School Psych Praxis

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Gertrude Hildreth

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wrote the first book on School Psych. (1930). described the typical day.

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PL-142

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1975- "Education for All Handicapped Children Act"
FAPE

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St. Louis Meeting

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NASP is founded. 1969

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Autism (IDEA-97)

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developmental disability significantly affecting verbal and nonverbal communication and social interaction, evident before age 3. Adversely affects child's educational performance. repetitive activities, stereotyped movements, sensory experiences

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Deaf-Blindness (IDEA-97)

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having both hearing and visual impairments, the combo of which causes severe communication and other developmental and educational needs that cannot be accommodated in sped programs solely for children with deafness or blindness

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Deafness (IDEA-97)

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hearing impairment that is so severe that the child is impaired in processing linguistic info through hearing.

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Emotional Disturbance (IDEA-97)

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long period of time to marked degree: inability to learn that cannot be explained by other factors. inability to build or maintain satisfactory interpersonal relationships with peers and teachers. inappropriate types of behavior or feelings under normal circumstances. general pervasive mood of unhappiness or depression. tendency to develop physical symptoms or fears associated with personal or school probs.
*not socially maladjusted*

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Mental Retardation (IDEA-97)

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significantly subaverage general intellectual functioning existing concurrently with deficits in adaptive behavior and manifested during the developmental period

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Other Health Impairment (IDEA 97)

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limited strength, vitality or alertness, including a heightened alertness to environmental stimuli that results in limited alertness with respect to educational environment. -- due to chronic or acute health problem.

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SLD (IDEA 97)

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disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell or do math.

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TBI (IDEA 97)

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acquired injury to the brain caused by an external physical force resulting in total or partial functional disability or psychosocial impairment.

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Criterion-referenced tests

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designed to determine whether a child has reached a predetermined level or standard of performance. usually based in academics or specific skill area

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Percentage of cases within 1 SD of mean on normal curve

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68.26% (34.13+34.13)

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Z-score

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expressed in SD units. mean of 0

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T-Score

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Mean of 50, SD of 10.

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mean

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average

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median

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middle number

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mode

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most frequent number

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percentile rank

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percentage or proportion of scores that score lower than a given score.

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Personality Tests

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APS
MACI
MMPI
PIY

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Behavior Assessment

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BASC2
BDS
CBC
Conners

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Projective measures

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Draw a person
CAT
TAT
Roberts' 2

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Antisocial behavior tests

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Aggression Questionaire
Beck disruptive inventory for youth

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Anxiety Behavior Tests

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Beck Anxiety Inventory for Youth

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Depression Behavior Tests

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Beck Depression Inventory for Youth
Chidlren's Depression Inventory
Reynolds Child Depression Scale

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Autism Rating Scales

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Gilliam Autism Rating Scale
Autism Diagnostic Observation Scale
Childhood Autism Rating Scale
Aspergers Syndrome Diagnostic Scale

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TBI Considerations

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-History- demographics, pre-injury functioning
-Medical- type of injury, location in brain, severity,
-Neuropsychological results- processing speed, affect, arousal, attention, learning and memory

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FBA- legal definition

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functional behavioral assessment is an individualized assessment of the student that results in a hypothesis about the function of a student's behavior and recommendations

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Manifestation

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Is the action a manifestation of the child's disability? Was the IEP being implemented?

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FBA- Function of behavior

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typically to AVOID something or GAIN something.

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BICS: Basic Interpersonal Communication Skills

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ability to communicate basic needs and wants, basic interpersonal conversations
*takes 1-3 years to develop

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CALP- Cognitive Academic Language Proficiency

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ability to communicate thoughts and ideas with clarity and efficiency, advanced interpersonal conversations, **takes 5-7 years to develop**

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Naturalistic Observation

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Observed in a natural setting

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Analogue Observation

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simulated natural environment which allows for greater control of environment to elicit behaviors.

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Self-Monitoring Behavior Observation

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child observes and tracks own behavior. May lack reliability and validity.

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Direct Behavior Observation

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allows for a functional analysis of behavior.

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Event Recording (Coding)

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# of times behavior occurs during an observation period

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Interval Recording (Coding)

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partial-record behavior that occurs during any time in the interval.

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Time-Sample Recording (Coding)

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record if behavior occurs momentarily at interval

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Duration/Latency Recording (Coding)

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how long behavior lasts, or the length of time from the end of the behavior to beginning of another

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Positive Reinforcement

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something given to increase desired behavior

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Negative Reinforcement

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something avoided by performing desired behavior

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Fixed Ratio Reinforcement

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reinforcement at set number of desired responses

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Variable Ratio Reinforcement

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reinforcement at set number of desired responses, number required changes after each reinforcement

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Fixed Interval Reinforcement

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reinforcement given for first desired response that occurs after a set length of time

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Variable Interval Reinforcement

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reinforcement given for first desired response that occurs after a set length of time. Length of time required changes.

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Premack Principle

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desirable task can reinforce a less desirable task

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ADHD interventions

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contingency management, time outs, positive reinforcement, self regulation, classroom modifications, pace of instruction, scheduling

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Autism Interventions

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ABA, picture communication and visual supports, social skills training, structure in schedule and environment

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Phonemic Awareness

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ability to hear and manipulate sounds in spoken words

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Substance Abuse/Use signs in schools

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angry outbursts, mood swings, incoherently talking, risky secretive behavior, deterioration of physical appearance, change in social group

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Piaget Period 1 (birth-2 years)

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Sensorimotor- organize physical action schemes for dealing with their world.
transition: when they develop object permanence, sense of independent beings/objects

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Piaget Period 2 (2-7 years)

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Pre-operational Thought
Children learn to think and use symbols and internal images. thinking is unsystematic

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Piaget Period 3 (7-11years)

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Concrete Operations
Children develop the capacity to think systematically but only when they can refer to concrete objects

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Piaget Period 4 (11-adulthood)

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young people develop the capacity to think systematically on a purely abstract and hypothetical plane.

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Kohlberg level 1

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Pre-conventional Morality
- 1) obedience and punishment orientation
-2) individualism and exchange. People have different viewpoints- avoid punishment

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Kohlberg Level II

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Conventional Morality:
3) good interpersonal relationships. people live up to expectations of family and community.
4) maintain social order: society as a whole outlook. obey laws, perform duties

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Kohlberg Level III

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Post-conventional Morality
5) social contract and individual rights: recognize different values but want basic rights to be protected.
6) universal principles. justice for all people. rational for civil disobedience.

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Erikson Birth-1

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Trust vs. Mistrust

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Erikson 1-3

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Autonomy vs. Shame and Doubt

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Erikson 3-6

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Initiative vs. Guilt

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Erikson 6-11

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Industry vs. Inferiority

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Erikson Adolescence

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Identity vs. Role Confusion

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Erikson Young Adulthood

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Intimacy vs. Isolation

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Erikson Adulthood

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Generativity vs. Stagnation

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Erikson Old Age

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Ego Integrity vs. Despair

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Classical Conditioning

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stimulus elicits a response that was not previously associated with stimulus

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Instrumental Conditioning

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probability of a response is changed through conditioning.

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Cattell and Horn intelligence types

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fluid & Crystallized

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Fluid Intelligence

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essential nonverbal, relatively culture-free, mental efficiency. involves adaptive and new learning capabilities

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Crystallized Intelligence

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Acquired skills and knowledge that are developmentally dependent on exposure to culture. mental products of achievement

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CHC Broad Factors of Intelligence

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-fluid, crystallized, general memory and learning, broad visual perception broad auditory perception, broad retrieval capacity, broad cognitive speediness, and processing speed.

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Disadvantages of self-reports

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vulnerable to distortion, lies or misrepresentations, less valued by other professions

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disadvantages of rating scales by others

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rater may be biased toward making the other person look bad or good.

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Ability Grouping

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advantages: increases achievement by reducing disparity. increases pace, allows for more individual attention
disadvantages: creates classes of low achievers, can be self-fulfilling, research shows it doesnt improve achievement

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zero-reject principle

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all students must be enrolled.

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ADA

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civil rights law for people with disabilities. Prohibits discrimination. allows access to participation in certain aspects of American Life with help

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Section 504

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civil right law that ensures equal access to education. Receive accommodations and modifications.

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FERPA

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confidentiality of student records

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Brown v. Board of Ed

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1954- each state must provide equal educational opportunity to all children regardless of race.

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Diana v. State Board of Ed

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*Misclassification of Ethnic Minority Children*
children are required to be tested in primary language or with sections of the test that do not depend on knowledge of English

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Guadalupe Organization vs. Tempe Elementary SD

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went further than Diana case- ELL students must have a multifaceted evaluation.

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Larry P. v. Riles

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African American students misclassified as MR. -- banned the use of IQ testing for future placement of African American students. (California still prohibits the use of these tests on African American children) other states now say it is ok with parent consent.

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Tarasoff v. Regents of University of California

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protective privilege ends when there is a threat of harm. must warn victim!

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WISC-IV (age range and domains)

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ages 6-17
Verbal Comp
Perceptual Reasoning
Working Memory
Processing Speed

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WPPSI-III (ages and domains)

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ages 2-6 to 7-3
age 2-6 to 3-11: verbal, performance,general language composite
ages 4 to 7-3: verbal, performance, processing speed, general language composite

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WAIS-III (ages and domains)

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ages 16 to 75
verbal scale: verbal, working memory
Performance Scale: perceptual organization, processing speed

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SB-V (ages and domains)

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ages 2 to 89+ years
fluid reasoning
knowledge
quantitative reasoning
visual-spatial processing
working memory
(all domains have non verbal and verbal tasks)

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DAS-II (ages and domains)

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lower level battery: age 2-6 to 6-11 verbal, nonverbal reasoning, spatial ability
school age: age 7 to 17-11
verbal, nonverbal reasoning, spatial

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CAS (age and domains)

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ages 5-17
planning, attention, simultaneous processing, successive processing

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CTONI (ages and domains)

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ages 6-89
pictorial nonverbal intelligence
geometric nonverbal intelligence
nonverbal intelligence IQ

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KABC-II (ages and domains)

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ages 3-18
sequential processing (STM)
simultaneous processing (visual processing)
Planning (fluid reasoning)
learning ability (LTR)
Knowledge (crystallized)

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Leiter R (ages and domains)

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ages 2-20
visualization and reasoning, attention and memory,

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UNIT (ages and domains)

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ages 5-17
memory scale, reasoning scale, symbolic scale, nonsymbolic

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WJ III COG (ages and domains)

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ages 2-90+
comp-knowledge, long-term retrieval, visual spatial, auditory processing, fluid reasoning, processing speed, stm

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Changing Criterion Design (intervention)

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1. baseline observation
2. contingency is introduced
3. when criterion is met it is made more stringent
4. criterion is changed until goal is achieved

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observer drift

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unintentional, systematic change in operative definition of behaviors being observed.

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Curriculum Based Assessment

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Compare how a target student is performing as compared to pre-intervention baseline

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Curriculum Based Measure (CBM)

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identifies a student's status with respect to an established standard of performance.

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progress monitoring uses

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used to see if an intervention is effective, not gather info about a problem

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re-testing using the WISC-IV

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only after 9 months

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Oral Language Competency is related to what outcomes

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academic achievement
social skills

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informant measures

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indirect measures of behavior

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Ortiz' suggested model of assessment

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non-discriminatory assessment. Collaborative

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Barnett et. al. model

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ethnic validity model

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retrieving LTM info efficiently is related to what two LDs?

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Math and reading disabilities.

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Proactive interventions for problem behavior

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adjusting curriculum, class-wide peer tutoring, computer assisted instruction, directed note-taking

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working with interpreters- one suggestion

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brief them prior to the meeting

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Problem solving model

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1. problem ID
2. Problem analysis
3. plan development
4. plan implementation
5. plan evaluation

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RtI Sequence

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Universal -> targeted -> intensive

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metacognition

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ability to recognize your own capabilites

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RPI (on WJIII)

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Relative Proficiency Index.
**/90
the higher the number the more proficient in this area

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CBA vs CBM

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CBA: focus is to develop effective and efficient instructional practices
CBM: particular type of CBA. used for evaluating the effects of a program in basic skills

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Performance-Based Assessment

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performance on assessment may result in product or performance. concerned with problem solving and demonstrating understanding. (can be an alternative proficiency assessment for students with severe disabilities)

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DIBELS

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1. initial sound fluency
2. phoneme segmentation fluency
3. nonsense word fluency
4. letter naming fluency
5. oral reading fluency

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Retention

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is a failed practice.
remediation and prevention are more cost effective

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Depression meds (SSRIs)

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fluoxetine (prozac)
sertraline (zoloft)
paroxetine (paxil)
citalopram (celexa)

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Bipolar meds (mood stabalizers)

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lithium
divalproex (depakote)
carbamazepine
lamotrigine (lamictal)

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ADHD meds (3 kinds)

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stimulants- ritalin, concerta, adderall
anti-depressants- duproprion, wellbutrin, strattera
alpha-2 adrenergic agonists- clonidine, granfacine

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autism meds

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serotonin-ssris
antipsychotics-risperdal
betablockers- clonidine
mood stabilizers- lithium
stimulants- same as ADHD

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anti-psychotic meds

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haldol, throazine, abilify, zyprexa, risperdal, seroquel

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occipital lobe

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receives and processes visual information

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parietal lobe

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visual-spatial abilities and sensory projection

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temporal lobes

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smell, hearing, balance, emotions and motivation

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frontal lobes

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concentration, goal-directed, emotional control, temperament, master controller

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IDEA-IA 2004 additions

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child find
eligible through age 21
required to provide FAPE

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Kratochwill/Bergan & Bergan Consultation model steps

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I. Establish Relationships
II. Problem Identification
III. Problem Analysis
IV. Plan Implementation
V. Plan Evaluation

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Big 5 of Reading

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1. Phonemic Awareness
2. Phonics
3. Fluency
4. Vocabulary
5. Comprehension

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phonics

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letter association to phonemic sound. (sounding out words, decoding)

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fluency

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reading text automatically, accurately, and effortlessly

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vocabulary

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understanding specific words. Expressive or receptive language

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comprehension

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extracting meaning from text. (final goal of reading instruction)

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threat assessment - four prong approach

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personality of the student
school dynamics
social dynamics
family dynamics