School Psychologist Praxis 2 - Randomish Theories And Concepts

Front 1

Bloom's Taxonomy

Back 1

-Knowledge: Recall data or information.

-Comprehension: Understand the meaning, translation, interpolation, and interpretation of instructions and problems.

-Application: Use a concept in a new situation or unprompted use of an abstraction.

-Analysis: Separates material or concepts into component parts so that its organizational structure may be understood.

-Synthesis: Builds a structure or pattern from diverse elements.

-Evaluation: Make judgments about the value of ideas or materials.

Front 2

Maslow's Needs

Back 2

1. Biological and Physiological needs - air, food, drink, shelter, warmth, sex, sleep.

2. Safety needs - protection from elements, security, order, law, limits, stability.

3. Belongingness and Love needs - work group, family, affection, relationships.

4. Esteem needs - self-esteem, achievement, mastery, independence, status, dominance, prestige, managerial responsibility.

5. Self-Actualization needs - realizing personal potential, self-fulfillment, seeking personal growth and peak experiences.

Front 3

The Halo Effect

Back 3

It is the phenomenon whereby we assume that because people are good at doing A they will be good at doing B.

Front 4

Premack's Principle

Back 4

If high-probability behaviors (more desirable behaviors) are made contingent upon lower-probability behaviors (less desirable behaviors), then the lower-probability behaviors are more likely to occur.

Front 5

Constructivist Theory

Back 5

Putting skills together build upon what they know

Front 6

Empiricists

Back 6

Peoples minds are blank slates, children's natural biological endowment allows them to form associations between things that they perceive though their senses

Front 7

Nativists

Back 7

We are born with concepts of causality, time, space and in order to make sense of stimulation that makes no inherent sense

Front 8

Seligman’s approach (e.g., The Optimistic Child)

Back 8

Proposes that self-esteem comes from mastering challenges, overcoming frustration and experiencing individual achievement.

Front 9

Academic Learn Time (ALT)

Back 9

-The amount of time a student spends attending to relevant academic tasks while performing those tasks with a high rate of success

Front 10

Applied Behavior Analysis

Back 10

-The use of principles (motivation, reinforcement, functional assessment etc) to address socially important problems, and to bring about meaningful behavior change.

-Behaviors can be changed through functionally assessing the relationship between a targeted behavior and the environment

Front 11

Law of Exercise

Back 11

Thorndike. Law of use/disuse: the more often an association is used the stronger it becomes; and conversely: the longer an association is unused the weaker it becomes

Front 12

Law of Effect

Back 12

Thorndike. Behaviors that are followed by good consequences are likely to be repeated in the future

Front 13

Social Promotion

Back 13

Promotion to higher grades based on age rather than demonstrated academic accomplishment

Front 14

Cognitive Behavior Therapy

Back 14

Increases child's ability to think before acting

Front 15

Means-End Thinking

Back 15

Awareness of immediate steps require to schieve a particular goal

Front 16

Consequential Thinking

Back 16

Ability to ID what may happen as a direct result of acting in a particular way or choosing a particular solution

Front 17

Causal Thinking

Back 17

Ability to relate one event to another over time and to understand why one event led to a particular action by other people

Front 18

Sensitivity to Interpersonal Problems

Back 18

Ability to perceive a problem when it exists and to identify the interpersonal aspects of the confrontation that may emerge

Front 19

Positive Behavior Supports (PBS)

Back 19

Teaches positive/pro-social behaviors; three tiers

Front 20

Aptitude-Treatment Interaction (ATI)

Back 20

Individual differences in abilities need to be taken into account when intervention or treatments are being planned

Front 21

Hawthorne Effect

Back 21

-Elton Mayo
-Performance improves is a person is made to feel important or singled out- pertains to being observed

Front 22

Psychodynamic theory

Back 22

-Freud
-Behavior strongly influenced by forces within one's personality.
-Usually unconscious.
-People are controlled by impulses, desires, conflicts that need to be resolved
-Early experiences are vital to development;

Front 23

Humanistic theory

Back 23

-Maslow and Rogers
-Behavior influenced by one's self-concept and subjective perceptions; need for personal growth.

Front 24

Behavioristic theory

Back 24

-Skinner and Pavlov
-Behavior shaped by consequences from environment -People learn by associating events and outcomes -Strong emphasis on data collection of observable behavior
-Basis for FBA

Front 25

Cognitive theory

Back 25

-Bandura
-Behavior shaped by how one processes information and value/beliefs stemming from thinking
-Concerned with perception and people's thinking about events.
-People learn by observing others
-Schema and cognitive maps

Front 26

Neuro/Biopsychological theory

Back 26

-Goleman and LeDoux
-Behavior heavily influenced by physiological, chemical and biological processes
-Behavior can sometimes be reduced to cellular or neuronal level

Front 27

Theory of Mind

Back 27

Understanding that others have thoughts, feelings, perspectives; often associated with ASD.

Front 28

Social Comparison theory

Back 28

People use peer groups to evaluate own opinions, feelings, actions and abilities.

Front 29

Attribution Theory

Back 29

-People interpret and attribute their emotions to events, which in turn shape behavior and thinking
-Based on cognitive theory