School Psych Praxis
Terms
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- MAJOR BEHAVIORAL OBSERVATION METHODS:
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Narrative – info from running anecdotal records
Interval – time sampling techniques
Ratings Recording –uses - SOURCES OF ERROR ASSOCIATED WITH BEHAVIORAL ASSESSMENTS:
-
Observer or rater bias
Study percentage of agreement between the raters
Sample behavior more than once to increase reliability - OBSERVERS AFFECTED BY:
- Halo effect, fatigue, personal biases
- SOCIAL, EMOTIONAL ASSESSMENTS:
- BASC-2, MMPI, APS, Conners (ADHD) and Beck Depression Inventory
- PROJECTIVES USED TO:
- Supplemental to battery of psychological tests (low psychometric reliability)
- ADAPTIVE BEHAVIOR ASSESSMENTS:
- ABAS, Vineland
- MENTAL RETARDATION:
- Standard IQ score of 55-69 (mild); 40-54 (moderate); 40 or below (severe)
- STEPS IN CONDUCTING AN FBA:
- Determine antecedents, target behavior itself, consequence of the behavior (ABC)
- WHEN ANALYZING A BEHAVIOR PAY ATTENTION TO:
- Intensity, Frequency and Duration – Behavior must show significant negative impact on academic performance and/or social development to qualify for Sp Ed
- 2 MAIN FUNCTIONS OF BEHAVIOR:
- Gain something positive (wanted) or escape something negative.
- KEY REASONS FOR BEHAVIOR:
- Attention, power/control, affiliation, and revenge
- HOW TO WRITE AN INTERVENTION PLAN:
- Include positive strategies and replacement behavior for the negative behavior in the plan
- BELL CURVE:
- 68% of people fall in the normal curve (center); cognitive assessments use normal curve theory
- FLUID INTELLIGENCE:
- 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
- CRYSTALLIZED INTELLIGENCE:
- Ability to solve problems by applying learned facts and language (verbal section of IQ tests)
- CATELL AND HORNE:
- Theorists behind crystallized and fluid intelligence
- EMOTIONAL INTELLIGENCE:
- 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
- LEARNING DISORDERS:
- 10-15% of population
- AUTISM:
- 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
- ADHD:
- Associated with dysfunctional frontal lobes; research is still emerging
- DOWN SYNDROME:
- 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
- SLIC:
- Significant Limited Intelligence Capacity; IQ at least 2 standard deviations below the mean, (<70) and adaptive skill measure scores also below 70
- SIED:
- 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
- SPEECH AND LANGUAGE DISABILITIES:
- 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
- ESL:
- 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
- READINESS:
- Denotes a student’s biological and physiological maturational level to enter school (usually kindergarten)
- TIC DISORDERS:
- Tourettes; genetic component; use relaxation, social skills training, medication and cognitive-behavior interventions ; involuntary twitching, facial expressions or verbal outbursts (sometimes with ADHD)
- AUTHENTIC ASSESSMENTS:
- Dynamic assessments require student to perform a typical classroom task (reading); sometimes take place in actual environment where behavior is seen.
- PERSON CENTERED COUNSELING:
- Strives for congruence between the real and ideal self; believes that people naturally seek growth toward personal and universal goals (Maslow, Adler, Rogers)
- EXISTENTIAL COUNSELING:
- Find unique meaning and purpose in the world; increases self-awareness and stresses importance of choice; focus on present and future; (Frankl)
- ADLERIAN THEORY:
- 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
- PSYCHOANALYTIC COUNSELING:
- Based on early life experience; unconscious motives and conflicts drive behavior; goal is to make one aware of the unconscious desires through interpretations
- SYSTEMS THERAPY:
- 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
- COGNITIVE BEHAVIORAL THERAPY (CBT):
- 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
- RATIONAL EMOTIVE COUNSELING:
- Emphasis confrontational techniques regarding irrational beliefs (Ellis)
- GESTALT THERAPY:
- 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
- REALITY THERAPY:
- 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)
- SOCIAL SKILLS TRAINING:
- Involves 4 processes: Instruction, rehearsing, providing feedback/reinforcement and reducing negative behaviors; modeling and role-playing are important techniques in this intervention
- BEHAVIOR MODIFICATION:
- 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)
- SELF-DIALOGUE:
- 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
- FBA:
- Antecedent, Behavior and Consequence maintaining behavior; What is the payoff for the behavior?
- PREMACK PRINCIPLE:
- To modify behavior; emphasizes that a desirable task can reinforce a lower level task (ex. Watch TV after doing the dishes)
- GENERAL COUNSELING FORMAT:
- Define the problem; brainstorm ideas to address the problem; implement the plan or modification; evaluate the intervention’s effectiveness
- KEY PIECES FOR BEHAVIORAL INTERVENTIONS:
- Provide supportive feedback; give choices to the student; supply positive reinforcement
- STANDARD DEVIATION:
- Differences and deviations from the average; +/- one standard deviation = 68% of the population
- MOST COGNITIVE ASSESSMENTS HAVE A MEAN OF:
- 100 w/ Standard deviation of 15
- STANDARD SCORE OF 100 is:
- Average
- IPSATIVE SCORES:
- 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
- CRITERION MEASUREMENT:
- Not based on the Bell Curve but instead is based on a specific criteria or content to be mastered; used in self-paced studies
- STANDARD ERROR OF MEASUREMENT:
- 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)
- Z SCORES:
- Mean of 0 and a SD of 1
- T SCORES:
- Mean of 50 and SD of 10 (don’t confuse with standard scores)
- PERCENTILE:
- Percentage of people who score at or below the percentile score; percentiles use percentages but are not percentages themselves
- PREFERENCE FOR STANDARD SCORES BECAUSE:
- They are equal interval scores; other types of scores are not equal in their measurements of central tendency
- EFFECT SIZE:
- Statistic that illustrates the overall effect of an intervention
- STANDARDIZED TESTING:
- Follows strict administration, scoring and interpretation rules; have verifiable statistical properties associated with the test’s validity and reliability; shows what is Normal
- RELIABILITY:
- Vital for standardized tests; the ability to produce similar results over time; IQ results remain stable across time
- VALIDITY:
- Tests ability to measure what it purports to measure
- VALIDITY TYPES – CONVERGENT
- when a new test is correlated with an established test
- TYPE I ERROR:
- When you say something is true but it is not (rejecting the null hypothesis)
- TYPE II ERROR:
- When you state something is false, but it is really true (accepting a null hypothesis)
- CORRELATION:
- 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;
- META ANALYSIS:
- Examination of several studies to ascertain the validity of a construct or hypothesis
- RAISE THE POWER OF AN EXPERIMENT:
- Increase the number and types of participants; makes results more reliable and valid
- LEARNED HELPLESSNESS:
- Sense of hopelessness and depression that develops from a pattern of failures (Seligman)
- ATTRIBUTION THEORY:
- How people attribute success or failure to internal or external forces (Dweck)
- EXTERNAL LOCUS OF CONTROL:
- Belief that events happen to you, success is attributed to luck
- INTERNAL LOCUS OF CONTROL:
- Belief that one’s effort and skills control one’s future
- BEHAVIORISM:
- Focuses on the environment reinforcing behaviors; empirically driven and focus on strict data collection
- SOCIAL LEARNING THEORY:
- 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
- KOLHBERG'S STAGES OF MORAL DEVELOPMENT:
- 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
- PIAGET'S THEORIES:
- Progressive adaptation to the environment through assimilation and accommodation; infants are predisposed to acquire information by interacting with their environment
- PIAGET’S ACCOMMODATION:
- Modification of mental schemes in response to the demands of the environment
- PIAGET’S ASSIMILATION:
- Using existing ideas in new situations – an attempt to generalize what is learned
- PIAGET’S STAGES:
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Sensorimotor; Preoperational;
Concrete stage; Formal Operations - Sensorimotor
- 0-2 object permanence, attachment, little language, and lives in the world of here and now
- Pre-operational
- 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)
- Concrete stage
- 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)
- Formal Operations
- 12 to adult middle to high school; can deal with hypothetical situations and generalize learning; more adult-like in reasoning
- 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 - Erickson's TRUST V. MISTRUST
- 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
- Erickson's Autonomy vs. Shame and Doubt
- 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
- Erickson's Initiative v. Guilt
- 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
- Industry vs. Inferiority
- 6-12 years; develop a sense of identity; sense of self and strong ego
- FREUD:
- 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
- CONSULTATION MODEL PREFERRED BY NASP:
- Indirect; building the consultee’s (teacher’s ) skills (Caplan’s consultation model)
- CLIENT CENTERED CONSULTATION:
- 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
- CONSULTEE CENTERED CONSULTATION:
- Benefits the teacher by building her skills that might be used to help numerous people; best practice at the present time
- PROGRAM CENTERED ADMINISTRATIVE CONSULTATION:
- Benefits an entire program or school; ex. In-service training for a school
- CONSULTEE-CENTERED ADMINISTRATIVE MODEL
- teaches skills to key administrators to effect change at many schools or a district
- COMMON PROBLEM SOLVING CONSULTATION FORMAT:
- 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
- ECOLOGICAL MODEL (systems):
- Examines how a person’s behavior is being maintained within the setting and systems
- PROCESS CONSULTATION MODEL :
- Uses workgroups, feedback, and work co-ordinations between groups
- EFFECTIVE CLASSROOM MANAGEMENT METHODS:
- 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
- NASP AND PARENTAL NOTIFICATION AND INVOLVEMENT:
- Teachers should be in contact with parents when student is struggling academically or behaviorally
- PHONICS INSTRUCTION:
- Sounding of letters to form words is effective method for teaching young students
- PHONEMIC AWARENESS:
- Necessary foundation for reading; ability to hear, segment and manipulate word sounds – teachers use phonemic awareness screeners
- POSITIVE REINFORCERS ENDORSED BY NASP:
- Support and use a child’s strengths as much as possible (aka Capacity model)
- TOKEN ECONOMIES:
- Cumbersome to implement; useful if easy and practical to maintain
- TEACHING METHODS:
- 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)
- ACCOMMODATION:
- changes in the enviroment, such as letting a student use a quiet room to take a test
- MODIFICATION:
- 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
- GOAL AND ROLE OF SPECIAL ED:
- Increase student’s level of independence and responsibility
- CURRICULUM BASED ASSESSMENT
- Used in program evaluations
- CURRICULUM BASED MEASUREMENT:
- Utilized for classroom/instructional intervention planning
- COGNITIVE BEHAVIORAL THEORISTS:
- 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)
- IDEA
- Gives right to a free and appropriate public education in the least restrictive environment
- FERPA
- 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
- SECTION 504
- 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
- BROWN vs. BOARD OF EDUCATION:
- Educators cannot segregate by race
- HOBSON vs. HANSEN:
- Schools must provide equal educational opportunities despite family’s SES; review laws regarding “ability†tracking
- DIANA v. STATE BOARD OF EDUCATION:
- 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
- LARRY P v. RILES:
- 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
- PASE v. HANNON:
- Endorsed the use of standardized tests as long as they are not culturally biased and are used with other measures
- MARSHALL v. GEORGIA:
- 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
- HONIG v. DOE:
- Sp Ed students must have a manifestation hearing to review placement if they are suspended more than 10 days
- GIFTED EDUCATION:
- Federal law does not require services or funding for those students who are gifted (IQ > 130)
- ROWLEY v. BOARD OF EDUCATION:
- Landmark case states that schools do not have to provide the best education, but an adequate
- TARASOFF CASE:
- 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)
- LAU v. NICHOLS CASE:
- Schools must provide accommodations for ESL students
- IDEA – 1997:
- 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
- PERKINS ACT:
- Gives rights to transition special educational students into vocational programs; Occupational access.
- NCLB:
- 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
- FOUR MAJOR LOBES OF THE BRAIN THAT PLAY A MAJOR ROLE IN PROCESSING INFORMATION:
- Parietal lobes; Temporal lobes, Occipital lobes,
- PARITETAL LOBES:
- – located on the top portion of the brain – helps assimilate body sensations; helps developing symbolic associations and math skills; sometimes integrates information
- Temporal Lobes
- – located near and under the ears; this area of the brain processes auditory info and is implicated in reading problems (phonemic awareness difficulties)
- Occipital Lobes
- – Located at the back of the head, this area is responsible for processing visual information
- MEMORY IN THE BRAIN:
- 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
- AMYGDALA:
- Associated with emotions and emotional responses
- BROCA’S AREA AND WERNICKE’S AREA:
- Implicated in speech/language problems and reading difficulties
- CEREBRAL CORTEX:
- Associated with higher order reasoning
- APHASIA:
- Inability to use language
- AGNOSIA:
- Inability to identify seen objects
- LEFT HEMISPHERE:
- Responsible for language, speaking, writing, math, and coordinating some complex movements
- RIGHT HEMISPHERE:
- Aids in recognizing patterns, faces, spatial relations and recognizing emotions
- LIMBIC SYSTEM:
- Part of the lower brain; houses the amygdale, hippocampus, and others responsible for emotions
- TBI:
- Leading cause of death in children under age 18; mild concussions can cause brain damage or information processing difficulties; affects cognitive and personality
- ELASTICITY:
- How the brain heals itself; the younger the child at the time of injury, the more at risk for permanent brain damage than adults
- TBI ASSESSMENT:
- Important to know location of injury and age at injury
- FOCAL AND DIFFUSED BLOWS:
- Focal blows are pointed, and diffused may occur on one side of the brain and affect another side
- TBI INTERVENTIONS:
- Focus on what the child can do and build on those strengths (strength based approach)
- CRISIS:
- Can be a bomb threat, intruder in the building, student suicide or natural disaster
- CRISIS RESPONSE:
- Preparation and rehearsal; explicit crisis plan in place at the start of each school year; “team†approach
- PTSD:
- 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
- SUICIDE:
- Always detain suspected suicidal student and notify parents
- SHOOTERS:
- No specific profile; bullying seems to play a part in making some students act violently