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81 Cards in this Set

  • Front
  • Back
Academic Learn Time (ALT)
the amount of time a student spends attending to relevant academic tasks while performing those tasks with a high rate of success
Ecological Assessment
identify factors that contribute or maintain current situations or problems
goal: to provide a clearer picture of the manner in which a child learns; assess the influences of teacher/classroom environment/home life to learning; assess peer relationships/attitudes towards school/parent techniques/socioeconomic status
Internal Validity
the validity of CAUSAL inferences
External Validity
the degree to which the causal relationship is GENERALIZABLE across persons/settings/times
Construct Validity
the extent to which what was meant to be measured was actually measured
Face Validity
measure of social acceptability (ex: test appears to be valid to test users, examiners, etc)
Content Validity
the degree to which questions on a test are representative of what the test was designed to measure; if the sample is representative of the population
Criterion-Related Validity
effective in estimating an examinee's performance on an outcome measure
Treatment Integrity
the degree to which a plan was implemented as designed and intended
Pearson's R
a measure of the strength of the linear relationship between two variables
Type I Error
Incorrectly concluding that a true relationship exists when it does not
Type II Error
Concluding that a true relationship does not exist when it does
Bergan + Kratochwill's Consultation Model
1. Problem Identification
2. Problem Analysis
3. Plan Implementation
4. Problem Evaluation
Premack Principle
Using high probability behavior as a reinforcer for low probability behavior (ex: high- music, low- homework)
Formative Evaluation
qualitative feedback focusing on details of content and performance; "fresh set of eyes" during developmental stage
Summative Evaluation
quantitative; provides information on efficacy (does it do what it was designed to do?)
Consumer-Oriented Evaluation
judges the relative merits of alternative goods/services
criteria/checklists- standard criteria to be judged with
Participant-Oriented Evaluation
Emphasized the importance of evaluation participants/users of the program
School Psychology: A Blueprint for Training and Practice II
Helped develop the NASP professional standards
Applied Behavior Analysis
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
Tarasoff
duty to warn/duty to protect
Instructional Consultation
1. entry and contracting
2. problem ID and analysis
3. intervention planning
4. intervention implementation
5. resolution/termination
Law of Exercise
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
Law of Effect
Thorndike. Behaviors that are followed by good consequences are likely to be repeated in the future
Social Promotion
Promotion to higher grades based on age rather than demonstrated academic accomplishment
Intended and Unintended Outcomes of High-Stakes Testing
Intended: monitoring makes students, educators, parents accountable for student learning, thus provides stronger efforts
Unintended: curriculim narrowing, scholastic demoralization, student discouragement, corruption, cheating/providing answers
Structured Interview
quantitative scores; disorder specific; standardized interview
Unstructured Interview
qualitative; interviewee tells story; can be followed up with structured
Narrative Recording
Aecdotal, no specific time frames/codes
Interval Recording
Behavior occurring within set times; sample of behavior rather than recording every behavior
Event Recording
frequency count of behavior; record every event of behavior during the observation period
Rating Recording
Checklist/scale; global aspects of behavior
DIBELS
1. initial sound fluency
2. phoneme segmentation fluency
3. nonsense word fluency
4. letter naming fluency
5. oral reading fluency
Basic Interpersonal Communication Skills (BICS)
skills first acquired when learning a new language; 6 months to 2 years
Cognitive/Academic Language Proficiency (CALP)
ability to manipulate language in decontextualized academic situations; 5-7 years
Cognitive Behavior Therapy
increases child's ability to think before acting
Limbic System
"emotional brain" hippocampus, amygdala, hypothallamus, thelamus
Hindbrain
medulla, pons, cerebellum
Midbrain
hearing, vision relay point, pain
Forebrain
thalamus, hypothalamus
Occipital Lobe
Vision
Parietal Lobe
visual-spatial and sensory
Temporal Lobe
smell, hearing, balance, emotions, motivation
Frontal Lobe
concentration, goal-directed behavior, emotional control
Fluid Intelligence
nonverbal, culture-free mental efficacy
Crystallized Intelligence
acquired skills and knowledge strongly dependent on exposure to culture
Psychological First Aid
1. make contact, give permission to express
2. explore problem (past, present, future)
3. ID solutions
4. steps to assist
5. follow-up assistance
Indirect Behavior Assessment
assess behavior removed in time and place from actual occurrence
ex: ratings by others, rating scales, functional behavior interview
Direct behavior Measures
assess behavior at time and place of occurrence and include observation of social behavior and self-monitoring
ADHD neurotransmitters
dopamine and norepinepherine
Means-End Thinking
awareness of immediate steps require to schieve a particular goal
Consequential Thinking
ability to ID what may happen as a direct result of acting in a particular way or choosing a particular solution
Causal Thinking
ability to relate one event to another over time and to understand why one event led to a particular action by other people
Sensitivity to Interpersonal Problems
ability to perceive a problem when it exists and to identify the interpersonal aspects of the confrontation that may emerge
Problem-Identification Process
1. designate the goals
2. measure current behavior
3. determine the differences between current behavior and desired as reflected in data
Curriculum-Based Measures
indicators of student achievement to guide intervention decisions and check progress
Positive Behavior Supports (PBS)
teaches positive/pro-social behaviors; three tiers
Aptitude-Treatment Interaction (ATI)
individual differences in abilities need to be taken into account when intervention or treatments are being planned
Instructional Model of Consultation
assumes instructional mismatch between learner's capabilities and curriculum (triangle)
Sensorimotor Stage of Development
Piaget's first stage; birth-2 years
acts on world using senses; here and now
Preoperational Stage of Development
Piaget's second stage; 2-7years
reason dominated by perception; intuitive reasoning
Concrete Operational Stage of Development
Piaget's third stage; 7-11 years
logical sequencing; concrete problem-solving
Formal Operational Stage of Development
Piaget's fourth stage; 11-adult
abstract thinking
Freud's Psychosexual Stages of Development
Oral
Anal
Phallic
Latency
Genital
Trust vs. Mistrust
Erikson; birth-1y
needs comfort with minimal uncertainty
Autonomy vs. Self-Doubt
Erikson; 1-3y
works to master physical environment
Initiative vs Guilt
Erikson; 3-6y
initiates activity; needs to develop a sense of responsibility
Industry vs Inferiority
Erikson; 6-11y
developing a sense of self worth
Intimacy vs. Isolation
Erikson; young adulthood
establishes intimate relationships
Generativity cs. Stagnation
Erikson; middle adulthood
giving to next generation
Ego Integrity vs Despair
Erikson; late adulthood/old age
reviews life's accomplishments
Albert Bandura
Modeling
Self-Efficacy: belief about own abilities and characteristics
Sociocultural Theory
Lev Vygotsky
how culture is transmitted to the next generation
cognitive development is a socially mediated process
Halo Effect
Thorndike
if a person has one outstanding positive trait it will affect others' total judgment of that person
Hawthorne Effect
Elton Mayo
performance improves is a person is made to feel important or singled out- pertains to being observed
Catell and Horn
fluid/crystallized intelligence
10th amendment
established education as a state function
14th amendment
due process
FAPE
schools must provide students with an education, including specialized instruction and related services, that prepares the child for further education, employment, and independent living
Section 504
prohibits discrimination on the basis of a disability; districts are required to provide accommodations/modifications
IDEA
equal educational opportunities for all handicapped children