Praxis – School Psychology 5402 – Flashcards

Established IDEA: PARC = Pennsylvania Association for Retarded Children. At the time, PA could deny public education to children who had not "attained a mental age of 5 years" because it would be too burdensome/costly. Result: settlement (consent decree) - free public ed to all children 6-21 years old. Became the Education for All Handicapped Children Act, which then became the Individuals with Disabiltiies Education Act (IDEA). This resulted in other cases - e.g. Mills v. Board of Education which reached the Supreme Court and resulted in establishment of the constitutional right to education of all children with disabilities.

Established need for language programs for ELLs: San Francisco - 1000+ Chinese students didn't receive additional Engl lang support, another 1000+ did receive --> parents sued district. Result: School districts must take steps to help limited-English proficient (LEP) students overcome language barriers and to ensure that they can participate meaningfully in the district's educational programs. No specific programs advocated for; districts given wide leeway. Equality of treatment does NOT mean equality of facilities, books, teachers, and curriculum

Defined FAPE: Parents of deaf student (Amy Rowley) sued school district b/c they did not provide a sign language interpreter but only an FM wireless hearing aid. The hearing officer for the district and a federal court ruled in favor of the family (under 504, she was being denied "opportunity provided other children") BUT the Supreme Court ruled that FAPE was satisfied "by providing personalized instruction with sufficient support services to permit the child to benefit educationally from that instruction." (http://usedulaw.com/185-board-of-education-of-the-hendrick-hudson-central-school-district-v-rowley.html)

Resolved difference between school health services versus medical services: School health services - can be provided by school nurses or other qualified lay persons. Medical services - must be performed by licensed physicians. Texas - Student required intermittent cathertiziation during class hours due to spina bifida and inability to empty her bladder on her own. School said "no!" Court ruled against school because: - schools are required to supply only those services that are necessary to aid children to benefit from special education - schools must provided services that can be done bynurses (not by doctors) (http://usedulaw.com/350-irving-independent-school-district-v-tatro.html)

2-prong test ; 3 factors to address when considering placement in gen ed vs. special ed. Background: Rafael Oberti, 5-year-old with Down's was recommended for enrollment at a school with multiply disabled students. Parents wanted enrollment in mainstream elementary school, went through due process, then federal district court, then Court of Appeals. IDEA requires that school districts assure to the "maximum extent appropriate" that children with disabilities are educated with children who are not disabled. 2-prong test: 1) Can the disabled child receive an education in the regular classroom with the use of supplemental AIDS and SERVICES? 2) IF NO to (1), determine whether the school district has MAINSTREAMED the child to the MAX EXTENT appropriate, including efforts to include the child in school programs with nondisabled students, such as music, art, lunch, and recess, whenever possible. 3 factors: 1) has the school made reasonable EFFORTS TO MAINSTREAM? 2) educational BENEFITS available to the student in the gen ed classroom? 3) possible NEGATIVE effects of students' presence on the education of other student sint ehc lassroom?

Parents can receive test protocols: 7-year-old, Jack, whose parents requested copies of test protocols before an IEP meeting but the district declined. CA Ed Code 56504: need to provide test protocols within 5 days of the request. BUT districts may choose to use appropriate safeguards - e.g. requiring parents to review the original test protocols before obtaining a copy, written request for a copy, nondisclosure or confidentiality agreement, etc. (www.wrightslaw.com/info/ferpa.copy.protocols.htm#sthash.NLIA84cT.dpuf)

No IQ testing of African-American students: Background: disproportionate placement of African-American students in Educably Mentally Retarded (EMR) classes: 25% of EMR students were Af Am (but they were only 10% of population)

Mental health consultation model. Goal: improve handling of current work difficulty, increase capacity to master future problems improve job performance

Individuals learn responses that have a rewarding effect, and responses that result in punishing consequences are weakened or not learned.

The tendency for the first information received to carry nore effect han later information on a person's overall impression.

A phenomenon in which individuals take less responsibility for work when in the presence of others.

there is no relationship between the two variables

a measure of how well a given variable can be predicted using a linear function of a set of other variables

- pediatrician, then psychologist who studied many children, including the Kamala the "wolf girl" (who was probably autistic) - helped develop the field of child development - created the Gesell Developmental Schedules, which were normed assessments in the areas of motor, language, adaptive, and personal-social development - developed the Clinic of Child Development at Yale - invented the Gesell dome, a one-way mirror shaped as a dome, under which children could be observed without being disturbed

Ritalin, Adderall, Concerta, Dexedrine. They work by increasing dopamine in the brain.

Parents become more of an audience in middle and high school, whereas in elementary they are partners, collaborators, and problem solvers.

When students are introduced to letter sounds, they should be given multiple opportunities to use the sounds in sentences. Explicit phonics instruction involves teaching graphemes (the letters) and phonemes (sounds that letters make), then blending and building, beginning with blending sounds into syllables then into words.

• Following structured assessment protocols • Having children stay focused for long periods of time • Evaluating children who are unfamiliar with the school psychologist Easy part of assessing young children: establishing appropriate behavioral objectives, because these are well-known from a developmental perspective

School psychologist is not ethically obligated to get parental consent, as long as parents are informed about the consultation after it is complete.

(Albert Ellis) MODEL OF EMOTIONAL DISTURBANCE: A (activating event, adversity) leads to B (beliefs that are irrational) leads to C (consequences - behavioral and emotional) leads to D (disputes/arguments against irrational beliefs) leads to E (effective emotions and beliefs from rational beliefs) Core irrational beliefs: - Demandingness or Absolutism - inflexible, dogmatic, extreme beliefs signaled by words such as should, must, have to, and need to (e.g., "I should not be in pain" or "I should be able to do what I used to do"). This is not the kind of should as in "I should go to the store and get some milk," but rather a should with a capital "S", a demand. - Demand for Love and Approval from nearly everyone one finds important - Demand for Success or Achievement in things one finds important - Demand for Comfort or nearly no frustration or discomfort. - Awfulization - 100% disasterizing beliefs - e.g. disaster, horrible or awful, and catastrophe. - Low Frustration Tolerance - e.g. intolerable, can't stand it, and too hard. - Global-Rating - beliefs in which you condemn entire self or someone else's basic value - e.g. loser, worthless, useless, idiot, stupid.

Down Syndrome Physical traits: low muscle tone, a single deep crease across the palm of the hand, a slightly flattened facial profile and an upward slant to the eyes.

The tendency for people based in a control group to perceive themselves at a disadvantage to the experimental group and work harder in order to overcome the perceived deficiency. (History of the name: legendary American steel driver in the 1870s who, when he heard his output was being compared with that of a steam drill, worked so hard to outperform the machine he died in the process.)

when someone's overall impression of a person, company, brand, or product influences their feelings and thoughts about that entity's character or properties.

(aka myside bias) tendency to search for, interpret, or recall information in a way that confirms one's beliefs or hypotheses.

a bias in which a sample is collected in such a way that some members of the intended population are less likely to be included than others.

Direct assessment - actually observing the problem behavior (B), including antecedes (A), consequences (C). Indirect assessment - aka informant assessment; relies heavily interviews with teachers and other adults who have direct contact with the student.

describe a framework that links organizational needs with specific actions taken to obtain outcomes

Short-term memory.

Wrote "Assessment: In Special and Inclusive Education." Key points: 1. Objective assessments are likely to result in better decisions. 2. Tests have improved over the past 20 years, and early criticisms are no longer valid. 3. Innovative approaches to assessment may be unproven, and/or subjective. 4. It is unwise to replace effective procedures until the replacements have proven effective. 5. Objective assessment is mandated by law. 6. Acculturation is a matter of experiential background (not gender or race/ethnicity)

Tier 2 - mentoring programs, Tier 3 - alternative school placement with self-directed learning or individual assistance.

Prohibits schools from discriminating on the basis of disability. Schools must afford students with disabilities equal opportunity to obtain the same results, to gain the same benefit, or to reach the same level of achievement, in the most integrated setting appropriate to the students' needs.

Acquisition deficits - due to lack of knowledge Performance deficits - know how to perform but fails to do so consistently Fluency deficits - doesn't do to a sufficient degree or strength Due to competing skill deficits or behaviors - e.g. depression/anxiety can interfere w/ demonstrating conflict resolution skills, even if they've been taught and learned

3-year whole school blueprint for reform. 3 primary systems: positive ACADEMIC supports ; services, positive BEHAVIORAL self-management system, and RtI

They are more resilient to stress - both in and outside of the family.

A downward trend in measured intelligence and scholastic achievement of culturally and socially disadvantaged children relative to age-appropriate societal norms and expectations. Occurs because children who are deprived of enriching cognitive experiences during their early years are less able to profit from a new and enriched environmental situation. Why? Mismatch between their cognitive maturity and the requirements of new, more advanced learning situation. Common among international adoptions.

1. Make contact with the victim- give him/her permission to express feelings and thoughts 2. Explore problem: past/ present & future 3. ID possible solutions 4. take definite steps to assist 5.Provide follow-up assistance

vision (without this, confusion) action plan (without this, false starts) resources (without this, frustration) skills (without this, anxiety) incentives (without this, slow change)

"to serve children effectively, school psychologists must, first and foremost, concentrate their attention and professional expertise on adults" (Gutkin and Conoley, 1990, p. 212)

1) encoding - noticing what is happening 2) mental representations - interpreting it 3) response accessing 4) evaluation 5) enactment

Involved in the development of the fields of clinical psychology and school psychology. Started the first child clinic and developing training for experts who work with children with special needs.

Overt - actually doing the behavior Verbal - verbalizing the behavior Covert - imagining the behavior

alternative-solutions thinking - the ability to name unconnected, alternative solutions to a stated problem means-end (aka causal) thinking - the ability to orient oneself to and conceptualize how to move towards a goal consequential thinking - considering the effect of one's actions on all concerned, linking actions to what happens interpersonal sensitivity - heightening awareness of situations so one can identify problems and avoid them perspective-taking - duh...

(1) information dissemination - DO NOT WORK. Do increase knowledge and antidrug attitudes but doesn't decrease drug use behaviors. (2) affective education - DO NOT WORK. Increase self-understanding and self-acceptance, improve interpersonal relations, increase students' abilities to fulfill their basic needs. (3) social influence - DOES WORK!! a) psychological inoculation - like vaccine. Bring awareness of social pressures of drug use. b) drug resistance skills - Students are taught how to recognize, avoid, respond in high-risk (high peer pressure) situations. c) correcting normative expectations - correcting the misperception that many adults and most adolescents use drugs. d) using peer leaders - to lead discussions, facilitate skills trainings (4) competence enhancement - teaches general personal and social skills. For example: Life Skills Training - teaches application of general skills to situations directly related to drugs - e.g. using assertiveness skills when there is peer pressure to smoke/drink.

Standard Score 85-115 (because mean of 100, std dev of 15) Percentile rank 16-84 T-score 40-60 (mean of 50, std dev of 10; clinically significant is 70 or above) Scaled Score 7-13 (mean of 10, std dev of 3)

Highly reliable, valid measure of cognitive ability. Has nonverbal component (Special Nonverbal Composite; SNC). Ages 2 to 18.

Children are better able to learn languages than adults because they have fewer cognitive resources available to them. This is advantageous in learning a complex combinatorial system such as a human language because children, given their cognitive limitations, will naturally proceed by beginning with small parts and will acquire more complex constructions only as they mature. Adults will begin by trying to analyze more complexity from the start and will have difficulty finding the best analyses.

Client-centered - goal is to develop a plan for dealing with the client's difficulties Consultee-centered - goal is remediating consultee's work-related difficulty; client improvement is secondary Program-centered Administrative - goal is to resolve an administrative problem via development of an action plan that can be implemented by the consultant or associates Consultee-centered Administrative - goal is to help consultee improve problem-solving skills in dealing with current organizational problems

Level I: focus on the child Level II: focus on the teacher Level III: focus on the system

to change: - client's behavior - consultee's behavior AND/OR - organizations

- cannot take responsibility for student behavior (avoid punitive approaches, use natural and logical consequences) - more involved with encouragement than with praise (effort more impt than outcome, separate actor from act) - cannot always prevent student failure - meet affective as well as cognitive needs of students

- understand the internal frame of reference of the client - determine the impact of client behavior on others to diagnose goals (attention, power, revenge, withdrawal) - question the client

1) Can the disabled child receive an education in the regular classroom with the use of supplemental AIDS and SERVICES? 2) IF NO to (1), determine whether the school district has MAINSTREAMED the child to the MAX EXTENT appropriate, including efforts to include the child in school programs with nondisabled students, such as music, art, lunch, and recess, whenever possible. (from Oberti v. Clementon, 1993)

1) has the school made reasonable EFFORTS TO MAINSTREAM? 2) educational BENEFITS available to the student in the gen ed classroom? 3) possible NEGATIVE effects of student's presence on the education of other student s in the classroom? (from Oberti v. Clementon, 1993)

- Contrast to Larry P. - %age of minorities in SPED CAN exceed %age in population IF appropriate and proper steps for placement are followed - overrepresentation is not discriminatory, absent any clear, persuasive evidence that minority students were treated differently from other students in the referral, preplacement evaluation, placement, programming, annual review, and reevaluation phases of classification and placement.

-Ruled in favor of school that suspended faculty member for delaying report of child abuse by another faculty member.