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149 Cards in this Set
- Front
- Back
MAJOR BEHAVIORAL OBSERVATION METHODS:
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Narrative – info from running anecdotal records
Interval – time sampling techniques Ratings Recording –uses |
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SOURCES OF ERROR ASSOCIATED WITH BEHAVIORAL ASSESSMENTS:
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Observer or rater bias
Study percentage of agreement between the raters Sample behavior more than once to increase reliability |
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OBSERVERS AFFECTED BY:
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Halo effect, fatigue, personal biases
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SOCIAL, EMOTIONAL ASSESSMENTS:
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BASC-2, MMPI, APS, Conners (ADHD) and Beck Depression Inventory
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PROJECTIVES USED TO:
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Supplemental to battery of psychological tests (low psychometric reliability)
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ADAPTIVE BEHAVIOR ASSESSMENTS:
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ABAS, Vineland
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MENTAL RETARDATION:
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Scores on adaptive assessments and IQ tets should be 2 standard deviations below the mean (SS<70)
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STEPS IN CONDUCTING AN FBA:
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Determine antecedents, target behavior itself, consequence of the behavior (ABC)
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WHEN ANALYZING A BEHAVIOR PAY ATTENTION TO:
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Intensity, Frequency and Duration – Behavior must show significant negative impact on academic performance and/or social development to qualify for Sp Ed
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2 MAIN FUNCTIONS OF BEHAVIOR:
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Gain something positive (wanted) or escape something negative.
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KEY REASONS FOR BEHAVIOR:
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Attention, power/control, affiliation, and revenge
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HOW TO WRITE AN INTERVENTION PLAN:
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Include positive strategies and replacement behavior for the negative behavior in the plan
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BELL CURVE:
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68% of people fall in the normal curve (center); cognitive assessments use normal curve theory
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FLUID INTELLIGENCE:
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Ability to solve problems through reasoning (not on previously learned facts); aka nonverbal reasoning, immediate problem solving or simultaneous processing; ability to summarize and comprehend information
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CRYSTALLIZED INTELLIGENCE:
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Ability to solve problems by applying learned facts and language (verbal section of IQ tests)
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CATELL AND HORNE:
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Theorists behind crystallized and fluid intelligence
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EMOTIONAL INTELLIGENCE:
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Ability to be aware of one’s emotions, regulate one’s own emotions and accurately read the emotions of others; students with low emotional/social intelligence have undesirable life outcomes
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LEARNING DISORDERS:
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10-15% of population
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AUTISM:
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1 to 2500 to 10,000 with male to female ratio 4:1; behavior modification, shaping and direct hands on teaching with pictures are common interventions; also toys, increased structure, motor imitation and family participation
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ADHD:
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Inattentive and hyperactivity types (3-7 % of population)
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DOWN SYNDROME:
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impacts 1 of 800 people; caused by an extra chromosome – usually also have mental retardation, interventions associated with this include hands-on learning, tight structure in the classroom, visual communication systems; and social skills training
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SLIC:
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Significant Limited Intelligence Capacity; IQ at least 2 standard deviations below the mean, (<70) and adaptive skill measure scores also below 70
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SIED:
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Significant Identifiable Emotional Disability; disability of children that must be impacted in various settings (one of which is school); cannot be due to situational factors and interventions must have been attempted
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SPEECH AND LANGUAGE DISABILITIES:
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Difficulty with expressive and/or receptive language – must fall below the 9th percentile on a speech language assessment such as the CELF or Peabody tests
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ESL:
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English as a Second Language; do not fully understand the English language; NASP wants child instructed in both languages; full immersion instruction only within a child’s nature language is not supported
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READINESS:
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Denotes a student’s biological and physiological maturational level to enter school (usually kindergarten)
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ADHD:
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One of the most prevalent disorders in schools usually occurs with other problems (learning disability) – 3-7% of population; impacts boys more than girls with 3:1 ratio; traits include impulsivity, inability to attend, constant movement and lack of self-regulation
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MENTAL RETARDATION:
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Standard IQ score of 55-69 (mild); 40-54 (moderate); 40 or below (severe)
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TIC DISORDERS:
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Tourettes; genetic component; use relaxation, social skills training, medication and cognitive-behavior interventions ; involuntary twitching, facial expressions or verbal outbursts (sometimes with ADHD)
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AUTHENTIC ASSESSMENTS:
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Dynamic assessments require student to perform a typical classroom task (reading); sometimes take place in actual environment where behavior is seen.
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PERSON CENTERED COUNSELING:
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Strives for congruence between the real and ideal self; believes that people naturally seek growth toward personal and universal goals (Maslow, Adler, Rogers)
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EXISTENTIAL COUNSELING:
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Find unique meaning and purpose in the world; increases self-awareness and stresses importance of choice; focus on present and future; (Frankl)
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ADLERIAN THEORY:
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Motivated by social interests and striving toward goals; goals drive behavior; emphasis on taking the person’s perspective and altering it to yield productive results
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PSYCHOANALYTIC COUNSELING:
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Based on early life experience; unconscious motives and conflicts drive behavior; goal is to make one aware of the unconscious desires through interpretations
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SYSTEMS THERAPY:
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Individuals are part of a larger living system ; treats the family and other systems in therapeutic change process; aka ecological approach and is NASP endorsed perspective
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COGNITIVE BEHAVIORAL THERAPY (CBT):
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Intervention approach and endorsed as best practice; central principles place emphasis on person’s belief system as cause of problems; internal dialogue key role in behaviors along with faulty assumptions and misconceptions; modified through role play or other active interventions
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RATIONAL EMOTIVE COUNSELING:
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Emphasis confrontational techniques regarding irrational beliefs (Ellis)
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GESTALT THERAPY:
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Focuses on the wholeness and integration of thoughts, feelings and actions; key to move a person from external locus of control to an internal locus of control
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REALITY THERAPY:
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Centers on choices people make and how they are working for them; objective is to have clients take charge of their own life by examining the choices they make (Glasser)
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SOCIAL SKILLS TRAINING:
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Involves 4 processes: Instruction, rehearsing, providing feedback/reinforcement and reducing negative behaviors; modeling and role-playing are important techniques in this intervention
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BEHAVIOR MODIFICATION:
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Response cost effective method – the removal of an earned reward that reduces or modifies negative behaviors (making a mess in the cafeteria must give up recess to clean up the mess); overcorrection is when he is required to clean up others mess as well as his own (aka RESTORATIVE JUSTICE)
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SELF-DIALOGUE:
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Cognitive approach to changing behavior – vital to understand what the student is saying to himself before, during, and after an undesirable act; changing self talk can modify certain behaviors
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FBA:
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Antecedent, Behavior and Consequence maintaining behavior; What is the payoff for the behavior?
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PREMACK PRINCIPLE:
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To modify behavior; emphasizes that a desirable task can reinforce a lower level task (ex. Watch TV after doing the dishes)
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GENERAL COUNSELING FORMAT:
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Define the problem; brainstorm ideas to address the problem; implement the plan or modification; evaluate the intervention’s effectiveness
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KEY PIECES FOR BEHAVIORAL INTERVENTIONS:
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Provide supportive feedback; give choices to the student; supply positive reinforcement
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STANDARD DEVIATION:
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Differences and deviations from the average; +/- one standard deviation = 68% of the population
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MOST COGNITIVE ASSESSMENTS HAVE A MEAN OF:
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100 w/ Standard deviation of 15
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STANDARD SCORE OF 100 is:
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Average
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IPSATIVE SCORES:
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Examines a pattern of scores within an individual to determine individual strengths and weaknesses ; compares scores to the test taker instead of to a group
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CRITERION MEASUREMENT:
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Not based on the Bell Curve but instead is based on a specific criteria or content to be mastered; used in self-paced studies
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STANDARD ERROR OF MEASUREMENT:
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Used to develop confidence brackets on a standardized test; represents the level of error expected in measuring a trait (and confidence that a persons’ true score will fall within a range of scores)
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Z SCORES:
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Mean of 0 and a SD of 1
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T SCORES:
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Mean of 50 and SD of 10 (don’t confuse with standard scores)
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PERCENTILE:
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Percentage of people who score at or below the percentile score; percentiles use percentages but are not percentages themselves
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PREFERENCE FOR STANDARD SCORES BECAUSE:
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They are equal interval scores; other types of scores are not equal in their measurements of central tendency
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EFFECT SIZE:
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Statistic that illustrates the overall effect of an intervention
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STANDARDIZED TESTING:
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Follows strict administration, scoring and interpretation rules; have verifiable statistical properties associated with the test’s validity and reliability; shows what is Normal
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RELIABILITY:
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Vital for standardized tests; the ability to produce similar results over time; IQ results remain stable across time
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VALIDITY:
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Tests ability to measure what it purports to measure
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VALIDITY TYPES – CONVERGENT
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when a new test is correlated with an established test
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TYPE I ERROR:
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When you say something is true but it is not (rejecting the null hypothesis)
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TYPE II ERROR:
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When you state something is false, but it is really true (accepting a null hypothesis)
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CORRELATION:
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Association or relationship between variables (ex. Smoking and lung cancer but does not mean that one variable causes another); correlations above .70 are said to be strong and desirable; useful in predicting results;
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META ANALYSIS:
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Examination of several studies to ascertain the validity of a construct or hypothesis
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RAISE THE POWER OF AN EXPERIMENT:
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Increase the number and types of participants; makes results more reliable and valid
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LEARNED HELPLESSNESS:
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Sense of hopelessness and depression that develops from a pattern of failures (Seligman)
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ATTRIBUTION THEORY:
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How people attribute success or failure to internal or external forces (Dweck)
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EXTERNAL LOCUS OF CONTROL:
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Belief that events happen to you, success is attributed to luck
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INTERNAL LOCUS OF CONTROL:
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Belief that one’s effort and skills control one’s future
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BEHAVIORISM:
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Focuses on the environment reinforcing behaviors; empirically driven and focus on strict data collection
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SOCIAL LEARNING THEORY:
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States that people learn not only through reinforcers and punishers (i.e. Skinner) but also through observation; (Bandura) children can act aggressively by watching violent behavior of others - his term is modeling
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KOLHBERG'S STAGES OF MORAL DEVELOPMENT:
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1 - Pre-conventional is when child's behavior is motivated by fear of punishment; 2 - conventional stage focuses on conformity of social norms and desire to avoid disappointing others; 3 - post conventional stage centers on high ethics and moral principles of conscience
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PIAGET'S THEORIES:
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Progressive adaptation to the environment through assimilation and accommodation; infants are predisposed to acquire information by interacting with their environment
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PIAGET’S ACCOMMODATION:
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Modification of mental schemes in response to the demands of the environment
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PIAGET’S ASSIMILATION:
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Using existing ideas in new situations – an attempt to generalize what is learned
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PIAGET’S STAGES:
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Sensorimotor; Preoperational;
Concrete stage; Formal Operations |
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Sensorimotor
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0-2 object permanence, attachment, little language, and lives in the world of here and now
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Pre-operational
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2-7 Covers K-1 grades – egocentric reason dominated by perception, intuitive rather than logical reasoning, does not fully understand that a short wide glass can hold more water than a tall thin glass (conservation)
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Concrete stage
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7-11 2-6, understands conservation, understands inferential thinking, quantitative reasoning, develops reversibility of thought (2 X 5 = 10 is the same as 5 X 2 = 10)
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Formal Operations
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12 to adult middle to high school; can deal with hypothetical situations and generalize learning; more adult-like in reasoning
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ERICKSON’S PSYCHOSOCIAL STAGES (important stages only):
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Trust v. Mistrust
Autonomy v. Shame and Doubt Initiative v. Guilt Industry v. Inferiority |
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Erickson's TRUST V. MISTRUST
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0-18 MO; attachment to caregiver is important – development of trust with caregiver to explore the world; requires warm, loving and attention to basic needs
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Erickson's Autonomy vs. Shame and Doubt
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18 mo to 3 yrs - develop sense of confidence in their abilities to explore and do things for themselves; begin to understand that they can control their behavior
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Erickson's Initiative v. Guilt
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3-5 yrs - move from simple self control to taking the initiative in play and in various tasks; imaginary play and choosing activities are illustrated at this stage
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Industry vs. Inferiority
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6-12 years; develop a sense of identity; sense of self and strong ego
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FREUD:
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One of the first psychologists to realize the importance of critical periods and the significance of early experiences – how the id, ego, and superego interact
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CONSULTATION MODEL PREFERRED BY NASP:
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Indirect; building the consultee’s (teacher’s ) skills (Caplan’s consultation model)
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CLIENT CENTERED CONSULTATION:
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Benefits one client (student); SP intervenes with the student; time consuming; best practice is not to do this but to teach the teachers how to help themselves
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CONSULTEE CENTERED CONSULTATION:
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Benefits the teacher by building her skills that might be used to help numerous people; best practice at the present time
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PROGRAM CENTERED ADMINISTRATIVE CONSULTATION:
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Benefits an entire program or school; ex. In-service training for a school
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CONSULTEE-CENTERED ADMINISTRATIVE MODEL
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teaches skills to key administrators to effect change at many schools or a district
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COMMON PROBLEM SOLVING CONSULTATION FORMAT:
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1 – define the problem (specifically) 2 – analyze the problem and collect data if necessary 3- Plan an intervention, monitor and modify as necessary 4- evaluate the outcome and compare pre-post data
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ECOLOGICAL MODEL (systems):
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Examines how a person’s behavior is being maintained within the setting and systems
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PROCESS CONSULTATION MODEL :
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Uses workgroups, feedback, and work co-ordinations between groups
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EFFECTIVE CLASSROOM MANAGEMENT METHODS:
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Classroom rules explicitly stated and posted in the classroom; seating arrangements impact the flow and order of the class; rules must be consistently and immediately enforced; teachers provide feedback to the students (not punitive); point and level systems that are easy to implement; predictable routines; treat all students with dignity; stand close to students when giving instructions; rewards or punishments should be given immediately after the behavior
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NASP AND PARENTAL NOTIFICATION AND INVOLVEMENT:
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Teachers should be in contact with parents when student is struggling academically or behaviorally
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PHONICS INSTRUCTION:
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Sounding of letters to form words is effective method for teaching young students
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PHONEMIC AWARENESS:
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Necessary foundation for reading; ability to hear, segment and manipulate word sounds – teachers use phonemic awareness screeners
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POSITIVE REINFORCERS ENDORSED BY NASP:
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Support and use a child’s strengths as much as possible (aka Capacity model)
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TOKEN ECONOMIES:
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Cumbersome to implement; useful if easy and practical to maintain
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TEACHING METHODS:
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Encourages breaking complex task into smaller tasks ; Relate lesson to the student’s life; how it is beneficial; why they need to learn this; review previous days learning; preview new assignments; use multisensory approach (auditory, visual and tactile methods)
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ACCOMMODATION:
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changes in the enviroment, such as letting a student use a quiet room to take a test
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MODIFICATION:
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Relates to special education services – actually changing a task to perform; ex. Student who has difficulty writing might be allowed to complete half the number of questions than his peers
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GOAL AND ROLE OF SPECIAL ED:
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Increase student’s level of independence and responsibility
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CURRICULUM BASED ASSESSMENT
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Used in program evaluations
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CURRICULUM BASED MEASUREMENT:
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Utilized for classroom/instructional intervention planning
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COGNITIVE BEHAVIORAL THEORISTS:
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Learning is supported by mental representations of new concepts with existing concepts (schema) and through associations (pairing of a skill or idea with a reinforce)
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IDEA
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Gives right to a free and appropriate public education in the least restrictive environment
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FERPA
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Family Education Right to Privacy Act; sponsored in 1974; aka Buckley Amendment; gives families right to review the records of their child and the files must be kept confidential; people who do not have legal privileges cannot review a student’s file; confidentiality is central to this law
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SECTION 504
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Civil rights law guaranteeing access to a school building and to a school’s curriculum; enforced by the office of civil rights (not the DOE) enforces it; law governing the rights of handicapped people; students with vision or hearing problems sometimes fall in this category; ADHD students are said to have a physical handicapped and are entitled to have full access to the general curriculum
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BROWN vs. BOARD OF EDUCATION:
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Educators cannot segregate by race
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HOBSON vs. HANSEN:
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Schools must provide equal educational opportunities despite family’s SES; review laws regarding “ability” tracking
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DIANA v. STATE BOARD OF EDUCATION:
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Assessments must be administered in the native languages of the students; Similar to Guadalupe v. Temple School District – where it was ruled that students cannot be identified as MR unless they were properly assessed by considering the student’s primary language and had scores at least 2 SD below the mean
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LARRY P v. RILES:
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Ca. case ruled that percentage of minority students placed in Sp Ed classrooms could not exceed the percentage in the representative population; ruling based on the fact that there was an over-representation of minorities classified as mentally retarded
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PASE v. HANNON:
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Endorsed the use of standardized tests as long as they are not culturally biased and are used with other measures
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MARSHALL v. GEORGIA:
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Percentage of minorities in Sp Ed can exceed the percentage in the representative population as long as the appropriate and proper steps for placement were followed
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HONIG v. DOE:
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Sp Ed students must have a manifestation hearing to review placement if they are suspended more than 10 days
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GIFTED EDUCATION:
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Federal law does not require services or funding for those students who are gifted (IQ > 130)
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ROWLEY v. BOARD OF EDUCATION:
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Landmark case states that schools do not have to provide the best education, but an adequate
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TARASOFF CASE:
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Court rules that a school district has a duty to warn the parent if their son/daughter is in danger (important for anti-bullying programs)
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LAU v. NICHOLS CASE:
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Schools must provide accommodations for ESL students
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IDEA – 1997:
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Part C authorized Child Find for children 0-3 – based on PL 94-457, Education of the Handicapped Act PL-94-457 authorized early intervention of toddlers and families
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PERKINS ACT:
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Gives rights to transition special educational students into vocational programs; Occupational access.
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NCLB:
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Requires schools to hire “highly qualified” and has high standards that are gauged by objective measures. Schools that don’t meet requirements can lose federal funding
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FOUR MAJOR LOBES OF THE BRAIN THAT PLAY A MAJOR ROLE IN PROCESSING INFORMATION:
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Parietal lobes; Temporal lobes, Occipital lobes,
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PARITETAL LOBES:
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– located on the top portion of the brain – helps assimilate body sensations; helps developing symbolic associations and math skills; sometimes integrates information
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Temporal Lobes
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– located near and under the ears; this area of the brain processes auditory info and is implicated in reading problems (phonemic awareness difficulties)
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Occipital Lobes
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– Located at the back of the head, this area is responsible for processing visual information
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MEMORY IN THE BRAIN:
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No definitive answers as to what areas are responsible for storing memories, but is done by entire brain; the Hippocampus is implicated in forming memories because of emotions associated with it
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AMYGDALA:
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Associated with emotions and emotional responses
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BROCA’S AREA AND WERNICKE’S AREA:
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Implicated in speech/language problems and reading difficulties
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CEREBRAL CORTEX:
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Associated with higher order reasoning
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ADHD:
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Associated with dysfunctional frontal lobes; research is still emerging
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APHASIA:
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Inability to use language
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AGNOSIA:
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Inability to identify seen objects
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LEFT HEMISPHERE:
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Responsible for language, speaking, writing, math, and coordinating some complex movements
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RIGHT HEMISPHERE:
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Aids in recognizing patterns, faces, spatial relations and recognizing emotions
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LIMBIC SYSTEM:
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Part of the lower brain; houses the amygdale, hippocampus, and others responsible for emotions
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TBI:
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Leading cause of death in children under age 18; mild concussions can cause brain damage or information processing difficulties; affects cognitive and personality
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ELASTICITY:
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How the brain heals itself; the younger the child at the time of injury, the more at risk for permanent brain damage than adults
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TBI ASSESSMENT:
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Important to know location of injury and age at injury
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FOCAL AND DIFFUSED BLOWS:
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Focal blows are pointed, and diffused may occur on one side of the brain and affect another side
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TBI INTERVENTIONS:
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Focus on what the child can do and build on those strengths (strength based approach)
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CRISIS:
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Can be a bomb threat, intruder in the building, student suicide or natural disaster
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CRISIS RESPONSE:
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Preparation and rehearsal; explicit crisis plan in place at the start of each school year; “team” approach
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PTSD:
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Commonly associated with Crisis; may not be evident immediately following trauma; cognitive behavior approach is effective if it utilizes self-calming techniques, positive visualizations, empathetic perspective taking
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SUICIDE:
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Always detain suspected suicidal student and notify parents
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SHOOTERS:
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No specific profile; bullying seems to play a part in making some students act violently
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