Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
250 Cards in this Set
- Front
- Back
|
Anterior
|
Front
|
|
|
Posterior
|
Back
|
|
|
Dorsal
|
Top side
|
|
|
Ventral
|
Bottom side
|
|
|
medial
|
inward toward center of brain
|
|
|
lateral
|
away from the middle of brain
|
|
|
Milestones in Motor and Language
|
12 weeks: less crying than 8wksl cooing/vowellike sustain for 15-20 seconds
16 weeks- responds to human sound more definately- turn head, eyes search for speaker; chuckling sound 20 wks- vowel cooing turns consonant, 6 months- change from coo to babble with 1 syllable utterance; ma, mu, da. di 8 mo.- reduplications; emphasis and emotion can be signaled 10 mo- gurgling and bubble blowing, wants to imitate sound not usually successful 12 mo- identical sound sequences are replicated with higher relative frequency of occurrence and words are emerging; understand some words and 18 months- more than 3 words, less than 50; no frustration from not being understood and no attempt at communicating; unable to join jexical 2 item phrases 24 months- 50+ words in vocab, name things in environment; join vocab into two item phrases; increase in communicative behavior and interest in language 30 months- fast increase of vocab, new additions daily, frustrated if not understood by adults, at least 2 word phrases up to 5 words. can understand everything said to them. 3 years- 1000+ words 80% intelligible, grammar colloquialy adult language although mistakes occur |
|
|
Alexander Luria- Units of brain
|
Unit 1- regulatory tone, arousal
a. description b. neuroanatomical substrate c. effects of damage UNIT 2- Sensory Unit a. description b. neuroanatomical substrate c. Three laws governing function of Unit 3 i. heirarchical structure of cortical zones a. primary sensory b. secondary sensory c. tertiary sensory ii. diminishing specificity iii. Progressive Lateralization 3. Unit 3 Motor unit a. Description b. neuroanatomical substrate c. Effects of Damage |
|
|
Special Ed categories
|
SLD- 47%
SLI- 18 MR- 9 ED- 8 Multi Disab- 2 Hearing Impaired- 1 Orthopedic- 1 OHI- 7.5 Autism- 2.3 Visual Imp.- .4 TBI- .3 Develop Delay- 1 Deaf-Blind- .03 |
|
|
Principles of IDEA
|
Zero Reject Principle- rule against excluding any student
Non-Discriminatory Evaluation- Rule req. schools to evaluate students fairly to determine if they have a disability and if so, what kind and how extensive Appropriate Education- Req schools to provide individually tailored education for each student based on the evaluation and augmented by related services and supplementary aids and services LRE- require schools to educate students with disabilities to max extent appropriate for students with disabilities Due Process- rule providing safeguards for students against schools actions including a right to sue in court Parental and student participation- rule requiring school to collaborate with parents and adolescents in designing and carrying out special ed programs. |
|
|
Zero Reject Principle: regulates how schools may discipline for students who qualify for IDEA's protection
|
1. Equal Treatment: may discipline Student with Disab in same way and to same extent as a child without for the same offense if special provisions are met:
a. No cessation- may not expel or suspend for 10+ days in any one school year b. Special Circumstances0 school may take into account any spec circumstances related to student and the behavior in deciding whether to discipline student c. Short term removals- school may suspent up to 10 days d. Manifestation Determination- when school proposes to change placement for 10+ days it MUST determine whether the behavior is a manifestation of disability e. Response to no manifestation- is school determines behav is not manifestation of disability it may discipline student same way as others without disability except it may not terminate students education (no cessation rule). it may place student on interim alternative educational setting f. Response to manifestation- when school determines it is a response to disability, must conduct a Functional Behav Analysis (FBA), and develope a behavior intervention plan to address behavior. Unless school and parents agree otherwise, student returns to previous placement. g. Services in interim alternative educational setting- when in such a setting, student must have education that assures student will make progress according to IEP h. Weapons, Drugs, Injury- When child is found to have either these three, school may place on interim educational setting without first making manifestation determination for up to 45 days. |
|
|
National Joint Committee on Learning Disabilities
|
LD's is a general term that refers to a heterogeneous group of Dx manifested in acquisition and use of listening, speaking, reading, writing, reasoning, math. These abilieis are intrinsic to the indiv due to central nervous system dysfunction and may occur across lifespan. PROBLEMS IN SELF-REGULATORY BEH, SOCIAL PERCEPTION, AND SOCIAL INTERACTION MAY EXIST WITH LD BUT DO NOT CONSTITUTE BY THEMSELVES A LD. LDs may occur together with other handicapping conditions (ED, MR, sensory impairment) or extrinsic factors (inapprop or insufficient teaching, or cultural difference). However, they are not the result of those conditions or influences.
|
|
|
Definition of Emotional and Behavioral Disorder
|
The term means a condition exhibiting 1+ of the following characteristics, displayed over a LONG period of time, and to a marked degree that adversely effects a students educational performance:
a. Inability to learn that can not be explained by intellectual, sensory, or other health factors b. Inability to build or maintain satisfactory interpersonal relationships with Peers and Teachers c. Inappropriate types of behavior or feelings under normal circumstances d. General or pervasive mood of unhappiness or depression e. Tendency to develop physical symptoms or fears associated with personal or school problems. This term includes children who are schizophrenic but not who are socially maladjusted, unless they are emotionally disturbed. |
|
|
Emotionally Disturbed Classroom Objectives
|
Objectives:
1. Determine type and frequency of appropriate and inappropriate behavior in classroom 2. determine variability between teachers, settings, and time 3. determine frequency of behavior in reference to other children in the classroom. 4. Determine TX or intervention planning for specific target behaviors 5. Monitor tx (meds) or determine impact of change in instructional methods or seating Considerations 1. Observe at time teacher complains of a problem beh occurring 2. Enhance reliability by observing at the same time on 3+ occasions 3. When observing a child do not focus attention on the child 4. Observe the interaction of the teacher with the student at the time of the inappropriate behavior 5. Compare data to the entire class, 2-3 other students of same gender, |
|
|
Oppositional Defiant Disorder
|
Recurrent pattern of negative, defiant, disobediant, and hostile behavior toward authority figures, temper loss, arguing, blaming. Prevalence 6-10%
|
|
|
Conduct Disorder
|
Repetitive and persistent pattern of behavior where basic rights of others or age appropriate societal norms are violated. Categories include agressiveness toawrd people and animals; property destruction; deceptiveness or theft; serious rule violations. Prevalence of CD 2-9%
|
|
|
Mood Disorders
|
Depression: Features: SIGECAPS
Sleep Disturbance Interest Loss Guilt Energy Loss Concentration Problems Appetite Disturbance Psycho-motor Agitation or Retardation Suicidal Ideation |
|
|
Suicide Assessment
|
SAD PERSONS
Sudden behavioral change Alcohol Drug Use Depression Previous Attempts Emotional Distress Rational Thought Diminished Social Support Lacking Organized Plan No Hope Severing of Relationships |
|
|
Anxiety Disorders
|
Generalized Anxiety Disorder: excessive worry/anxiety about numerous activities and events that are not cued by specific stimuli
|
|
|
Generalized Anxiety Disorder:
|
Generalized Anxiety Disorder: excessive worry/anxiety about numerous activities and events that are not cued by specific stimuli
|
|
|
Separation Anxiety
|
Excessive crying upon separation or in attempts to separate; fears of specific dangers such as being harmed, lost, kidnapped; fear of harm or permanent separation separation from caregiver
|
|
|
Specific Phobia
|
intense anxiety in presence of feared object or situation
|
|
|
Social Phobia
|
anxiety related to unfamiliar social contact, even in child's own home
|
|
|
Obsessive Compulsive Disorder
|
Obsessions- persistent thoughts, ideas, images, or impulses that are intrusive and create marked distress or anxiety
Compulstions- defined as repetitive behaviors or mental act engaged in for the purposes of reducing distress or anxiety |
|
|
Posttraumatic Stress Disorder
|
intrusive and avoidant symptoms following exposure to a traumatic event (threat to physical integrity of self or others along with sense of intense fear, helplessness, and disorganized and/or agitated behavior.
|
|
|
PTSD
|
DSM-IV-TR six criteria
a. personal experience of and reaction to event b. persistent reexperiencing of event c. avoidance of related stimuli d. increased agitation and arousal e. duration of disturbance more than one month f. impairment of functioning |
|
|
Childhood Schizophrenia
|
positive symptoms- delusions, hallucinations, disorganized thought, disorganized behavior
Negative Symptoms- restriction of affect, speech productivity, goal directed behavior. |
|
|
Conduct Disorder
|
key part to differentiate from ODD: rights of others/animals or basic social rules are violated. 6-16% of gen population of boys; 2-9% of girls.
|
|
|
BiPolar Dx in Children
|
Sx can come about in early childhood, but usually emerges in adolescence/early adulthood. higher chance of other Dx's. Manic Sx: severe mood changes from happy/silly to angry/aggressive; unrealistic high self esteem; great inc in energy level; little sleep with no tiring; multiple projects and easily distracted... Depressive Sx- withdrawal, crying, sadness, guilt, sensitivity to rejection/failure
|
|
|
MR now called ID
|
significant limitations in intellectual function PLUS low adaptive behavior as expressed in conceptual, social, and practical adaptive skills BEFORE age 18.
|
|
|
PDD/ Autism
|
Defined by IDEA 1991: developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before 3, that adversely affects educational performance. other characteristics often associated with autism are: engagement in repetitive activities, stereotyped movements, resistance to env. change, changes in daily routine, unusual responses to sensory experiences. this doesnt apply if childs performance because of a serious emotional disturbance.
|
|
|
OHI
|
having limited strength, vitality, or alertness, including a heightened alertness to env stimuli, that results in limited alertness with respect to the educational environment: due to chronic or acute health problem: ADHD, asthma, diabetes, epilepsy, heart, lead poison.... AND adversely effects childs educational performance.
|
|
|
Absence: (petit mal)
|
Absence: (petit mal) momentary loss of awareness, accompanied by movements of the face/blinking/arm movement. may be frequent; immediately returns to full awareness. looks like daydreaming. What do to in class? make sure child didnt miss key parts of lesson
|
|
|
Simple Partial Siezure
|
Simple Partial Seizure- limited to one area of brain. consciousness NOT lost even though child may not be able to control body; senses may be distorted. comfort and reassure if child is frightened
|
|
|
Complex Partial
|
called psychomotor or temporal lobe epilepsy- variety of automatic behavior which consciousness is clouded. may get up and walk, unresponsive, fling off restraints, may appear drugged/sleepwalking.
|
|
|
Generalized Tonic Clonic
|
previously called tonic-clonic. convulsions where child may cry out, fall, and continue jerks. bladder/bowel control may be lost, breathing can become shallow or stop. Ease child to floor, something under head, turn to side- do not force mouth open, dont hold tongue, dont put anything in mouth, dont restrain movement.
|
|
|
Common anti convulsants
|
Phenobarbital (major motor) long acting barbiturate
Primidone (mysoline) Phenytoin (Dilantin) Ethosuximide (Zarontin) Valproic Acid (depakene) Clonasepam (Klonopin) Carbamazepine (tegeretol) |
|
|
HYPOglycemia
|
LOW blood sugar. too little food, too much insulin, or extra exercise. Below 70. Onset sudden and may progress to insulin shock.
|
|
|
HYPERglycemia
|
too much food, too little insulin, illness, stress. Gradual. above 200
|
|
|
Cancer
|
unrestrained growth of cells. primary cause of death by disease in 1-14. 68% survival rate. May develop LDs as result of radiation, IEP on reentry as baseline, attendance may be sporadic, talk to peers and classmates to minimize fear.
|
|
|
Physical Disabilities
|
severe orthopedic impairment adversely effecting educational performance. congenital anomaly (clubfoot, absence of some member). impairment due to disease (bone TB, polio), and other causes (CP, smputation, burns, fractures).
|
|
|
Types of CP
|
Spastic- most common- rigid movement
Athetoid- abrupt involuntary Ataxic- lack of coordination, unsteady Mixed- spastic and athetoid. MR in 25-60% of cases |
|
|
TBI
|
IDEA definition- acquired injury to the brain caused by an external physical force resulting in total or partial functional disability or psychosocial impairment or both that effects educational performance. Term applies to open or closed head injury resulting in impairment to one or more areas such as cognition, language, memory, attention, reasoning, abstract thinking, judgement, prob solving, sensory, perceptual, and motor abilities, psychosocial behavior, physical functions, info processing, and speech. NOT apply to congenital or degenerative, or injury at birth.
|
|
|
Communication DX
|
observed disturbances in the normal speech, language, or hearing process. Not the result of hearing loss. SLI means communication dx such as stuttering, impaired articulation, language impairment, or voice impairment that adversely effects educational performance. ARTIC largest group. atypical sound production, substitution/omission most common. Voice Dx- quality/quantity, breathy, resonance (nasal or denasal), pitch, intensity, voice nodules most common.
|
|
|
Visual Impairment
|
impairment in vision that even with correction adversely effects educational performance. Functionally blind- uses braille, but has vision for env tasks; Low vision read with magnification or env. modification; totally blind, must use tactile and auditory learning; no meaningful input from vision.
|
|
|
Unconditioned Reinforcer
|
Natural Reinforcers- food, drink, temperature
|
|
|
Conditioned Reinforcers
|
- secondary- NOT originally reinforcing but are learned to be pleasurable. facebook, ride bike
|
|
|
backup reinforcer
|
conditioned reinforcer paired with others IE dolphin clicker associated with fish.
Clicker= backup and Conditioned reinforcer Fish- Unconditioned Reinforcer. |
|
|
Tokens-
|
Conditioned reinforcers that can be accumulated and exchanged for a backup reinforcer. EX) stickers accumulate to extra station time
|
|
|
Conditioned Punishers
|
similar to conditioned reinforecers- word NO is conditioned punisher if doing something bad because often followed by punishment if behavior doesnt stop.
|
|
|
Intermittent Reinforcer
|
not reinforced all the time. EX Praise on the 3rd problem completed
|
|
|
Schedule of reinforcers
|
Rules defining or specifying when behavior will be reinforced
|
|
|
Continuous Reinforcer
|
praise after ever right answer.
|
|
|
Advantages of Intermittent over Continuous
|
1. effective longer because satiation less
2. longer to extinguish 3. indiv work more consistently 4. intermittent more likely to persist with natural reinforcers |
|
|
discreet
|
trials distinct simultaneous presented prior to opportunity for a response to occur until another stim presented
|
|
|
Fixed Ratio
|
must do something a SET # of times for reinforcer to occur
|
|
|
Variable Ratio-
|
amt changes unpredictibly.
|
|
|
Why Variable ratio better than fixed ratio?
|
no strain when VR schedule is abruptly changed
maintain VR slightly higher than FR VR- higher resistance to extinction |
|
|
Progressive Ratio-
|
like a fixed ratio but increses set amount after each reinforcer. will test how powerful reinforcer is.
|
|
|
Fixed Interval
|
Reinforcement presented following first instance of specific response after a fixed amount of time (treat after first correct spelling word written after 30 seconds has elapsed)
|
|
|
Variable Interval
|
reinforcement given after set passage of time but changes around a specific mean unpredictably. Gives moderate steady pace, little to no PRP, its like checking FB. VI isnt usually used due to need for continuous monitoring and lower response rate
|
|
|
Fixed Duration
|
reinforcer only if behavior occurst continuously for a fixed amount of time. IE- must write spelling words continuously for 5 minutes to recieve R+
|
|
|
Variable Duration
|
reinforcer only if behavior occurs continuously with interval of time from reinfor to reinf changes unpredictively.
|
|
|
4 factors that determine strength of reinforcer
|
1. schedule type
2. immediacy of reinforcer 3. magnitude of reinforcer 4. response effort involved in difference options |
|
|
Differential Reinforcement of LOW rates
|
DRL reinforcer only present if a particular response occurrs at low rate.
|
|
|
Spaced Responding DRL
|
specific beh not occur in specified time, then after intervsl passsed must occur to obtain R+ examples- calling out right answer, eating too fast
|
|
|
How is Spaced DRL similar to Fixed Interval FI?
|
certain amount of time must pass
must respond after amount of time to obtain r+ |
|
|
How is spaced DRL different from FI?
|
if behavior occurs before the intervasl is over, then NO R+, in FI one can perdorn behsvior throughout the time but wont be reinforced until time is over.
|
|
|
Differential Reinforcement of Zero responding
|
DRO- reinforcemnt presented only is response does not occur in specified time.
|
|
|
Differential Reinforcement of INCOMPATIBLE behavior
|
reinforce incompatible behavior- IE, reinforce hands to self or in pockets if hitting behavior.
|
|
|
Differential Reinforcement of Alternative Behavior
|
DRA- extinction of prob beh and combine reinf of dissimilar behavior but may not be incompatible. with DRA, can still display aggressive behavior.
|
|
|
Difference between DRI and DRA
|
reinforce incompatible behavior with DRI; Cant behave in target behavior
DRA- reinforce alternative beh and ignore negative behavior |
|
|
Difference between contingency shaped behavior and rule governed behavior
|
immediate reinforcement of beh (contingency) VS later R+ (rule)
rule governed behavior tends to be immediate behavior change, contingency is based on several trials of the beh |
|
|
Rules that are EFFECTIVE
|
1. within ones understanding
2. clearly identified circumstances when behavior should happen, deadline, consequence in complying 3. easy to follow 4. pleasant, courteous, unemotional manner |
|
|
Rules INeffective
|
1. outside understanding
2. vague 3. low probability 4. complicated 5. given rudely, meanly, emotionally, discourteously |
|
|
Modeling
|
arrange for peers to be models
arrange modeled beh to be effective use many models combine modeling with rules |
|
|
Symbolic Modeling
|
present thru film, pictures, other media
|
|
|
Shaping
|
Method of R+ successive approximations
|
|
|
5 dimensions of behavior
|
Topography
Duration Frequency Intensity Latency- reaction time- time between control stim and behavior. |
|
|
Shaping molds.....
|
Behavior!!!
|
|
|
Fading molds.....
|
Antecedant!
|
|
|
Shaping has same Antecedant....
|
ALL the time
|
|
|
Fading has ________ Antecedants with the same Behavior.
|
DIFFERENT!
|
|
|
Shaping is a procedure because....
|
procedures are combinations because shaping uses both R+ of new behavior placing old behavior on extinction.
|
|
|
Behavioral Chain
|
sequence of stimuli and responses occuring close together with last response reinforcement. Discrim stim 1 --> response 1--> Discrimination stim 2--> response 2)...
Chains are called chains because its a sequence of things that are linked. Chains are only as strong as weakest link. |
|
|
Functional Analysis
|
manipulation of environmental events to test as antecedant.
Limitation- not good for low occuring beh., not good for extremely dangerous beh, expense and personnel requirement may prohibit. |
|
|
Functional Assessment
|
is the variety of procedures attempting to identify problem behaviors.
|
|
|
Social Positive Reinf
|
lori persisting for intermittent reinf of talking
|
|
|
Self Stimulating positive Reinf
|
sensory feedback that is self reinforcing
|
|
|
non-social positive reinf
|
external sensory reinf may involve sensory reinf of alternative behav
|
|
|
social neg reinf
|
escape from demand-
|
|
|
self stim neg reinf
|
scratch self because it relieves u`nderlying med issue
|
|
|
Immediacy
|
.5 seconds best. huge indicator of effectiveness
|
|
|
satiation
|
important because consequence will have no value if they have had a lot of the R+
|
|
|
consistency
|
is key- giving R+ when youre supposed to.
|
|
|
portable
|
must be able to be given anywhere any time. praise is a great one
|
|
|
naturalness
|
best if found already in nature so to speak-- having it not have to be made or created artificially is best.
|
|
|
Philosophical Agreement
|
Dont have cheeseburger for a weightloss goal being met. The R+ should match what the behavior is. New exercise suit when at goal weight would be philosophically in agreement
|
|
|
Operant Conditioning
|
based on contingency rather than classical congiguity association.
When any beh unser specific stimulus conditions (Antecedant) will either increase or decrease probability of further occurance of beh based on the consequences of that beh |
|
|
4 types of Operant Conditioning
|
R+ : something pleasurable applied to inc beh
R- : something negative removed to inc beh RC: Response Cost- removal of something pleasurable- problem is that the executioner becomes aversive. Decreases beh P- Application of something negative to dec behav. effective however bad problems associated with. |
|
|
Extinction and Response Cost
|
where a reinforcer is withheld following a previously reinforced response.
both RC and extinction decrease beh in different ways. |
|
|
5 steps in the Research Process
|
1. develop idea and testable hypothesis. Statement that there will be a RELATIONSHIP between 2 variables.
2. Choose research strategy: Experimental, correlational. 3. Collect data 4. Analyze and interpret data 5. Report Results |
|
|
Construct Validity
|
does the instrument we are using accurately measure what we want.
how to do this: demonstrate your test results compared to other established results. IE- Compare the WJ3 to the WISC |
|
|
Internal Validity
|
establish a cause-effect relationship
|
|
|
External Validity
|
will the results hold if you use a different population--ie will the results be the same if you give WISC to kids in CA and FL.
|
|
|
Pearson correlation coeffecient
|
r
2 variables, both continuous (interval/ratio), 1 outcome variable GPA---> $outcome IV DV |
|
|
Multiple Correlation Coeff
|
R. multiple set of predictor variables relate to outcome.
GPA Effort-------------> $ outcome (DV) Network (Predictors) |
|
|
Independent Variable
|
IV= treatment; pill no pill; intervention, no intervention
|
|
|
Dependent Variable
|
DV- Anxiety-- Reduced or not?
|
|
|
Criterion Validity
|
quantitative
compare score on test to meaningful criterion correlate w/ what it should |
|
|
Central Tendency
|
mean; median; mode
|
|
|
Variability
|
standard deviation- approximate average distance of scores from the mean.
--Range- difference between highest and lowest score. |
|
|
Qualitative-
|
NOMINAL- based on categories- nominal/categorical; separate and distinct
sex, flavor of ice cream |
|
|
Ordinal
|
Quantitative- Ordinal- 1st, 2nd, 3rd.... different levels, may have different spans between them
|
|
|
Continuous
|
Continuous- on a continuum. distance is same, age, percentage
---Interval- continuous- Zero is NOT meaningful IQ, equal distance between points ------Ratio- zero is significant: money |
|
|
Multiple correlation coeffecient
|
Set of 2+ continuous variable anf s continuous outcome
|
|
|
Independent Samples T-test
|
receive treatment or not?
categorical Predictors Continuous outcome |
|
|
One way ANOVA
|
continuous Dependent Variable, 3+ Indep Variables
----categorical (Repub Dem Indep) IV's ---Income (DV) |
|
|
Factorial ANOVA
|
multiple 3+ IV's both categorical.
ie- meds for anxiety- 2 groups with multi levels See if gender moderates effectiveness of drug effeciency |
|
|
Developmental Research
|
3 approaches:
1. cross sectional 2. Longitudinal 3. Cohort- combination of cross sectional and longitudinal |
|
|
Forms of Reliability
|
test retest- consistent across time. trait should be same.
Alternate forms0 consistent across forms Interrater reliability- consistent across raters Consistency among Items- Internal consistency |
|
|
Convergent Validity
|
should see correlation between two scores
|
|
|
Face Validity
|
look at it and determine whether it seems to reflect of not
|
|
|
Content Validity
|
Content Validity- Rely on EXPERTS. truancy, curfew, joyride, violence all fo into delinquency
|
|
|
Criterion Validity- 2 types!
|
The degree to which scores on one measure predict scores on another measure.
- Predictive- assessed using a measure, then performance on future measure correlated - Concurrent- use measure, assess current performance, correlate. |
|
|
Discriminant Validity
|
measure doesnt assess something that it shouldnt. IE- IQ and shoe size.
|
|
|
Threats to Internal Validity
|
time related, something happens between pre and post test:
maturation, exposure to pretest effects results, instrumentation (different tests used at different times), statistical regression- in extreme cases, go back toward mean. |
|
|
Quality Control in School Psychology
|
Professional codes of ethics
education law that protects the rights of students and their parents in the school setting credentialing of school psychologists-state certification and licensure accreditation of graduate training programs |
|
|
moral principles of school psychology, WD Ross a 20th century Scottish philosopher identified several moral duties of an ethical person.
|
*non-maleficence- do no harm
*Fidelity- faithfulness to the truth and to one's professional duties *beneficence- do good *Justice-inshore others are treated in a fair and nonbiased manner and that all persons have equal access to its school psychology has to offer *Autonomy-respect for the right of individuals to have a voice in decisions that affect them |
|
|
professional codes of ethics: where can they be found?
|
*NASPs principles for professional ethics- developed specifically for school psychologists; focuses on school children in school based practice
APAs ethical principles of psychologists and code of conduct |
|
|
codes of ethics
|
* protect the public and maintain public trust
*show profession's commitment to self-regulation *enhance prestige of profession *educate professionals and assist them in monitoring their own behavior |
|
|
school-based practice versus private practice
|
*school-based means that the school psychologist is an employee of the schools or contracted by the schools on a per case or consultative basis
* private practice is when a school psychologist enters into an agreement with a client rather than an educational agency to provide psychological services and the school psychologist fee for services is responsibility of the client or his or her representative |
|
|
NASP's 4 broad ethical principles
|
*respect the dignity and rights of all persons
*professional competence and responsibility *honesty and integrity and professional relationships *responsibility to schools, families, communities, the profession, and society |
|
|
number one: respecting the dignity and rights of all persons
|
school psychologists engage only in professional practices that maintain the dignity of all individuals. In their words and actions, school psychologists demonstrate respect for the autonomy of persons and their right to self-determination, respect for privacy, and a commitment to just and fair treatment of all persons
|
|
|
number one: respecting the dignity and rights of all persons--- school psychologists engage only in professional practices that maintain the dignity of all individuals. In their words and actions, school psychologists demonstrate respect for the autonomy of persons and their right to self-determination, respect for privacy, and a commitment to just and fair treatment of all persons
|
*a taunting me and self-determination (consent and assent)
*privacy and confidentiality *fairness and justice |
|
|
number two: professional competence and responsibility:--- beneficence or responsible caring means that the school psychologist acts to benefit others to do this school psychologists must practice within the boundaries of their competence, use scientific knowledge from psychology and education to help clients and others make informed choices, and accept responsibility for their work
|
*competence
*accepting responsibility for actions *responsible assessment and intervention practices *responsible school-based recordkeeping *responsible use of materials |
|
|
number three: honesty and integrity and professional relationships---- school psychologists must be faithful to the truth and adhered to their professional promises. They are forthright about their qualifications, competencies, and roles; work in full cooperation with other professional disciplines to meet the needs of students and families; and avoid multiple relationships that diminish their professional effectiveness.
|
*Accurate presentation of professional qualifications
*forthright explanation of professional services roles and priorities *respecting other professionals *multiple relationships and conflicts of interest |
|
|
number four responsibility to schools, families, communities, the profession, and society: promote healthy school, family, and community environments. They maintain the public's trust in school psychologists I respecting law and encouraging ethical conduct. School psychologists advance professional excellence by mentoring less experienced practitioners and contributing to the school psychology knowledge base.
|
*Promoting healthy school, family, and community environments
*respect for law and the relationship of law and ethics *maintaining public trust by self-monitoring and peer monitoring *contributing to the profession by mentoring, teaching, and supervision *contributing to the school psychology knowledge base |
|
|
eight step problem-solving model
|
1. Describe the parameters of the situation
2. Define the potential ethical and legal issues involved 3. Consult ethical and legal guidelines if any already available that might apply to the resolution of each issue. Consider the broad ethical principles as well as specific mandates involved. Consider cultural characteristics salient to the decision. 4. Evaluate the rights, responsibilities, and welfare of all affected parties 5. Generate a list of alternative decisions possible for each issue 6. enumerate the consequences of making each decision. Consultation with colleagues may be helpful. 7. Present any evidence that the various consequences or benefits resulting from each decision will actually occur, i.e. a risk-benefit analysis 8. Make the decision. Consistent with ethical codes, school psychologists accept responsibility for the decision made and monitor the consequences of the course of action chosen. |
|
|
Three sources of public school law in the United States legal system
|
U.S. Constitution
statutes and regulations case law |
|
|
is there a fundamental right to an education under the Constitution?
|
No. however education is considered a property right protected by the U.S. Constitution.
|
|
|
10th amendment
|
duty to educate children and the authority to do so rests with the state government
Public education is an entitlement given by the state government to its citizens |
|
|
U.S. Constitution
|
14th amendment: equal protection clause and due process clause prevent state government (public schools) from trespassing on the rights of individual citizens
* because education is a state duty the federal government is reluctant to intervene in disputes involving public schools unless actions of the school violates fundamental constitutional rights---- the first and the fourth amendment's are the important source of fundamental rights |
|
|
what are the two amendments that are an important source of fundamental rights?
|
the First Amendment and the fourth amendment
|
|
|
amendment one
|
freedom of religion, speech, and the press. Congress shall make no law respecting an establishment of religion or prohibiting the free exercise thereof; or abridging the freedom of speech or of the press or the right of the people to peacefully assemble and to petition the government for a redress of grievances
|
|
|
amendment 4
|
search and arrest warrants; the right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures shall not be violated and no warrants shall issue but upon probable cause, supported by oath or affirmation and particularly describing the place to be searched and the persons or things to be seized
|
|
|
amendment 10
|
Powers retained by the states and the people- the powers not delegated to the United States by the Constitution nor prohibited by it to the states are reserved to the states respectfully or the people
|
|
|
amendment 14
|
civil rights: no state shall make or enforce any laws which shall abridge the privileges or immunities of citizens of the United States nor shall any state deprive any person of life, liberty, or property without due process of the law nor deny to any person within its jurisdiction the equal protection of the law
|
|
|
what are the two types of federal legislation?
|
1. Civil rights legislation
2. federal education law |
|
|
civil rights legislation( three)
|
*the rehabilitation act of 1973 (section 504)
*Americans with disabilities act of 1990 ( A.D. A); amended in 2008 (adaa) *Civil Rights Act of 1871 ( section 1983) |
|
|
federal education law
|
*the education of all handicapped children act of 1975 (PL 94-142)
*elementary and secondary education act of 1965 (ESEA- now under revision called the no Child left behind act under the Bush administration) *PL 94-142 now the individuals with disabilities education improvement act (ideia) *family educational rights and privacy act FERPA *the protection of Pupil rights actit's |
|
|
caselaw
|
caselaw, or common law, emerges from court decisions. They are considered discovered law
Federal court system has three tiers; state court systems usually have three tiers *federal court rules only on cases that involve federal constitutional or statutory law, or cases that involve parties from two different states *state courts rule on cases involving state constitutional and statutory law, but also may rule on cases involving the federal Constitution and statutory laws |
|
|
privacy
|
freedom of individuals to choose for themselves the time and the circumstances under which and the extent to which their beliefs, they haters, and opinions are to be shared or withheld from others
|
|
|
privacy and consent
|
*consent is typically sought for the parent's
*school psychologists encourage and promote parental participation in the school decisions affecting their children *however-. Consent not required for certain consultative activities; also parent consent not ethically required for school-based psychologist to review child's educational records, conduct classroom observations, and assist within the classroom interventions and progress monitoring |
|
|
privacy and informed consent
|
with the exception of unusual situations (such as the student may be suicidal) informed consent should be obtained to establish a school psychologist client relationship
|
|
|
informed consent, three elements of:
|
1: knowing- nature and scope of services offered, assessment/intervention goals, procedures, and expected duration, foreseeable risk or discomfort, cost of services if any, benefits they can reasonably be expected, risk of not receiving services, information about alternative services that may be beneficial, and extent of confidentiality
2. Competent, individual is legally competent to provide consent under state law 3. Voluntary **** urgent situations/permissible to provide emergency assistance without parental consent ***** miners who seek assistance on their own child may be seen by school psychologist over other mental health professional without parent notice or consent at least once to ensure the student is not in danger ( suicide, child abuse) or if it is suspected the student may be a danger to others |
|
|
confidentiality
|
explicit promise or contract to reveal nothing about an individual except under conditions agreed to by the source or subject
--- consider nature of services, student characteristics such as age and maturity, reason for referral ----- never promise absolute confidentiality- duty to protect students from reasonably foreseeable risk of harm and you cannot keep quiet if the student is a danger to their cells, suspicion of child abuse, student poses a danger to others. ----- Must also protects students were not clients |
|
|
need to know principal
|
who needs to know? Should I seek parent permission to share this information with other school staff? What do they need to know to be able to assist the child?
|
|
|
1996 Jeffee v Redmond: has to do with privacy and privilege
|
revision of the uniform rules of evidence most states have broaden the scope of their laws governing privilege to include Dr. horrible and non-doctoral school psychologists
|
|
|
FERPA
|
no federal money will be made available to schools unless they adhere to pupil recordkeeping procedures outlined in law
parents have access to all officials score education records student education records only available to those in the school setting with legitimate educational interest parental consent before records released to agencies outside the school |
|
|
Newport-Mesa unified school district v state of California Department of Education 2005
|
* ruled that providing parents a copy of child's completed test protocol is permissible within fair use provision of federal copyright protection
* parents asked to sign a nondisclosure agreement prior to providing them a copy of the protocol * court did not rule on intellectual property rights of test publishers so more litigation is expected |
|
|
destruction of educational records
|
parents should be notified in advance of the district's intent to destroy such records
password protect electronic files statute of limitations for filing complaint under IDEA is two years |
|
|
Pennsylvania Association for retarded children versus Commonwealth of Pennsylvania, 1971, 1972
Mills versus Board of Education 1972 |
cases allege that the 14th amendment equal protection clause prohibited states from denying children with disabilities access to public schools
|
|
|
response to the Pennsylvania Association for retarded children versus Commonwealth of Pennsylvania, and Mills versus Board of Education
|
civil rights legislation section 504, and ADA
Federal education law: PL 94-142, renamed IDEA |
|
|
IDEA part B
|
funds for special education and related services to children with disabilities aged 3 to 21
|
|
|
IDEA part C
|
funds for early intervention services for infants and toddlers
|
|
|
is IDEA fully funded?
|
absolutely not; it only a modest proportion of expenses to the schools
|
|
|
overview of IDEA part B
|
*state plans and single agency responsibility
*zero reject principal *children eligible for services *evaluation procedures *individualized education program *least restrictive environment *meaning of appropriate education *scope of required related services *procedural safeguards *right to private action |
|
|
state plans and single agency responsibility
|
state plans:
each state must have on file with the DOE a plan that offers a free and appropriate education to all pupils with disabilities within the state, including children with disabilities have been suspended or expelled from school. Age range is 3 to 21, some states may choose to not include ages 3 to 5 and 18 to 21 |
|
|
state agency responsibility
|
the State educational agency (SEA) is responsible for offering free and appropriate education (FAPE) to each child with a disability. One exception is used 18 through 21 years old who are incarcerated in adult prisons and to did not have an IEP prior to incarceration
|
|
|
private school placement by the IEP team
|
publicly placed private school students are entitled to the same benefits and services as those attending public schools
|
|
|
unilateral placement by parents
|
consistent with the number and location of parentally enrolled children with disabilities attending private schools, the SEA/LEA must provide special education and related services in accordance with a service plan school systems are given broad discretion with regard to which private children with disabilities will receive services and what services will be provided
|
|
|
child find
|
IDEA requires the SEA to describe policies and procedures to ensure that all children with disabilities age birth through 21 years are identified located and evaluated as part of its state plan
|
|
|
severity of the disability
|
it does not matter! The zero reject principal encompasses the idea that the SEA must provide full educational opportunity to all children with disabilities regardless of the severity of their disability
|
|
|
controversial classifications
|
mental retardation
specific learning disability emotional disturbance other health impairment, especially attention disorders |
|
|
evaluation procedures
|
a full and individual evaluation of each child's educational needs by a multiple disciplinary evaluation team
informed parental consent must be obtained by or to assessment test and evaluation materials must be valid for the purpose draw upon information from a variety of sources information obtained is documented and carefully considered eligibility, classification, and placement decisions are made by a team that includes the parents findings of an independent evaluation must be considered *if you determination that a child has a disability and need special education and related services and IEP must be developed *child's placement must be in that least restrictive environment appropriate for child |
|
|
IDE a versus 504
|
federal funds are provided under IDE a to each state to develop acceptable plan to offer FAPE
compliance with IDE a is monitored by the office of special education programs at the state level children who qualify as having a disability under IDE a are also protected by 504/ADA obligations under 504 are broader but shallower then IDE a |
|
|
overview of 504
|
*prohibit schools from discriminating on basis of disability in providing any aid, benefit, or service
*provides legal protection from harassment on basis of disability *must provide accommodations to students with disabilities to ensure they are afforded educational opportunity equal to their nondisabled peers *a 504 individual with a disability is a person who has a physical or mental impairment which substantially limits one or more of his major life activities *Maj. life activities include but not limited to caring for oneself, performing manual tasks, seeing, hearing, eating, sleeping, walking, standing, lifting, bending, speaking, breathing, learning, reading, concentrating, thinking, communicating, and working |
|
|
content of an IEP
|
1 statement of child's present levels of academic achievement and functional performance, including how the child's disability affects the child's involvement and progress in the general education curriculum
2. Statement of measurable and the annual goals including academic functional goals designed to meet the child's needs 3. Description of child's progress toward meeting annual goals will be measured, periodic progress reports will be provided 4. Statement of special ad and related services and supplementary aids and services... Statement of program modifications or said ports for school personnel that will be provided to enable child to advance appropriately toward attaining annual goals 5. Explanation to the extent if any which the child will not participate with nondisabled children in the general education class and nonacademic activities 6. Statement of any individual accommodations that is necessary to measure the academic achievement and functional performance of the child on state and districtwide assessments. 7. Projected date for beginning services- anticipated frequency, location, and term duration of the services and modifications 8. Beginning no later then the first IEP in effect when the child turns 16, were younger if the team determines appropriate, must include post secondary goals based upon age appropriate transition assessments 9. In a state that transfers rights to the child at the age of majority beginning at least and not later than one year before the child reaches the age of majority under state law, the IEP must include a statement that the child has been informed of his or her rights that will transfer to him or her on reaching the age of majority |
|
|
least restrictive environment
****Holland case |
special classes, separate schooling, or removal of children with disabilities from the general education environment occurs only when the nature or severity of the disability is such that education and the general Ed classes with use of supplementary aids and services cannot be achieved satisfactorily`
|
|
|
four factors to consider for least restrictive environment
|
*educational benefits available in regular classroom, as compared to special ed classroom
*nonacademic benefit of interaction with children who are not disabled *Effect on the child's presence on the teacher and other children in the classroom ( must try behavior intervention plan to reduce disruptive behavior) *the cost of educating the child in the general education classroom ***this factor IDEA does not require reg education teacher to modify curriculum beyond recognition--- |
|
|
Daniel RR versus state board of education 1989
brilliant versus Klein Independent school district 2004 |
suggested that a fifth factor that can be considered in making placement decisions, namely, whether the child can benefit from the general education curriculum without substantial and burdensome curricular modifications
|
|
|
Board of Education of the Hendrick Hudson Central school district versus Rowley has shaped all subsequent court decisions concerning the meaning of appropriate under IDEA
|
Rowley: assures educational program reasonably designed to benefit the student NOT the best possible or most perfect education
parents absolutely do not have the legal right to dictate specific teaching methodology gees for their child |
|
|
Cedar Rapids community school district versus Garrett F
|
ventilator dependent student who required continuous one-on-one nursing services to remain in school
*Supreme Court held that the school must provide full-time nursing services if such services are necessary for a child with a disability to benefit from special education **schools are not responsible for services that must be performed by a physician but the nursing services a child needs to benefit from special education must be provided without regard to cost |
|
|
procedural safeguards
|
*right to confidentiality of records and right to examine records;
*write to obtained prior notice before changes are made in the identification, evaluation, placement, and special services *rights to present findings from an independent evaluation *write to resolution of complaints by a resolution meeting, mediation, or an impartial hearing officer. If the parent is not satisfied with the decision of the hearing officer they may appeal to the SEA for an impartial review |
|
|
more 504 and the ADAA
|
the definition of disability under 504 does not apply to the parents that are transitory and minor--- i.e. less than six months
*504 individual with a disability includes persons with a history of impairment and is regarded as having an impairment who may in fact have no actual impairment.... ***Law prevents discrimination on basis of the perception of a disability |
|
|
504 evaluation requires determination of the following
|
*is there a physical or mental impairment?
*Does that impairment substantially limits a major life activity? *What kind of accommodations would be needed so that the student will be able to enjoy the benefits of it the school program? ***504 does not require a specific categorical diagnosis |
|
|
5048 evaluation procedures
|
test and evaluation materials must be valid fair and administered by trained personnel
must be made by a group of persons knowledgeable of the child timely at no cost to parent periodic reevaluation is required prior to change of placement it's |
|
|
504 accommodation plan
|
*a description of the nature of concern
*a description of the basis for the determination of the 504 disability *description of how the 504 disability affects the major life activity *a description of the accommodations that are necessary *the date when the plan will be reviewed or reassessed *the names and titles of the participant's at the accommodation plan meeting |
|
|
meaning of free and appropriate public education under 504
|
appropriate education is defined under 504 as the provision of regular or special education and related services that are designed to meet the individual needs of handicapped persons as adequately as the needs of non-handicapped persons
*requires placement in LRE |
|
|
nature of their required accommodations for 504 only students
|
*DOE suggested over 20 accommodations
*504 only pupils may have access to all idea programs and services, even if they don't qualify under IDE a |
|
|
testing versus assessment
|
a test is a tool that may be used to gather info as part of the assessment process
*assessment is a broader term dip means gathering of information pertinent to a psycho educational concern |
|
|
five ethical-legal concerns regarding assessment
|
1. Multifaceted- must use for ID of different types of information from different sources
2. Comprehensive- assessed in all areas related to suspected disability including health vision hearing social and emotional status general intelligence academic performance communicative status and motor ability 3. Fair- choose most appropriate instruments regarding age, gender, native language, disabilities, and socioeconomic status- consider limited English proficiency, disabilities, ethnicity/Socio-cultural background 4. valid- valid for the purposes in which they are used 5. Useful- tests and procedures to provide a profile of the child's strengths and difficulties to aid in instructional planning. |
|
|
Hobson versus Hansen 1967, 1969
|
first significant legal challenge to the use of tests for placing minority, i.e. black, children and ability groups
|
|
|
Diana versus state Board of Education 1970
|
first significant court case that required schools to assess primary language competence prior to administration of assessment instruments
|
|
|
Guadalupe versus Tempe elementary school district 1972
|
court ruling that required an IQ score of two or more standard deviations below the mean and evaluation for adaptive behavior prior to placement in a classroom for mentally retarded
|
|
|
Larry P versus Riles 1984
|
court ruling banning use of IQ tests with African-American children in California
|
|
|
PASE versus hannon 1980
|
IQ tests do not result in racially biased decisions when used in conjunction with other assessment procedures as outlined in IDEA
|
|
|
test bias versus bias in clinical decision-making versus fairness of consequences
|
*content bias item on test is considered to be biased when it is demonstrated to be relatively more difficult for members of one group then another
*bias in differential or predictive validity: test may be shown to be nonbiased in criterion related validity If it predicts the criterion measure performance equally well for children from different ethnic backgrounds * biasing construct validity when test is shown to measure different hypothetical traits for different groups |
|
|
different means scores as evidence of cultural bias not test bias
|
test developers have not been able to develop a IQ measure on which lacks, Asians, and whites receive the same mean score that also predicts academic achievement as the criterion of interest. **** part of the problem is they each ethnic group has different average achievement scores***
|
|
|
three-tier model of service delivery
|
tier 1 focuses on providing effective instruction within general education
tier 2 or targeted interventions are for students who do not succeed in response to tier 1 and address specific academic or social emotional skill deficits tier 3 involves more intensive interventions delivered by specialists with a small student to teacher ratio |
|
|
classroom interventions RTI
|
* pre-referral interventions= safeguards against unnecessary referral to special ed and mis- classification
|
|
|
self referrals regarding seeking assistance
|
permissible to provide psychological assistance without parent notice or consent for one or several meetings to establish nature and degree of need for services.
Laws in 20 states and the District of Columbia give minors the explicit authority to consent to outpatient mental health services and control their own mental health records |
|
|
assessing lethality of suicidal ideation
|
*must have verifiable training and consulted others as appropriate
interview methods assessing lethality seeking answers to series of critical questions such as: -is there a preoccupation with death -does the student have a plan to commit suicide -has a student made previous suicide attempts -is there a history of past suicide in the family -the student involved with drugs -has there been a precipitating event -why does the student want to die *** in all cases whether the risk is determined to be low or high parents must be contacted. **** high-risk should not be left alone and his parents should be required to come to school for conference and to pick up their child *** be prepared to refer family to community mental health professional |
|
|
threat assessment evaluation: key questions that guide the threat assessment evaluation
|
- what motivated the students to make statements or take action that caused him or her to be a concern to the school?
-Does the student have ideas about plans for targeted violence? - Has the student shown interest in violence, acts of violence, or weapons? -Has the student engaged in any attack related behavior including menacing harassing or stocking? -does the student have a history of substance abuse or psychotic symptoms? -is a student cognitively and physically capable of carrying out a plan of violence? -has the student experience to recent loss or loss of status, and this led to feelings of desperation and despair? - is there a concern among those who know the students that here she might take action based on inappropriate ideas? -what factors in the student life or environment might increase or decrease the likelihood of the student becoming violent? **** always consult with other professionals if needed****** |
|
|
student disclosure of past crimes
|
you must know the privilege communication laws in the state you practice
* if the psychologist believes the past crimes of a minor student should be reported to authorities discussed the issue with the students and parents. In courage parents to obtain legal representation for their child before legal authorities are contacted. *** if parents can't be persuaded to report the crime themselves the psychologist believes the criminal behavior was so serious that it must be reported the parent should be forewarned of the practitioners intend to report the crime, and the school psychologist should consult the school's attorney |
|
|
example number one of student disclosure of past crimes:
MacDuff V. Tamborlane 1999 |
mother told psychologist that the daughter had been involved in larceny. Mother soon disclosure was confidential. Psychologist shared info regarding crime to the vice principal. The VP notified police, student was arrested. Family filed malpractice against psychologist alleging she had violated confidential nature of communication. Superior Court of Connecticut----> Stated that the information was privileged, whether it was by the client or a family member, and there was no imminent risk of injury to the student others or property that would justify this breach.
|
|
|
Example number two of student disclosure of past crimes:
people versus Vincent Moreno 2005 |
a psychologist forewarned in older student who was not her client that she could not keep quiet if he told her something really serious..... Vincent went on to confess a murder. Court ruled that the confession was not a privilege communication because Vincent had been forewarned of the limits of confidentiality and he was not in an established goals psychologist client relationship at the time of confession
|
|
|
pregnancy birth control and STD:
Arnold versus Board of Education of Escambia |
determine no federal statute or rule requires parental notification by school officials of a pregnancy if the minor is of age to consent to reproductive healthcare under state law.
*** also know federal statute required school to inform parents of abortion plans of the student who is a minor if she is old enough to consent to an abortion under state law * except for situations in which disclosure to the parent might mean more harm to the student then nondisclosure a student should be in courage to disclose a pregnancy to the parent |
|
|
indirect services to teachers and parents
|
consultation= refers to a voluntary nonsupervisory relationship between the consultant and consultation, established to remediate learning or behavior problems of the student-client and or to improve the professional skills of the consultation
* voluntary means that the consultant makes an informed choice to enter the consultative relationship * non-hierarchical-- share coordinate status |
|
|
stages of consultation
|
1 entry phase
2 problem identification and clarification 3 intervention and problem solutions 4 evaluation |
|
|
systems level consultation
|
cooperative problem-solving between school psychologist and consultee such as principal or district level administrators with the goal of improving school policies practices or programs to better serve the mental health and educational needs of all students
|
|
|
Deborah versus Turlington 1984
|
minimum competency testing is the practice of requiring a student to achieve a certain score on a standardized test in order to receive high school diploma
** state may require students to pass competency to receive a diploma if: -there is adequate notice, such as a phase-in period Before the test is used to determine award of diploma -- the test has adequate curricular validity, namely that The curriculum of the school matches what is measured by the test --- there is documentation of adequate instructional validitythat students are taught what is outlined in the curriculum ----- note that students with disabilities also may be required to pass a competency test to receive a high school diploma ----within class instructional grouping is legally permissible ----disproportionate representation of it ethically and linguistically diverse students in special ed is a complex problem and addressed in IDE a |
|
|
discipline of students with disabilities
|
students with disabilities have greater protections
- IDE a removals are complex - manifesto termination review is conducted to determine whether a child's disciplinary infraction was caused by his or her disability, or the school's failure to implement the child's IEP ----when misconduct is manifestation of disability or schools failure the school is required to conduct a functional behavioral assessment and implement or revise the child's IEP ----however child may be placed in a different setting, i.e. suspension, or alternative learning placement |
|
|
harassment and discrimination key cases
|
- Davis versus Monroe County Board of Education 1999:
- Davison versus Santa Barbara high school 1998 - Mabozny v Podlesny 1996 |
|
|
the Belmont report three principles
|
respect for persons-the obligation to respect the autonomy of individuals and protect individuals with diminished autonomy
- beneficence-the obligation to do no harm to maximize possible benefits and minimize possible harm - Justice-he obligation to ensure that all persons share equally in the burdens and benefits of research |
|
|
Pickering versus Board of Education of Township high school District 205 Will County 1968-
|
teacher was dismissed after rating a letter to the editor of a newspaper criticizing the Board of Education handling proposals to increase revenue for schools.
|
|
|
Garcetti v ceballos 2006
|
Recent US Supreme Court decision limiting free speech rights of government employees.
|
|
|
codes of ethics, education law, and program accreditation are all types of___________ in the provision of school psychological services
|
quality control
|
|
|
the term ----------- is used to describe the process by which an occupation obtains the exclusive right to perform a particular kind of work
|
professionalism
|
|
|
codes of ethics are developed to
a protect the public B enhance the prestige of the profession C reduce the perceived need for external regulation of a profession D all of the above |
protect the public
|
|
|
professional groups including school psychologists developed code of ethics:
a to ensure that members of a profession deal justly with the public b to foster the profession self-interest c. to reduce the perceived need for external regulation and control d. all of the above |
all of the above
|
|
|
codes of ethics are imperfect guides for what reason?:
a. They are sometimes vague and ambiguous B. They tend to be reactive C. Competing ethical principles may apply in a particular situation D. All of the above |
all of the above
|
|
|
the due process clause of the 14th amendment protects citizens from arbitrary or unwarranted stigmatization by the state that may interfere with the individual's ability to acquire property: this means that:
a. Classification of a child is emotionally disturbed or mentally retarded can only be made by nonschool psychiatrist B. Public schools may classify a child is emotionally disturbed or mentally retarded but only if due process procedures such as parent notice of the proposed classification and the right to object to the classification are provided C. Public schools may classify a child is emotionally disturbed or mentally retarded but only if the classification is not arbitrary and it is related to legitimate government purpose i.e. to educate school children and maintain discipline D. Both B and C |
B. public schools may classify a child as emotionally disturbed or mentally retarded only if due process procedures such as parent notice of the proposed classification and the right to object to the classification are provided
|
|
|
the courts have ruled that under the---------- amendment to the Constitution students have a legitimate expectation of privacy with regard to their person and possessions:
a. The First Amendment B. The fourth amendment C. 10th amendment D. 14th amendment |
B. The fourth amendment allows students to have a legitimate expectation of privacy with regard to their persons and possessions
|
|
|
under-------------- the state may provide some educational services for parochial schools as long as they directly aid the pupil
a. The child benefit theory B. procedural due process C. Substantial due process D. The 10th amendment |
a. The child benefit theory
under the child's benefit. The state may provide some educational services for parochial schools as long as they directly aid the pupil, and are not for direct religious education |
|
|
the 2002 Supreme Court decision, Zelman versus Simmons-Harris, suggests that
a parents are entitled to vouchers for their children to attend parochial schools B. It is constitutionally permissible for public schools to give funds directly for parochial schools C. It is permissible for states to provide vouchers to parents for parochial or other private school attendance as long as the parents have true choice D. A and B |
Zelman versus Simmons-Harris suggests that C. it is permissible for states to provide vouchers to parents for parochial or other private school attendance as long as the parents have true choice
|
|
|
with the passage of-------- Congress propose that although education is primarily a state function the federal government has a secondary obligation to see that there is a basic floor plan under those essential services
a. The rehabilitation act of 1973 B.the elementary and secondary education act C. IDE a D. FERPA |
B. the elementary and secondary education act
|
|
|
The elementary and secondary education act has provided financial assistance for schools with high concentrations of:
a. Children with learning disabilities B. Children with physical disabilities C. Children who have high-cost school nursing needs D. Children from low income homes |
D. Children from low income homes
|
|
|
federal statutory law currently protects public school students from discrimination or her Yasmin based on:
a. race or ethnicity B. Disability C. Sexual orientation D. A and B |
D race or ethnicity and disability are federal statutory law currently protecting public school students from discrimination or harassment
|
|
|
-------- guarantees equal opportunity to individuals with disabilities in employment, public accommodation, and transportation
a the rehabilitation act of 1973 B. American with disabilities act of 1990 C. Civil Rights Act of 1871 D. Family educational rights and privacy act of 1974 |
the Americans with civil disabilities act of 1990
|
|
|
which of the following stipulates that no federal funds will be made available to schools unless they adhere to specific people record-keeping policies and practices outlined in The law?
a. No Child left behind B. Protection of people privacy rights PPRA C. Family educational rights and privacy act of 1974 D. First Amendment |
C. FERPA stipulates that no federal funds will be made available to schools and Unless they adhere to specific people record-keeping policies
|
|
|
which legislation stipulates that we have the right to sue for damages in a federal court if our constitutional or other federal rights of been violated by government or public school official?
A. Americans with disabilities act B. The rehabilitation act of 1973, section 504 C. The Civil Rights Act of 1871, section 1983 D. The protection of Pupil rights act |
see the Civil Rights Act of 1871 states that we have the right to sue for damages in federal court if our constitutional rights of been violated by the government or public school official
|
|
|
NASP's fourth brought theme or principle of responsibility to schools, families, communities, the profession, and society:
a require school psychologist to advocate for student rights buying gauging in insubordination-- willful disregard of and employers lawful instructions-- when appropriate B. Is based on an ecological perspective encouraging school-based practitioners to promote school and community environments that are healthy for children C. Encourages school psychologist to advance professional excellence by mentoring less experienced practitioners D. B and C |
B and C- it is based on an ecological perspective promoting schooling community environments that are healthy for children, as well as advancing professional excellence by mentorship's
|
|
|
according to your text of the code choices in the context of professional relationships are best made:
a on the intuitive level B. Based on feelings, what feels right principal, and personal beliefs C. On a critical evaluative level D. Both b and a |
C. Ethical choices in the context of professional relationships are best made at a critical evaluative level
|
|
|
according to Haas and Malouf 2005, and actor decision is likely to be viewed as ethical if:
a. The decision is based on generally accepted ethical principles b. the action is a reasoned outcome of consideration of principles c. The decision is universalizable D. All the above |
D. All of the above
|
|
|
the ethically competent practitioner:
a always intuitively knows the right thing to do B. Is committed to a reactive rather than a proactive stance and ethical thinking conduct C. Recognizes that for most situations there is only one correct and appropriate course of action D. Has mastered and makes use of a problem-solving model |
D has mastered it makes use of problem-solving model
|
|
|
which of the following is a violation of ethical principles?
a. The school psychologist thinks through a situation carefully but an unforeseeable event occurs that jeopardizes the client welfare B. There is a conflict between ethics and law and the school psychologist complies with the law C. The school psychologist engages in unethical actions because he or she is unaware of the parameters of the appropriate conduct D. The school psychologist is not competent to provide the services requested and consequently refers the client to a different psychologist |
C. School psychologists engaging in unethical actions because they are unaware of the parameters is a violation of ethical principle
|
|
|
which of the following is not one of the four broad ethical themes discussed by the authors?
a. Integrity and professional relationships B. Responsibility to safeguard the interest and rights of psychologists C. Responsibility to society and community D. Responsible caring |
B. Responsibility to safeguard the interests and rights of psychologists is not a broad ethical themes discussed
|
|
|
legal rulings regarding the privacy rate of public school students:
a have recognized the need to balance the duty of the school to maintain safety and discipline with the privacy rights of individual students B. Have held that public school students must be afforded all the privacy rights of adult citizens C. Have emphasized the privacy rights of the family to be free from unnecessary school intrusion on privacy rather than the privacy rights of individual students |
legal rulings regarding the privacy of public school students both a have recognized the need for balance is the duty of the school to maintain safety and discipline with the privacy rights of individual students, as well as emphasize privacy of the family to be free from unnecessary school intrusion
|
|
|
`which court case held that students have Theright to be free from unreasonable search and seizure in the school?
a. merrikenversus Cressman B. New Jersey versus TLO 1985 c. Sterling versus Borough of Minersville 2000 d. PARC 1971 |
New Jersey versus TLO 1985 Is the Court case that held students have the right to be free from unreasonable search and seizure in schools
|
|
|
in determining whether a search of a student was constitutionally permissible the court is likely to consider:
a. The age of the student be. The reason for the search C. How intrusive the search is of body privacy D. All of the above |
the court would consider all aspects such as age, reason, and intrusiveness
|
|
|
according to the protection of the pupil rights act PPRA students may not be required to complete a survey that reveals which of the following types of information without parent notice and opt out:
a. Religious practice B. Political affiliation or belief C. College and career goals and interests D. Both a and B |
according to the PPRA are a students are not required to complete a survey revealing religious practice or political affiliation
|
|
|
if a school-based practitioner discloses a student clients sexual orientation to others without the students permission such disclosure:
a. Is likely a violation of NASP's code of ethics B. It is permissible when it is a step towards ensuring student receives sexual orientation conversion therapy C. May be viewed by a court as a violation of constitutional rights D. Both a and C |
both the disclosure of sexual orientation is a violation of NASP's code of ethics as well as a violation of constitutional right
|
|
|
according to your textbook and NASP's code of ethics the term client includes:
a. The person or persons with whom the school psychologists establish a professional relationship for the purpose of providing school psychological services B. Classrooms C. Schools and school systems D. All of the above |
a. The person or persons with whom the school psych establishes a professional relationship for providing psychological services is what a client includes
|
|
|
examples of services that do not fall within the scope of an established school psychologist/client relationship that do not require informed consent:
a. Consultation to teacher requiring classroom interventions implemented under the authority of the teacher be. Consultation to student assistance team that results in typical classroom interventions Implemented under the teacher C.conducting classroom ratings of an individual student is suspected of being a child with a disability within IDE a definition of emotional disturbance D. Both a and B |
a and B consultation to a teacher or to a team of people to implement an intervention that is under a teachers duress
|
|
|
which of the following statements regarding consent to establish a school psychological client relationship and provide services are true?
a. An individual who has reached age of majority and is generally presumed to be competent to provide consent b. the individual providing consent must be informed and agree of services will be provided by a school psychology trainee or intern C. Consent cannot be revoked after a psychological assessment or intervention has begun D. A and B |
both a and B--- an individual reaching the age of majority is presumed to be competent to provide consent and the individual providing consent must be informed and agree it services will be provided by an intern
|
|
|
informed consent means:
a the individual giving consent understands what he or she is consenting to be. The individual giving consent has reached the age of majority in the state or is an emancipated minor C. The individual giving consent does so voluntarily D. All the above |
all the above
|
|
|
NASP's code of ethics defined the term parent to mean:
a. Only the birth or adoptive parent B. the Birth or adoptive parent of a child acting in the place of a birth or adoptive parents such as a grandparent or stepparent C. The birth or adoptive parent of a child or domestic partner D. BNC |
both B and C
|
|
|
a pupil's capacity to assent and effectively participate in treatment and intervention depends on what factors?
eight. Cognitive maturity B. The complexity of the situation C. Prior experiences with decision-making D. All of the above |
D. All of the above
|
