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Professional Practices Flashcards

1
Q

What methods can school psychologists use to gather information from parents?

A

Questionnaires and interviews

Both methods can be conducted in person, via phone, or video.

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2
Q

What are two major differences between questionnaires and interviews?

A
  • Questionnaires are less expensive
  • Interviews involve social interaction

Questionnaires do not require interviewer training.

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3
Q

Why might questionnaires be preferable for sensitive subjects like truancy?

A

People are more comfortable privately completing them.

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4
Q

What is an interview schedule?

A

A set of prepared questions asked in a standardized format.

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5
Q

What type of questions can be used in interviews?

A
  • Closed questions
  • Open questions

Closed questions generate fixed responses, while open questions allow for personal expression.

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6
Q

What are the advantages of structured interviews?

A
  • Easier to quantify data
  • Quick to conduct
  • Can gather large samples efficiently
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7
Q

What are the disadvantages of structured interviews?

A
  • Lack of flexibility
  • Closed questions provide limited detail
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8
Q

What characterizes unstructured interviews?

A

They are like guided conversations without a strict sequence of questions.

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9
Q

What are the advantages of unstructured interviews?

A
  • Greater flexibility
  • Yield qualitative data
  • Greater validity

They allow for deeper insights and understanding of motivations.

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10
Q

What are the disadvantages of unstructured interviews?

A
  • More time-consuming
  • Requires skilled interviewers
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11
Q

What is the interviewer effect?

A

The influence of the interviewer’s presence on the interviewee’s responses.

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12
Q

What factors can cause interviewer effects?

A
  • Interviewer’s age
  • Ethnicity
  • Gender
  • Social status
  • Body language
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13
Q

What is frequency/event recording?

A

Counting behavior occurrences observed during specified time periods.

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14
Q

When is event/frequency recording best used?

A

For behaviors with distinct beginnings and ends.

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15
Q

What is duration recording?

A

Measuring the individual and cumulative length of behavioral occurrences.

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16
Q

What does latency recording measure?

A

The time elapsed after giving a direction before the student initiates the specified behavior.

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17
Q

What is time-sampling interval recording?

A

Dividing observation periods into equal intervals to identify behavior occurrence/absence.

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18
Q

What is whole-interval recording?

A

Scores a behavior’s presence if it occurs throughout the entire specified time interval.

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19
Q

What is partial-interval recording?

A

Scores a behavior if it occurs at any time during the interval.

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20
Q

What is momentary time-sampling?

A

Records a behavior’s presence or absence only at the moment a timed interval starts.

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21
Q

What does the Behavior Observation of Students in Schools (BOSS) measure?

A
  • On-task behavior
  • Off-task behavior

It categorizes engagement into active and passive types.

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22
Q

What are the seven classroom behavior categories identified by the ADHDSOC?

A
  • Interference
  • Motor movement
  • Noncompliance
  • Verbal aggression
  • Symbolic aggression
  • Object aggression
  • Off-task
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23
Q

What should a psychological evaluation report include?

A
  • Reason for referral
  • Assessment procedures
  • Background information
  • Behavioral observations
  • Test results
  • Interpretations
  • Conclusions
  • Recommendations
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24
Q

Why is background information important in a psychological evaluation?

A

It helps inform the school psychologist’s interpretation of the student’s performance.

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25
Q

What factors should school psychologists consider for non-discriminatory assessments?

A
  • Individual situations
  • Personal and professional biases
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26
Q

What type of information can inform a student’s assessment?

A
  • Disabilities
  • Time spent in regular education
  • Medical diagnoses
  • Test results
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27
Q

What is Response to Intervention (RtI)?

A

A framework for a multi-level preventative system to promote maximal student learning.

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28
Q

What is Response to Intervention (RtI)?

A

A framework for a multi-level preventative system to promote student learning and achievement

It aims to prevent or decrease student problem behaviors through assessment and intervention.

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29
Q

What are the key components of the RtI system?

A

Screening, data-based decision-making, progress monitoring, prevention

These components work together to improve student outcomes.

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30
Q

What does validity refer to in screening tools?

A

Whether the screener tests what it is supposed to test

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31
Q

What does reliability refer to in screening tools?

A

Whether the results are consistent across administrations

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32
Q

Define classification accuracy in the context of screening tools.

A

How well a screening tool can classify students into at-risk or not at-risk categories

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33
Q

What is generalizability concerning screening tools?

A

How well a screening tool’s results can be applied to different populations

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34
Q

What is Test-Retest Reliability?

A

Comparison of screening test scores obtained at two different times

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35
Q

What is Parallel-Forms Reliability?

A

Comparison of results from two equivalent forms of a screening tool

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36
Q

What does Split-Half Reliability measure?

A

How well two halves of a screening test compare to each other

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37
Q

What is Interrater Reliability?

A

Comparison of results across different administrators of the same screening tool

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38
Q

What is content validity?

A

How well a test represents the domain it addresses

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39
Q

Explain criterion validity.

A

How much a test’s results correspond to a specific criterion measurement

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40
Q

What is construct validity?

A

How well an instrument reflects the construct it is intended to measure

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41
Q

What is face validity?

A

A subjective judgment about whether a test appears to measure what it is supposed to measure

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42
Q

What are criterion-referenced targets?

A

Scores that indicate benchmark performance in reading or math probes

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43
Q

What are norm-referenced targets?

A

Scores compared to local and national norms

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44
Q

What is Spearman’s ‘g factor’ theory of intelligence?

A

A theory suggesting intelligence is a generalized cognitive ability, measurable in numerical terms

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45
Q

List Thurstone’s seven primary mental abilities.

A
  • Verbal comprehension
  • Reasoning
  • Perceptual speed
  • Numerical ability
  • Word fluency
  • Associative memory
  • Spatial visualization
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46
Q

What are Gardner’s eight intelligences?

A
  • Visual-spatial intelligence
  • Verbal-linguistic intelligence
  • Bodily-kinesthetic intelligence
  • Logical-mathematical intelligence
  • Interpersonal intelligence
  • Intrapersonal intelligence
  • Musical intelligence
  • Naturalistic intelligence
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47
Q

What are Sternberg’s three factors of ‘successful intelligence’?

A
  • Analytical intelligence
  • Creative intelligence
  • Practical intelligence
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48
Q

What do academic achievement tests measure?

A

Specific academic skills and compare them to similar students’ skills

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49
Q

How do academic achievement tests differ from classroom assessments?

A

Achievement tests measure general skills, while classroom assessments measure specific skills just taught

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50
Q

What is a common range for average scores on standardized academic achievement tests?

A

90 to 109

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51
Q

What is the Wechsler Individual Achievement Test (WIAT)?

A

One of the most commonly administered academic achievement tests

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52
Q

What does the National Assessment of Educational Progress (NAEP) measure?

A

Student performance in reading, math, science, civics, arts, writing, economics, US history, and geography

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53
Q

What cognitive abilities does the Woodcock-Johnson (WJ) test measure?

A
  • Long-Term Retrieval
  • Short-Term Memory
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54
Q

What is the primary focus of standardized measures of executive function (EF) in schools?

A

To assess and analyze students’ executive functioning capabilities

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55
Q

What is the main purpose of screening tools in educational psychology?

A

To identify students at risk for academic difficulties

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56
Q

What does the Picture Recognition test measure?

A

Visual memory

This test falls under the category of Visual Processing.

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57
Q

Which tests are included under Short-Term Memory?

A
  • Numbers Reversed
  • Auditory Working Memory
  • Memory for Words
  • Digit Span subscale
  • Letter-Number Sequencing
  • Sentences

These tests measure working memory and memory span.

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58
Q

What age range does the Behavior Rating Inventory of Executive Function (BRIEF) cover?

A

Ages 5-18

It includes a preschool form and has versions for teachers and parents.

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59
Q

What are the scale scores for Metacognition in the BRIEF?

A
  • Planning/Organizing
  • Working Memory
  • Initiation
  • Materials Organization
  • Monitoring

These scores assess various aspects of metacognitive processes.

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60
Q

What does the Behavior Regulation Index in the BRIEF include?

A
  • Emotional Control
  • Shifting
  • Inhibition

This index measures behavioral regulation skills.

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61
Q

What does the Child Behavior Checklist (CBCL)-Teacher Report Form assess?

A

Emotional/social attentional functioning

It is generally used for assessing children’s behavior in school settings.

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62
Q

What areas does the Neuropsychological Assessment (NEPSY) test?

A
  • Executive Functioning/Attention
  • Sensorimotor Functioning
  • Visual-Spatial Processing
  • Social Perception
  • Memory and Learning
  • Language

It is administered individually to ages 3-4 and 5-16.

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63
Q

What is the purpose of the Cognitive Assessment System?

A

To assess planning and attention

It uses six subtests to evaluate these skills.

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64
Q

What does the Children’s Category Test (CCT) evaluate?

A

Categorization and mental flexibility

It is nonverbal and designed for ages 6-16.

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65
Q

What is assessed during the WISC-IV Advanced Clinical Interpretation?

A

Executive Function via four subtests

Each subtest comes from a different modality.

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66
Q

What emotional self-regulation aspects are assessed in classrooms?

A
  • Emotional self-regulation during tasks
  • Problem-solving strategies
  • Task/goal persistence
  • Attention maintenance and span
  • Organization
  • Time management

These assessments can inform teaching strategies.

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67
Q

What difficulties are associated with writing according to the assessment?

A
  • Planning how writing fits on a page
  • Motor control
  • Content organization
  • Idea retrieval and use
  • Thought manipulation
  • Execution

These factors can affect a student’s writing abilities.

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68
Q

Fill in the blank: The Recognizing Rhyme Assessment tests whether children can identify _______.

A

[rhyming words]

This includes distinguishing between rhyming and non-rhyming words.

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69
Q

What are the two types of adaptive behaviors?

A
  • Developmental skills
  • Everyday living activities

These behaviors help individuals adapt to their environment.

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70
Q

What does the Scales of Independent Behavior-Revised (SIB-R) assess?

A
  • Adaptive behaviors
  • Behavior problems
  • Overall independence

It provides norms for age groups from three months to 80+ years.

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71
Q

True or False: Maladaptive behaviors steadily increase or decrease with age.

A

False

Maladaptive behaviors are expressed variably across settings and do not follow a steady trend with age.

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72
Q

What is the original name of the Vineland Adaptive Behavior Scales (VABS)?

A

Vineland Social Maturity Scale

The VABS was originally developed to assess social maturity.

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73
Q

What is the age range for the norms established in the VABS?

A

Up to 18 years

The VABS includes norms for assessing individuals from infancy through 18 years of age.

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74
Q

How many items are included in the two editions of the VABS?

A

577 items and 297 items

The VABS has two editions that collect information through semi-structured interviews.

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75
Q

Who is required to administer the VABS according to the manual?

A

Psychologist/social worker/other professional with training

Administrators must have a graduate degree in interviewing techniques.

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76
Q

What domains does the VABS include for children aged 5-18?

A
  • Maladaptive Behavior Domain
  • Motor Skills Domain

The Maladaptive Behavior Domain lists behaviors that can be scored based on frequency.

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77
Q

What is the purpose of the AAIDD Adaptive Behavior Scale (ABS)?

A

Evaluate how an individual copes with natural and social demands

The AAIDD ABS is designed to assess adaptive behavior in various settings.

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78
Q

What types of items are included in the AAIDD ABS?

A
  • Yes/No items
  • Highest level circled items

Some items may have confusing negative wording.

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79
Q

What is the primary focus of the Inventory for Client and Agency Planning (ICAP)?

A

Measures adaptive and maladaptive behaviors

The ICAP also collects demographic and service-related information.

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80
Q

What does the ICAP provide in addition to measuring behaviors?

A

Service Score

The Service Score indicates the individual’s overall need for supervision, training, and/or care.

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81
Q

What is the age range for the Social Emotional Evaluation® (SEE)?

A

Ages 6.0-12.11

The SEE assesses social and emotional skills for children in this age range.

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82
Q

What are the five subtests used in the SEE?

A
  • Recalling Facial Expressions
  • Identifying Common Emotions
  • Recognizing Emotional Reactions
  • Understanding Social Gaffes (with audio)
  • Understanding Conflicting Messages (with audio)

The subtests use pictures and audio to assess various emotional and social skills.

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83
Q

What type of instrument is the Ages & Stages Questionnaires: Social-Emotional (ASQ:SE)?

A

Parental reporting instrument

It is designed for children from infancy to 5 years old.

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84
Q

What is Emotional Intelligence (EI) also known as?

A

EQ

The term EQ was popularized by psychologist Daniel Goleman.

85
Q

List the five domains of Emotional Intelligence.

A
  • Self-awareness
  • Emotional management
  • Self-motivation
  • Empathy
  • Handling relationships

These domains encompass the competencies involved in EI.

86
Q

True or False: EI tests typically require trained administrators.

A

False

EI tests generally do not require extensive resources or trained administrators.

87
Q

What is the primary purpose of Functional Behavior Assessment (FBA)?

A

Analyze the purpose or function of behaviors

FBA aims to understand why individuals exhibit certain behaviors.

88
Q

What are performance deficits in the context of maladaptive behaviors?

A

Possessing the skill but not applying it consistently

Performance deficits can lead to inappropriate behaviors in certain situations.

89
Q

What is indirect assessment in FBA?

A

Gathering information from informants through structured interviews

Indirect assessment involves understanding behaviors from the perspectives of teachers, parents, and others.

90
Q

What can be included in a student portfolio for assessment?

A
  • Writing samples
  • Lab reports
  • Audio/video recordings
  • Art works
  • Physical constructions and projects
  • Photographs
  • Interview transcripts
  • Quizzes and tests

Portfolios can showcase a variety of student work and skills.

91
Q

What is the purpose of explicit instruction in portfolio assessment?

A

To clarify all policies or principles guiding what students can include in their portfolios

This ensures students understand expectations and evaluation criteria.

92
Q

What should comprehensive rubrics include in portfolio assessment?

A

Structured information regarding:
* Required components
* Organization
* Content and length of reflections and entries

A comprehensive rubric enhances objectivity in assessment.

93
Q

What is the role of reflection in comprehensive portfolio assessment?

A

Enables students to analyze their accomplishments, compare them to class standards, and evaluate their products

Reflection fosters metacognition and responsibility for learning.

94
Q

What are showcase portfolios?

A

Portfolios that highlight a student’s best products within a given course/time period

Examples include resumes, marketing projects, and various writing genres.

95
Q

What do process portfolios emphasize?

A

Learning processes more than end products

They may include outlines, drafts, feedback, and revisions.

96
Q

What is contained in evaluation portfolios?

A

Course evaluations and student accomplishments/learning/performance relative to pre-established goals/criteria

These portfolios can show both difficulties and best work.

97
Q

What is an online/e-portfolio?

A

A digital portfolio that can be any type or a combination of showcase, process, or evaluation portfolios

All contents are accessible online.

98
Q

True or False: Portfolio assessment can establish a student-teacher dialogue.

A

True

This dialogue helps clarify assessment and improvement actions.

99
Q

How does portfolio assessment raise student awareness?

A

By involving students in the evaluation process and yielding more individualized assessment

It can show a wide range of accomplishments and skills.

100
Q

What are the components of curriculum-based assessment (CBA)?

A

Collecting data, interpreting the data collected, and designing interventions based on the data and interpretations

CBA connects assessment and instruction effectively.

101
Q

What is the assumption shared by various models of CBA?

A

Educators should test what they teach

This principle ensures that assessments are relevant to the curriculum.

102
Q

Describe the normative sampling procedure in CBA.

A

Taking samples from the mainstreamed class of acceptable student performance and average student performance to establish mastery criteria

Useful for setting performance criteria for diverse classrooms.

103
Q

What is ecological assessment?

A

A comprehensive process to collect data about a student’s functioning in different settings or environments

It helps identify variations in student behavior across contexts.

104
Q

What types of information are gathered during an ecological assessment?

A

Information about:
* Physical environment
* Student activity and behavior patterns
* Interactions with authority figures and peers

This data is crucial for understanding student needs.

105
Q

What is the purpose of task analysis in ecological assessment?

A

To list all skills needed for each specific setting and document skills demonstrated/not demonstrated

It helps set relevant intervention goals.

106
Q

Fill in the blank: The ecological assessment can help identify why students behave differently in _______.

A

[different environments]

107
Q

What are some advantages of curriculum-based assessment (CBA)?

A

Advantages include:
* Connection of instruction to curriculum
* Frequent administration
* Sensitivity to short-term academic improvements

CBA aids in evaluating student progress and instructional effectiveness.

108
Q

What is the main goal of establishing criteria for student mastery in CBA?

A

To determine what should be designated as the absolute criteria for mastery of the curriculum

This is particularly important for classes with mainstreamed special education students.

109
Q

True or False: Data collection enabled by technology is essential for decision-making in schools.

A

True

Lack of data can lead to poor decision-making and frequent policy changes.

110
Q

What does D3M stand for?

A

Data-Driven Decision Making

This process relies on collected data to inform school decisions.

111
Q

What should intervention goals be based on in ecological assessments?

A

Necessary but undemonstrated skills identified through observations

Goals must also be developmentally appropriate.

112
Q

What does D3M stand for?

A

Data-Driven Decision-Making

113
Q

How does D3M change school culture?

A

Shifts from having answers to asking the right questions

114
Q

True or False: D3M saves time for school administrators and teachers.

A

False

115
Q

What are the expected expenses when implementing D3M?

A

Increased expenses for training, data validation, and maintenance

116
Q

Fill in the blank: Data-driven decision-making does not equal finding _______.

A

solutions

117
Q

What is a key challenge in implementing D3M solutions?

A

Underestimating the complexity of working with educational data

118
Q

What must schools ensure in vendor contracts regarding D3M?

A

Data-cleansing expertise

119
Q

What is advised regarding initial expenses for D3M solutions?

A

Do not spend a lot of money upfront

120
Q

What are two applications of NWEA data mentioned?

A
  • Producing tests aligned with standards
  • Informing professional development decisions
121
Q

What is the initial step in the educational progress monitoring cycle?

A

Initial assessment of historical data

122
Q

List the essential elements of school data-based student progress monitoring.

A
  • Data-driven monitoring
  • Measurable outcomes/goals
  • Sensitivity to student growth increments
  • Effective, efficient classroom use
  • User-friendly formats
  • Connection with appropriate activities and general education curriculum
123
Q

What are the goals of data-based student progress monitoring?

A
  • Guiding instructional decisions
  • Identifying current student performance levels
  • Measuring and reporting progress toward goals
  • Reevaluation for special education eligibility
124
Q

What is the two-pronged approach to monitoring student progress?

A
  • Progress toward general outcomes
  • Progress toward specific skills
125
Q

True or False: Assessment of general outcomes is more representative than assessment of specific skills.

A

False

126
Q

What are the seven steps in CBA for monitoring student/school progress?

A
  • Establish measurable yearly goals and objectives
  • Make decisions about data collection
  • Identify schedule and tools for data collection
  • Represent the data collected
  • Evaluate the data collected
  • Adjust instruction based on data analysis
  • Communicate progress toward goals and objectives
127
Q

What is the purpose of curriculum-based analysis (CBA)?

A

To measure student/school progress toward general outcomes

128
Q

What is a common characteristic of outcome measures?

A

Conducted routinely and considered critical to effective operations

129
Q

What role does parental input play in the educational progress monitoring cycle?

A

It informs the initial assessment and instructional decisions

130
Q

Fill in the blank: D3M processes can be supported by a broad range of _______.

A

solutions and technologies

131
Q

What is Collaborative Problem-Solving (CPS)?

A

CPS is a required and critical skill in educational settings and employment that involves effective division of labor, integrating multiple perspectives, and organized efforts toward shared goals.

CPS enhances quality and creativity in solutions through collaboration.

132
Q

Why is collaboration preferred over individual problem-solving?

A

Collaboration enables effective division of labor, incorporates diverse perspectives, and stimulates enhanced quality and creativity in solutions.

It also requires shared goals and organized efforts, which go beyond mere social interaction.

133
Q

What are some key 21st-century skills emphasized in education?

A

Key skills include:
* Information and communication technology (ICT) skills
* Self-management
* Problem-solving
* Critical thinking
* Communication
* Collaboration

These skills are essential for preparing students for modern employment.

134
Q

What is virtual collaboration?

A

Virtual collaboration is defined as the ability to work productively, drive engagement, and demonstrate presence as a member of a virtual team.

This skill is increasingly important for future employment.

135
Q

What does Norm-Referenced Testing (NRT) assume?

A

NRT assumes that intelligence, academic achievement, behavior, and other traits are distributed along a normal probability curve.

This allows for comparison of individual scores to a norm group.

136
Q

What is a standard score in NRT?

A

A standard score corresponds to a statistical average/mean of 100, with 15 representing one standard deviation.

For example, a score of 115 is one SD above the mean.

137
Q

What does a percentile rank indicate?

A

Percentile rank reflects the percentage of scores in a norm group that fall below a specific score.

For instance, a percentile rank of 85 means the student scored higher than 85% of peers.

138
Q

True or False: A grade-equivalent score of 4.5 means a student is performing at the same level as the average student in the fifth month of the fourth grade.

A

True.

It indicates the student’s raw score matches that of the average student in that grade and time frame.

139
Q

What are the strengths of self-report inventories?

A

Strengths include:
* Low cost
* Standardization
* Greater validity and reliability than projective tests
* Quick administration

Examples include the MMPI and Cattell’s 16 Personality Factor Questionnaire.

140
Q

What are some limitations of self-report inventories?

A

Limitations include:
* Potential for respondent deception
* Tedious administration
* Lack of self-knowledge or honest expression

The MMPI can take about three hours to complete.

141
Q

What are the strengths of multiple-choice tests?

A

Strengths include:
* Versatility across subjects
* Adaptability to different learning levels
* Faster student response
* Objective scoring
* Less influenced by guessing

They also allow for item analysis to improve test quality.

142
Q

What are the limitations of multiple-choice tests?

A

Limitations include:
* Inability to assess thought processes
* Reliance on guessing affects reliability

They do not allow for original ideas or explanations.

143
Q

What is test-retest reliability?

A

Test-retest reliability assesses whether the same test administered under the same conditions yields consistent results over time.

It is suitable for stable characteristics like IQ.

144
Q

What is internal consistency reliability?

A

Internal consistency reliability shows whether individual items within a test are consistent with one another.

Methods include split-half testing and using statistical procedures like Cronbach’s Alpha.

145
Q

What is the difference between internal and external validity?

A

Internal validity refers to whether test results can be attributed to the identified variables, while external validity indicates how well results generalize to other populations or settings.

High internal validity eliminates confounding variables.

146
Q

What is criterion validity?

A

Criterion validity assesses whether a test measures a specified set of skills by comparing it to an established standard.

Types include concurrent validity and predictive validity.

147
Q

What is concurrent validity?

A

Concurrent validity is when two assessments are compared simultaneously or close together in time.

148
Q

What is predictive validity?

A

Predictive validity assesses criterion validity by administering the same test over a period of time.

149
Q

Provide an example of predictive validity.

A

Universities use applicants’ high school grades to predict post-secondary grades.

150
Q

What mistake did Coca-Cola researchers make regarding concurrent validity?

A

They did not ask respondents whether they liked the new flavor better than the original.

151
Q

What personal factors should school psychologists consider during assessments?

A

Vision or hearing impairment, physical disabilities, intellectual or cognitive disabilities.

152
Q

How can health conditions affect student assessments?

A

Temporary or chronic illnesses and lack of sleep or breakfast can lead to suboptimal performance.

153
Q

What social factors related to home life can influence student assessments?

A

Child abuse, neglect, parental substance abuse, socioeconomic status, and parental involvement.

154
Q

What environmental factors should be evaluated by school psychologists?

A

Age relative to grade, instructional level suitability, emotional adjustment, and educator expectations.

155
Q

What is test bias in psychological assessment?

A

Test bias occurs when average test scores vary among ethnic groups, leading to potential overdiagnosis or unfair placements.

156
Q

List the four prevalent types of reasons for test score variation.

A
  • Genetic factors
  • Environmental factors
  • Interaction of genetic and environmental influences
  • Systematic underrepresentation of abilities
157
Q

What does cultural test bias mean?

A

A test that systematically underestimates or overestimates the abilities of individuals based on ethnicity, gender, or culture.

158
Q

What are the three types of bias in standardized testing instruments?

A
  • Construct bias
  • Method bias
  • Item bias
159
Q

What is the purpose of screening tools?

A

Identifying developmental areas needing additional evaluation, not determining special education eligibility.

160
Q

Why are traditional assessment procedures not very valid for preschool ages?

A

They often do not apply to early childhood due to developmental restrictions in understanding and responding.

161
Q

What is play-based assessment?

A

An alternative assessment method for young children that allows them to demonstrate abilities through play.

162
Q

What is portfolio-based authentic assessment?

A

Integrates assessment into preschool curriculum, collecting data from everyday events to represent children’s abilities.

163
Q

What is the significance of English-language proficiency (ELP) levels in ELL students?

A

ELP levels vary widely; students may have different oral vs. written ELP levels affecting assessment performance.

164
Q

What factors affect how ELL students are assessed?

A
  • L1 formal education
  • English formal education
  • Standardized test exposure
165
Q

Why might ELL students be disadvantaged in standardized testing?

A

Cultural differences and unfamiliarity with mainstream American culture can affect test responses.

166
Q

What factors should be considered in the assessment of students with hearing loss?

A

Residual hearing amount, etiology of hearing loss, age of onset, communication skills, and any co-occurring disabilities.

167
Q

What factors must be considered when assessing Deaf or hearing-impaired students?

A

Factors include:
* residual hearing amount
* etiology of hearing loss
* age of onset
* communication skills
* co-occurring disabilities
* first language
* linguistic and cultural background

These factors help determine a student’s specific needs for effective assessment.

168
Q

How should standardized tests not designed for the Deaf population be administered?

A

They must be administered in non-standardized modes

This adaptation is necessary to accommodate the unique needs of Deaf students.

169
Q

What is recommended for children aged 0-3 years regarding audiological assessments?

A

Regular audiological assessments are recommended, with increased frequency for those with chronic otitis media and/or speech/language problems

Early detection and intervention are critical for effective support.

170
Q

Why is parental involvement critical in the assessment process for children with hearing loss?

A

Parental involvement is critical for information quantity and quality, impacting communication and educational decisions

Parents’ insights on how they communicate with their children can enhance assessment outcomes.

171
Q

What is the role of a school nurse in assessing visual impairments in young children?

A

A school nurse may conduct a brief vision assessment as the first step in determining a child’s visual status

This assessment can prompt referrals to specialists if visual impairment is suspected.

172
Q

What should be done if a child fails initial vision assessments?

A

Refer the child to a pediatric ophthalmologist or other eye specialist and obtain further information from medical providers

Comprehensive evaluations are essential for accurate diagnosis and intervention.

173
Q

What type of assessment is recommended for children 0-3 years old who fail initial vision assessments in some states?

A

Functional vision assessment

This assessment helps understand how the child uses their sight and what accommodations may be necessary.

174
Q

What areas should be assessed in children 0-5 years old with visual impairments?

A

Areas include:
* sensorimotor development
* adaptive development
* communication skills
* concept development
* emotional development
* social development

A holistic approach ensures comprehensive understanding of the child’s needs.

175
Q

True or False: Assessment teams for children with visual impairments must include experts in assessment and intervention.

A

True

Expertise is crucial for accurate assessments and effective interventions.

176
Q

What can sensorineural hearing losses caused by conditions like rubella and meningitis affect?

A

They can affect the vestibular system, impairing:
* visual-motor functioning
* equilibrium (balance)
* body awareness

Understanding these impacts is important for tailored interventions.

177
Q

Fill in the blank: Assessment teams for children with hearing loss must include __________.

A

[audiologists with experience in assessment and intervention]

Their expertise is essential for supporting young children with hearing impairment.

178
Q

What are the main types of assessments for children with severe orthopedic impairments?

A

Functional gross and fine motor skills and orthopedic function areas

These assessments are conducted by physical therapists and/or occupational therapists.

179
Q

Who should be included in assessment teams for children with orthopedic impairments?

A

Someone with knowledge of orthopedic impairments and training in providing interventions for these disabilities

This ensures appropriate support and intervention strategies.

180
Q

What accommodations should be considered during assessments for children with orthopedic impairments?

A

Positioning, technological devices, adaptive equipment, additional time

These accommodations help in obtaining valid assessment results.

181
Q

What are the three components of Renzulli’s conception of giftedness?

A

Well above-average ability, task commitment, creativity

Their interaction is more important than any one component alone.

182
Q

What does ‘task commitment’ include in the context of giftedness?

A

Interest, enthusiasm, engagement, determination, hard work, self-confidence

These traits contribute to sustained effort in a specific area.

183
Q

What characteristics define ‘creativity’ in gifted individuals?

A

Original thought, fluency, flexibility, curiosity, adventurousness

Creativity also involves a willingness to take risks and sensitivity to aesthetics.

184
Q

What is the first step in Renzulli’s identification system for gifted students?

A

Test scores

This step identifies students for educational programs for the gifted/talented.

185
Q

What is the second step in Renzulli’s identification system?

A

Teacher nominations

Teachers often observe talents not identified by standardized tests.

186
Q

What are alternate pathways in Renzulli’s identification system?

A

Local school district options including parent nominations, peer nominations, self-nominations, creativity tests

These pathways ensure a broader identification process.

187
Q

What is the purpose of the ‘special nominations’ step in Renzulli’s identification system?

A

To allow all teachers to nominate students not nominated by current teachers

This step helps identify underachievers and bypasses biases.

188
Q

What does the Response to Intervention (RtI) framework aim to identify?

A

How students respond to specific instructional changes

It is used as part of assessment procedures under IDEA regulations.

189
Q

What are the main components of RtI?

A

Early intervention, ongoing student progress evaluation, referral to special education evaluation

It addresses achievement and behavior problems.

190
Q

What roles do school psychologists play in RtI?

A

Designing, implementing, and evaluating problem-solving and RtI approaches

They expand their roles in assessment and intervention.

191
Q

What is the focus of mental health (MH) consultation?

A

Improving the consultee’s job performance

The goal is not to improve the consultee’s sense of well-being.

192
Q

What types of consultation exist in the context of mental health?

A

Client-centered, consultee-centered, program-centered, school MH consultation

Each type addresses different aspects of mental health in a school setting.

193
Q

What are the goals of behavioral consultation?

A

Changing client behavior, changing consultee behavior, producing organizational changes

It involves indirect problem-solving services.

194
Q

What is the main focus of instructional consultation (IC)?

A

Improving teachers’ abilities to address classroom issues through data-based decision-making

IC is founded on consultee-centered principles.

195
Q

What skills are essential for school psychologists in the IC model?

A

Collaborative problem-solving, effective communication, instructional and behavioral assessment

Teamwork skills are also crucial for IC Team members.

196
Q

What is the importance of establishing positive collaborative relationships in consultation?

A

Engaging all stakeholders to participate effectively

This is informed by social psychology principles.

197
Q

What is the fundamental attribution error?

A

Ascribes others’ behaviors to their disposition instead of the situation

Avoiding this error prevents judgments of others in consultative interactions.

198
Q

What are the two routes of persuasion according to the elaboration likelihood model?

A
  • Central communication (logical/cognitive arguments)
  • Peripheral communication (perceived authority or mood)

Central routes lead to deeper, longer-lasting beliefs, while peripheral routes are usually easier.

199
Q

How should school psychologists present themselves in consultations?

A

As true collaborators, not as consultation ‘experts’

This approach establishes environments conducive to change.

200
Q

What are key components of effective communication for school psychologists?

A
  • Clarity
  • Engaging style
  • Avoiding jargon
  • Good listening skills

Effective communication is essential both face-to-face and in written forms.

201
Q

Who must school psychologists engage with from an ecological perspective?

A
  • Physical therapists
  • Occupational therapists
  • Speech-language pathologists
  • Other specialists
  • Social workers
  • Counselors
  • Physicians

This engagement is crucial for effective community facilitation.

202
Q

What is the ultimate goal of school psychologists in community facilitation?

A

School recognition of their potential to solve problems through networking with community resources

This involves engaging community members actively.

203
Q

What does building rapport and trust with community resources involve?

A

Understanding cultural issues, historical school-community relationships, and school openness

These factors are part of effective interpersonal communication.

204
Q

What strategies can school psychologists implement to establish home-school partnerships?

A
  • Acknowledge need for addressing issues across contexts
  • Implement evidence-based family interventions
  • Form school-based teams for collaborative initiatives
  • Support reciprocal communication between schools and homes
  • Include families in student assessment and planning
  • Provide professional development opportunities

These strategies enhance educational outcomes.

205
Q

What are three ways to promote school-community collaborations?

A
  • Expand the vision of the school to include the community
  • Conduct community walks to engage stakeholders
  • Create a community resource map

These strategies enhance connections between schools and their communities.

206
Q

What role do school psychologists play in promoting student mental health?

A

They coordinate school and community support, advocate for students’ needs, and facilitate access to community resources

They help families navigate services and improve student outcomes.

207
Q

How do school psychologists assist families in accessing community services?

A

By helping them locate suitable agencies, apply for funding, and find affordable services

They promote transitions between different educational environments.

208
Q

What functions do school psychologists perform to strengthen collaborations?

A
  • Serve as liaisons between parents and service providers
  • Recruit community providers for school programs
  • Provide psychological counseling and refer families to other providers

These roles improve student mental health and learning.

209
Q

Fill in the blank: School psychologists collaborate with community agencies to provide services that enhance _______.

A

[psychological and physical health]

Praxis (4 decks)

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