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1
Q

Informal measures for social and emotional problems

A

use multiple data sources (e.g., number of office referrals, suspensions, and classroom-based disciplinary procedures)

these outcomes represent indirect measures of social skills as these outcomes are presumed to reflect corresponding levels of prosocial behavior

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2
Q

Functional Behavior Assessment (FBA)

A

identifies purpose or function of behavior

used to develop a plan to modify factors that maintain the problem behaviors using positive interventions

Key aspects: A-B-C

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3
Q

Steps to complete an FBA

A
  1. operationally define problem
  2. perform assessment (review records; observations; interview student, teacher, parents etc.)
  3. evaluate assessment results (examine beh. patterns and determine function of target beh.)
  4. develop hypothesis
  5. formulate an intervention plan
  6. start/implement intervention
  7. evaluate intervention effectiveness
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4
Q

Common standardized measures to evaluate social and emotional development or problematic areas

A

BEST PRACTICE is to have multiple raters and results should be largely congruent; typically includes parent form and teacher form

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5
Q

Social/behavioral/emotional measures

A

BASC-2, Conner’s Rating Scale-Revised, Beck Depression Inventory-II

Devereux Scales of Mental Disorders, Revised Behavior Problem, Revised Behavior Problem Checklist (RBPC)

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6
Q

Curriculum-based assessment (CBA)

A

term used to describe a broad assessment program or process, which may include CBMs or structured observations

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7
Q

Curriculum-based measures (CBM)

A

refers to the specific forms of criterion-referenced assessments in which curriculum goals and objectives serve as the “criteria” for assessment items

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8
Q

Top characteristics of effective CBMs

A
  1. must be based on systematic procedures for the frequent collection and analysis of performance data
  2. examine student data across time to determine intervention effectiveness
  3. is a system to identify at risk students
  4. provides normative and statistically sound information
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9
Q

Authentic (ecological) assessments

A

helps determine the goodness of fit between student and the learning environment

includes observational data during instruction and other environments

ICEL(instruction, curriculum, environment, learner)/RIOT (review, interview, observation, test)

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10
Q

RIOT

A

Review (records: report cards, work samples)
Interview (parents, teachers)
Observation (direct in environment)
Test (CBM, can’t do/won’t do)

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11
Q

Assessing intellectual disability (ID)

A

requires both cognitive and adaptive measures

criterion of SS = 70 or below (2 SD below the mean)

origins of disability prior to age 18

must demonstrate deficits in present adaptive functioning in at least 2 areas (communication, self-care, social skills, use of community resources, self-direction, functional academic skills, employment, leisure, physcial health issues)

ABAS and Vineland

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12
Q

Assessment of non-English speaking, special population ELL, or ESL

A

consider developmental history and all languages spoken/heard, language dominance, language preference,
language proficiency in both languages must be assessed and dominant language determined

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13
Q

Guidelines for distinguishing language differences from language disorders

A
  1. **the disorder must be present in the child’s native language (L1) and English (L2)
  2. testing must be conducted in native or strongest language
  3. use both formal (normed on appropriate group when possible) and informal measures
  4. assess in variety of speaking contexts
  5. language usage and error patterns determined
  6. compare to other bilingual speakers
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14
Q

Factors that may contribute to the interruption of language development

A

SES, poor instruction, lack of experience or exposure to language, school attendance

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15
Q

Standardized tests for second language learners (SLL)

A

using an interpreter is NOT BEST PRACTICE and is psychometrically weak if the test is not normed on the cultural group being assessed

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16
Q

Best practice

A

use multiple sources of information to identify children with disabilities or problems, cognitive tests cannot be used alone, formal and informal measures should be used

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17
Q

Primary referral reason for RtI

A

reading; primary interventions include phonological processing training

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18
Q

Narrative

A

provides broad and narrow information from running records

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19
Q

interval recording

A

uses time-sampling techniques

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20
Q

event recording

A

documents target behavior as it occurs

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21
Q

confounding variables/

sources of error associated with behavioral assessments

A

observer or rater bias
halo effect
fatigue
personal bias

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22
Q

preventing error with behavioral assessments

A

IOA

multiple data points

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23
Q

projective measures

A

used as a supplemental part of a battery

low reliability

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24
Q

data collection

A

use frequency, duration, or intensity

must have significant negative impact on the student’s classroom performance and/or social development in order to qualify for spec ed

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25
Q

2 main functions of behavior

A
  1. gain something positive
  2. escape something negative

(also included in chapter: attention, power-control, affiliation, and revenge)

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26
Q

writing an intervention plan

A

use positive strategies and include replacement behavior

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27
Q

normal curve/bell curve

A

normative info about traits; 68% of population fall within center (bell) of normal curve

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28
Q

fluid intelligence

A

ability to solve problems through reasoning

not primarily based on previously learned facts, techniques or language

nonverbal reasoning, immediate problem solving, or simultaneous processing

Cattell Horn

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29
Q

fluid thinking

A

ability to summarize and comprehend information to solve a task

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30
Q

crystallized intelligence

A

ability to solve problems by applying learned facts and language

verbal sections of IQ tests

Cattell Horn

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31
Q

emotional intelligence

A

ability to be aware of one’s emotional state, regulate one’s emotions, and accurately read emotions of others

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32
Q

authentic (ecological) assessments

A

take place in actual environment

include observations, interviews, and performing task

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33
Q

interpreting major cognitive tests

A

BEST PRACTICE start at the broadest level and then narrow interpretation to the subtest level

scores: most valid is full-scale, then major domain or cluster, last is item analysis

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34
Q

Data-based decision making

A
  • Involves the collection of formal and informal information
  • information gathered on a struggling student is linked to RtI
  • If struggle continues after RtI, full eval is conducted
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35
Q

Data-based decision making steps

A
  1. Background data collection and problem identification level:
  2. Screening level:
  3. Progress monitoring and RtI level: used to determine effectiveness of interventions, once student is identified
  4. Formal Assessment level (Spec Ed. eval): social, cognitive, and emotional data collected, most often from formal standardized measures
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36
Q

Data-based decision making (used for)

A
  1. identify problem and plan interventions
  2. increase or decrease levels of intervention
  3. help determine whether interventions are implemented with fidelity
  4. determine effectiveness (related to positive student outcomes)
  5. plan individualized instruction and strategic long-term education planning
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37
Q

Background data collection, techniques, and problem identification

A
  • collection and analysis of vital background information (informal data)
  • includes students files and records, staff interviews and comments about student, medical records and reports, review of previous interventions, and developmental history
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38
Q

structured interview

A
  • standardized and formal; same questions given to each student
  • advantages- high validity and reliability; structured diagnostic interviews indicate the presence or absence of a problem, not level of functioning
  • limitations-interviewer unable to modify questions to needs of interviewee, interview must follow a strict format and administration
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39
Q

unstructured interview

A
  • Least useful
  • less you put structure on the child, the more the child will share
  • advantage- can be adapted to needs of interviewee
  • limitations- responses can be difficult to interpret, responses cannot be compared to norms as seen within the more structured interview measures
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40
Q

semi-structured interview

A
  • most useful
  • combines the best features of both structured and unstructured interviews, allows for flexibility and follow-up questions
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41
Q

Types of interviews

A
  1. Semi-structured (most useful)
  2. Structured
  3. Unstructured (least useful)
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42
Q

Observational techniques

A

used to observe and record behavior in the natural setting

  1. whole-interval recording
  2. frequency or event recording
  3. duration recording
  4. latency recording
  5. time sampling interval recording
  6. partial-interval recording
  7. momentary time sampling
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43
Q

whole-interval recording

A
  • behavior is only recorded when it occurs during the entire time interval
  • good for continuous behaviors or behaviors occurring during a short duration
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44
Q

frequency or event recording

A

record the number of behaviors that occurred during a specific period

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45
Q

duration recording

A

refers to the length of time the specific behavior lasts

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46
Q

latency recording

A

time between onset of stimulus or signal that initiates a specific behavior

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47
Q

time sampling recording

A
  • select a time period for observation, divide period into a number of equal intervals, and record whether or not behavior occurs.
  • Is effective when the beginning and end of a behavior are difficult to determine or when only a brief period of time is available for observation
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48
Q

partial-interval recording

A
  • behavior is scored if it occurs during any part of the time interval
  • multiple occurrences of behavior in a single time interval are counted as one score or mark
  • is effective when behavior occurs at relatively low rates or for inconsistent durations
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49
Q

momentary time sampling

A
  • behavior is scored as present or absent only during the moment that a time interval ends
  • this is the least biased estimate of behavior as it actually occurs
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50
Q

Universal screening

A
  • can be done within a given class, grade, school, or district on academic, behavioral, social, or emotional indicators
  • broad purpose: used to help determine whether modifications are needed in the core curriculum, instructions, or general education environment
  • narrow purpose: used to guide decisions about additional or intensive instruction for those specific students who may require instructional support beyond what is already provided at a broad level
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51
Q

Benefits and liabilities of screeners

A
  • cost effective, time efficient, and easy to administer

* is a chance of classifying some students incorrectly, better to err on the side of false positives

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52
Q

least dangerous assumption

A

when using screening tools, better to err on the side of false positives so as to provide additional support to a student who may not need it rather than to deny additional support in need as a result of a false negative

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53
Q

universal screening measures

A
  1. curriculum-based measures- typically reliable, but must only be used if they align with local norms, benchmarks, and standards.
  2. fluency-based indicators of skill- common universal screeners such as initial-sound fluency, letter-naming fluency, phoneme segmentation, nonsense word fluency, and oral-reading fluency
  3. cognitive assessment test (CogAT)- group administered and qualifies as a screener
  4. formal group-administered tests given yearly (e.g. Iowa Test of Basic Skills)
  5. System to Enhance Educational Performance (STEEP)- conduct cbms several times a year to identify students in need of additional support
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54
Q

Response to Intervention (RtI)

A
  1. student is identified with academic or behavioral concern by parent or teacher
  2. school psychologist uses data collection and screening to confirm
  3. baseline data of problem area is collected, once problem definition is confirmed
  4. research-based interventions are employed and systematic tests are provided to measure progress
  5. if growth does not occur in reasonable amount of time, then a spec ed eval should be considered
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55
Q

progress-monitoring data

A
  1. Subskill mastery measurement (SMM)- progress information is collected to determine with the specific intervention is effective
    * should be collected frequently, even daily
  2. General outcome measurement (GOM)- data are collected to determine whether the student is making progress towards long-range goals
    * used less frequently, such as once a week
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56
Q

Best practices in deciding how to assess and present data

A
  1. progress-monitoring data should be based on the systematic and repeated measurement of behavior over a specific amount of time
  2. frequency data, percentage correct, or number of opportunities to respond are typically recorded and displayed
  3. horizontal axis on a graph typically represents time interval (e.g. days or weeks)
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57
Q

best practices in analyzing variability of progress-monitoring data

A
  • variability and sources of error- each data point has important considerations and sources of variability
    1. first consideration- effectiveness of intervention, defined by its ability to change behavior
    2. second consideration- confounding variable, including uncontrolled subject and environmental variables
    3. third consideration- measurement error, can occur if observer was not looking when target behavior occurred or if a CBM probe was not administered properly
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58
Q

consideration of mitigating factors

A

if extraneous variables are not considered, then student performance may be attributed to the intervention when the changes might be due to the effects of uncontrolled personal or environmental variables

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59
Q

RtI analysis of level

A

level refers to the average performance within a trend

ex: a condition occurs when a student’s performance changes suddenly following a change in conditions. A student’s level of performance is often compared to the average level of performance of peers or to a benchmark level

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60
Q

RtI analysis of trend

A

describes the pattern of change in a student’s behavior across time

  1. use when performance systematically increases or decreases across time
  2. multiple measurements are required to estimate trend. Slope can be calculated with software and plotted on a graph
  3. visual analysis can be used to estimate the general pattern of change across time. Caution: it is important to determine whether the overall pattern in the data is consistent and linear across time or whether another pattern (e.g., nonlinear, curvilinear) better explains the data
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61
Q

Describing and analyzing baseline RtI data

A

*progress monitoring data are first collected during baseline

General RtI evaluation points
1. should be no new highs (spikes) or lows for three consecutive data points

  1. 80% of the data points should fall within 15% of the mean, or in the case of decreasing or increasing data points, within 15% of the trend line
  2. minimum number of baseline data points is approximately 3-5 points
  3. practical considerations often affect the amount of data that can be collected
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62
Q

Best practices for making decisions based on RtI data

A
  • three characteristics used to describe behavior (level, trend, and variability) may change because of the introduction of an intervention
  • obtain a sufficient number of data points in each condition to get an accurate picture
  • determine if the change in behavior closely coincides with the change in conditions. An immediate change in the level, trend, or variability of the behavior is likely the result of the intervention
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63
Q

RtI decision rules

A

you must first have a goal that is based on local norms benchmarks, or classroom comparison norms

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64
Q

Changing RtI intervention

A
  1. If two or three data points fall below the aim line, the intervention needs to be changed
  2. no correct responses for 3-4 sessions, change the intervention
  3. consider extraneous factors (probe difficulty, noncompliance, distractions…)when data is too variable
  4. include modifications (better prompts, additional modeling, better corrective feedback) when correct responding falls below 85%
  5. If growth is slow, focus efforts on increasing student’s rate of correct responding through repeated practice and systematic contingencies to address motivation
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65
Q

Formal evaluation level (special education evaluation)

A

use both qualitative and quantitative data to determine special ed eligibility

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66
Q

Why should a school psychologist not use the DAS-I

A

the Differential Abilities Scale norms are older than 10 years

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67
Q

Special education evaluation

A

will include formal and informal data from the following domains:
cognitive, achievement, communication, motor skills, adaptive skills, social/emotional/behavioral functioning, and sensory processing

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68
Q

Tier 3 interventions

A

academic: at-risk students, ind. or small groups
behavioral: at-risk, ind. counseling, FBA, BIP, contract monitoring, intense durable procedures

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69
Q

Tier 2 interventions

A

academic: some-risk students, students who don’t respond to core curriculum
behavioral: some-risk students, small group counseling, bullying prevention program, FBA, BIP, classroom management techniques, prof. dev., data, monday meetings

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70
Q

Tier 1 interventions

A

academic: all students; low-risk,
behavioral: all settings/students, low-risk, committee, preventative strategies, school-wide rules and expectations, positive reinforcement system, data, classroom management, prof. dev.

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71
Q

Tier 1 (Broadcast Area) primary interventions

A

involves application of universal interventions

school discipline policy aligned with positive behavior support (PBS)

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72
Q

Positive Behavior Support (PBS)

A
  1. establish & define clear consistent school-wide expectations (3-5 exp)
  2. teach expectations to all students
  3. acknowledge students for demonstrating desired beh
  4. develop clear and consistent consequences to respond to violations (include teaching and psycho ed component)
  5. use objective data to evaluate school-wide efforts
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73
Q

Tier 2 (strategic interventions)

A

more targeted in scope than universal level, less so than the intensive level

ex: bullying prevention programs

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74
Q

Elements of effective bullying prevention program

A

Tier 2

key: increase adult monitoring on the playground, lunch areas, hallways, and other open unstructured areas

zero tolerance policies are discouraged

develop a system-wide structure where culture does not support harrassment

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75
Q

Tier 3 Intensive (Targeted) Level

A

involves direct contact with the student who is having emotional or behavioral difficulties

ex: individual counseling with CBT and role playing, FBA

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76
Q

Counseling

A

one of the most common forms of student intervention

parental consent if ongoing

student informed of confidentiality and exceptions (harm to self or others, safety concerns, student request)

explicit goals should be stated and progress observable

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77
Q

Cognitive Behavioral Therapy (CBT)

A

based on thoughts influence feelings and ultimately control behavior

practitioners typically intervene with a student’s faulty beliefs (cognition)

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78
Q

Cognitive Therapy

A

related to reality therapy; created by Glasser

emphasis on cognition and beliefs; gets student to think about the connection between behaviors and consequences

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79
Q

solution-focused counseling

A

uses CBT principles, but typically very brief and focused on stated outcomes

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80
Q

Behaviorism

A

Skinner; direct behavioral interventions

forms basis of FBA

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81
Q

humanistic approach

A

Maslow and Rogers; behavior change cannot occur without a strong positive rapport built upon unconditional positive regard and empathy

people want to be understood before they can move to change their lives

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82
Q

Bibliography

A

cognitive intervention; uses student’s own problem solving skills and attempts to have the student relate to a character in a story to learn a lesson or skill

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83
Q

Group counseling

A

can employ many techniques of individual counseling

time efficient, often found within Tier 2, promotes social learning and skill generalization

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84
Q

Service Learning

A

teaches social-emotional competency and empathy

effective learning because students are engaged, real and relevant lessons are better remembered, promotes prosocial

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85
Q

ABA and intervention

A

may include: incidental teaching, structured teaching, pivotal response training, functional communication training, and PECS

DTT, Task analysis, prompts

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86
Q

Time out

A

effective if not used as punishment

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87
Q

Best practice

A

include FBA and modify environment as much as possible, decrease triggers, and focus on goodness of fit

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88
Q

response cost

A

earn tokens and lose them for inappropriate behavior

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89
Q

self-management strategies

A

effective with older students

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90
Q

cognitive model vs. behaviorist

A

theories on human thinking vs. learning by reinforcement and punishment

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91
Q

Class-wide peer tutoring (CWPT)

A

proactive intervention to help all students, similar to Vygotsky’s theory on collaborative learning

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92
Q

General Crisis considerations

A

most effective approach is prevention; promoting school safety is a vital component

practice drills and review processes annually

crisis teams: administration and other leaders

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93
Q

general crisis considerations cont’d

A

adult supervision and visibility

formal review of all school safety policies & procedures

plan a communication system

target bullying

anonymous reporting systems

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94
Q

human reactions to crisis

A

0-5 years: thumb sucking, bed-wetting, separation anxiety, regression

elementary age: aggressiveness, irritability, withdrawal, poor concentration, clingy

adolescents: sleeping and eating disturbances, extreme emotions, somatic complaints, poor attention or focus

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95
Q

PTSD

A

high anxiety and reaction to stress is extreme, obsessive thoughts about event, sleep problems, hyper-arousal, and externalizing behavior

normal response to extreme stress

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96
Q

Best practice: crisis response immediately following event

A

indemnify high risk and provide support, inventions may include individual counseling, small-group counseling, or family therapy

support adults, provide staff member’s with information on symptoms

therapeutic activities that facilitate healing

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97
Q

Suicide

A

3rd leading cause of death among age 10-19

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98
Q

suicide risk factors

A

individual: mental illness, depression, conduct disorders, substance abuse, low coping skills
environmental: family stress or dysfunction, interpersonal conflict, access to weapons

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99
Q

suicide prevention/intervention- Best Practice for high-risk

A

get help and collaborate with colleague

cal parents/guardians and notify administration

supervise student- under no circumstances allowed to be alone (even in bathroom) or leave school

no-suicide contracts have little effectiveness and are typically not recommended

call police and get consultation

document and provide copies

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100
Q

Suicide assessment

A

has thoughts about suicide, previous attempts, has a plan, what is support system

parents must be notified

provide referrals

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101
Q

suicide postvention

A
  1. reduce chances of anyone else committing suicide by avoiding glamorization of deceased
  2. assist staff and students with grief

be aware of cultural considerations

avoid contagion (no assemblies, sensationalism, glorification or vilification, do not use photos or announce on intercom, plaques or yearbook dedications, memorial/funeral service at school)

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102
Q

Loss, Death, and Grief

A
  1. processing
  2. coping

encourage children to talk about death or loss

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103
Q

person-centered humanistic counseling

A

strives for congruence between the real and ideal self

aim to actualize a person’s full potential and increase trust in oneself

people naturally seek growth toward personal and universal goals if they feel unconditional positive regard and relationships

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104
Q

existential counseling

A

people find their unique meaning and purpose in the world; increases self-awareness and stresses the importance of “choice” in tough situations

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105
Q

Adlerian therapy

A

people are motivated by social interests and by striving toward goals; life goals drive behavior

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106
Q

Freud

A

unconscious motives and conflicts drive behavior; early life experiences are important in development

Id- pleasure principle, Ego- rational, appropriate gratification of needs, Superego- morals, conscience

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107
Q

systems therapy (ecological therapy)

A

individuals are part of a larger living system; treatment of the entire family and other various systems is important in therapeutic change

NASP endorsed approach

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108
Q

CBT

A

BEST PRACTICE combined with FBA

places emphasis on a person’s belief systems as they cause of many problems. Internal dialogue plays a key role in behavior. Faulty assumptions and misconceptions must be addressed through talk therapy and then modified through role play

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109
Q

Rational-emotive counseling

A

founded by Ellis; emphasizes confrontational techniques regarding irrational beliefs. Not used with children in school.

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110
Q

Gestalt therapy

A

focuses on wholeness and integration of thoughts, feelings, and actions; moves a person from an external locus of control to internal

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111
Q

external locus of control

A

believe forces outside of self control success

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112
Q

internal locus of control

A

believe personally responsible for outcomes

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113
Q

reality therapy

A

centers on choices people make and how those choices are working for them; take charge of own life by examining choices

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114
Q

social skills training

A

four processes: instruction, rehearsing, providing feedback or reinforcement, and reducing negative behaviors; modeling and technique are important

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115
Q

response cost

A

removal of an earned reward that usually reduces or modifies negative behaviors

ex: kid throwing food in cafeteria misses recess to clean mess

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116
Q

overcorrection

A

used in restorative justice

ex: kid misses recess to clean thrown food in cafeteria and must help clean entire area

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117
Q

restorative justice

A

effective in anti-bullying interventions

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118
Q

self-dialogue (self-talk)

A

cognitive approach to behavior change; vial to understand what student is saying to self before, during, and after undesirable act

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119
Q

FBA

A

A-B-C

current practice focuses on removing environmental triggers

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120
Q

general counseling format

A
  1. define the problem
  2. brainstorm ideas to address problems
  3. implement plan or modification
  4. evaluate intervention’s effectiveness
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121
Q

key elements for effective behavioral interventions

A

feedback
giving choices (for alternate behavior and rewards)
positive reinforcement

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122
Q

crisis management

A

preparation and practice; transparency of facts is important
debriefing is useful to those who may need more support

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123
Q

primary intervention

A

prevention

Tier 1

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124
Q

secondary intervention

A

intervention, some groups

Tier 2

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125
Q

tertiary intervention

A

individualized intervention

Tier 3

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126
Q

crisis-school shootings

A

no specific profile of a school shooter, although some general traits may exist

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127
Q

Piaget’s Cognitive Developmental Stage Theory

A

learning is active and children construct knowledge as they explore environment and world; progressive through adaptation and assimiliation

  1. Sensorimotor (0-2 years)- motor and action; realize objects exist separately from them and can manipulate them
  2. Preoperational (2-7 years)- symbolic function emerges; ability to make something stand for something else emerges
  3. Concrete operational (7-11 years)- begin to think about more than just one dimension of a problem or situation; gain understanding of conservation; able to think deeply and logically
  4. Formal operational (11+ years)- complex abstract thought, hypothetical and deductive reasoning develops, able to perform mental operations on ideas or imagined situations
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128
Q

Erik Erikson’s Stages of Development

A

based on the notion that humans will confront a specific challenge at a given age range, success of challenge at a dev. stage directly impacts positive or negative outcome

  1. Trust vs. mistrust (0-18 months)
  2. Autonomy vs. shame & doubt (18 mo- 3 years)
  3. initiative vs. guilt (3-5 years)
  4. Industry vs. Inferiority (6-12 years)- success of failure in school has lasting effects on self-efficacy and sense of adequacy; children learn a sense of industry if they are recognized for various activities (e.g., painting, reading)
  5. Identity vs. role confusion (13-18 years)- dev. a sense of identity, sense of self, and strong ego during this time. Peers, role models, and social pressures are factors associated with this stage.
  6. Intimacy vs. isolation
  7. generativity vs. stagnation
  8. integrity vs. despair
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129
Q

Bandura’s Social Learning Theory

A

based on children’s ability to observe and learn vicariously; imitating; select behaviors to imitate based on how information is processed

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130
Q

Maslow’s Hierarchy of Needs

A

humanist approach; if lower level needs are supported, then higher levels in this hierarchy may be realized

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131
Q

Kohlberg’s Stages of Moral Development

A

based on level of a child’s cognitive capabilities, which influences moral reasoning and behavior

  1. Preconventional- desire to avoid punishment and gain rewards
  2. Conventional- approval of others to maintain social relations
  3. Postconventional- judgments on right or wrong are logical and controlled by internalized ethical code
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132
Q

IEP consideration

A

must have educational or severe social impact, not just a diagnosis of a clinical disorder

schools: lesser level of impeding functioning is required to qualify for IEP, uses term level instead of disorder

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133
Q

ADHD

A

most prevalent in schools; usually co-occurs with Learning Disabilities

dopamine and neuroepinephrine deficiency causing prefrontal lobe brain dysfunction is implicated

3 types: inattentive, hyperactive, combined

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134
Q

Anxiety

A

more likely in females; may have genetic links

generalized or specific (phobias)

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135
Q

PTSD

A

subset of anxiety disorder

common and persistent extreme reaction to very stressful or traumatic events; recurrent nightmares, hypersensitivity to environmental triggers, avoidance behaviors, and constant recounting of the stressful situation.

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136
Q

Depression

A

high prevalence rates

treatment using a combined approach of therapy and meds is most effective

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137
Q

Bipolar Disorder

A

fluctuations from depression to mania

responsive to meds and counseling

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138
Q

Conduct Disorder (CD) and Oppositional Defiant Disorder (ODD)

A

schools generally regard CD as a behavioral disorder that is mostly the result of interactions between environment and individual, inadequate parents, peer rejection, academic failure, poverty, or low cognitive abilities

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139
Q

Autism

A

impacts more males than females

shaping, hands-on teaching with pictures, imitation, ABA, DTT, social skills

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140
Q

Down Syndrome (Trisomy 21)

A

caused by extra chromosome; most with DS have MR

interventions: hands-on learning, tight classroom structure, visual communication systems, social skills training

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141
Q

Tourette Syndrome

A

tic disorder with a possible genetic component that can be evidenced by extremely stressful events or a virus in the brain

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142
Q

Mental Retardation (MR)

A

diagnosed by standardized IQ scores that are given in SDs of 15; children with MR have very low cognitive abilities and life skills

must perform significantly low on measures like Vineland and ABAS to receive this diagnosis

SS = 55-69 mild, SS = 40-54 is moderate, SS = below 40 severe

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143
Q

Significant Identifiable Emotional Disability (SIED)

*changing to SED

A

used as an umbrella term that captures anxiety, depression, and psychoses

child must be impacted in various settings and one must be school; emotional disturbances cannot be due to situational factors and interventions must have been attempted

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144
Q

Speech and Language Disabilities

A

difficulty with expressive and/or receptive language

oral motor dysfunctions result in speech difficulties

language disorders broadly situated to the left hemisphere

common speech-lang. assessments are CELF and Peabody

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145
Q

Dyslexia

A

dysfunction of lexical system; diagnostic term for reading disorders- IEP may state reading difficulties instead of dyslexia

most reading problems linked to phonological processing dysfunction; however, a few have visual processing issues

proper assessment includes phonological processing (e.g., phonemic awareness, segmentation, and sound deletion)

146
Q

Dyscalculia

A

diagnostic term for mathematical disorders

assessments include: Key Math Test, spatial and working memory subtests from cog abilities tests

147
Q

Specific Learning Disability (SLD)

A

term schools use to capture learning problems such as dyslexia, dyscalculia, or spelling disorders

148
Q

English as a Second Language (ESL)

A

NASP recommends ESL students provided education in both languages; full immersion within native language not recommended

149
Q

Readiness

A

denotes student’s biological and physiological maturational level to enter school (usually kindergarten)

150
Q

Learned Helplessness

A

behavior that results from the belief that one cannot control events in one’s environment; believe in external locus of control, not internal

prone to depression, fatalistic perspectives, low self-esteem, and low achievement

151
Q

Theory of the mind

A

person begins to understand that other people have their own private thoughts, perspectives, and feelings

this theory is associated with autism

152
Q

Premack principle

A

low probability behavior shaped by high probability (ex: clean first, then watch tv)

sometimes termed contingency learning

153
Q

immediacy

A

consequences should occur immediately after the behavior to be effective

154
Q

negative reinforcement

A

stimulus removed to increase future frequency, occurs immediately after behavior

155
Q

positive reinforcement

A

stimulus added to increase future frequency, occurs immediately after behavior

156
Q

fixed ratio reinforcement

A

specific number of behaviors must occur before reinforcement is given

157
Q

variable ratio

A

number of behaviors needed in order to receive reinforcer varies

resistant to change

158
Q

shaping

A

creates behavior by reinforcing approximations

159
Q

frequency, duration, intensity

A

measurable key parts of a behavior plan

160
Q

extinction

A

remove reinforcement terminates behavior

161
Q

intelligence

A

generally, how one applies knowledge to problem solving

NASP endorses connecting cognitive test results to interventions

162
Q

Spearman’s Theory of Intelligence: Two-Factor Theory of Intelligence

A

gen. intelligence factor known as “g”; specific factors correlated with specific abilities

163
Q

Thurstone’s Primary Mental Abilities

A

opposite of Spearman, 11 primary mental abilities

164
Q

Cattell-Horn-Carroll (CHC) Theory of Cognitive Abilities

A

CHC widel adopted and used in many tests- WISC-IV, DAS-II, WJ-III

165
Q

fluid intelligence, fluid reasoning,

A

Gf; refers to deductive and inductive reasoning with novel processes

166
Q

crystallized ability, crystallized verbal ability

A

Gc; refers to application of acquired knowledge and learned skills to answering questions and solving problems that present broadly familiar materials and processes

167
Q

visual processing

A

Gv; ranges from simple visual perceptual tasks to highler level visual and cognitive processes

168
Q

auditory processing

A

Ga; recognizing similarities and differences between sounds and recognizing degraded spoken words, such as words with sounds omitted or separated

169
Q

processing speed

A

Gs; refers to measures of clerical speed and accuracy

170
Q

short-term memory

A

Gsm; immediate memory

171
Q

long-term retrieval

A

Glr; involves memory storage and retrieval over long periods

172
Q

PASS Model

A
  1. planning
  2. attention
  3. simultaneous processing
  4. successive processing
173
Q

phonology

A

system of sounds that a language uses; consists of multiple component skills; blending phonemes; analyze and synthesize phoneme combinations

174
Q

phonemic awareness

A

component of the broader construct phonological processing; rote phonics

175
Q

morpheme

A

smallest unit of meaning, such as prefix, suffix, or root word (ex: pre in the word preheat)

176
Q

semantics

A

study of word meanings and combinations, such as in phrases, clauses, and sentences

177
Q

syntax

A

prescribes how words may combine into phrases, clauses, and sentences

178
Q

pragmatics

A

set of rules that specify appropriate language for particular social contexts

179
Q

Noam Chomsky

A

believed children born with an innate mental structure that guides language; universal features (e.g., subject, verb, object); critical period for language and LAD

180
Q

left hemisphere of cerebral cortex

A

plays primary role in language

181
Q

Broca’s Area

A

front portion of left hemisphere, supports grammatical processing and expressive language production

182
Q

Wenicke’s Area

A

medial temporal lobe, supports word-meaning comprehension and receptive language

183
Q

Cognitive Abilities Tests

A

used to predict future learning and are usually norm-referenced

184
Q

Formative Evaluations

A

specific assessments used to determine a student’s strengths and weaknesses

185
Q

Summative Evaluations

A

provide a review and summary of accomplishments to date; usually provided at end of grading period

186
Q

Achievement Tests

A

describes skill person has learned in school; concerned with mastery of a skill (e.g., reading, math, writing)

can be formal and norm-referenced

187
Q

Domain-referenced and Criterion-referenced

A

purpose is solely on reaching a standard performance on a specific skill set; not norm-referenced or standardized

188
Q

Norm-referenced

A

performance evaluated in relation to the performance of a more general reference group; quality of performance defined by comparison with behaviors of others; scores describe in terms how far a student is from the mean and fall on a normal curve of scores

189
Q

percentile ranks

A

indicates the percentage of people surpassed by an individuals on a standardized test

ex: student in 33rd percentile has scored better than 33% of those who took that test

NOT an equal-interval measurement, major problem with this metric; unequal interval statistics tend to exaggerate score differences the farther from the mean the scores get

190
Q

Grade norm and equivalents

A

poor metrics

students matched to grade groups whose performance they equal (e.g., student with GE of 3.5 is performing as an average child in the fifth month of 3rd grade)

191
Q

Standard Score

A

psychometrically sound- most encouraged to use; used to describe position of a score as the mean of other scores within normal curve of human traits; use SDs in formula; prefered because equal interval scores

192
Q

Range

A

difference between the highest and lowest score within a series

193
Q

Median

A

middle score in a set of scores wherein 50% of scores fall on either side of the middle score

194
Q

mode

A

most frequently occurring score in a series

195
Q

mean

A

average score of a set; regarded as one of the best measures of central tendency

196
Q

variance

A

measure of how far a set of numbers is spread out

197
Q

standard deviation

A

measure of the spread of a set of values form the mean value; square root of the variance; measure of dispersion

198
Q

T-scores

A

have a mean of 50 and SD of 10 (ex: T = 65 is above average and 1.5 SD above mean)

199
Q

Stanines

A

standard nine-point scale, has a mean of 5 and each stanine unit represents one half of an SD

200
Q

Reliability

A

consistent and stable across time; ability to produce similar results over time

201
Q

Reliability coefficient

A

statistic illustrates the consistency or stability of a score; should be around r = .80 or higher (the higher the better)

202
Q

standard error of measurement (SEM)

A

estimate of error used when interpreting test scores; plays pivotal role in calculating reliability

203
Q

Test-retest

A

testing a person with same test twice, minimal two weeks in between; two scores are correlated together and high similarity means high reliability

204
Q

Alternate and parallel forms

A

two test built to same specs, but composed of different samples from the defined behavior domain

205
Q

Split half

A

create two tests from full test, both tests administered even on same day, and the scores on both tests are correlated

206
Q

Internal consistency reliability

A

estimate of the rliabitliy of the total test is developed from an analysis of the e statistics of the individual test items. each test item is compared to the total set of items.
This statistic is expressed in terms of Cronbach’s alpha

207
Q

interrater reliability

A

the reliability of people administering the test is increased by increasing the number of raters or judges

208
Q

validity

A

the degree to which the test actually measures what it claims to measures; validity coefficients of .80 or above

209
Q

criterion-related validity

A

correlations between two measures (tests) that are designed to measure human traits

210
Q

face and content validity

A

how rational and reasonable the test and test items look (ex: a math test with all questions about cats would be invalid)

211
Q

convergent validity

A

determined when a test is correlated with another that has a similar purpose and measure the same trait (ex: ADHD test correlates or “converges” with another well-known ADHD test has good validity)
common standardized tests use convergent validity

212
Q

divergent validity

A

correlating two tests that measure two different traits (ex: ADHD test should have low correlation with depression test)

213
Q

construct-related validity

A

whether a trait or construct is being measured

214
Q

predictive validity

A

a valid test should have high predictive value (ex: a student with SS = 75 is predicted to struggle in school and perform below grade level)

215
Q

discriminant validity

A

a valid test should be able to discriminate between students who have the trait being measured and those who do not have the trait (ex: student scoring high on anxiety measure could be identified with an AD from those who do not have an AD)

216
Q

confounding factors for validity and reliability

A 
motivation
lack of effort when taking test
language difficulty, problems understanding directions
fatigue, lack of sleep
test anxiety
racial bias
SES
family dynamics
mental health issues
217
Q

Standardized tests and interpreters

A

NASP does not encourage the use of standardized test with interpreters if the test is not appropriately normed; if not normed on the special population related to students being tested then reliability and validity will be profoundly impacted

218
Q

false positives

A

student performs well on test, but is failing in authentic environment

219
Q

false negatives

A

student performs poorly on a test, but is making acceptable progress with little or no problem in authentic environment

220
Q

standard score

A

100 is average (not 50)

a score in the 50th percentile is equal to SS = 100

221
Q

criterion measurement

A

not based on bell curve, but based on specific content or criteria to be mastered; criterion measurement is typically used in self-paced studies and in RtI processes

222
Q

SEM

A

BEST PRACTICE to give the range of scores that test score falls within due to the SEM (used to develop confidence brackets)

223
Q

effect size

A

illustrates overall effect of an intervention based on comparing the mean performance of two groups (large .50, moderate .30, small .10)

224
Q

Type 1/Type 2 error

A

Type 1- state test results are true, but they are not (false positive)- rejecting null
Type 2- stating something is false, but it is true (false negative)- accepting null

225
Q

experimental power

A

the higher the N, the more power, which improves reliability and validity; typically, N starts to approximate bell curve characteristics at 50 participants

226
Q

Basic Principles of Effective Instructions

A
  1. activate prior knowledge
  2. make connections between new learning and current knowledge
  3. do not overload- working memory is typically limited to 4-7 bits of information
  4. provide optimum level of instruction- Zone of Proximal Development- not too hard, not too easy
  5. model,explicit expectations, & multiple exemplars of completed work
  6. practice, corrective feedback, cognitive rest between new concepts
  7. immediate feedback in positive manner
  8. multimodal approach, learning by doing
  9. acquisition- proficiency- generalization- adaptation
227
Q

instructional strategies

A

explicit and systematic approach; tell what learning- why necessary- model new skill- students practice with feedback

I do, we do, you do

228
Q

differentiated instruction

A

educators respond to the individualized needs and abilities of all learners within the regular education classroom

229
Q

small-group instruction

A

allows teacher to monitor student mastery, provide instant feedback, and accommodate individual needs

230
Q

cooperative learning

A

Vygosky; students work collaboratively
develops a greater understanding and respect for individual learning differences

Vygosky also developed zone of proximal development (ZPD)

231
Q

flexible grouping & homogenous grouping

A

by skill level is effective, changing students within groups is good practice

232
Q

student engagement time

A

predictor of achievement; defined by amount of time student actively engaged in learning

relating concept to life and having input encourages engagement; foster free discussion

233
Q

metacognition

A

thinking and reflecting about learning, what is known and not known; essential study skill; requires high degree of self-awareness

SQ3R- survey, question, read, recite, review (metacognitive technique that builds comprehension)

234
Q

factors in academic success or failure

A

school climate (safe & positive), student motivation (intrinsic = more success), educational practices and policies (RtI & data-based decisions), family involvement

235
Q

retention issues

A

research does NOT support retention; achievement declines 2-3 years post-retention; more likely to have interpersonal conflicts, dislike school, behavior problems, and lower self-esteem

236
Q

tracking

A

NASP does NOT endorse

  1. whole group instruction
  2. curriculum is delivered at same pace for whole class
  3. class placement based solely on skill level
237
Q

zero tolerance

A
  1. predetermined and typically harsh consequences for a wide degree of violations (e.g., drugs, weapons, violence, smoking); generally ineffective and not endorsed
  2. issues include: racially disproportionate, increase in suspensions and expulsion, increase in repeat suspensions, elevated dropout rates,
238
Q

teaching approach

A

multimodal approach is BEST PRACTICE

learning by doing and student engagement are critical aspects

239
Q

parental involvement

A

BEST PRACTICE to involve parents; NASP endorses parental notification

240
Q

capacity approach model

A

support and use a child’s strengths as much as possible

241
Q

multisensory approach

A

BEST PRACTICE to use auditory, visual, and tactile methods when teaching

242
Q

accommodation vs. modification

A

accomodation: changes in the environment (ex: taking a test in a quiet room)
modification: changing the task (ex: taking half the test instead of whole)

243
Q

CBA vs CBM

A

CBA: used in program evaluation
CBM: used for classroom and instructional intervention planning

244
Q

Cognitive-Behavioral theory

A

learning is supported by mental representations (schema) and through associations (i.e., pairing of a skill or idea with a reinforcer)

245
Q

direct vs. indirect approaches

A

NASP endorse indirect approaches with emphasis on building skills, although direct more time efficient

246
Q

consultant personal characteristics

A
  1. openness, approachability, and warmth
  2. sincerity and genuineness
  3. trustworthiness and confidentiality
  4. empathy
  5. self-disclosers
247
Q

student (client) traits and factors influencing consultation

A
  1. age and development stage
  2. coping styles (externalizing- acting out, beh. probs, fighing, disrupting class & internalizing- depression, shut down, nonresponsive)
  3. personality traits (level of openness, agreeableness, conscientiousness, extroversion)
248
Q

consultee-centered model of consultation

A
  1. focus on improving and enhancing competence and skills of the consultee
  2. indirectly helps the client by building consultee skills
  3. consultant considered problem-solving or skill-building expert
  4. consultee has knowledge of problem, but needs skills to properly address it
  5. role of consultant- identify effective treatments & teach, focus on consultee instead of client, increase knowledge base for future, may deal with consultee’s distorted view of client

*indirect help for client/BEST PRACTICE to teach staff how to help themselves and numerous other students

249
Q

client-centered model of consultation

A
  1. not as favored as consultee-centered approach
  2. focuses on the student
  3. consultant directly helps client
  4. consultant teaches the student skills
  5. effective on a single cases basis, but not for groups
  6. time intensive for consultant

*direct help for client

250
Q

behavioral model of consultation (applies to consultee- & client-centered)

A
  1. solution focused and collects data to effect behavior change (empirically-based model)
  2. goal is to reduce frequency of undesirable beh by altering relationship between student and environment that prevents consultee working effectively with client
  3. prepares consultant to deal iwth future issues
251
Q

Behavioral model of consultation steps

A
  1. identify problem (critical stage to target efforts and interventions)
  2. implement plan
  3. monitor effectiveness
  4. evaluate and make needed changes to plan
252
Q

conjoint behavioral consultation

A

supports meetings with all parties (e.g., parent, student, and staff)

253
Q

special considerations of consultation

A
  1. multicultural and cross-cultural: is a culturally sensitive, indirect service model, adjusts consultation services to meet cultural needs
  2. interagency collaboration and school-community: link client with community resources or school-based services within the school (child-centered, family-centered, school-centered, community-centered)
  3. consultation with interpreters: encouraged and necessary to build rapport
254
Q

child-centered collaboration

A

direct service to student such as mentoring or tutoring

255
Q

family-centered collaboration

A

service to parents or families such as parenting workshops, family counseling, and family assistance

256
Q

school-centered collaboration

A

donation of money or equipment, staff development, or classroom assistance

257
Q

community-centered collaboration

A

outreach programs, artwork and science exhibits, and after-school programs

258
Q

Barriers to collaboration and consultation

A

consultee or client resist participation, client is unable to make a time commitment, funding problems for community collaboration, lack of leadership, communication difficulties, unclear goals or unfocused goals, adversarial relationship with community experts (e.g., medical docs)

259
Q

program-centered administrative consultation model

A

benefits entire program or school (ex: school psych performs an in-service for school)

260
Q

problem-solving consultation format

A
  1. define prob; be specific
  2. analyze prob and collect data if necessary
  3. plan intervention, monitor and modify as needed
  4. evaluate outcomes, compare pre and post data, make changes
261
Q

ecological (systems) model

A

examines how beh is being maintained within various settings and systems; uses workshops, feedback, and coordination among groups

262
Q

process consultation model

A

uses workshops, feedback, and coordination among groups

263
Q

NASP position on service

A

school psychologist should always seek prof. consultation when unsure about administering a new cognitive test

264
Q

NASP position on area of expertise

A

psychologists must not practice outside of their area of expertise

265
Q

informed consent

A

practitioners must secure informed consent from parents when providing services to children

266
Q

respect the dignity and rights of all persons

A

respect for the autonomy of persons and their rights to self-determination, respect for privacy, and a commitment to just and fairs treatment of all persons

267
Q

professional competence and responsibility

A

practice within the boundaries of their competence and use scientific knowledge from psychology and education to benefit people; accept responsibility for the choices they make

268
Q

honesty and integrity in relationship

A

be truthful and adhere to professional standards; be honest about qualifications, competencies, and roles; work in cooperation with other disciplines to help students and families; avoid multiples relationships that diminish their professional effectiveness

269
Q

responsibility to schools, families, communities, the profession, and society

A

promote positive school, family, and community environments; respect law and encourage strict ethical conduct; advance one’s professional excellence by mentoring less experienced practitioners and contribute to the school psych knowledge base

270
Q

test use and misuse

A

must comprehend the technical aspects of psychometrics, testing, and measurement of human traits; use multiple sources of information when evaluating students; maintain record and test confidentiality and security

271
Q

confidentiality

A

obtain written consent before sharing information, destroy documents before discarding, do not discuss confidential info, make sure people know the limits of confidentiality (e.g., safety and harm issues)

272
Q

supervision standards

A

provide at least two hours of supervision per week, holding proper license and credentials, maintaining 1 supervisor for 10 interns

273
Q

private practice standards

A

do not charge for services provided by school district that employs you, do not accept money for referrals, do not engage in private practice work during school hours, provide honest and complete information about your self and your services when advertising your practice

274
Q

reporting abuse and safety

A

duty to protect child is highest responsibility; duty to protect outweighs confidentiality; safety issues are critical and you have a duty to warn others of harm

275
Q

child benefit is always the focus

A

consult with teachers and staff, but do not counsel adults; focus efforts on the child. provide resources to adults in need, but provide intervention to children

276
Q

Grievances

A
  1. complaints made by an identified person (not anonymous)
  2. try to resolve with ind. first before filing complaint (people who file a complaint do not have to be NASP members)
  3. ethics committee will decide whether to hear case
  4. ethics committee will exam the evidence & determine if complaint has merit and whether its in violation of NASP ethics
  5. notification in writing will be granted to an individual who has been filed against
  6. an ethics committee will attempt to resolve conflicts through discussion and participation of all parties in dispute
  7. possible actions by ethics committee: dismiss complaint, seek more info, corrective measures, member placed on probation, require member to give compensation or provide an apology, require additional training and skill dev, expulsion from NASP
277
Q

aversive procedures

A

are discouraged and should be considered last resort (e.g., SIB beh may need temporary restraining; informed parental consent always necessary

278
Q

corporal punishment

A

NASP strongly opposes; psychs should educate others about harm of corporal punishment

279
Q

courts (position)

A

courts have ruled schools should apply discipline in a fair, nondiscriminatory manner, school rules should be clearly stated, and the consequences for breaking rules understood by all students

280
Q

suspension and expulsion

A

short-term: 10 days or less
SPED students must have a special review meetings if they are suspended 10 days
IDEA contains special protection for students with disabilities; students with disabilities who violate a school rule may be removed from school for no more than 10 cumulative days
for suspension less than 10 days, schools are not required to provide educational services

281
Q

change of placement because of disciplinary removals

A

change of placement occurs if:
removal is more than 10 consecutive days
beh is substantially similar in all instances that lead to the removal; additional factors such as the length of each removal, the total number of times student has been removed, or the proximity of the removals to each other
must also provide FBA to determine cause of the behavior

282
Q

manifestation determination

A
  1. manifestation meeting conducted by IEP team to determine whether or not the student’s behavior warrents a 10-day suspension or if the expulsion was a result of a disability; this meeting must be held within 10 days of the change of placement decision
  2. if beh was manifestation of disability, the team must provide an FBA and implement a BP; child may return to the original school placement or be placed in another school if it part of the new FBA plan and agreed upon by the team
  3. if determined not due to disability, disciplinary procedures may be applied in same manner as child without disability, except child still receives same protection under IDEA such as FAPE
283
Q

special suspension and expulsion considerations

A

schools may place child with disability in interim placement for 45 days, regardless of manifestation determination, if the student carries a weapon, inflicted serious bodily harm, or for drugs

parents can appeal manifestation determination

suspected disability, but not yet on IEP can have same protection under IDEA

284
Q

Least restrictive environment (LRE)

A

children with disabilities should be educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular educational environment should occur only when the nature of severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily

285
Q

malpractice

A

lawsuits typically occur if there is harm to a student as result of professional interaction

286
Q

supervision

A

even though interns are supervised, both supervisor and intern can be sued

287
Q

negligence

A

of all legal suits, negligence is most common offense and mostly occurs when there is student suicide or injury that could have been reasonably prevents by the practitioner

288
Q

Education for all handicapped children act (EAHCA), 1975

A

first spec ed law in US
referred to P.L. 94-142
name changed to IDEA

289
Q

Individuals with disabilities act (IDEA), 2004

A
  • applies to: autism, deaf-blindness, deafness, hearing impairment, MR, multiple disabilities, orthopedic or other health impairments, ED, SLD, speech or language impairments, TBI, visual impairment including blindness
  • mandates FAPE & LRE for all with disabilities
  • states must not require use of discrepancy model and must permit use of RtI. IDEA may permit the use of other research-based procedures for identifying LD; NASP endorses use of RtI, but schools can still use other models such as discrepancy to determine eligibility
290
Q

No Child Left Behind (NCLB), 2001

A

targets high-risk schools; mandates statewide formal assessments grades 3-8; public school choice available for students at schools that are low performing for 2 years; schools required to employ “highly” qualified staff.

began with Elementary and Secondary Education Act (PL 89-10, 1965) by Lyndon Johnson

291
Q

Family educational rights and privacy act (FERPA), 1974

A

schools must adhere to strict student record keeping procedures; FERPA record keeping laws are designed to protect confidentiality and allow parents access to educational records

292
Q

Rehabilitation act: section 504, 1973

A

part of ADA, is civil rights law, not sped law; provides a broader definition of handicap than disability under IDEA; prohibits discrimination against otherwise qualifying individuals on the basis of a handicapping condition in any program receiving federal funds

293
Q

Zero reject principle

A

established Child Find, which requires states to located and identify children with disabilities and provide them with full educational opportunity, regardless of the severity of the disability

294
Q

SPED safeguards- complaints

A

must be filed within 2 years

295
Q

SPED safeguards- resolution meetings

A

within 15 days of receiving the complaint, schools must convene a meeting

296
Q

SPED safeguards- due process hearings

A

parents have the right to request a third-party hearing officer for special education disputes

297
Q

SPED safeguards- consent

A

written parental consent, must be obtained before an evaluation. schools may proceed without consent for triennial reviews if documented reasonable efforts have been made to contact parent(s)

298
Q

SPED safeguards- notice

A

prior written notice must be given to parents for the initiation or change of a student’s identification, evaluation, placement, change of service, or educational programming. There is a difference between notice and consent

299
Q

SPED safeguards- procedural safeguards notice

A

a parents’ rights booklet must be provided to parents once per year and at the initial evaluation if a parent requests it and if a complaint has been file. This may be posted on the school’s website

300
Q

IEP meetings

A

must be held within 60 days after a parent signs consent for initial evaluation and once a year after that. Re-evals are held every 3 years

301
Q

special education team

A

consists of parents, at least one reg ed teacher, at least one of the child’s spec ed teachers, a rep of the school who is qualified to provide or supervise the provision of services, someone who can interpret the evaluation results.

302
Q

excusal from IEP meeting

A

a parent needs to submit a written note to the school that gives permission for a member of the IEP team to be excused from the meeting. However, someone must be present who can explain results

303
Q

1970-1979

A

first SPED laws

304
Q

1950-1959

A

school psych sub-field forms

305
Q

1980-1989

A

NASP evolution; first NASP exam

306
Q

2001

A

NCLB passed

307
Q

2004

A

reauthorization of IDEA

308
Q

2010

A

NASP adopts new professional standards

309
Q

Lighner Witmer

A

father of school psych; combined edu and psych services to help students with learning and behavioral probs

310
Q

Arnold Gessell

A

first school psychologist in 1915, believed the development of children was parallel and orderly process, believed to have been first to create tests that measured development in children

311
Q

B.F. Skinner (1904-1990)

A

believed behavior was shaped and maintained by consequences that followed beh; his theories steeped in empirical methods

312
Q

Albert Bandura

A

cognition helped to drive beh; imitation learning and modeling

313
Q

Francis Galton

A

theory of human traits fall on a normal curve that forms the shape of a bell

314
Q

Alfred Binet

A

one of the first scientists to measure the construct of intelligence and its relation to the normal curve

315
Q

Spearman

A

contributed to factor and two-factor analysis, which provide validation for the theory of intelligence tests that are based on “g”

“g” correlates with other factors to varying degrees to create human thinking ability

316
Q

Lewis Terman

A

studied gifted children; believed bright children should have resources allocated to their needs; helped to revise Stanford-Binet cog test for use with American children

In America, revised S-B was fist to be employed in 1916

317
Q

theory of intelligence

A

intelligence is based on a complex interplay of genetics (heredity) and environmental factors. Intelligence is closely associated with an ability to adapt to one’s environment and apply information.

318
Q

Cattell-Horn-Carroll (CHC) theory

A

is the most recent theoretical basis for cognitive tests, such as the WISC-IV and DAS-II, and is statistically derived

319
Q

individuals with disabilities education improvement act (IDEIA), 2004

A

students must be assessed with nondiscriminatory assessments and decisions must be made by a multidisciplinary team that includes parents, RtI can be used; provides funds for children from birth to age 3

320
Q

Brown vs. Board of Education

A

facilities not allowed to segregate according to race

321
Q

Larry P. v. Riles

A

ruled that the percent of minority students placed in spec ed classes couldn’t exceed the percentage in the gen pop; based on fact there was an over-representation of minorities classified as MR

322
Q

Rowley v. Board of Education of the Hendrick Hudson School District

A

public schools do not have to provide the best education, but rather an adequate eduction.

323
Q

Lau v. Nichols

A

schools must provide accommodations to ESL students

324
Q

Tatro v. Irving Independent School District

A

schools must provide medical services that do not require a medical doctor be performed on students who require such services, even if the child needs full-time attention from a nurse; original case about a catheter

325
Q

Americans with disabilities act (ADA, PL 101-336, 1990)

A

provides comprehensive civil rights protections to individuals with disabilities in the areas of employment, public accommodations, State and local government services, and telecommunications.

326
Q

Penn. Assoc. of Retarded Children (PARC) v. Commonwealth of Pennsylvania

A

right to education for children with disabilities in LRE became known as IDEA; first right to education suit in country

327
Q

Oberti v. Clementon

A

case that begins the change from the IDEA’s “mainstreaming” approach to the concept of “inclusion.”

328
Q

Newport-Mesa Unified School District v. State of California Department of Education

A

California school districts can distribute copies of test protocols to parents of special education students without violating federal copyright law, in accordance with California Education Code section 56504. Such distribution of copyrighted test protocols is a fair use under copyright law because it is noncommercial and broadens parents’ understanding of their child’s educational needs.

329
Q

Research finds that _____________is the most effective for developing phonemic awareness

A

a combination of oral and print language

330
Q

Tests used for assessing children’s social skills

A

SSRS (Social Skills Rating System), SIB-R (Scales of Independent Behavior-Revision), Vineland, and Walker-McConnell

331
Q

A typical elementary student is most often in which of Erikson’s psychosocial stages of development?

A

Industry vs. Inferiority (age 6-11)

332
Q

Adolescents and teenagers are most often in which of Erikson’s stages?

A

Identity vs. Role Confusion (age 12-18)

333
Q

Preschoolers are most often in which of Erikson’s stages?

A

Initiative vs. Guilt (age 3-5)

334
Q

Protection of Pupils’ Rights

A

Parental consent is required before students participate in surveys funded by the Department of Education Parents also have the right to review questions before their students participate in such surveys. This applies only to surveys that elicit personal information and are federally funded.

335
Q

Collaborations work towards what?

A

a common goal

336
Q

the four-step counseling format commonly used in schools is:

A
  1. define the problem
  2. brainstorm ideas to help address the problem
  3. implement the plan or modification
  4. evaluate intervention effectiveness
337
Q

in secondary educational settings, how many screening measures have been designed for use?

A

3
BASC and BESS (beh and emotional screening system), SRSS (student risk screening scale), SDQ (strength and difficulties questionnaire)

338
Q

learning style in which the learner prefers to work with abstractions and ideas, and to use methods of questioning and reasoning is?

A

understanding learning

339
Q

difference between advocate, adviser, collaborator, facilitator, and mediator

A

an advocate provides support and speaks on behalf of others- an adviser provides recommendations and shares expertise- a collaborator participates as a team member- a facilitator leads the consultation process- a mediator provides a framework to resolve conflicts

340
Q

what is the systematic process that clarifies or analyzes an issue until an appropriate strategy is chosen?

A

problem-solving

341
Q

connectivism

A

learning is based on connecting information sources; it occurs through recognizing and interpreting patterns, influenced by a diversity of networks; negatives include not everyone has the proper technology

342
Q

a student is swearing 3 times in 10 minutes. What type of recording is being used?

A

frequency

343
Q

what is a characteristic of the interview process?

A

establishing rapport will create the trust needed to share personal information

344
Q

what is true about observational measures?

A

can be focused on processes of behavior, products of behavior, direct observation, naturalistic observation, or all of these

345
Q

At the beginning of the school year, for a new student with no previous assessments or school records which of these would be least indicated for problem identification?

A

Portfolio assessments are performance-based and contain products of the student’s learning. At the beginning of the school year a new student with no previous assessments or school records will not have a portfolio. A portfolio assessment reflects a student’s progress over the school year in a given area.

346
Q

What is true regarding the Child Behavior Checklist (CBCL)

A

The information it collects is reported by a child’s parents

347
Q

For which teachers would the History/Transition Information Profile be most useful?

A

Teachers with a class of all new students who have past school records

348
Q

In the Wechsler Intelligence Scale for Children (WISC), which of the following subtests evaluates short-term memory

A

Digit Span

349
Q

What is not a type of executive function that students must use to succeed in school?

A

Being able to follow specific, step-by-step directions

350
Q

what is a type of executive function that students must use to succeed in school?

A

retrieving previously learned information; organizing a report, essay, or project parts; assigning appropriate priority to each item; managing work time in a realistic fashion

351
Q

NCSP credential maintenance

A

minimum of 25 hours of professional development a year

352
Q

school student record keeping policy

A

consistent with FERPA; test protocols are part of student record, school system ensures that test security is protected and copyright restrictions are observed; clinical notes are personal property of SP

353
Q

Vineland

A

assesses: communication, daily living, socialization

birth-6 and age 7-90

354
Q

Tarasoff case

A

psychotherapists have a duty to protect an individual they reasonably believe to be at risk of injury on the basis of a patient’s confidential statement

355
Q

Buckley Amendment to FERPA

A

adds ability for parents to change information in child’s records

356
Q

10th amendment

A

reserve powers (to the states)

357
Q

14th amendment

A

rights guaranteed privileges and immunities of citizenship, due process and equal protection

358
Q

American Educational Research Association (AERA)

A

concerned with improving the educational process by encouraging scholarly inquiry related to education and evaluation and by promoting the dissemination and practical application of research results.

359
Q

American Psychological Association (APA)

A

is the largest scientific and professional organization representing psychology in the United States. APA is the world’s largest association of psychologists, with nearly 130,000 researchers, educators, clinicians, consultants and students as its members.

360
Q

National Council on Measurement in Education (NCME)

A

is a professional organization for individuals involved in assessment, evaluation, testing, and other aspects of educational measurement.

361
Q

Perkins Act

A

career and technical education act; provides funds to postsecondary institutionsfunds improve the academic performance of students, especially special population students, who are enrolled in career and technical education programs

362
Q

APA, AERA, NCME

A

Standards for Educational and Psychological Testing (the Testing Standards); were first produced jointly by AERA, APA, and NCME in 1966

Praxis School Psych (1 decks)

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