SP Praxis Exam Flashcards
Forms of data collection
background data collection/problem identification lvl, screening lvl, progress monitoring/RTI lvl, formal assessment
background data/prob identification lvl
identify/label the problem
ex. student records, staff intervention, medical records, review previous interventions, developmental history
screening lvl
identify at-risk students or students who struggle with academic work
progress monitoring/RTI lvl
data to determine effectiveness of intervention
formal assessment
(SpEd lvl) Cognitive, Social Emotional data from formal standardized measures
interview techniques
structured, unstructured, semi-structured interviews
structured interviews
standardized/formal, tells presence/absence of problem (not lvl of function), can compare with norms; CANNOT MODIFY FORMAT AS THIS IS STRICT
unstructured interviews
conversational/relaxed interviews; responses can be difficult to interpret and cannot be compared with social norms
semi-structured
combo of both structured and unstructured interviews that allows for follow up questions and flexibility
observational techniques
whole interval recording, frequency/event recording, duration recording, latency recording, time-sampling interval recording, partial-interval recording, momentary time sampling
whole interval recording
Bx recorded when it occurs during whole time interval; good for continuous Bx during short duration
frequency event recording
record # of Bx during specific period
duration recording
length of time specific behavior lasts
latency recording
time btw initiation of stimulus of behavior
time-sampling interval recording
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
partial-interval recording
multiple behavior scored as 1 if occurs at any time in interval; effective when behavior occurs at low/inconsistent rate
momentary time sampling
behavior scored as present or absent within time interval (least biased estimate of behavior)
Purpose of universal screening
see if modifications are needed in core curriculum while serving as guiding decisions for additional needed instruction
pros and cons of universal screening
Pros: cost-effective, time-efficient, easy to administer
Cons: can misclassify students
least dangerous assumption of universal screening
it is better to give support to students who don’t need it than not giving support to students who need it
universal screening measures
curriculum-based (CBM), fluency-based indicators of skills, cognitive assessment test (CogAT), state education agencies, & systems to enhance educational performance (STEEP)
curriculum-based measures (CBM)
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
fluency-based indicators of skills
initial-sound fluency, letter-naming fluency, phoneme segmentation, nonsense word fluency, oral-reading fluency
cognitive assessment test (CogAT)
cognitive measure; group administered and used as a screener
state education agencies
formal test administration to monitor growth in math, reading, and writing
systems to enhance educational performance (STEEP)
schools conduct curriculum-based measures during year in math, reading, and writing to find students who need more support
RTI Process
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
How to decide what to assess?
subskill mastery measurement (SMM) & general outcome measurement (GOM)
subskill mastery measurement
info to see if intervention for behavior is effective (collected frequently: daily)
general outcome mastery (GOM)
student progress on long-term goals (collected once a week)
how to analyze and present data
progress monitoring, frequency data, behavior chart (x-axis: time intervals in days/weeks), levels of analysis
progress monitoring
systematic and repeated measurement of behavior over specified time
frequency data
% correct, # of opportunities to respond are recorded/displayed
levels of analysis
variability, level, & trend
analyzing variability in progress-monitoring data
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
measurement error
occurs if observer is not looking when Bx occurred or CBM not administered correctly
consideration of mitigating factors
consider extraneous factors for intervention effects like uncontrolled personal and environmental changes
RTI analysis of level
average performance within a condition; performance compared with peers or benchmark
RTI analysis of of trend
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
baseline
status prior to intervention; sees current lvl, trend, and variability
general RTI evaluation points
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
3 ways to describe behavior
level, trend, variability)
how to make decisions on RTI data
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
If RTI fails…
do SpEd eval
standardized tests w/ norms older than 10 years
use with caution due to regression problems in older norm data
SpEd evals include
cognitive, achievement, communication, motor skills, adaptive skills, social, emotional, and behavioral functioning, sensory processing, assessments
informal measures of emotional/behavioral/social skills
of office referrals, suspensions, class-based disciplinary procedures to see levels of problem behavior
FBA
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
FBA steps
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)
Social/Emotional measures
must need at least 2 forms (parent & teacher); multiple raters and settings (ex. BASC-3)
Curriculum-based assessment (CBA)
broad assessment program includes CMB and structured observations
CBM measures must….
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)
ecological assessment
see “goodness of fit” for student and learning environment
ICEL
Instruction, Curriculum, Environment, Learner; analyze work samples, prior grades, and assessments, collect info from parent/teacher/student, observe during instruction and other environments
intellectual disabilities (ID)
assess with cog & adaptive measures; SS 70 or below needed on COG test (like WISC-V), origin of disability before 18 yrs
ID deficits/impairments in adaptive functioning in areas of…
communication, self-care, social skills, use of community resources, self-direction/independence, functional academics skills, employment, leisure, physical health issues
Scales to use for ID
Vineland Adaptive Behavior Scales (VABS-4), Adaptive Behavioral Assessment (ABAS-4)
What to consider of Non-English speaking students…
developmental history, languages spoken/heard, language dominance/presence, language proficiency in both languages must be assessed to find the dominant language
language differences vs. language disorders
- 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
concepts related to learning & intelligence
Premack Principle, immediacy, negative reinforcement, positive reinforcement, fixed-ratio reinforcement, variable ratio, frequency/duration/intensity, shaping, extinction, & punishment
Premack Principle
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
immediacy
consequences occur immediately after Bx for effective reinforcement
negative reinforcement
Bx increases w/ negative reinforcement (stimulus removed = Bx increases); often confused with punishment
positive reinforcement
Bx occurs; rewarding stimulus provided & Bx increases
fixed-ratio reinforcement
specific # of Bx must happen before reinforcer given
variable ratio
of Bx needed varies to receive reinforcer
frequency, duration, and intensity
measurable and key parts to Bx modification plans
shaping
creates a Bx by reinforcing approximations of desired target Bx
extinction
eliminating reinforcers/rewards terminates problem Bx
punishment
giving undesired stimulus based on problem Bx
theories of intelligence and measurement
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
spearman’s theory of intelligence: 2 factory theory of intelligence
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
thurstone’s primary mental abilities
created by Louis Thurstone where he claimed there are 11 primary mental abilities
Cattle-Horn-Carroll (CHC) theory of cognitive abilities
highly regarded and used to construct most cognitive tests (WISC-V, DAS-II, SB-V, & WJ-IV tests of cog abilities)
Gf
fluid reasoning; nonverbal abilities, inductive/deductive reasoning, inferences, putting info together as a whole
Ex. puzzles
Gc
crystallized knowledge; verbal knowledge, oral expression, things learned in society, things previously learned
Gv
visual processing; manipulate visual perceptual tasks
Ga
similar and different sounds, breaking words and sounds apart
Gs
processing speed; speed and accuracy, sustained attention
Gsm
short-term memory; immediate memory
Glr
long-term retrieval; memory storage and retrieval, long periods
Das-Naglieri PASS model
Luria divides brain in 4 parts to conceptualize intelligence as it relates to brain function (planning, attention, simultaneous processing, and successive processing)
phonology
sounds that language uses
phoneme
basic unit if language’s sound (smallest sound units)
Morpheme
language’s smallest unit of meaning (pre/suffix, root word)
semantics
study of word meanings and combos (phrases & sentences)
syntax
how words can combine into phrases/sentences/clauses
pragmatics
rules that specify appropriate language in social contexts
Noam Chomsky
children born w/ innate mental structure to learn language and grammar; AKA for critical period
brain areas for language
broca’s area, wernicke’s area
broca’s area
frontal portion of left hemisphere; grammar & expressive language production
wernicke’s area
medial temporal lobe; word meaning comprehension & receptive language
types of tests, evaluations, and assessments
cognitive ability, formative evaluations, summative evals, achievement tests, domain/criterion-referenced tests, norm-referenced tests
cognitive ability tests
used to predict future learning success and student learning profile
formative evals
assessment used to see student S&W
summative evals
provides a review and summary of person’s accomplishments to date
achievement tests
learned skills in school (read, math, write)
domain/criterion-referenced tests
tests with level of mastery skill setting
norm-referenced tests
evaluate student performance in relation to general reference group (how far student is from the mean)
psychometrics
percentile ranks, grade/age norms & equivalents, standard scores (SS), Z-score, t-score, scaled scores
percentile rank
% of scores in its frequency distribution that are equal or lower than it
grade norms and equivalents
student matched to grade group
age norms and equivalents
students matched to AE
standard scores
person’s spot w/in normal bell curve
range
diff between highest and lowest # w/in a set of scores
median
middle score in a set of scores
mode
most common set of scores
mean
avg in set of scores
variance
measure of how far a set of numbers is spread out
standard deviation
measure of spread of set of values from mean values
reliability
test scores that are consistent and stable over time
reliability coefficient
consistency/stability of a score
standard error of measurement
estimate of error in a score
test-retest
testing person with same test twice; both scores should be similar if test is reliable (2 weeks in btw)
validity
test actually measures what it claims to measure
criterion-related validity
correlation btw 2 tests are designed to measure human traits
face & content validity
how rational and reasonable test and items look
convergent validity
test is correlated w/ another test w/ similar purpose and measures same trait
divergent validity
correlating 2 test that measure 2 diff traits
construct-related validity
if a trait or construct being measured
predictive validity
valid test should have higher predictive value
discriminant validity
valid test should discriminate btw 2 students who have traits being measured and those who don’t have the trait
power
probability of making right decision if null hypothesis is true
type 1 error
incorrect rejection of true null hypothesis (false positive: accepting false positive was true when it wasn’t)
type 2 error
failure to react false null hypothesis (false negative: rejecting true hypothesis as incorrect when correct)
one-way ANOVA
compare direct variable of 3+ levels to 1 independent variable at single point; equal to independent t test
multi-way ANOVA
2 or 3 way ANOVA to see effect of 2 or 3 IV’s on 1 DV
repeated measure ANOVA
see if results change over time; see effect of 1 IV and 1 DV at 2-3 time points
mixed factorial ANOVA
see 1+ IV at 2+ levels on a DV at 2+ time points
multivariate ANOVA
2+ DV at same time (multi IV/DV)
analysis of covariance (ANCOVA)
removes DV bias; incorrect accuracy of IV where it accounts for w/in group error and finds meaningful differences
confounding factors that influence validity/reliability
motivation, personal issues (sleep, stress, fatigue), anxiety, language, environment (noise, light, distraction), beliefs, racial bias, SES, family, mental health
false positive example
student does well on test, but is actually failing in class
false negative example
student fails test, but is making progress in class
effect size
size of different between groups
consultant
usually the school psychologist, but can also be teacher/staff
consultee
teacher/staff member but could also be the SP
client
school, student, organization
consultant should be…
open, approachable, warm, sincere, genuine, trustworthy, confidential, empathetic, self-disclosing (revealing something about oneself builds rapport)
factors that influence client’s traits
student age/developmental stage, coping styles
externalizing
behavior, fighting, disruptive
internalizing
depression, shutting down, non-responsive
personality
openness, agreeableness, conscientiousness, extroversion
models of consultation
consulted-centered, client-centered, behavior model, conjoint behavior consultation
consultee-centered
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
behavior model
solution-focused; collects behavioral data to change behavior; goal is to reduce frequency of undesirably behavior to prevent future problems
steps of behavior model
identify problem, implement plan, monitor effectiveness, evaluate, and make changes to plan if needed
conjoint behavioral consultation
behavior model that supports meeting with all parties (parent, student, staff)
academic interventions/instructional supports
- 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
RTI Model: Tier 1
Primary prevention (universal intervention); teach school wide expectations, clear consistent consequences, use objective data to see school wide efforts
RTI Model: Tier 2
more targeted intervention (ex. bully prevention program)
RTI Model: Tier 3
intensive intervention; direct contact with student, individual counseling, role-playing, FBA
ethical principles of counseling
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
Cognitive Behavioral Therapy (CBT)
thoughts influence feelings and control behavior (most effective); changes faulty beliefs and role-play appropriate behaviors
Cognitive Therapy
emphasis on cognition and beliefs; get client to understand connection btw behaviors and consequences
behavioral/behaviorism techniques
(skinner) less counseling and > behavioral interventions, forms basis of FBA; behavior is shaped and maintained by consequences of actions
humanistic approach
(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
bibliotherapy
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
dialect behavioral therapy (DBT)
type of cognitive behavioral approach to build coping skills for stressors; mindfulness, stress tolerance, interpersonal skills, and emotional regulation
motivational interviewing
student/goal centered to including intrinsic motivation and positive personal outcomes
Premack Principle
desirable task can reinforce lower-level task (ex. eat cookie after finishing hw)
social learning theory
people learn from observation (ex. kids sees behavior THEN acts more aggressively)
Kohlberg’s stages of moral development
1) pre conventional
2) conventional
3) postconventional
pre-conventional stage of moral development
behavior motivated by avoiding punishments
conventional stage of moral development
confirming to social norms/approval of others
post-conventional stage of moral development
high ethics/moral principles of conscience; motivated by approval/disapproval of others
Piaget’s stages of cognitive development
1) sensorimotor (0-2 yrs)
2) preoperational (2-7 yrs)
3) concrete (7-11 yrs)
4) formal (12+ yrs)
Piaget’s sensorimotor stage
(0-2 yrs); learning senses and actions, object permanence, simple imitation
Piaget’s pre operational stage
(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
Piaget’s concrete stage
(7-11 yrs); able to use logical concepts to think through a problem, but can’t understand abstract concepts, mass/weight makes sense
Piaget’s formal stage
(12+ years); abstract concepts and able to think about thinking, able to solve problems in methodological way, thinking of “what if” situations
Erickson’s Psychosocial stages
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)
Erickson’s infancy stage
(birth-18 months); trust v. mistrust; feeding, children develop a sense of trust when caregivers provide reliability, care, and affection; lack of care = mistrust
Erickson’s early childhood stage
(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
Erickson’s preschool stage
(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
Erickson’s school age stage
(6-11 years); industry v. inferiority; school, children need to cope with new social and academic demands; success = competence and failure = inferiority
Erickson’s adolescence stage
(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
Erickson’s young adulthood stage
(19-40 years); intimacy v. isolation; relationships with other people; success = strong relationships and failure = loneliness and isolation
Erickson’s middle adulthood stage
(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
Erickson’s maturity stage
(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
group counseling
time efficient, tier 2 intervention that promotes social learning and skill generalization
service learning
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
ABA intervention
- 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)
disabilities that impact learning
speech/language, dyslexia, dyscalculia, dysgraphia, SLD
speech/language disabilities
difficulty in expressive/receptive language; oral motor dysfunction that result in speech difficulties
dyslexia
(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
What to test a student who has dyslexia?
phonemic awareness, segmentation, sound deletion
dyscalculia
(2-5% of student population) math disorder
What to test a student on who has dyscalculia?
key math test and spatial/working memory tests
dysgraphia
(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
SLD is primarily what 3 disabilities?
dyslexia, dyscalculia, dysgraphia
English as a Second Language (ESL)
special class for those who don’t fully understand English
readiness
denotes bio psychosocial maturation level to enter school
learned helplessness
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
theory of mind
person understands that others have their own private thoughts, perspectives, and feelings (associated w/ autism)
restorative practices
repairs harm caused by inappropriate behavior; not punishment focused and focuses on mutual agreed upon responsibilities/boundaries w/ all parties involved
forms behavioral interventions
time-outs, FBA, token economy, self-directed activities, class wide peer tutoring
time-out
can include sensory breaks and not considered a punishment
FBA
finds antecedents and focuses on student environment; goodness of fit
token economy
earns tokens for good behavior
common childhood disorders
ADHD, anxiety, PTSD, bipolar disorder, ODD, Autism and Pervasive Developmental Disorder (PDD), Down syndrome, Tourette syndrome, Intellectually disabled, emotional disabilties
ADHD
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
anxiety disorders
can be generalized or specific phobias; students vulnerable to high stress events; more common in females
PTSD
common, persistent reactions to stressful traumatic events/stimuli; recurrent nightmares, hypersensitivity, avoidant behavior
depression
major depressive disorder with high prevalence; males 3-5% females 8-10% and meds would help; may be genetic with strong situational/environmental causes
bipolar disorder
mood changes from depression to elation; under activation of left temporal lobe/executive dysfunction, counseling and meds help
conduct disorder
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.
cause of conduct disorder
inadequate parenting, peer rejection, academic failure, poverty, low cognitive abilities; in an IEP this is not a qualification due to choice component
autism and pervasive developmental disorders (PDD)
more males than females affects (1/88 people w/ no cure); overdiagnosis bc Asperger’s may be considered autism
interventions for autism
behavior modeling, shaping, hand-over-hand, teaching with pictures, toys, motor imitation
Tourette syndrome
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
down syndrome
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)
intellectually disabled (ID)
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)
emotionally disability
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
Domain 1: School wide Practices to Promote Learning
Every Student Succeeds Act (ESSA), MTSS
every student succeeds act (ESSA)
encourages schools to employ comprehensive services framed within MTSS
multi-tiered systems of supports (MTSS)
evidence-based approach that integrates psychoeducational services and intervention throughout the school system
school wide practices and policies
- 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)
retenetion
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)
tracking
whole group instruction w/ curriculum at same pace for all students; placement based on ability level, unacceptable for grouping (NASP)
zero tolerance
harsh consequences for violating rules, ineffective
bullying and harassment
reason for student difficulties/school avoidance (low attendance)
bullying
aggression by abuse of power; 20% HS, 28% 6-12th grade, 30% bullied others
violence risk factors
- 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
virginia model
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
suicide prevention
3rd leading cause of death in ages 10-28 and 2nd leading cause of death in school-aged youth
environmental factors of suicide
family/stress, dysfunction, interpersonal conflict, weapons
warning signs/risks of suicide
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
protective factors of suicide ideation
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
high risk situations
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!
What to assess for in a high risk situation?
thoughts of suicide ideation, attempts, plan, method, student support system, notifying parents, referring out, follow-up with family
suicide postvention
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
2 challenges with loss, death, and grief
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
crisis considerations
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
what is a reaction to a crisis?
trauma
types of trauma
physical/sexual abuse, family w/ substance abuse/mental illness, emotional neglect, domestic violence, natural disasters, school violence/aggression
0-5 years old trauma
thumb sucking, bed wetting, separation anxiety, clinging to parents, sleeping problems, no appetite, fear or dark, regression in behavior, withdrawal
elementary trauma
fear/safety problems, aggression, irritated, clingy, nightmares, avoid routine activities, school problems, withdrawal, inattention
adolescents trauma
sleep/eating problems, emotional problems (agitation), interpersonal problems, somatic problems, delinquent behavior, poor focus
PTSD
normal human response to extreme stress/disaster; high anxiety, obsessive thoughts, sleep problems, hyperarousal (vigilance), avoidance, neuro problems
model for trauma support BELIEF - Dr. Mooli Basic PH
use color values/religion to cope
model for trauma support AFFECT - Dr. Mooli Basic PH
share/discuss emotions with adults
model for trauma support SOCIAL - Dr. Mooli Basic PH
use social network/relationship/family to cope
model for trauma support IMAGINATION - Dr. Mooli Basic PH
express difficulties creatively
model for trauma support COGNITION - Dr. Mooli Basic PH
use rational thought/direct approach to process
model for trauma support PHYSIO - Dr. Mooli Basic PH
use physical activities to cope w/ event
effective collaboration
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
6 primary types of parent involvement (Epstein)
parenting, communication, volunteering, learning at home, decision-making, collaborating in community
effective organizational principles
qualified instructors, technology/curriculum adaptive to student needs, maintained safe school environment, student progress data, inclusion of experts/interventions
ecological perspective
understand parent view on education and child’s school; commitment to process; have ongoing strategic planning process to guide/adapt to change
individual characteristics of students
gender, age, cognitive ability, interpersonal skill, developmental level, race, disability/disorders, religion, sex, orientation, language, SES, illnesses
effective teaching practices for diverse learners
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
disproportionality
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)
disproportionality impacts…
lower self-esteem, expectations, wages, employment, higher arrests
NASP Ethical Principles
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
NASP Ethical Principle: Respect for Dignity/Rights of all people
people have the right to self-determination, respect of privacy, just/fair treatment
NASP Ethical Principle: professional competence & responsibility
SP should practice w/in their knowledge and psych and education; accept responsibility for their choices made
NASP Ethical Principle: Honesty & Integrity of Relationships
be truthful and adhere to professional standing; honest about qualifications and roles, cooperate with multidisciplinary professionals, avoid relationships that diminish professional effectiveness
NASP Ethical principle: responsibility to schools, families, community, profession, and society
promote positive environment, respect the law, contribute to SP knowledge base
cofidentiality
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
supervision standards
2 hrs per week for interns, have proper license/credentials, maintain 1 supervisor for 2 intervene (schools 500-700 ratio)
private practice standards
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
reporting abuse and society
know mandated duties, duty to warn others of harm
child benefit is…
always the focus! consult w/ staff, don’t counsel adults
provide balance info
give research info on benefits/liabilities of meds to parents, don’t pressure for meds
malpractice lawsuits
harm to student due to professional interaction
supervision lawsuits
supervisor and intern can be sued
negligence law suits
most common and occurs when student suicide/injury that could have been reasonably prevented by practitioner
education for all handicapped children act (EAHCHA)
1975 (PL 94-142); 1st U.S. SpEd law which is now the IDEA
Individuals with Disabilities Education Improvement Act (IDEIA) 2004
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
13 conditions
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)
no child left behind act (NCLB) 2001
close achievement gap in high-risk schools, statewide formal assessment grades 3-8, needs highly qualified teachers for public schools
family education rights and privacy act (FERPA) 1974
schools must have strict record-keeping procedures, protect confidentiality and allow parents to access educational records
rehabilitate act: section 504 (1973)
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
americans with disabilities act
civil rights law to prohibit discrimination on basic os disability in employment, public services, and accommodations
zero reject principle
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
Perkins act
right to transition SpEd students to vocational programs for occupational access
brown v. board of education
can’t segregate educational facilities by race
Hobson v. hansen
schools must provide equal educational opportunities despite SES
Diana v. state board of education
assessments must be given in native language of student to validate minority testing practices
guadalupe v. temple SD
students cannot be MR unless properly assessed and 2 SD below mean
Larry p. v riles
the % of minority students in SpEd cannot exceed % of represented population based on overpopulation of minorities classified as MR
PASE v. Hannon
pro-SpEd ruling for stand; tests as long as tests not culturally biased and used w/ other measures
PARC v. Commonwealth of Pennsylvania 1972
landmark case for FAPE; ID kids have FAPE and due process rights are honored/preserved
Marshall v. Georgia
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
honig v. doe
SpEd students must have manifestation hearing to review placement if suspended more than 10 days
overt v. cement 1993
legal case student has right to inclusion in general education classes/activities (schools must follow LRE)
Rowley v. Hudson board of education (1982)
landmark case; public schools don’t have the provide best education, but adequate education (provide parameters for FAPE)
tarasoff
school district has duty to warn parent if child is in danger
lau v. nichols 1974
schools must provide accommodations for ESL students
taro v. Irving independent SD
Supreme Court case; schools must give medical services that don’t require doctors to perform even if child needs full-time nurse
complaints must be…
filed within 2 years of problem/dispute
resolution meeting must be…
w/in 15 days of receiving complaint
due process hearing must have…
parents have rights to request 3rd party hearing
consent must be…
written parent consent must happen before evaluation; schools can do tris if documented reasonable efforts have been made to parents
notices must have…
prior written notice given to parents for change of student ID, evaluation, placement, change of service, educational program (notice and consent diff)
procedural safeguard notice
booklet must be given once per pear and at initial evaluation if parent requests it and complaint filed
IEP meetings timeline
held w/in 60 days after consent signed for initial eval and once a year after that; re-eval every 3 years
SpEd team consists of…
parent, 1 gen ed teacher, school representative/admin, someone to interpret eval results, other appropriate individuals
excusal from meetings
parent needs to submit written note to school for IEP member to be excused from meeting; someone must be present to explain assessment results
William wundt
father of psychology, made 1st lab in Germany 1870
lighter witmer
father of school psychology; made clinic at University of Pennsylvania 1896; helped students w/ learning and behavioral problems
Arnold Gesell
1st SP 1915; 1st to make test to measure children’s development
B.F. Skinner
behavior is shaped and maintained by consequences that follow
Albert bandura
cognition helps drive behavior; added balance to strict skinner
fancies galton
1880 bell-curve theory
Alfred binet
measured intelligence and it’s relation to normal curve
spearman and thurstone
psychometrics and cognitive testing; factor analysis
lewis terman
studied gifted children and believed in cognitive ability tests; helped revise Stanford Binet test for American children 1916
dr. Phillip vernon
intelligence is genetic and environmental; suggested balance view of intelligence to adapt to one’s environment and apply info
Arthur jensen
behavioral genetics; intelligence has strong genetics base
frontal lobe
executive functions; planning and regulation behaviors/emotions; problem-solving, organizing, personality
parietal lobe
bosy sensations; perceptions, math, spelling, symbolic associations
temporal lobe
right and left sides; auditory info, language; reading problems, phonological processing problems; memory storage
occipital lobe
visual info
right hemisphere
creativity, holistic thinking, novel info, visual-spatial processing
left hemisphere
language, verbal info, sequences, and factual learned info
medial temporal love
long-term storage
hippocampus
forms memories and associates emotions with events
amygdala
emotions/emotional response
corpus callosum
bundle of nerves to connect both hemisphere
ADHD takes places in
frontal lobe dysfunction/neurochemical issue
cerebral cortex
higher order reasoning
broca’s area
expressive language; reading problems
wenicke’s area
receptive language; reading problems
aphasia
unable to use language
agnosia
unable to identify seen objects
limbic system
lower portion of the brain where is controls emotions/memory (home to amygdala and hippocampus)
brain stem and cerebellum
breathing, heart rate, gross motor movement, and arousal
dopamine
positive moods/emotions; reward, pleasure, novelty seeking; Parkinson’s & ADHD
edorphins
natural opiate; to moderate pain
serotonin
relaxation, sleep, and mood; clinical depression
glutamate
excitatory neurotransmitter; learning and memory
students under TBI
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
symptoms of TBI
headache, sleep problems, mood wings, personality changes, light/noise sensitivity, balance problems
interventions for students under TBI
strengthen what a child can already do; half-day schedule, helps bc low energy (cognitive fatigue); visuals, repetition of new info and skills help
bandura’s social learning theory
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
Maslow’s hierarchy or needs
if kid’s lower level need met, then high level needs are realized; physiological, safety, love/belonging, esteem, self-actualization
freud psychodynamic theory
child personality made of 3 parts that sometimes conflict with each other
id
pleasure principle; satisfy needs immediately
ego
rational; controlling part of personality that attempts to gratify needs by appropriate behaviors
superego
happens when child internalizes (accepts) parental/societal norms or values; develops a conscience
Freud’s psychosexual sttages
1) Oral (0-1 years)
2) Anal (2-3 years)
3) Phallic (3-5 years)
4) Latency (6-12 years)
5) Genital (12+ years)
Freud’s Oral Stage
(0-1 years); eating, sucking, biting w/ objects in mouth
Freud’s Anal Stage
(2-3 years); learn to postpone personal gratification
Freud’s Phallic Stage
(3-5 years); sexual curiosity aroused; critical for forming gender identity
Freud’s Latency stage
(6-12 years); avoid peers of opposite sex; more same-sex peers
Freud’s Genital Stage
(12+ years); sexual desires re-emerge and directed to peers
