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Praxis > SP Praxis Exam > Flashcards

SP Praxis Exam Flashcards

1
Q

Forms of data collection

A

background data collection/problem identification lvl, screening lvl, progress monitoring/RTI lvl, formal assessment

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2
Q

background data/prob identification lvl

A

identify/label the problem
ex. student records, staff intervention, medical records, review previous interventions, developmental history

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3
Q

screening lvl

A

identify at-risk students or students who struggle with academic work

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4
Q

progress monitoring/RTI lvl

A

data to determine effectiveness of intervention

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5
Q

formal assessment

A

(SpEd lvl) Cognitive, Social Emotional data from formal standardized measures

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6
Q

interview techniques

A

structured, unstructured, semi-structured interviews

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7
Q

structured interviews

A

standardized/formal, tells presence/absence of problem (not lvl of function), can compare with norms; CANNOT MODIFY FORMAT AS THIS IS STRICT

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8
Q

unstructured interviews

A

conversational/relaxed interviews; responses can be difficult to interpret and cannot be compared with social norms

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9
Q

semi-structured

A

combo of both structured and unstructured interviews that allows for follow up questions and flexibility

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10
Q

observational techniques

A

whole interval recording, frequency/event recording, duration recording, latency recording, time-sampling interval recording, partial-interval recording, momentary time sampling

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11
Q

whole interval recording

A

Bx recorded when it occurs during whole time interval; good for continuous Bx during short duration

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12
Q

frequency event recording

A

record # of Bx during specific period

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13
Q

duration recording

A

length of time specific behavior lasts

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14
Q

latency recording

A

time btw initiation of stimulus of behavior

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15
Q

time-sampling interval recording

A

divide time period into equal intervals & record behavior if occurs; effective when unable to determine start/end of behavior or when short period of time available to observe

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16
Q

partial-interval recording

A

multiple behavior scored as 1 if occurs at any time in interval; effective when behavior occurs at low/inconsistent rate

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17
Q

momentary time sampling

A

behavior scored as present or absent within time interval (least biased estimate of behavior)

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18
Q

Purpose of universal screening

A

see if modifications are needed in core curriculum while serving as guiding decisions for additional needed instruction

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19
Q

pros and cons of universal screening

A

Pros: cost-effective, time-efficient, easy to administer
Cons: can misclassify students

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20
Q

least dangerous assumption of universal screening

A

it is better to give support to students who don’t need it than not giving support to students who need it

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21
Q

universal screening measures

A

curriculum-based (CBM), fluency-based indicators of skills, cognitive assessment test (CogAT), state education agencies, & systems to enhance educational performance (STEEP)

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22
Q

curriculum-based measures (CBM)

A

used only if aligns with norms, benchmarks, and standards; specific forms of criterion referenced assessments where curriculum, goals, and objectives are “criteria” for assessment items
ex. DIBELS for reading fluency

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23
Q

fluency-based indicators of skills

A

initial-sound fluency, letter-naming fluency, phoneme segmentation, nonsense word fluency, oral-reading fluency

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24
Q

cognitive assessment test (CogAT)

A

cognitive measure; group administered and used as a screener

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25
Q

state education agencies

A

formal test administration to monitor growth in math, reading, and writing

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26
Q

systems to enhance educational performance (STEEP)

A

schools conduct curriculum-based measures during year in math, reading, and writing to find students who need more support

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27
Q

RTI Process

A

1) identify academic/behavioral concerns by teacher/parent
2) SP collects data and screens info on student
3) collect baseline info on areas of concern
4) Use research-based intervention & give tests for post-int. progress; track/analyze test data
5) examine difference in performance (baseline/post-int.); if student does not grow from intervention in 30-60 day THEN SpEd eval considered

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28
Q

How to decide what to assess?

A

subskill mastery measurement (SMM) & general outcome measurement (GOM)

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29
Q

subskill mastery measurement

A

info to see if intervention for behavior is effective (collected frequently: daily)

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30
Q

general outcome mastery (GOM)

A

student progress on long-term goals (collected once a week)

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31
Q

how to analyze and present data

A

progress monitoring, frequency data, behavior chart (x-axis: time intervals in days/weeks), levels of analysis

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32
Q

progress monitoring

A

systematic and repeated measurement of behavior over specified time

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33
Q

frequency data

A

% correct, # of opportunities to respond are recorded/displayed

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34
Q

levels of analysis

A

variability, level, & trend

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35
Q

analyzing variability in progress-monitoring data

A

1) effectiveness of interval is defined by ability to change behavior
2) confounding variables include uncontrolled subjects/environmental factors (must control these variables to ensure effectiveness of interval is actually measured)
3) measurement error

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36
Q

measurement error

A

occurs if observer is not looking when Bx occurred or CBM not administered correctly

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37
Q

consideration of mitigating factors

A

consider extraneous factors for intervention effects like uncontrolled personal and environmental changes

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38
Q

RTI analysis of level

A

average performance within a condition; performance compared with peers or benchmark

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39
Q

RTI analysis of of trend

A

student’s performance increases/decreases across time; multiple measures needed to estimate the trend (calculate slope w/ SPSS); visual analysis used to estimate general pattern of change

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40
Q

baseline

A

status prior to intervention; sees current lvl, trend, and variability

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41
Q

general RTI evaluation points

A

1) Baseline data shouldn’t have high/low spikes in 3 consecutive data points
2) 80% of data points should fall within 15% of mean (avg)
3) Collect minmum # of baseline pts (3-5)
4) Practical considerations affect amount of data collected

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42
Q

3 ways to describe behavior

A

level, trend, variability)

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43
Q

how to make decisions on RTI data

A

1) Consider if good # of data points in baseline and intervention
2) determine if change in behavior relates w/ change in conditions (immediate change = from intervention)
3) have goal based on local norms, benchmarks, or class-comparison norms
4) if 2-3 points are below trend line = change interval
5) if slope of trend line is below aim line = change interval
6) no correct responses for 3-4 days = change interval
7) highly variable data due to extraneous variables like student attention, noncompliance, motivation, etc.
8) % correct < 85% = provide modifications, prompts, modeling, corrective feedback
9) if slow growth = focus on increasing student rate of correct responses thru repeated practice and motivation

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44
Q

If RTI fails…

A

do SpEd eval

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45
Q

standardized tests w/ norms older than 10 years

A

use with caution due to regression problems in older norm data

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46
Q

SpEd evals include

A

cognitive, achievement, communication, motor skills, adaptive skills, social, emotional, and behavioral functioning, sensory processing, assessments

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47
Q

informal measures of emotional/behavioral/social skills

A

of office referrals, suspensions, class-based disciplinary procedures to see levels of problem behavior

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48
Q

FBA

A

comprehensive and individualized method to identify purpose and function of behavior; used to develop a plan to modify factors that cause problem Bx and teach replacement behaviors

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49
Q

FBA steps

A

1) describe prob Bx (operationally define)
2) perform assessment (review records, observations, interview student, teacher, parents)
3) Evaluate assessment results (finds patterns of Bx & purpose of target Bx)
4) Develop hypothesis
5) form intervention plan
6) implement intervention
7) evaluate effectiveness of plan (place emphasis on antecedent to Bx to determine what triggers it in the environment)

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50
Q

Social/Emotional measures

A

must need at least 2 forms (parent & teacher); multiple raters and settings (ex. BASC-3)

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51
Q

Curriculum-based assessment (CBA)

A

broad assessment program includes CMB and structured observations

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52
Q

CBM measures must….

A

1) based on systematic procedures for frequent collection & analysis on student performance data
2) examine students across time to see intervention effectiveness
3) identifies at-risk students
4) provides normative and statistically sound information for students, staff, and parents

(ex. Reading: student read 2 mins and calculate words correct/incorrect compared with class; Writing: listen to passage, write 2 mins; Spelling: 2 min spelling test; Math: 3 min math probs)

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53
Q

ecological assessment

A

see “goodness of fit” for student and learning environment

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54
Q

ICEL

A

Instruction, Curriculum, Environment, Learner; analyze work samples, prior grades, and assessments, collect info from parent/teacher/student, observe during instruction and other environments

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55
Q

intellectual disabilities (ID)

A

assess with cog & adaptive measures; SS 70 or below needed on COG test (like WISC-V), origin of disability before 18 yrs

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56
Q

ID deficits/impairments in adaptive functioning in areas of…

A

communication, self-care, social skills, use of community resources, self-direction/independence, functional academics skills, employment, leisure, physical health issues

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57
Q

Scales to use for ID

A

Vineland Adaptive Behavior Scales (VABS-4), Adaptive Behavioral Assessment (ABAS-4)

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58
Q

What to consider of Non-English speaking students…

A

developmental history, languages spoken/heard, language dominance/presence, language proficiency in both languages must be assessed to find the dominant language

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59
Q

language differences vs. language disorders

A
  • disorder must be present in native language and English
  • testing must be conducted in native/strongest language
  • tests w/ formal and informal speaking contests
  • patterns of language usage described & error patterns determined
  • child performance compared with others w/ similar cultural/linguistic experiences; compared with people of same cultural group/dialect
    ** use standardized tests w/ interpreter is psychometrically weak and not best practices
    ** using interpreter helps collect info, but score validity is low
    ** informal alternate assessments are < discriminatory & provide info about student current skill level
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60
Q

concepts related to learning & intelligence

A

Premack Principle, immediacy, negative reinforcement, positive reinforcement, fixed-ratio reinforcement, variable ratio, frequency/duration/intensity, shaping, extinction, & punishment

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61
Q

Premack Principle

A

principle by David Premack in which lower level behavior can be shaped by higher level (desired) behavior; AKA contingency learning (first complete less desired Bx to get desired Bx)
Ex. do homework to play outside

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62
Q

immediacy

A

consequences occur immediately after Bx for effective reinforcement

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63
Q

negative reinforcement

A

Bx increases w/ negative reinforcement (stimulus removed = Bx increases); often confused with punishment

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64
Q

positive reinforcement

A

Bx occurs; rewarding stimulus provided & Bx increases

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65
Q

fixed-ratio reinforcement

A

specific # of Bx must happen before reinforcer given

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66
Q

variable ratio

A

of Bx needed varies to receive reinforcer

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67
Q

frequency, duration, and intensity

A

measurable and key parts to Bx modification plans

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68
Q

shaping

A

creates a Bx by reinforcing approximations of desired target Bx

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69
Q

extinction

A

eliminating reinforcers/rewards terminates problem Bx

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70
Q

punishment

A

giving undesired stimulus based on problem Bx

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71
Q

theories of intelligence and measurement

A

1) Spearman’s theory of intelligence: 2 factor theory of intelligence
2) Thurstone’s Primary mental abilities
3) Cattle-Horn-Caroll (CHC) theory of cognitive abilities
4) Das-Naglieri PASS model

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72
Q

spearman’s theory of intelligence: 2 factory theory of intelligence

A

created by Charles Spearman where he created modern statistical foundation of intelligence tests and believed in general intelligence factor known as “g”; “g” is seen all over FSIQ scores

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73
Q

thurstone’s primary mental abilities

A

created by Louis Thurstone where he claimed there are 11 primary mental abilities

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74
Q

Cattle-Horn-Carroll (CHC) theory of cognitive abilities

A

highly regarded and used to construct most cognitive tests (WISC-V, DAS-II, SB-V, & WJ-IV tests of cog abilities)

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75
Q

Gf

A

fluid reasoning; nonverbal abilities, inductive/deductive reasoning, inferences, putting info together as a whole
Ex. puzzles

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76
Q

Gc

A

crystallized knowledge; verbal knowledge, oral expression, things learned in society, things previously learned

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77
Q

Gv

A

visual processing; manipulate visual perceptual tasks

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78
Q

Ga

A

similar and different sounds, breaking words and sounds apart

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79
Q

Gs

A

processing speed; speed and accuracy, sustained attention

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80
Q

Gsm

A

short-term memory; immediate memory

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81
Q

Glr

A

long-term retrieval; memory storage and retrieval, long periods

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82
Q

Das-Naglieri PASS model

A

Luria divides brain in 4 parts to conceptualize intelligence as it relates to brain function (planning, attention, simultaneous processing, and successive processing)

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83
Q

phonology

A

sounds that language uses

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84
Q

phoneme

A

basic unit if language’s sound (smallest sound units)

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85
Q

Morpheme

A

language’s smallest unit of meaning (pre/suffix, root word)

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86
Q

semantics

A

study of word meanings and combos (phrases & sentences)

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87
Q

syntax

A

how words can combine into phrases/sentences/clauses

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88
Q

pragmatics

A

rules that specify appropriate language in social contexts

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89
Q

Noam Chomsky

A

children born w/ innate mental structure to learn language and grammar; AKA for critical period

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90
Q

brain areas for language

A

broca’s area, wernicke’s area

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91
Q

broca’s area

A

frontal portion of left hemisphere; grammar & expressive language production

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92
Q

wernicke’s area

A

medial temporal lobe; word meaning comprehension & receptive language

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93
Q

types of tests, evaluations, and assessments

A

cognitive ability, formative evaluations, summative evals, achievement tests, domain/criterion-referenced tests, norm-referenced tests

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94
Q

cognitive ability tests

A

used to predict future learning success and student learning profile

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95
Q

formative evals

A

assessment used to see student S&W

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96
Q

summative evals

A

provides a review and summary of person’s accomplishments to date

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97
Q

achievement tests

A

learned skills in school (read, math, write)

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98
Q

domain/criterion-referenced tests

A

tests with level of mastery skill setting

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99
Q

norm-referenced tests

A

evaluate student performance in relation to general reference group (how far student is from the mean)

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100
Q

psychometrics

A

percentile ranks, grade/age norms & equivalents, standard scores (SS), Z-score, t-score, scaled scores

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101
Q

percentile rank

A

% of scores in its frequency distribution that are equal or lower than it

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102
Q

grade norms and equivalents

A

student matched to grade group

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103
Q

age norms and equivalents

A

students matched to AE

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104
Q

standard scores

A

person’s spot w/in normal bell curve

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105
Q

range

A

diff between highest and lowest # w/in a set of scores

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106
Q

median

A

middle score in a set of scores

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107
Q

mode

A

most common set of scores

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108
Q

mean

A

avg in set of scores

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109
Q

variance

A

measure of how far a set of numbers is spread out

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110
Q

standard deviation

A

measure of spread of set of values from mean values

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111
Q

reliability

A

test scores that are consistent and stable over time

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112
Q

reliability coefficient

A

consistency/stability of a score

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113
Q

standard error of measurement

A

estimate of error in a score

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114
Q

test-retest

A

testing person with same test twice; both scores should be similar if test is reliable (2 weeks in btw)

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115
Q

validity

A

test actually measures what it claims to measure

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116
Q

criterion-related validity

A

correlation btw 2 tests are designed to measure human traits

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117
Q

face & content validity

A

how rational and reasonable test and items look

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118
Q

convergent validity

A

test is correlated w/ another test w/ similar purpose and measures same trait

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119
Q

divergent validity

A

correlating 2 test that measure 2 diff traits

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120
Q

construct-related validity

A

if a trait or construct being measured

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121
Q

predictive validity

A

valid test should have higher predictive value

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122
Q

discriminant validity

A

valid test should discriminate btw 2 students who have traits being measured and those who don’t have the trait

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123
Q

power

A

probability of making right decision if null hypothesis is true

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124
Q

type 1 error

A

incorrect rejection of true null hypothesis (false positive: accepting false positive was true when it wasn’t)

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125
Q

type 2 error

A

failure to react false null hypothesis (false negative: rejecting true hypothesis as incorrect when correct)

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126
Q

one-way ANOVA

A

compare direct variable of 3+ levels to 1 independent variable at single point; equal to independent t test

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127
Q

multi-way ANOVA

A

2 or 3 way ANOVA to see effect of 2 or 3 IV’s on 1 DV

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128
Q

repeated measure ANOVA

A

see if results change over time; see effect of 1 IV and 1 DV at 2-3 time points

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129
Q

mixed factorial ANOVA

A

see 1+ IV at 2+ levels on a DV at 2+ time points

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130
Q

multivariate ANOVA

A

2+ DV at same time (multi IV/DV)

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131
Q

analysis of covariance (ANCOVA)

A

removes DV bias; incorrect accuracy of IV where it accounts for w/in group error and finds meaningful differences

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132
Q

confounding factors that influence validity/reliability

A

motivation, personal issues (sleep, stress, fatigue), anxiety, language, environment (noise, light, distraction), beliefs, racial bias, SES, family, mental health

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133
Q

false positive example

A

student does well on test, but is actually failing in class

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134
Q

false negative example

A

student fails test, but is making progress in class

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135
Q

effect size

A

size of different between groups

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136
Q

consultant

A

usually the school psychologist, but can also be teacher/staff

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137
Q

consultee

A

teacher/staff member but could also be the SP

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138
Q

client

A

school, student, organization

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139
Q

consultant should be…

A

open, approachable, warm, sincere, genuine, trustworthy, confidential, empathetic, self-disclosing (revealing something about oneself builds rapport)

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140
Q

factors that influence client’s traits

A

student age/developmental stage, coping styles

141
Q

externalizing

A

behavior, fighting, disruptive

142
Q

internalizing

A

depression, shutting down, non-responsive

143
Q

personality

A

openness, agreeableness, conscientiousness, extroversion

144
Q

models of consultation

A

consulted-centered, client-centered, behavior model, conjoint behavior consultation

145
Q

consultee-centered

A

enhance competence/sills of consultee; indirectly helps client and consultant is the problem-solving/skill building expert; consult knows problem but needs skills to address it

146
Q

behavior model

A

solution-focused; collects behavioral data to change behavior; goal is to reduce frequency of undesirably behavior to prevent future problems

147
Q

steps of behavior model

A

identify problem, implement plan, monitor effectiveness, evaluate, and make changes to plan if needed

148
Q

conjoint behavioral consultation

A

behavior model that supports meeting with all parties (parent, student, staff)

149
Q

academic interventions/instructional supports

A
  • activate student prior knowledge before teaching
  • make learning relevant to students’ life
  • don’t overload students with new concepts
  • make it not too hard/easy
  • model, give explicit expectations, examples
  • corrective feedback, frequent practice
  • multimodal: visual, auditory, kinesthetic
  • student learning develops in phases (acquisition, proficiency, generalization, adaptation)
  • systematic approach, small group, cooperative, flexible grouping, student engagement time (time students engaged in learning, study skills
150
Q

RTI Model: Tier 1

A

Primary prevention (universal intervention); teach school wide expectations, clear consistent consequences, use objective data to see school wide efforts

151
Q

RTI Model: Tier 2

A

more targeted intervention (ex. bully prevention program)

152
Q

RTI Model: Tier 3

A

intensive intervention; direct contact with student, individual counseling, role-playing, FBA

153
Q

ethical principles of counseling

A

1) parent consent (can be seen w/out consent if safety is a concern)
2) inform of confidentiality/exceptions of confidentiality
3) before commencement of counseling, state student goal and monitor progress

154
Q

Cognitive Behavioral Therapy (CBT)

A

thoughts influence feelings and control behavior (most effective); changes faulty beliefs and role-play appropriate behaviors

155
Q

Cognitive Therapy

A

emphasis on cognition and beliefs; get client to understand connection btw behaviors and consequences

156
Q

behavioral/behaviorism techniques

A

(skinner) less counseling and > behavioral interventions, forms basis of FBA; behavior is shaped and maintained by consequences of actions

157
Q

humanistic approach

A

(Maslow & rogers) behavioral changes cannot occur w/out rapport built on unconditional positive regard and empathy; student needs to be understood by trusted adult behavior before changing

158
Q

bibliotherapy

A

cognitive intervention; therapist uses student’s own problem solving intervention and tries to get student to relate to character in a story or lesson applicable to current situation

159
Q

dialect behavioral therapy (DBT)

A

type of cognitive behavioral approach to build coping skills for stressors; mindfulness, stress tolerance, interpersonal skills, and emotional regulation

160
Q

motivational interviewing

A

student/goal centered to including intrinsic motivation and positive personal outcomes

161
Q

Premack Principle

A

desirable task can reinforce lower-level task (ex. eat cookie after finishing hw)

162
Q

social learning theory

A

people learn from observation (ex. kids sees behavior THEN acts more aggressively)

163
Q

Kohlberg’s stages of moral development

A

1) pre conventional
2) conventional
3) postconventional

164
Q

pre-conventional stage of moral development

A

behavior motivated by avoiding punishments

165
Q

conventional stage of moral development

A

confirming to social norms/approval of others

166
Q

post-conventional stage of moral development

A

high ethics/moral principles of conscience; motivated by approval/disapproval of others

167
Q

Piaget’s stages of cognitive development

A

1) sensorimotor (0-2 yrs)
2) preoperational (2-7 yrs)
3) concrete (7-11 yrs)
4) formal (12+ yrs)

168
Q

Piaget’s sensorimotor stage

A

(0-2 yrs); learning senses and actions, object permanence, simple imitation

169
Q

Piaget’s pre operational stage

A

(2-7 yrs); able to think symbolically, language is more developed, allows them to understand past and future so they are adept at make believe, egocentric, focuses on 1 object at a time, illogical thinking

170
Q

Piaget’s concrete stage

A

(7-11 yrs); able to use logical concepts to think through a problem, but can’t understand abstract concepts, mass/weight makes sense

171
Q

Piaget’s formal stage

A

(12+ years); abstract concepts and able to think about thinking, able to solve problems in methodological way, thinking of “what if” situations

172
Q

Erickson’s Psychosocial stages

A

1) Infancy (birth- 18 months)
2) early childhood (2-3 years)
3) preschool (3-5 years)
4) school age (6-11 years)
5) adolescence (12-18 years)
6) young adulthood (19-40 years)
7) middle adulthood (40-68 years)
8) maturity (66 years-death)

173
Q

Erickson’s infancy stage

A

(birth-18 months); trust v. mistrust; feeding, children develop a sense of trust when caregivers provide reliability, care, and affection; lack of care = mistrust

174
Q

Erickson’s early childhood stage

A

(2-3 years); autonomy v. shame & doubt; toilet training; children need to develop a sense of personal control over physical skills and a sense of independence; success = autonomy and failure = shame and doubt

175
Q

Erickson’s preschool stage

A

(3-5 years); initiative v. guilt; exploration, children need to begin asserting control and power over the environment; success = sense of purpose, too much power = disapproval & sense of guilt

176
Q

Erickson’s school age stage

A

(6-11 years); industry v. inferiority; school, children need to cope with new social and academic demands; success = competence and failure = inferiority

177
Q

Erickson’s adolescence stage

A

(12-18 years); identity v. role confusion; social relationships, teens sneed to develop a sense of self and personal identity; success = ability to stay true to self and failure = role confusion and weak sense of self

178
Q

Erickson’s young adulthood stage

A

(19-40 years); intimacy v. isolation; relationships with other people; success = strong relationships and failure = loneliness and isolation

179
Q

Erickson’s middle adulthood stage

A

(40-65 years); generatively v. stagnation; work & parenthood, adults need to create or nurture things that will outlast them often by having children or creating a positive change that benefits other people; success = feelings of usefulness/accomplishment and failure = shallow involvement in the world

180
Q

Erickson’s maturity stage

A

(65 years to death); ego integrity v. despair; reflection & life, older adults need to look back on life and feel a sense of fulfillment; success = feelings of wisdom and failure = regret, bitterness, and despair

181
Q

group counseling

A

time efficient, tier 2 intervention that promotes social learning and skill generalization

182
Q

service learning

A

teaches social emotional competence and empathy to kids, kids become engaged and curious of world issues, kids remember lessons learned due to being real and relevant, connects kids to personal relationships/promotes prosocial actions that make difference in people’s lives

183
Q

ABA intervention

A
  • uses repeated trials to teach/maintain cognitive, behavioral, or social skills
  • highly structured, adult-directed
  • systematic strategies like incidental teaching, structured teaching, pivotal response training, functional communication
  • task analysis: breaking down skills into smaller easy steps
  • prompts use to guide, but fades away (modeling, hand-over-hand, gestural, and visual)
184
Q

disabilities that impact learning

A

speech/language, dyslexia, dyscalculia, dysgraphia, SLD

185
Q

speech/language disabilities

A

difficulty in expressive/receptive language; oral motor dysfunction that result in speech difficulties

186
Q

dyslexia

A

(3-7% of student population) reading disorder which is not labeled in an IEP but a reading difficulty (or SLD mostly due to phonological processing dysfunction); simple word-rate reading = helpful, phonological training/direct-reading instruction is helpful, but processing/fluency deficits are hard to improve

187
Q

What to test a student who has dyslexia?

A

phonemic awareness, segmentation, sound deletion

188
Q

dyscalculia

A

(2-5% of student population) math disorder

189
Q

What to test a student on who has dyscalculia?

A

key math test and spatial/working memory tests

190
Q

dysgraphia

A

(5-27% of student population); writing disability that include impaired handwriting, orthographic coding, and difficulty organizing thoughts to write; can improve with age and interventions

191
Q

SLD is primarily what 3 disabilities?

A

dyslexia, dyscalculia, dysgraphia

192
Q

English as a Second Language (ESL)

A

special class for those who don’t fully understand English

193
Q

readiness

A

denotes bio psychosocial maturation level to enter school

194
Q

learned helplessness

A

behavior results from belief that tone cannot control the events in one’s environment; students prone to depression, low self-esteem, and low achievement; students with internal locus of control = more successful

195
Q

theory of mind

A

person understands that others have their own private thoughts, perspectives, and feelings (associated w/ autism)

196
Q

restorative practices

A

repairs harm caused by inappropriate behavior; not punishment focused and focuses on mutual agreed upon responsibilities/boundaries w/ all parties involved

197
Q

forms behavioral interventions

A

time-outs, FBA, token economy, self-directed activities, class wide peer tutoring

198
Q

time-out

A

can include sensory breaks and not considered a punishment

199
Q

FBA

A

finds antecedents and focuses on student environment; goodness of fit

200
Q

token economy

A

earns tokens for good behavior

201
Q

common childhood disorders

A

ADHD, anxiety, PTSD, bipolar disorder, ODD, Autism and Pervasive Developmental Disorder (PDD), Down syndrome, Tourette syndrome, Intellectually disabled, emotional disabilties

202
Q

ADHD

A

impulsive inability to sustain attention, constant movement, lack of self-regulation; affects more males than females, combined type/hyperactive type, dopamine/norepinephrine deficiencies cause prefrontal love dysfunction, prenatal nicotine/drug usage are risk factors

203
Q

anxiety disorders

A

can be generalized or specific phobias; students vulnerable to high stress events; more common in females

204
Q

PTSD

A

common, persistent reactions to stressful traumatic events/stimuli; recurrent nightmares, hypersensitivity, avoidant behavior

205
Q

depression

A

major depressive disorder with high prevalence; males 3-5% females 8-10% and meds would help; may be genetic with strong situational/environmental causes

206
Q

bipolar disorder

A

mood changes from depression to elation; under activation of left temporal lobe/executive dysfunction, counseling and meds help

207
Q

conduct disorder

A

behavior disorder btw environment and individual (may be genetic); mental health condition that affects children and teens that’s characterized by a consistent pattern of aggressive behaviors and actions that harm the well-being of others. Children with conduct disorder also often violate rules and societal norms.

208
Q

cause of conduct disorder

A

inadequate parenting, peer rejection, academic failure, poverty, low cognitive abilities; in an IEP this is not a qualification due to choice component

209
Q

autism and pervasive developmental disorders (PDD)

A

more males than females affects (1/88 people w/ no cure); overdiagnosis bc Asperger’s may be considered autism

210
Q

interventions for autism

A

behavior modeling, shaping, hand-over-hand, teaching with pictures, toys, motor imitation

211
Q

Tourette syndrome

A

tic disorder that occurs from stressful events; interventions: relaxation, social skills, meds, cognitive behavioral interventions; symptoms: involuntary twitching, facial expressions, verbal outbursts; tics more apparent w/ stimulant meds for ADHD/anxiety

212
Q

down syndrome

A

affects 1 in 700-800 people and often has low cognitive abilities than general population, interventions: hand-over-hand, tight structure, visual communication, social skills training (no cure)

213
Q

intellectually disabled (ID)

A

identified by formal cognitive/functional assessments w/ SS below 70; SS: 55-69 = mildly impaired, SS: 40-54 = moderately impaired, SS: 40 below = severe range; must also perform significantly low on adaptive functioning life skill measures (ABAS-3 or Vineland)

214
Q

emotionally disability

A

umbrella terms for schools (includes anxiety disorders, depression, mental health problems); children must be impacted in many settings (1 in a school); ED cannot be bc temporary situational factors and interventions must have been attempted before qualification for SpEd services; emphasis on child’s emotional disability, not CD or willful behavior

215
Q

Domain 1: School wide Practices to Promote Learning

A

Every Student Succeeds Act (ESSA), MTSS

216
Q

every student succeeds act (ESSA)

A

encourages schools to employ comprehensive services framed within MTSS

217
Q

multi-tiered systems of supports (MTSS)

A

evidence-based approach that integrates psychoeducational services and intervention throughout the school system

218
Q

school wide practices and policies

A
  • coordinated/effective uses of multiple streams of data
  • key concepts are multiple sources and integrated info to influence decisions and instruction
  • high standards, expectations, and curriculum to all students; all students can learn and need to be appropriately challenged
  • coordinated services across a school district and within schools
  • services should center on MTSS model for all students (SpEd or not)
  • students do better when procedures are in place (MTSS)
219
Q

retenetion

A

not research support and due to academic performance, student would be held back a grade; 15% of students retained (poor, minorities, and inner-city youth); achievement declines within 2-3 years post-retention (due to disliking school, peer/behavioral problems, low self esteem)

220
Q

tracking

A

whole group instruction w/ curriculum at same pace for all students; placement based on ability level, unacceptable for grouping (NASP)

221
Q

zero tolerance

A

harsh consequences for violating rules, ineffective

222
Q

bullying and harassment

A

reason for student difficulties/school avoidance (low attendance)

223
Q

bullying

A

aggression by abuse of power; 20% HS, 28% 6-12th grade, 30% bullied others

224
Q

violence risk factors

A
  • history of aggression, violence exposure
  • antisocial parents, antisocial beliefs/attitude
  • sense of injustice/persecution
  • risk-taking behavior/substance abuse/gang affiliation
  • low cognitive profile, poverty, psych probs
  • poor school performance/low supervision/poor parent relationship
225
Q

virginia model

A

threat assessment model (transient, substantiative, imminent)
- comprehensive exam of factors/behaviors to potential violence
- student poses threat to school not making one
- make risk mitigation plan: address student needs/coping skills
- suspension/expulsion not effective

226
Q

suicide prevention

A

3rd leading cause of death in ages 10-28 and 2nd leading cause of death in school-aged youth

227
Q

environmental factors of suicide

A

family/stress, dysfunction, interpersonal conflict, weapons

228
Q

warning signs/risks of suicide

A

prior ideation/attempts, feelings of hopelessness, persecution, injustice, alcohol, drug use, notes/plans, final arrangements (giving away possessions, writing will, funeral), preoccupation w/ death, changes in behavior appears, thoughts, and feelings

229
Q

protective factors of suicide ideation

A

connection to school/community, future goals, family support, good communication, peer support, religion, coping, problem solving skills, life satisfaction, good self-esteem, sense of purpose

230
Q

high risk situations

A

get help, collaborate, notify parents/admin, supervise at all times, make home suicide proof, crisis team, law enforcement, document w/ support personnel; suicide contracts don’t help!

231
Q

What to assess for in a high risk situation?

A

thoughts of suicide ideation, attempts, plan, method, student support system, notifying parents, referring out, follow-up with family

232
Q

suicide postvention

A

provision of crisis intervention, support, and assistance to those affected by a completed suicide (survivors of suicide); reduce chances of other suicides (glamorizing decease), assist w/ grieving process

233
Q

2 challenges with loss, death, and grief

A

1) processing the death
2) coping w/ the loss
- encourage children to talk about the loss
- help children deal w/ emotions through positive activities (writing, bibliotherapy), establish routine

234
Q

crisis considerations

A

promote school safety as prevention; include supervision, review procedures, make communication systems, crisis training, teach alternatives to violence, bully proof, have security guards, SRO, monitor guests, anonymous reporting system/suggestion box, threat/risk assessments, procedures, alarm systems, video/security cameras

235
Q

what is a reaction to a crisis?

A

trauma

236
Q

types of trauma

A

physical/sexual abuse, family w/ substance abuse/mental illness, emotional neglect, domestic violence, natural disasters, school violence/aggression

237
Q

0-5 years old trauma

A

thumb sucking, bed wetting, separation anxiety, clinging to parents, sleeping problems, no appetite, fear or dark, regression in behavior, withdrawal

238
Q

elementary trauma

A

fear/safety problems, aggression, irritated, clingy, nightmares, avoid routine activities, school problems, withdrawal, inattention

239
Q

adolescents trauma

A

sleep/eating problems, emotional problems (agitation), interpersonal problems, somatic problems, delinquent behavior, poor focus

240
Q

PTSD

A

normal human response to extreme stress/disaster; high anxiety, obsessive thoughts, sleep problems, hyperarousal (vigilance), avoidance, neuro problems

241
Q

model for trauma support BELIEF - Dr. Mooli Basic PH

A

use color values/religion to cope

242
Q

model for trauma support AFFECT - Dr. Mooli Basic PH

A

share/discuss emotions with adults

243
Q

model for trauma support SOCIAL - Dr. Mooli Basic PH

A

use social network/relationship/family to cope

244
Q

model for trauma support IMAGINATION - Dr. Mooli Basic PH

A

express difficulties creatively

245
Q

model for trauma support COGNITION - Dr. Mooli Basic PH

A

use rational thought/direct approach to process

246
Q

model for trauma support PHYSIO - Dr. Mooli Basic PH

A

use physical activities to cope w/ event

247
Q

effective collaboration

A

mutual trust, sensitivity to cultures, coordinated long-term services, shouldn’t have lack of trust, difficult cultural values about education, lack of acceptance, negative attitude about parents/culture, lack of qualified staff/interpreters

248
Q

6 primary types of parent involvement (Epstein)

A

parenting, communication, volunteering, learning at home, decision-making, collaborating in community

249
Q

effective organizational principles

A

qualified instructors, technology/curriculum adaptive to student needs, maintained safe school environment, student progress data, inclusion of experts/interventions

250
Q

ecological perspective

A

understand parent view on education and child’s school; commitment to process; have ongoing strategic planning process to guide/adapt to change

251
Q

individual characteristics of students

A

gender, age, cognitive ability, interpersonal skill, developmental level, race, disability/disorders, religion, sex, orientation, language, SES, illnesses

252
Q

effective teaching practices for diverse learners

A

individual instruction, accommodations, technology, challenging curriculum, committed staff, meaningful content, collaborative learning environment from staff, cultural content, scaffolding to link content to culture, maintain integrity (student culture pride), encourage family involvement

253
Q

disproportionality

A

a group’s representation in a category that exceeds expectations for a group or differs from representation of others (being part of a group inclusion problem of being placed in a group like SpEd)

254
Q

disproportionality impacts…

A

lower self-esteem, expectations, wages, employment, higher arrests

255
Q

NASP Ethical Principles

A

A) Respect for Dignity/Rights of all People
B) Professional Competence & Responsibility
C) Honesty and Integrity of Relationships
D) Responsibility-Schools, Families, Communication, profession, and Society

256
Q

NASP Ethical Principle: Respect for Dignity/Rights of all people

A

people have the right to self-determination, respect of privacy, just/fair treatment

257
Q

NASP Ethical Principle: professional competence & responsibility

A

SP should practice w/in their knowledge and psych and education; accept responsibility for their choices made

258
Q

NASP Ethical Principle: Honesty & Integrity of Relationships

A

be truthful and adhere to professional standing; honest about qualifications and roles, cooperate with multidisciplinary professionals, avoid relationships that diminish professional effectiveness

259
Q

NASP Ethical principle: responsibility to schools, families, community, profession, and society

A

promote positive environment, respect the law, contribute to SP knowledge base

260
Q

cofidentiality

A

obtain written consent before sharing info, destroying docs before throwing away, don’t discuss info with people; tell student limits of confidentiality (honor “need to know” principle); info btw SP and student is privileged and protected

261
Q

supervision standards

A

2 hrs per week for interns, have proper license/credentials, maintain 1 supervisor for 2 intervene (schools 500-700 ratio)

262
Q

private practice standards

A

don’t charge people for same services was free school district services, don’t take money for referrals, no private practice work during school hours, honest/complete when giving info about your practice

263
Q

reporting abuse and society

A

know mandated duties, duty to warn others of harm

264
Q

child benefit is…

A

always the focus! consult w/ staff, don’t counsel adults

265
Q

provide balance info

A

give research info on benefits/liabilities of meds to parents, don’t pressure for meds

266
Q

malpractice lawsuits

A

harm to student due to professional interaction

267
Q

supervision lawsuits

A

supervisor and intern can be sued

268
Q

negligence law suits

A

most common and occurs when student suicide/injury that could have been reasonably prevented by practitioner

269
Q

education for all handicapped children act (EAHCHA)

A

1975 (PL 94-142); 1st U.S. SpEd law which is now the IDEA

270
Q

Individuals with Disabilities Education Improvement Act (IDEIA) 2004

A

FAPE/LRE for all students under 13 conditions, states must not require discrepancy model only; RTI/other research based procedures to identify learning disabilities are ok; funds for children 0-3 years

271
Q

13 conditions

A

Autism (AUT), Deaf-blindness (DB), Deafness (D), Hearing Impairment (HI), intellectually disabled (ID), multiple disabilities (MD), orthopedic impairment (OI), other health impairment (OHI), emotionally disabled (ED), specific learning disability (SLD), speech/language impairment (SLI), traumatic brain injury (TBI), visual impairment (blindness)

272
Q

no child left behind act (NCLB) 2001

A

close achievement gap in high-risk schools, statewide formal assessment grades 3-8, needs highly qualified teachers for public schools

273
Q

family education rights and privacy act (FERPA) 1974

A

schools must have strict record-keeping procedures, protect confidentiality and allow parents to access educational records

274
Q

rehabilitate act: section 504 (1973)

A

civil rights law, not SpEd, broader definition of handicap than disability under IDEA (serviced by Office of Civil Rights OCR), prohibits discrimination against qualifying people based on handicap condition in any program with federal funds

275
Q

americans with disabilities act

A

civil rights law to prohibit discrimination on basic os disability in employment, public services, and accommodations

276
Q

zero reject principle

A

established Child Find; requires state to locate/identify kids w/ disabilities and give them full educational opportunities , no child denied FAPE, children 0-3 years given early intervention for toddlers/families

277
Q

Perkins act

A

right to transition SpEd students to vocational programs for occupational access

278
Q

brown v. board of education

A

can’t segregate educational facilities by race

279
Q

Hobson v. hansen

A

schools must provide equal educational opportunities despite SES

280
Q

Diana v. state board of education

A

assessments must be given in native language of student to validate minority testing practices

281
Q

guadalupe v. temple SD

A

students cannot be MR unless properly assessed and 2 SD below mean

282
Q

Larry p. v riles

A

the % of minority students in SpEd cannot exceed % of represented population based on overpopulation of minorities classified as MR

283
Q

PASE v. Hannon

A

pro-SpEd ruling for stand; tests as long as tests not culturally biased and used w/ other measures

284
Q

PARC v. Commonwealth of Pennsylvania 1972

A

landmark case for FAPE; ID kids have FAPE and due process rights are honored/preserved

285
Q

Marshall v. Georgia

A

pro SpEd ruling in contest to Larry P.; % of minorities in SpEd can exceed that of represented population as long as appropriate and proper steps are followed

286
Q

honig v. doe

A

SpEd students must have manifestation hearing to review placement if suspended more than 10 days

287
Q

overt v. cement 1993

A

legal case student has right to inclusion in general education classes/activities (schools must follow LRE)

288
Q

Rowley v. Hudson board of education (1982)

A

landmark case; public schools don’t have the provide best education, but adequate education (provide parameters for FAPE)

289
Q

tarasoff

A

school district has duty to warn parent if child is in danger

290
Q

lau v. nichols 1974

A

schools must provide accommodations for ESL students

291
Q

taro v. Irving independent SD

A

Supreme Court case; schools must give medical services that don’t require doctors to perform even if child needs full-time nurse

292
Q

complaints must be…

A

filed within 2 years of problem/dispute

293
Q

resolution meeting must be…

A

w/in 15 days of receiving complaint

294
Q

due process hearing must have…

A

parents have rights to request 3rd party hearing

295
Q

consent must be…

A

written parent consent must happen before evaluation; schools can do tris if documented reasonable efforts have been made to parents

296
Q

notices must have…

A

prior written notice given to parents for change of student ID, evaluation, placement, change of service, educational program (notice and consent diff)

297
Q

procedural safeguard notice

A

booklet must be given once per pear and at initial evaluation if parent requests it and complaint filed

298
Q

IEP meetings timeline

A

held w/in 60 days after consent signed for initial eval and once a year after that; re-eval every 3 years

299
Q

SpEd team consists of…

A

parent, 1 gen ed teacher, school representative/admin, someone to interpret eval results, other appropriate individuals

300
Q

excusal from meetings

A

parent needs to submit written note to school for IEP member to be excused from meeting; someone must be present to explain assessment results

301
Q

William wundt

A

father of psychology, made 1st lab in Germany 1870

302
Q

lighter witmer

A

father of school psychology; made clinic at University of Pennsylvania 1896; helped students w/ learning and behavioral problems

303
Q

Arnold Gesell

A

1st SP 1915; 1st to make test to measure children’s development

304
Q

B.F. Skinner

A

behavior is shaped and maintained by consequences that follow

305
Q

Albert bandura

A

cognition helps drive behavior; added balance to strict skinner

306
Q

fancies galton

A

1880 bell-curve theory

307
Q

Alfred binet

A

measured intelligence and it’s relation to normal curve

308
Q

spearman and thurstone

A

psychometrics and cognitive testing; factor analysis

309
Q

lewis terman

A

studied gifted children and believed in cognitive ability tests; helped revise Stanford Binet test for American children 1916

310
Q

dr. Phillip vernon

A

intelligence is genetic and environmental; suggested balance view of intelligence to adapt to one’s environment and apply info

311
Q

Arthur jensen

A

behavioral genetics; intelligence has strong genetics base

312
Q

frontal lobe

A

executive functions; planning and regulation behaviors/emotions; problem-solving, organizing, personality

313
Q

parietal lobe

A

bosy sensations; perceptions, math, spelling, symbolic associations

314
Q

temporal lobe

A

right and left sides; auditory info, language; reading problems, phonological processing problems; memory storage

315
Q

occipital lobe

A

visual info

316
Q

right hemisphere

A

creativity, holistic thinking, novel info, visual-spatial processing

317
Q

left hemisphere

A

language, verbal info, sequences, and factual learned info

318
Q

medial temporal love

A

long-term storage

319
Q

hippocampus

A

forms memories and associates emotions with events

320
Q

amygdala

A

emotions/emotional response

321
Q

corpus callosum

A

bundle of nerves to connect both hemisphere

322
Q

ADHD takes places in

A

frontal lobe dysfunction/neurochemical issue

323
Q

cerebral cortex

A

higher order reasoning

324
Q

broca’s area

A

expressive language; reading problems

325
Q

wenicke’s area

A

receptive language; reading problems

326
Q

aphasia

A

unable to use language

327
Q

agnosia

A

unable to identify seen objects

328
Q

limbic system

A

lower portion of the brain where is controls emotions/memory (home to amygdala and hippocampus)

329
Q

brain stem and cerebellum

A

breathing, heart rate, gross motor movement, and arousal

330
Q

dopamine

A

positive moods/emotions; reward, pleasure, novelty seeking; Parkinson’s & ADHD

331
Q

edorphins

A

natural opiate; to moderate pain

332
Q

serotonin

A

relaxation, sleep, and mood; clinical depression

333
Q

glutamate

A

excitatory neurotransmitter; learning and memory

334
Q

students under TBI

A

must impair functioning to a marked degree and have educational impact; medical diagnosis of mod or severe brain injury
- mild brain injuries likes concussions don’t count
- may need to be frequently assessed bc can show drastic change in obeyer; personality and cognitive change after TBI

335
Q

symptoms of TBI

A

headache, sleep problems, mood wings, personality changes, light/noise sensitivity, balance problems

336
Q

interventions for students under TBI

A

strengthen what a child can already do; half-day schedule, helps bc low energy (cognitive fatigue); visuals, repetition of new info and skills help

337
Q

bandura’s social learning theory

A

children learn by social interactions; learning by observing and imitating others with no reinforcement necessary to learn behavior, kids can choose behavior to copy based on how they process information in observation

338
Q

Maslow’s hierarchy or needs

A

if kid’s lower level need met, then high level needs are realized; physiological, safety, love/belonging, esteem, self-actualization

339
Q

freud psychodynamic theory

A

child personality made of 3 parts that sometimes conflict with each other

340
Q

id

A

pleasure principle; satisfy needs immediately

341
Q

ego

A

rational; controlling part of personality that attempts to gratify needs by appropriate behaviors

342
Q

superego

A

happens when child internalizes (accepts) parental/societal norms or values; develops a conscience

343
Q

Freud’s psychosexual sttages

A

1) Oral (0-1 years)
2) Anal (2-3 years)
3) Phallic (3-5 years)
4) Latency (6-12 years)
5) Genital (12+ years)

344
Q

Freud’s Oral Stage

A

(0-1 years); eating, sucking, biting w/ objects in mouth

345
Q

Freud’s Anal Stage

A

(2-3 years); learn to postpone personal gratification

346
Q

Freud’s Phallic Stage

A

(3-5 years); sexual curiosity aroused; critical for forming gender identity

347
Q

Freud’s Latency stage

A

(6-12 years); avoid peers of opposite sex; more same-sex peers

348
Q

Freud’s Genital Stage

A

(12+ years); sexual desires re-emerge and directed to peers

Praxis (1 decks)

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