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;
123 Cards in this Set
- Front
- Back
|
Rapport |
Contingent on: mutual confidence; respect & acceptance--> creates a safe environment where interviewee can talk openly without judgment
Do not: inappropriately reassure or finish student's sentences-- could diminish rapport |
|
|
DAS-II |
Limitation: the General Conceptual Ability (GCA) score is based on different combinations of tests (depending on the examinee's age)-- BUT this lack of continuity makes it difficult to monitor long-term changes in cognitive processing |
|
|
MR Diagnosis |
Mental Retardation diagnosis based on significantly sub-average intellectual functioning + significant deficits in adaptive behavior
Assessment/diagnosis in YOUNG (age?) children considered questionable-- Sattler (2002) recommends a tentative diagnosis of Developmental Delay among this population |
|
|
Direct Observation |
Important source of data for: -assessment of ED/EBD -also essential for FBA
*****After a child has been referred for eval, additional direct observations should be conducted as part of the behavioral consultations with teachers |
|
|
Components of MultiDimensional Assessments |
Parent Reports - Teacher Reports -Direct Assessment of the Child |
|
|
Observer Drift |
when over a period of time there is an UNintentional, systematic change in the operative definition of the behaviors being observed |
|
|
Best Practice in Intellectual Assessment |
Suggests that new revisions & most recent norms for tests should be used bc recent studies show that the stringency of norms changes over time |
|
|
K-BIT-2 |
-satisfactory reliability & validity -useful for screening measure of verbal & nonverbal abilities
HOWEVER the test should not be substituted for a comprehensive measure of intellectual abilities |
|
|
KeyMath 3 Diagnostic Assessment |
-single-subject comprehensive assessment of mathematical concepts & skills -for ages: 5-22 -administration time: 35-50 minutes to administer -acceptable reliability & validity |
|
|
CBA (curriculum-based assessment) |
-important to determine how a student is performing as COMPARED to a preintervention baseline so that subsequent changes in performance after intervention can be observed -INTRA-individual (NOT inter-Indiv) comparisons primary focus of assessment of academic skills
(BUT normative, inter-individual comparisons are important for eligibility decisions & goal-setting) |
|
|
Language Tests |
Critique: too culturally loaded -- which makes sense, & is fairly inescapable, bc language tests assess mastery of both a certain language & the culture in which the language is used |
|
|
Asperger's Assessment |
Should provide the team with info to determine an: -appropriate educational placement; -target goals & objectives -monitor student progress -evaluate the quality of educational services being received |
|
|
CBM (Curriculum-Based Measurement) |
Used to identify a student's status-- in terms of an established standard of performance -- a student's performance is compared to a predetermined criterion rather than to the performance of other students (So--intra????) |
|
|
WPPSI-3 |
Age range: 2 yrs 6 mo--> 7 yrs 3 mo
|
|
|
Norm-referenced Assessment Instruments |
Rating scales, used primarily with parents & teachers, who serve as informants about children's adaptive skills
Look this up******* |
|
|
Progress Monitoring |
Look-up |
|
|
WISC-iv |
- test of cognitive ability -individually administered -well standardized
Critique: not good for short time (about 9 mo) bw retests |
|
|
Poor Oral Language Skills |
related to lower overall academic performance AND below-average social skills that carry into adulthood |
|
|
Informant Measures |
-Indirect measures of behavior SO not good/adequate reliability or validity -include: questionnaires; behav rating scales; interviews
Rely on subjective impressions BUT typically provide more behav precise info than personality measures
Offer opportunities for empirical validation through direct observation |
|
|
Locally-normed Assessment Procedures |
Look-up |
|
|
Cognitive Assessment System (CAS) |
Developed by: Naglieri & Das in '97 -individually administered -test of cognitive ability -age range: 5-17 yrs -based on the PASS model -a derivative of Luria's neuro- psychologically-based model
PASS= Planning; Attention; Simultaneous Processing; Successive Processing --represents basic cognitive processes --Luria |
|
|
Ortiz's Framework for Nondiscriminatory Assessment |
-Ortiz -uses authentic assessment procedures -collaborative assessments significantly improve the success of Nondiscriminatory efforts -important to evaluate language proficiency in both languages for dual-language learners -should NOT be assumed a priori that a student's native language is the best or only language for assessment |
|
|
Barnett et al.'s Ethnic Validity Model |
-Barnett -culturally relevant -uses problem-solving orientation that systematically considers cultural differences |
|
|
2 Main Functions of Challenging Behavior |
1. to get something (positive rx) 2. to escape/avoid something (negative rx) |
|
|
Best Practice in Assessing ED/EBD |
-Info should be obtained from these 3 major sources: 1. Parent reports 2. Teacher reports 3. Direct assessment of child
Bc different perspectives highlight the need for multiple info sources to assess the child's functioning across settings |
|
|
Standardized Intelligence Tests |
Look-up |
|
|
Culture-Free Tests |
-Bad predictive validity |
|
|
Self-Reflective Role-Taking |
-8-10 years -kids realize that other people evaluate their actions AND that others may have legitimate views -they can reflect on their own thoughts from another's pov BUT CANNOT reflect on their own pov and that of another at the same time |
|
|
Common problem of both Math & Reading Disabilities |
-the inability to retrieve information efficiently from Long-Term Memory
-43% of math disabled kids also reading disabled
-56% of reading disabled also math disabled |
|
|
Constancy of IQ is influenced by __________________ |
: by the age of the child @ initial testing AND by the length of the interval bw the test & the retest
SO, the older the child is when first tested AND the shorter the interval is between tests, the greater the constancy of IQ |
|
|
Examples of Proactive Interventions |
-adjusting curriculum to student's instruction level -class-wide peer tutoring (CWPT) -computer-assisted instruction -directed note-taking activities |
|
|
Fixed-Ratio Reinforcement Schedule |
-requires that an unvarying # of responses be performed before a response is reinforced |
|
|
DIBELS (Dynamic Indicators of Basic Early Literacy Skills) |
-developed by the University of Oregon -techniques for measuring growth & development in early literacy skills for kindergarten & 1st grade -Monitors growth in the acquisition of critical early literacy skills to: 1. Identify children who need intervention &. 2. Evaluate the effectiveness of intervention strategies |
|
|
Skills that predict Good Reading later in life |
***look up more -ability to discriminate letters -phonemic awareness |
|
|
the knowledge that words consist of separate sounds |
Phonemic Awareness |
|
|
Vital indicators of the health of any education system |
-drop-out rates -high school completion
Look-up More |
|
|
Being Over-Age for a Grade |
is a better predictor for dropping-out than having Below-average Test Scores , according to the 1996 "Comprehensive Biennial Report on Texas Public Schools: A Report to the 75th Texas Legislature" |
|
|
5 Critical Components of Effective Reading Programs, according to The Report of the National Reading Panel and Put Reading First |
1.Phonemic Awareness 2.Phonics 3.Fluency 4.Vocabulary 5.Text Comprehension |
|
|
According to research, which examined the overall effects of 19 empirical studies from the 1990s, compared outcomes for students who were Retained vs. those who were Promoted. Results indicate that Grade Retention _________________ |
had a Negative Impact on all areas of Achievement (reading, math, & language) AND on Socioemotional Adjustment (peer relationships, self-esteem, problem behaves, & attendance). |
|
|
The more personal & positive the school environment, the lower the level of _________ |
Violence. |
|
|
Increased levels of School Violence, are associated with High levels of _________ |
Arbitrary decision-making by school disciplinarians; severe disciplinary actions; larger school size; & crowding |
|
|
5 Steps of Slaikeu's Psychological First Aid |
Look up other 4 steps:
5. Provide Follow-Up Assistance |
|
|
Gender more involved in physical attacks |
Boys (both as bullies & as victims) |
|
|
Gender more involved with Relational Forms of Bullying |
-Girls
-examples of Relational Forms of Bullying: -Social Isolation -Rumor Mongering |
|
|
Behavioral Assessment Methods (including Social Skills assessment) can be classified as either: |
Indirect or Direct |
|
|
Indirect Behavioral Assessment methods assess behavior that is: |
Removed in time & place from its actual occurrence
Examples of Indirect Behav Assessment: -functional assessment interview -Ratings by Others -Peer Assessment Methods (rating scales) -Analogue Role-Playing Measures |
|
|
Direct Behavioral Assessment Methods assess behavior that is: |
Occurring in the moment at the time & place it occurs
Examples of Direct Behav Assessment Methods: -Naturalistic Observations of Social Behav (in class or playground) -Self-monitoring Look-up More |
|
|
Practicing Newly Learned Behaviors in a structured, protective situation of role-playing |
= Behavioral Rehearsal |
|
|
3 forms of Behavioral Rehearsal |
1. Covert Rehearsal 2. Overt Rehearsal 3. Verbal Rehearsal |
|
|
What type of Behavioral Rehearsal is: instructing a small group of children to imagine themselves being teased by another child & then imagine how they would respond |
covert rehearsal |
|
|
The most effective intervention for facilitating the education of Gifted Students |
-provision of acceleration, especially within the areas of their interests and skills |
|
|
One change in the IDEA Improvement Act was that IEPs must include a description of benchmarks or short-term objectives ONLY for students who..... |
Take Alternate Assessments aligned to Alternate Achievement Standards |
|
|
In a Code-Based Phonics Approach to early reading instruction, what is the general principle of this approach? |
When kids are introduced to letter sounds, they should be given the opportunity to use these specific sounds in sentences |
|
|
For students with LDs who have trouble with tests/studying, which principle should be emphasized? |
That training in study skills should include helping: students guide their own thinking; organize their own study behaviors; & use varied study approaches
**generally, students do best on tests/study skills when they use a VARIETY of study strategies |
|
|
Whose theory of intelligence proposes that intelligence has 3 components, including analytical; creative; & practical intelligence? |
Sternberg |
|
|
Which Curriculum-Based Assessment Strategy emphasizes Standardization of Procedures? |
Curriculum-Based Measurement (requires: standardized testing procedures, like: directions; scoring; & materials) |
|
|
What are the components of J.P. Guiliford's Structure of Intellect Model? |
Intelligence is organized by 3 dimensions: Operations; Contents; Products |
|
|
What are some Purposes of Assessment? |
Screening Problem Solving Identification/Diagnosis Counseling Rehab Progress Evaluation
**all ways to gain some understanding of the individual to make informed decisions |
|
|
When does the Process of Assessment begin? |
Upon: Initial Identification or Referral of the Student |
|
|
What, specifically, GUIDES most of an evaluation? |
Reason for Referral |
|
|
What is the process of: attempting to intervene in a proactive manner with students &/or staff to avoid the occurrence of negative outcomes? |
Prevention |
|
|
What is: a set of procedures designed to improve student performance & reduce students' problems? |
Intervention |
|
|
What is the most common characteristic of Curriculum-Based Assessment? |
Using the student's curriculum as the basis for assessment? |
|
|
According to bilingual theory
|
richer context-imbued second- language skills (social skills) are acquired before context-reduced second-language skills (reading/core subjects)
|
|
|
In Caplan's Model of Consultee-Centered Case Consultation, the Consultant is primarily interested in.......
|
identifying & eliminating the causes of consultee's difficulties in handling a problem
consultant/consultee relationship= coordinate (NOT hierarchical) |
|
|
A major advantage of standardized, norm-referenced assessment (compared to CBA) is....
|
standardized, norm-referenced tests provide a: greater capacity to evaluate students in terms of large groups of grade-level peers
|
|
|
In regards to study-skills training, what approach helps students get the best results?
|
using a variety of study strategies
|
|
|
A common criticism of labeling students as disabled is that individuals tend to perform in accordance with the characteristics associated with said label=
|
Self-fulfilling Prophecy
|
|
|
Individuals learn responses that have a rewarding effect AND responses that result in punishing consequences are weakened/not learned=
|
Law of Effect
Thorndike |
|
|
Phenomenon in which individuals take less responsibility for work when in the presence of others=
|
social loafing
RIngleman's Rope-Pulling Study "Sucker Effect" Free-Rider Theory |
|
|
According to IDEAIA, what must an educational agency do before it changes the educational placement of a student with a disability?
|
Notify the parents in writing (do NOT need consent, trial period, or school board approval for this)
|
|
|
How do you know if you should add another inventory to a regression analysis (for predicting)?
|
If the new inventory score(s) raises the multiple correlation when it is added a a predictor variable
|
|
|
A behavioral model focuses on the modification of behavior by manipulating....
|
(observable) behavior contingencies
|
|
|
Arnold Gessell
|
First officially appointed School Psych |
|
|
Validity=
|
the degree to which a test measures what it purports to measure
|
|
|
Test-Retest Reliability=
|
the yielding of consistent results on successive test administrations
|
|
|
Within a multi-method model of assessment, child interviews are most helpful for...
|
establishing rapport to better understand the child's perspective of the problem.
|
|
|
Which consultation model includes 3 roles (the consultant; the mediator/teacher; the client)
|
Triadic Consultation Model
Consultant works through mediator INDIRECTLY |
|
|
Which consultation model is a DIRECT teaching method and involves direct assessment by the consultant?
|
Systems Approach
|
|
|
In which consultation model, does the consultant provide consultative and direct devices to the client with SOME of the services coming through the mediator?
|
The Resources Model
|
|
|
What is a method of systematically combining data from a number of studies that focus on the same question and use similar variables?
|
Meta-analyisi
|
|
|
Statistical procedures used to analyze data from a single study
|
analysis of variance; analysis of difference scores; multiple regression
|
|
|
What is a strategy that NASP recommends as a best practice for improving school safety?
|
~Creating a School Safety and Response Team
~Select & Train team members ~Prepare materials & "ready files" ~have an emergency box ~Develop emergency Signals ~Evacuation Plans/roll ~Crisis Drills |
|
|
During middle & high school, parents are more typically described as...
|
audience.
|
|
|
During elementary school, parents are frequently involved in their child's education as:
|
partners; collaborators; problem-solvers; supporters
|
|
|
In schools where families are involved,
|
school-community partnerships can enhance opportunities for real-world learning & are effective means for promoting student success
|
|
|
If a substantial number of students are not meeting the school competencies, what should the school do?
|
Make changes in the delivery of the core program to meet students' needs
|
|
|
Which type of score: compares a student's performance on grade-level material against the average performance of students at other grade levels on the same material and is reported in terms of grade level and months?
|
A Grade-Equivalent score
|
|
|
When there is a conflict of interest, the school psychologist's primary client is ALWAYS the:
|
student
School Psychs mandated to do: what is in the best interest of the student |
|
|
Criterion-Referenced Assessment
|
"Designed to measure student performance against a fixed set of predetermined criteria or learning standards (concise, written descriptions of what students are expected to know and be able to do at a specific stage of their education)
used to evaluate whether students have learned a specific body of knowledge or acquired a specific skill set-- in the curriculum taught in a course, academic program, or content area." used to determine the academic progress of students on the material being taught in the classroom |
|
|
Norm-Referenced Assessment
|
"designed to rank test takers on a “bell curve,” or a distribution of scores that resembles, when graphed, the outline of a bell—i.e., a small percentage of students performing poorly, most performing average, and a small percentage performing well.
To produce a bell curve each time, test questions are carefully designed to accentuate performance differences among test takers—NOT to determine if students have achieved specified learning standards, learned required material, or acquired specific skills (as in CRA)" |
|
|
What is the purpose of a Multiple Regression?
|
to predict a single variable from one or more independent variables.
|
|
|
The 2 most popular Correlation Coefficients are:
|
Spearman's correlation coefficient Rho &
Pearson's product-moment correlation coefficient |
|
|
A correlation of zero order means that:
|
there is no relationship between the 2 variables
|
|
|
How is the significance (probability) of the correlation coefficient determined?
|
from the t-statistic
("The probability of the t-statistic indicates whether the observed correlation coefficient occurred by chance if the true correlation is zero. In other words, it asks if the correlation is significantly different than zero.) |
|
|
What type of assessment is a: broad analysis of the environment within which an individual functions?
|
Ecological Assessment
|
|
|
Response Cost Raffle
|
"This intervention is a low-cost classroom management strategy developed for studentswith mild to moderate behavior problems"
does NOT use of a complex token economy system. "There is a large body of evidenceon the use of response cost behavior management strategies to reduce disruptivebehaviors. This type of intervention will generalize across settings and grade level."
"What "Common Problems" Does This Address?Disruptive behavior being reinforced while appropriate behavior isn’t being reinforced.Disruptive behaviors include but are not limited to: off-task behavior, inappropriatevocalizations, out-of-area (being out of seat being disruptive), noncompliance, andfailing to complete class assignments." " Procedures:1. Create and explain classroom rule chart.2. Create & explain list of raffle prizes and reinforcement schedule3. Explain behaviors that must be exhibited in order to participate in raffle4. Give each student five (5) cards and students will display cards on desks.5. If student displays inappropriate behavior (breaks a rule), immediately removethe card from the student’s desk.6. At the end of each period, collect all the cards, put in envelope/shoebox, selectcard, and award student with prize. (This step can be varied. You can select the time ofday when you hold the raffle. Suggested schedule: at least 3 xs per day.) " |
|
|
5 roles of Parents suggested by: Henderson, Marburger and Ooms (1986)
|
1. Partners: Parents meet basic education and socialobligations for their children. (elementary)
2. Collaborators and Problem Solvers: Parents reinforce theschool and help to solve problems. (elementary) 3. Audience: Parents attend various school performancesand activities. (typically during middle school/high school) 4. Supporters: Parents volunteer assistance to teachers, theparent organization and to other parents. (elementary) 5. Advisors and/or Co-decision Makers: Parents provideinput on school policy and procedures on permanent orad-hoc committees (p. 3). |
|
|
What is the foundation of literacy skills?
|
oral language development
|
|
|
How does an individual acquire language?
|
By learning it as: it is spoken & through mimicry
|
|
|
How does B.F. Skinner say language is learned?
|
Through: Operant Conditioning (reinforcement & imitation)
**supports Nurture argument |
|
|
What is Noam Chomsky's Nativist Theory of Language Development?
|
All children have a: Language Acquisition Device (LAD) that allows them to produce consistent sentences, once vocabulary is learned
Claims language is a unique HUMAN accomplishment Believes Grammar is universal |
|
|
What is the Interactionist Perspective of Language Development
|
Combination of both nativist (Chomsky) and behaviorist (Skinner) theories
i.e. the combination of Information-Processing (brain good at detecting patterns in environs) & Social Interactionist (native desire to understand others/be understood) |
|
|
What is the most basic level of information provided by a test?
|
the raw score
(it only becomes meaningful in relation to norms) |
|
|
What is a single measure that is used to represent all of the scores within a sample?
|
Central Measure of Tendency
3 types (duh, M; M; M) |
|
|
Whose theory of intelligence can be viewed as a form of biological adaptation of an individual to its environment?
|
Piaget's
(Cognitive processes emerge THROUGH developmental process & psychological structures REORGANIZE as a result of: interaction between organism & environment) |
|
|
Who believed that Intelligence is the PRODUCT of a large number of interconnected but distinct intellectual abilities?
|
Thorndike
also: Halo Effect Law of Effect |
|
|
Who used factor analysis to examine a number of mental aptitude tests to conclude that people who perform well on 1 cognitive test tended to perform well on others-- led to his concept of "general intelligence," or "the g factor"?
|
Charles Spearman
(intelligence is a General Cognitive Ability, "g factor," that can be measured & numerically expressed) |
|
|
He viewed intelligence as 7 abilities, not just 1 general factor
|
Louis Thurston: Primary Mental Abilities
1.Verbal Comp 2.Reasoning 3. Perceptual Speed 4. Numerical Ability 5.Word Fluency 6. Associative Memory 7.Spatial Visualization |
|
|
Who theorized that there at least 11 types of MULTIPLE Intelligences, including: Naturalist; Body-Kinesthetic; & Spiritual?
|
Howard Gardner
|
|
|
Who defined intelligence as: "Mental Activity" directed towards purposive adaptation to, selection, & shaping of the real-world environments relevant to one's life?
|
Robert Sternberg
Triarchic Theory of Intelligence (3 factors) "Successful Intelligence" has 3 factors: 1.Analytical-Problem-Solving Abilities 2.Creative-Ability to deal with new situations using past experiences & current skills 3. Practical-Ability to adapt to a changing environment |
|
|
What is the term for: a set of reasons that determines a person engaging in a particular behavior?
|
Motivation
(can result from basic need to: avoid pain & gain pleasure) |
|
|
4 types of Motivation (often used in an FBA)
|
1.Sensory (+/-)
2.Escape 3.Attention 4. Tangible |
|
|
What is the name of the: research-based behavioral interview tool that helps determine the basis for PROBLEM behavior?
|
Motivation Assessment Scale (MAS)
|
|
|
What is the term for: one's awareness of strategies and methods of cognition?
|
Metacognition
|
|
|
True or False: Cognitive Psychology rejects introspection as a valid method of investigation
|
true
prefers use of: Scientific Method but obviously acknowledges the presence of internal mental states |
|
|
What is the term that suggests: performance improves if a person is made to feel important or singled-out?
|
Hawthorne Effect
--theorized by: Elton Mayo Keep in mind during: observations |
|
|
Zone of Proximal Development falls under which broad theory?
|
SocioCULTURAL (or, Social Development)
Cognitive Development is a socially mediated process that is dependent on the SUPPORT of adults & more mature peers Vygotsky-- also focuses on how culture is transmitted to the next generation Social interaction is necessary for kids to acquire the customs of their community's culture |
|
|
the 4 A's of Teaming with School Personnel & Resources (+ Parent Partnerships)
|
Approach
Attitudes Atmosphere Actions |
|
|
The 3 Basic Purposes of Quantitative Research
|
Uses Statistical Analysis to: 1. Describe; 2. Compare; 3. Attribute Causality
|
|
|
When is an FBA required by IDEA?
|
If: A student's disability impedes learning;
When student's disability becomes subject of school discipline proceedings; Consideration of Student's Placement Change When IEP team determines that student's disability is a manifestation (also needs BIP)
|
|
|
IDEA definition of Specially Designed Instruction (SDI)
|
Adapting: Content; Methodology; or Delivery of Instruction in order to: Address the unique needs that result from the student's disability AND ensure the child has access to the general ed curriculum
|
|
|
Goals of Ecological Assessment
|
1. To provide a clearer picture of the manner in which a child learns2. To assess the influences of a child's teacher; classroom environment; and a child's home life ON her learning3. To assess: peer relationship; student attitudes towards school; parenting techniques; & SES
|
