the breadth and depth of a person’s acquired knowledge, the ability to communicate one’s knowledge, and the ability to reason. previously learned experiences or procedures.
Crystallized Intelligence (Gc):
includes the broad ability to reason, form concepts, and solve problems using unfamiliar information or novel procedures.
Fluid Intelligence (Gf)
is the ability to comprehend quantitative concepts and relationships and to manipulate numerical symbols.
Quantitative Reasoning (Gq)
includes basic reading and writing skills.
Reading & Writing Ability (Grw)
is the ability to apprehend and hold information in immediate awareness and then use it within a few seconds.
Short-Term Memory (Gsm)
is the ability to store information and fluently retrieve it later in the process of thinking.
Long-Term Storage and Retrieval (Glr)
is the ability to perceive, analyze, synthesize, and think with visual patterns, including the ability to store and recall visual representations.
Visual Processing (Gv)
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
Auditory Processing (Ga)
is the ability to perform automatic cognitive tasks, particularly when measured under pressure to maintain focused attention.
Processing Speed (Gs)
Bilingual and English as a Second Language (ESL) educators commonly refer to two types of English language proficiency:
These terms were coined by”
Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP).
by Jim Cummins (1980)
Limited English proficient (LEP) students’ language skills are often informally assessed upon the ability of the student to _________.
comprehend and respond to conversational language.
Judging students’ language proficiency based on oral and/or social language assessments becomes problematic when the students perform well in _________ but do poorly on academic tasks.
social conversations
The commonly used acronym _____ describes social, conversational language used for oral communication. Also described as social language, this type of communication offers many cues to the listener and is context-embedded language. Usually it takes about two years for students from different linguistic backgrounds to comprehend context-embedded social language readily. English language learners can comprehend social language by:
observing speakers’ non-verbal behavior (gestures, facial expressions and eye actions);
observing others’ reactions;
using voice cues such as phrasing, intonations, and stress;
observing pictures, concrete objects, and other contextual cues which are
BICS
_____ is the context-reduced language of the academic classroom. It takes five to seven years for English language learners to become proficient in the language of the classroom because:
non-verbal clues are absent;
there is less face-to-face interaction;
academic language is often abstract;
literacy demands are high (narrative and expository text and textbooks are written beyond the language proficiency of the students); and
cultural/linguistic knowledge is often needed to comprehend fully.
CALP
_______________can be pictorially represented in the form of two icebergs. The two icebergs are separate above the surface. That is, two languages are visibly different in outward conversation. Underneath the surface, the two icebergs are fused such that the two languages do not function separately. Both languages operate through the same central processing system.
Cummins’ common underlying proficiency model of bilingualism
Students at this stage tend to be non-verbal. Most of what is spoken in English is completely incomprehensible. Students will exhibit some level of frustration, anxiety, and withdrawal, characterized as “culture shock.” Students will focus intensively on listening and viewing what is happening in the classroom. They will copy from the board and repeat what they hear with little or no comprehension at first. Please note: Students may exhibit inattentiveness at times. However, it should be noted that the language overload of second language learning can be exhausting. Suggestions for the classroom are:
• Use of visuals, real objects, manipulatives.
• Response through physical movement or manipulation of objects.
• Allow students to listen, observe. Do not force students to speak. Provide many listening opportunities.
• Group students with more advanced ELLs or cooperative mainstream peers for group activities.
• Provide reading materials with simplified text and numerous pictures.
Stages of Language Acquisition
Stage I: Preproduction
Students will begin to repeat language commonly used in social conversation and will be able to use routine expressions. They will make statements and ask questions with isolated words or simple phrases. They will decode according to the phonetic rules of first language. Students can identify people, places, and objects and can participate in class activities by relating information to this type of information. Students may continue to exhibit inattentiveness at times, but not to the frequency and intensity noted for students at Stage One. Suggestions for the classroom are:
• Use simplified, abbreviated text materials, focusing on the main idea[s].
• Continue to provide listening activities with visual support.
• Begin writing activities, such as dialogue journals for reflection and response to learning materials.
• Ask yes/no questions, or questions requiring a 1-3 word response.
• Response to assessments can take the form of actions, manipulation of materials and/or simplified response.
• Introduction of predictable books with limited words, more pictures and/or graphics for primary age ELLs.
• Introduction of structured retelling activities, with the use of physical responses, visuals, manipulatives for primary age ELLs.
Stage II: Early Production
Stages of Language Acquisition
Students will exhibit increased proficiency in decoding and comprehending second language words and text. Students will begin, with or without phonics instruction, to decode according to second language rules and from expanded experiences with oral interactions and text. Students will demonstrate an increased understanding of conversations, dialogues, simple stories containing a few details and factual or simple procedural information from content area texts. Teachers will note that written expression will include an expanding vocabulary and the emergence of a writing style. Students can edit writing with guidance [e.g. checklists, peer editors, teacher assistance] and will be able to self-evaluate writing. Suggestions for the classroom are:
• Develop activities with content and context embedded practice in all four skill areas.
• Ask open-ended questions, but provide models for response orally or through word banks.
• Shared or partnered reading and writing activities.
• Expanded use of predictable books containing more text, with primary-age ELLs.
• Use of content area picture books, with expanded text [fiction and non-fiction] to support learning of content [e.g. science and social studies, such as Adler, David A. A picture book of Sacagawea; illustrated by Dan Brown. New York: Holiday House, 2000. ISBN 082341485X. A biography of the Shoshone woman who joined the Lewis and Clark expedition. See “Resources” for a short list of other suggested content area picture books.
• Expanded writing opportunities in a variety of genres—descriptive, narrative, instructive, etc.
• Introduce learning strategies instruction examples.
Stages of Language Acquisition
Stage III: Speech Emergence
At this stage of development, the student performs “almost” like a native speaker. He/she can produce language that is highly accurate, incorporating more complex vocabulary and grammatical structure in his/her communicative discourse. The student’s reading interests broaden and he/she can read independently for information and/or pleasure. His/her writing skills are at a near native English level. The student continues to use his/her native language as a source to enhance comprehension of English. Although most English Language Learners are exited at this level of performance, students may still need a “lifeline” for clarification of new concepts and/or vocabulary. Suggestions for the classroom are:
• Continue to build concepts through advanced content area reading.
• Continue to expand on learning strategies instruction.
• Continue to provide enriched writing activities.
• Help to build an expressive vocabulary to match the strength of the receptive vocabulary development.
• Work in collaborative groups for content activities.
Stage V: Advanced Fluency
