THE COMPREHENSIVE LEP SET

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THEORY: cattle's theory 1963

fluid intelligence=adaptation to new situations, heredity, sequential reasoning, induction, qualitative reasoning, culture-fair crystallized=from environment, acquired knowledge, reading comprehension, decoding, spelling, language

XXX ETHICS: Ethics of Care

-Level One is the Orientation to Personal Survival -Transition One links Personal Selfishness to Responsibility Toward Other -Level Two encompasses Goodness as Self-Sacrifice -Transition Two is the shift from Goodness to Reality -Level Three is the Morality of Nonviolent Responsibility

QUESTION: intervention:Challenges of collaboration ( and strategies to address them) ..

-Time( keep meetings focused, and at a good time for all) -impaired relationships ( look for areas of agreement, avoid judgement, no "turf" issues) -communication (keep open lines of comm., encourage informal comm., talk about differences) -divergent perspectives ( define goals, promote shared understanding of participants' rights, roles and responsibilities) -systematic variables ( involve upper management early, advocate for financial resources to support it)

INTERVENTION: recommendations working with diverse pop.

-assume that family's class, culture, religious, political backgrounds influence how members view problems -assume positive awareness of one's culture, like positive connection to family, contributes to mental health and well-being -assume negative feelings or lack of awareness of one's cultural heritage may reflect oppression or traumatic experiences that have led to suppression of one's history -assume no one can fully understand another's culture cut curiosity, humility, and awareness of one's own cultural values and hx will contribute to sensitive assessments

ASSESSMENT PERSONALITY: Sometimes the target response is reinforced and sometimes it is not reinforcedITY: Personality inventory for Children PIC

-evaluate the emotional, behavioral, cognitive, and interpersonal adjustment of children and adolescents between the ages of 5 and 19.

INTERVENTION: Benefits of collaboration ...

-increase communication and collaboration among school personnel -increased ownership and commitment to program goals -understanding of the complexity of a situation -increased range of generated solutions -successful implementation of innovation and change

THEORY: das, naglieri, kirby's PASS

-planning=cognitive control, knowledge, intentionality, and self-regulation -attention=focused cognitive activity -simultaneous processing=perception of stimuli as a whole, integrate words into meaningful idea -successive processing= decision making based on sequential information

ETHICS: techniques to explain confidentiality to clients.

-present confidentiality information on consent form, discuss directly with child in way they understand, discuss with parents, discuss confidentiality when issues of abuse comes up.

THEORY: irrational beliefs

1) Absolute thinking 2) Overgeneralization 3) Catastrophizing 4) Personal worthlessness 5) Sense of duty

THEORY: Steps in Problem-Solving Therapy

1) Adopt a problem-solving orientation 2) Defining the problem 3) Setting goals 4) Generation alternative solutions 5) Choosing the best solution 6) Implementing the solution 7) Evaluating the effectiveness of the chosen solution

Two forces that will continue to have a major impact on the evolution of school psychology

1) Changing social conditions or challenges ( ie. changing levels of diversity) 2) Evolving legal aspects of education and psychology

ASSESSMENTS ADAPTIVE: 5 areas measured by the Vineland

1) Communication 2) Daily Living Skills 3) Socialization 4) Motor Skills 5) Maladaptive Behavior Index

THEORY: MEICHENBAUM: Phases of Stress Inoculation Training

1) Conceptualization 2) Coping skills acquisition 3) Application Meichenbaum; acquiring coping skills and then practicing using them while being exposed to stressors

THERAPY: What is the Ohio intervention-based assessment team consultation (IBA)?

1) Define student learning or behavior problem in specific, behavioral terms 2) Gather objective baseline data from natural setting 3) Identify specific goal 4) Use baseline data to define one or more possible causes of the problem 5) Create systematic, step by step intervention plan designed to address causes 6) Keep records during intervention to demonstrate implemented as planned 7) Continue to gather data on student during intervention 8) Compare post-intervention student performance to baseline data to determine if improvement has occurred and goal met **Heavy emphasis on importance of intervention)

THEORY: personality Five big dimensions

1) Extraversion 2) Agreeableness 3) Conscientiousness 4) Neuroticism 5) Openness

INTERVENTION Steps in Information Processing

1) Perception and Attention 2) Memory 3) Problem Solving

INTERVENTION: Differentiated Instruction

1) Proactive 2) Qualitative 3) Rooted in assessment 4) Provides multiple approaches to content, process, and product 5) Student centered 6) Blend of whole-class, group, and individual instruction 7) Organic and dynamic Teaching that takes into account students' abilities, prior knowledge, and challenges so that instruction matches not only the subject being taught but also students' needs.

LAW: 6 areas where ADA guarantees equal opportunity to individuals with disabilities

1. Employment 2. Public services 3. Transportation 4. State and local government services 5. Recreation 6. Telecommunications

THEORY: assessment

1.developmental=interplay between genetic disposition and environmental influences follows a definite, nonrandom form and direction 2.normative-developmental=extension of developmental theory that incorporates changes in the children's cognitions, affect, and behavior in relation to normative group 3.cognitive-behavioral=cognitions and the environment as major determinants of emotion and behavior 4. family-systems=structure and dynamics of family as determinants of childs bx

THEORY: Robert Yerkes

187601956; Field: intelligence, comparative; Contributions: social behavior of gorillas/chimps, Yerkes-Dodson law-level of arousal as related to performance

THEORY: Lewis Terman

1877-1956; Field: testing; Contributions: revised Binet's IQ test and established norms for American children

THEORY: ROBERT sternberg's theory of intelligence

3 components= componential dimension, experiential dimension, contextual dimension

THEORY FREUD: Latent Period

6-puberty; libido interests are suppressed and they become concerned with peer relationships, hobbies, and other interests

THEORY: Maria Montessori.

A constructivist or "discovery" model, where students learn concepts from working with materials, rather than by direct instruction, characterized by an emphasis on independence, freedom within limits, and respect for a child's natural psychological, physical, and social development.

Ethnography

A descriptive approach to research that focuses on life within a group and tries to understand the meaning of events to the people involved.

DISORDER: Fragile X

A family of genetic conditions, which can impact individuals and families in various ways. These genetic conditions are related in that they are all caused by gene changes in the same gene, called the FMR1 gene. The syndrome is the most common cause of inherited mental impairment. This impairment can range from learning disabilities to more severe cognitive or intellectual disabilities (MR). FXS is the most common known cause of autism or "autistic-like" behaviors. Symptoms also can include characteristic physical and behavioral features and delays in speech and language development. (def. from fragilex.org)

THEORY: OPERARANT CONDITIONING

A form of learning in which a voluntary response is strengthened or weakened by its association with positive or negative consequences. Generally, responses in operant conditioning are complex and not reflexive. Associations between a response and its consequences. A learning process in which a behavior becomes associated with a consequence. As a result of this the consequence influences the probability of that behavior occuring again

ASSESSMENT:Average

A general term applied to the various measures of central tendency. The three most widely used averages are the mean, the median, and the mode.

BEHAVIOR: Operant Conditing

A learning process in which a behavior becomes associated with a consequence. As a result of this the consequence influences the probability of that behavior occuring again. Associations between a response and its consequences

LAW: DISPLAY OF LICENSE

A licensee shall display his or her license in a conspicuous place in the licensee's primary place of practice.

ASSESSMENT: effect size

A measure of the degree or magnitude of a result, independent of sample size (uses means and standard deviations) Example: Cohen's d

QUESTION 59. What type of data is most likely to be used to evaluate the effects of an academic intervention developed through consultation? A. Curriculum-based measurement (CBM) B. IQ test scores C. Behavior Assessment System for ChildrenTM, Second Edition (BASC-2TM) results D. Indicators of learning styles

A. CBM

QUESTION 42. Which of the following represents a universal intervention strategy used to prevent violent and destructive behavior in school? A. Effective academic instruction B. Wraparound services C. Individual counseling for externalizing behaviors D. Contingency contracts

A. Effective academic instruction

QUESTION9. Competence enhancement approaches are very effective for preventing substance abuse in schools because they A. Teach generic skills for coping with life B. provide adolescents with organized activities C. use fear arousal techniques D. use resistance skill training

A. Teach generic skills for coping with life

DISORDER: Comorbidity disorders with OPPOSITIONAL DEFIANT DISORDER

ADHD, CD, mood disorders, anxiety

ASSESSMENT: Semistructured Interview

Allow the interviewer slightly more leeway in questioning and typically consists of open-ended as well as structure questions

BRAIN: Broca's Aphasia

An IMPAIREMENT OF LANGUAGE associated with damage to the Broca's area of the brain, which is part of brain responsible for language production, demonstrated by the impairment in producing understandable speech.

ASSESSMENT: zero-order correlation?

Another term for Pearson r, the correlation coefficient

ASSESSMENT COGNITIVE NEPSY® - Second Edition (NEPSY® - II)

Assess neuropsychological development in children ages 3-16 years in six functional domains (i.e., Attention and Executive Functions, Sensorimotor , Language, Visuospatial Functions , Learning and Memory and Social Perception.

regression discontinuity design

At baseline, find average line and use those above average as control group and below average as intervention group Complications: regression to the mean; ethical considerations (should those close to mean receive intervention?)

DISORDERS: Personality Disorders, Cluster C

Avoidant Personality Disorder Dependent Personality Disorder Obsessive-Compulsive Personality Disorder

QUESTION 135. Which of the following statements about the Kaufman Brief Intelligence TestTM, Second Edition (KBIT-2TM) is most accurate? A. It does not have satisfactory reliability and validity. B. It is not an effective screening measure of verbal and nonverbal abilities. C. It should not be substituted for a comprehensive measure of intellectual abilities. D. It is an acceptable substitute for a comprehensive measure of intellectual abilities.

C. It should not be substituted for a comprehensive measure of intellectual abilities.

QUESTION 93. According to family systems theory, as students become more differentiated or separated from other family members, they become A. more susceptible to threats to self-esteem B. more defensive of maladaptive family beliefs and characteristics C. less vulnerable to stress from family and peer situations D. less responsible for their own behavior

C. less vulnerable to stress from family and peer situations *As students become more differentiated, they become more resilient to stress both from within the family and from outside sources.

CASE: Board of Education of the Hendrick Hudson Central School District vs. Rowley ("Rowley" 1982)

Case law: Public schools do not have to provide the best education but an adequate education. (school do not have to provide a cadillac education, but a Ford is required)

DISORDER: Apraxia

Characterized by loss of the ability to execute or carry out learned purposeful movements, despite having the desire and the physical ability to perform the movements.It is caused by damage to specific areas of the cerebrum.

DELETE

ETHICS: Holder of the Privilege

Client,Parent,Guardian, or Conservator if client is under 19 years if age, Parent is the holder of privilege, unless chemically dependent.

QUESTION: Which of the following is the most commonly used form of mental health consultation

Client-centered case consultation • (Case centered in behavioral)

THEORY Self Dialogue (self-talk)

Cognitive approach to change behavior. Vital to understand what a student is saying before, during, & after an undesirable act. Changing self talk can change behavior.

ASSESSMENT:T-test

Compares two groups for significant difference. TWO or more means are significantly different selected probability level (0.05)

INTERVENTION: What model of consultation involves simultaneously working with a childs teacher and parent?

Conjoint behavioral consultation

BEHAVIOR: Context->Behavior->Consequence

Consequences serve to strenghten or weaken the "box-lever" connection

BRAIN: Hypothalamus

Considered "thermostat" of the brain. Influences: sleep, hunger, primary emotions, sex. Associated w/ homeostasis

ASSESMENT: Ecological Perspective

Considers variables external to the student as worthy of study and intervention (student engagement, instructional lesson, teacher behaviors)

DISORDER PROCESSING: Developmental Articulation Disorder

Consistent failure to use developmentally expected speech sounds, not due to a pervasive developmental disorder, MR, hearing defect, speech mechanics or a neurological disorder.

INTERVENTION centered administrative consultation

Consultant will assess current program and recommended actions to resolve difficulties

ASSESSMENT COGNITIVE: sources of cultural bias in intelligence tests include:

Content that is differentially accessible to children of different groups The small number of ethnic minorities in the normative sample due to proportionate sampling Intimidation and communication factors arising from the backgrounds of examiners vs. examinees The inequitable social/educational consequences of using tests in groups who are already at a disadvantage

School Psychologist's responsibility

THEORY: Thorndike's Law of Effect

Correct responses after trial and errors become "stamped in" when receive satisfying effect

QUESTION 139. Elementary school staff are concerned about bullying on the campus, on the school buses, and while children are waiting for school buses. To reduce the amount of bullying in these areas, the school staff should target intervention with A. parents B. bullies C. victims D. bystanders

D. Bystandars

QUESTION 3. Within a multimethod model of assessment, child interviews are most helpful for which purpose? A. Incorporating a strength-based perspective B. Meeting legal guidelines for a comprehensive assessment C. Providing an accurate timeline of when the problem began and how it has changed over time D. Establishing rapport and to better understand the child's perspective on the issue

D. Establishing rapport and to better understand the child's perspective on the issue

QUESTION 50. Assessments that evaluate each student in relation to a reference group, usually composed of students of the same age and gender, are known as which of the following kinds of instruments? A. Developmental B. Adaptive C. Functional-behavioral D. Normative-developmental

D. Normative-developmental

QUESTION 11. All of the following are challenges that a school psychologist faces when assessing infants and toddlers EXCEPT A. getting children to follow structured assessment protocols B. having children stay on task for long periods of time C. evaluating children who are unfamiliar with the assessing school psychologist D. establishing behavioral objectives appropriate for such young ages

D. establishing behavioral objectives appropriate for such young ages

ASSESSMENT: Empirical Evidence

Data that you can measure/observe (can be quantified or qualified)

MEMORY: Two Types of Long-term memory

Declarative or explicit memory, Nondeclarative or implicit memory.

DISORDER: Aphasia

Deficits in communication specifically receptive and expressive language difficulty.

THEORY: LEV VYGOTSKIAN Sociocultural theory

Emphasizes role in development of cooperative dialogues between children and more knowledgeable members of society. Children learn the culture of their community (ways of thinking and behaving) through these interactions. Vygotskian Theory; development relies heavily on the interaction between more knowledgeable and less experienced individuals. 1896-1934; Field: child development; Contributions: investigated how culture & interpersonal communication guide development, zone of proximal development; play research

DISORDER ELIMINATION DISORDER

Enuresis Encopresis

ETHICS: Responsibility

Ethical Principle: Accept responsibility, maximize benefit, and do no harm

THEORY FREUD: Electra Complex

Feelings of wanting to possess the father and replace the mother

THEORY FREUD: Oedipus Complex

Feelings of wanting to possess the mother and wanting to replace the father

THEORY: HUMAN DEVELOPMENT

Focus on personal growth & stages of development from birth to adult

DISORDER: Deafness

Hearing impairment so severe that a child is impaired in processing linguistic information trough hearing, with or without

ASSESSMENT:Culturally Reduced Tests

MAT, Raven's, Digit Span Memory, and Mazes are less dependent on exposure to specific language symbols.

Ipsative Test

Measures something within a person rather than comparing that person with other people

ASSESSMENT PERSONALITY: Sixteen Personality Factor Questionnaire

Personality assessment based on Cattell's theory of 16 factors of personality.The 16PF Global Factors, which help to show the degree of relationships among the 16 Primary Factors, are: Extraversion Tough-Mindedness Self-Control Anxiety Independence

LAW: Zero tolerance

Predetermined, typically harsh consequences or punishments for a wide degree of rule violation. EX: WEAPONS & DRUGS

DELETE

Process of focusing on stimuli or shifting the focus as required by the learning of functioning situation. This process occurs repeatedly during activity and affects all academic areas.

THEORY: Consultative Deficit Hypothesis=

Progressive decline w/age in the measured intelligence or scholastic achievement scores of culturally or socially disadvantaged children. Deprived of enriching experiences.

ASSESSMENT BEHAVIOR: Rorschach Inkblot Test

Projective test based on inkblots and has low psychometric reliability

ASSESSMENT: applied research

Research conducted in a natural setting (umbrella term); includes all longitudinal Used for generating solutions to immediate problems

ETHICS NASP: III.1 Accurate Presentation of Professional Qualifications

School psychs accurately identify their professional qualifications to others. Competency/education/training/experience/certification/licensing credentials accurately represented, correct any misperceptions

THEORY: ERIK ERIKSON STAGE 6 Intimacy vs. Isolation 19 to 40 years

Stage 6 - Intimacy vs. Isolation Young Adulthood - 19 to 40 years. Young adults need to form intimate, loving relationships with other people. Success leads to strong relationships, while failure results in loneliness and isolation. Must develop intimate relationships or suffer isolation. -Positive resolution: ability to self-disclose with another person. -Primary event: loving relationships -Psychosocial strength: love

THEORY: Informal Cooperative Learning

Students work together to achieve a joint learning goal in temporary, ad-hoc groups

ETHICS: Confidentiality

The obligation to never reveal information obtained in the assessment, or any professional interaction, and without specific consent from the client. A client 16 years or older is entitled to the same confidential relationship as an adult client. Restrictions on the release of information.

INTERVENTION: client centered case consultation

To help the consultee find the most effective treatment for the client

QUESTION: True or false: an underlying assumption of organizational consultation is that how something is done can be as important as what is done

True

GIFTED STUDENTS: Learning Disabilities & Emotional Problems

Two difficulties gifted and talented children often have

High Quality Instruction

Underlying assumption: all students receiving 90 minutes+ or reading instruction in addition to math & science by highly qualified teachers that differentiate instruction to accommodate a variety of students

ASSESSMENT: T-Score

Used when evaluating the emotional state of a student. If the student has a HIGH score, then they could be in danger of having depression. 40-60 T-scores are used in many behavioral assessments. A standard T-score is 40-60 because there is a standard deviation of 10. The mean is 50.

THEORY: LEV VYTGOTSKY Sociocultural theory

Vygotskian Theory; development relies heavily on the interaction between more knowledgeable and less experienced individuals. emphasizes the role in development of cooperative dialogues b/w children and more knowledgeable members of society; children learn the culture of their community (ways of thinking and behaving) through these interactions (Vygotsky). Your culture affects what you know.

ASSESSMENT: alternative assessment

comes from dissatisfaction of standardized testing procedures, (ecological assessments, portfolio assessments, work samples)

The past of school psychology ( 20th century)

- Characterized by the medical model - dominated by the refer-test-place model

DISORDER ANXIETY DISORDER: selective mutism

- Child doesn't talk in at least one specific social setting causing social and educational difficulties - Child may have nonverbal interactions persistent failure to speak in specific social situations where speaking is expected, despite speaking in other situations.

DISORDER: TRAUMATIC BRAIN INJURY TBI

- Deficits following the injury include: decline in general academic functioning, cognitive flexibility, memory and verbal fluency - May also have emotional lability, personality changes, and concentration problems - Executive functioning deficits common: organization, planning, shifting, Gsm, inhibiting behavior, emotional control, initiating a task, monitoring a behavior. Applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition, language, memory, attention, reasoning, abstract thinking, judgment, problem-solving, sensory, perceptual, and motor abilities, psychosocial behavior, physical functions, information processing, and speech

LAW IDEA: 3 things states have to do to receive funds from IDEA

- Developed a plan to ensure that every child with disabilities receives special education and related services in conformance with an IEP - Use nondiscriminatory testing and evaluation procedures - Provide the least restrictive environment possible

DISORDER: Separation Anxiety

- Developmentally inappropriate excessive anxiety when separated from a caregiver or when separation is imminent, unrealistic worry about safety of love ones - Sleep disturbance, homesickness, somatic complaints - School avoidance or refusal excessive anxiety (beyond developmental level) concerning separation from home or those whom child is attached

THEORY: The future of school psychology ( 21st century )

- Ecological model -response to intervention model

LAW: What 3 laws were amended to become IDEA-2004?

- Elementary and Secondary Education Act of 1965 - Education Amendments of 1974 - Education of All Handicapped Children Act of 1975, 1990 - IDEA-1997

DISORDER: Social Phobia

- Phobic reaction is elicited by interpersonal stimuli - Feelings of embarrassment, humiliation, afraid of looking stupid, crying, or withdrawal - Avoidance of performance in social situations Most common comorbid disorder with selective mutism

DISORDER: ADHD hyper and impulsive symptoms

- Six or more symptoms of hyperactivity-impulsivity for children up to age 16, or five or more for adolescents 17 and older and adults; • Several symptoms are present in two or more setting,PRIOR TO THE AGE OF 12 (e.g., at home, school or work; with friends or relatives; in other activities). -Symptoms of hyperactivity-impulsivity have been present for at least 6 months to an extent that is disruptive and inappropriate for the person's developmental level: 1.Often fidgets with or taps hands or feet, or squirms in seat. 2.Often leaves seat in situations when remaining seated is expected. 3.Often runs about or climbs in situations where it is not appropriate (adolescents or adults may be limited to feeling restless). 4.Often unable to play or take part in leisure activities quietly. 5.Is often "on the go" acting as if "driven by a motor". 6.Often talks excessively. 7.Often blurts out an answer before a question has been completed. 8.Often has trouble waiting his/her turn. 9.Often interrupts or intrudes on others (e.g., butts into conversations or games)

INTERVENTION: Natural variations within children to keep in mind when implementing prevention and intervention services:

- children learn and develop at different rates -developmental progress varies over time & across domains ( even within individual students) -individuals respond differently to interventions * we need to monitor outcomes & be responsive by adapting intervention to meet individual needs*

ASSESSMENT: arguments against IQ test for diverse pop.

-IQ tests have a cultural bias. -Norms are inappropriate. -lack of test taking skills. -whites depress the scores of minorities. -IQ scores lead to inadequate and inferior education.

ASSESSMENT: Contemporary Assessment Roles

-Linking assessment to intervention -Assessment in the context of the problem solving model -Criterion-referenced assessments & curriculum based assessments

INTERVENTION: Issues in Teaching Students with Mental Disabilities:

-Need individualized learning objectives. IEPs -Present material in small logical steps. -Practice and repetition are very important. -Students need to experience success and teachers need to remind them of their growth and progress.

INTERVENTION: principles of resilience

-Resilience is a heterogeneous, multilevel process that involves individual, family and community-level risk and protective factors. -Individual protective factors may include emotional self-regulation, self-efficacy and self-determination. -Family factors may include a close relationship with at least one caregiver and sibling attachment -Community factors may include a community's social assets such as schools, associations and sporting clubs, as well as feeling a sense of community connectedness -Determining how and which protective and risk processes are involved is imperative for designing effective interventions

ASSESSMENT: written expression areas of assessment

-conventions (capitalization, punctuation, formation) -sentence fluency (singular or plural nouns, variety of types of paragraphs) -word choices -idea development -organization -voice

INTERVENTION: Effective team meetings

-have an agenda and stick to it -have an effective "leader" to "run" meeting -avoid "admiring the problem" -clearly defined and agreed upon purpose -goal with measurable outcome -avoid "diffusion of responsibility" -at the end of the meeting everyone should know what is expected of each person, who is responsible for what and that they will be accountable

THEORY: Children with poor reading skills are at risk for:

-learning and behavior problems -dropouts -unemployment -involvement in the legal system

ASSESSMENT: arguments for IQ tests for diverse pop.

-scores are useful in evaluating present and future functioning. -useful in gaining access to special programs. -useful in evaluating programs and initiating interventions. -provide objective standard.

THEORY: consolation involves

-social influence -professional support -problem-solving model

BRAIN: Academic areas adversely affected by right side brain injury include...

...math, nonverbal communication, science, and note taking.

ASSESSMENT: Constancy of IQ correlates most highly with the combination of

1) Age of child at initial testing 2) Length of the interval between test and retest

DELETE

1) Analytic intelligence 2) Creative intelligence 3) Practical intelligence

INTERVENTION: CONSULTATION behavioral model of consultation

1) Contracting (making a plan) and problem identification (ABC) 2) Data collection and problem analysis 3) Intervention implementation (alter environment) 4) Evaluation **More efficient than mental health models** Strategies include: shaping; reinforcement; extinction; punishment; cues; chaining; generalization; Premack principle; fading; contingency contracts; rehearsal

THEORY: Information Processing Theory

1) Encoding and representation 2) Strategies 3) Automatization 4) Generalization

INTERVENTION: CONSULTATION Instructional Consultation

1) Entry and contracting (expectations and roles are defined, process of problem-solving described) 2) Problem identification and analysis (referral interview with teacher, observation, CBA) 3) Implementation of interventions (ongoing consultation) 4) Termination/leaving a written record

INTERVENTION: CONSULTATION MODEL

1) Entry into the system 2) Initiation of the consultation relationship 3) Assessment (through data gathering) 4) Problem definition, analysis, and goal setting 5) Strategy selection 6) Strategy implementation and monitoring 7) Evaluation 8) Termination

ASSESSMENT: Three major aspects of hopelessness measured by the BHS

1) Feeling about the future 2) Loss of motivation 3) Expectations

BEHAVIOR: Functional ANALYSIS /BEHAVIORAL ASSESSMENT (FBA/FAA)

1) Identify and define the behavior of concern 2) Identify antecedents of the target behavior 3) Obtain initial information on the possible function of the target behavior 4) Identify behaviors that can be substituted for the target behavior

THEORY: Marcia's 4 Status for Adolescent Identity:

1) Identity Achievement: after considering realistic options, the individual has made choices and it pursuing them. 2) Identity Foreclosure: adolescents who do not experiment with different options, yet commit to the goals, values, and lifestyles of others. 3) Identity Diffusion: when adolescents make no decisions about who they are or what they want to do in life. 4) Identity Moratorium (identity crisis): in the midst of struggling with choices.

ASSESSMENT PERSONALITY: 5 major dimensions of personality measured by the NEO Personality Inventory-3

1) Neuroticism 2) Extraversion 3) Openness to experience 4) Agreeableness 5) Conscientiousness

BEHAVIOR: 3 functions of behavior within the FBA framework

1) Obtaining attention or access to desired activities or tangibles for engaging in a certain behavior 2) Engaging or avoiding an aversive task 3) Sensory stimulation

DISORDER: "Developmental Delay" can be in one or more of the following areas:

1) Physical development 2) Cognitive development 3) Communication development 4) Social or emotional development 5) Adaptive development

THEORY: PASS Theory

1) Planning 2) Attention 3) Simultaneous 4) Successive

THEORY: Gagne's Learning Hierachy

1) Preinstructional Phase 2) Instructional Phase 3) Postinstructional Phase

INTERVENTION: CONSULTATION Direct Behavioral Consultation

1) Problem identification (includes interviewing consultee, observing client, modeling data collection, and coaching consultee) 2) Problem analysis (includes modeling and coaching consultee) 3) Plan implementation and evaluation (includes modeling and coaching consultee, designing and monitoring data collection, modification if needed, planning for end)

INTERVENTION: 6 reasons for a behavioral deficit

1) Student does not want to perform the task 2) Student gets something as a result of not performing the task 3) Work is being presented at a level that is too difficult for the student 4) Student has not been provided enough assistance to acquire the skill 5) Student has not been given sufficient time or practice with the skills to do it fluently 6) Work is being presented in a way that is different from the way the student has

INTERVENTIONS: consultation GOALS

1) To help make responsive educational and psychological services available to all children 2) To directly address environmental variables related to problems 3) To create a more efficient form of service 4) To benefit a larger number of students

LEPs that are dual setting practitioners recognize the potential for conflicts of interests between their two roles and take what steps to avoid such conflicts?

1) inform parents of services available at no cost from the schools prior to offering such services for remuneration 2)may not offer or provide private practice services to a student or family of a school or special school program where the practitioner is currently assigned 3) may not offer or provide an independent evaluation for a student where the practitioner is employed 4) do not use tests, materials, equipment, facilities, secretarial assistance, or other services belonging to the public sector employer unless approved in advance by the employer 5) conduct all private practice outside of the hours of contracted public employment

ETHICS: LEPs that are dual setting practitioners recognize the potential for conflicts of interests between their two roles and take what steps to avoid such conflicts?

DISORDER ELIMINATION DISORDERS: Encopresis

1, Patient's chronological age must be at least 4 years; 2, A repeated passage of feces into inappropriate places, e.g., clothing or floor. This can be either intentional or involuntary; 3. At least one such event must occur every month for at least 3 months; 4. The behavior is not attributable to the effects of a substance, e.g., laxative, or another medical condition, with the exception of a mechanism involving constipation.

THEORY FREUD: Each psychosexual stage has three main parts:

1. A physical focus: where the child's energy is concentrated and their gratification obtained. 2. A psychological theme: this is related to both the physical focus and the demands being made on the child by the outside world as he/she develops. For each stage, there can be two extremes in psychological reaction - either doing too much or not enough of what is ideal. 3. An adult character type: in the first three stages this adult character type is one that is related to being fixated or stuck at that stage. If a person doesn't resolve the psychological issues that arise at that stage they will always have problems relating to those issues.

THEORY: Freuds-3 psychosexual stages

1. A physical focus: where the child's energy is concentrated and their gratification obtained. 2.Each psychosexual stage has three main parts: A psychological theme: this is related to both the physical focus and the demands being made on the child by the outside world as he/she develops. For each stage, there can be two extremes in psychological reaction - either doing too much or not enough of what is ideal. 3.Each psychosexual stage has three main parts: An adult character type: in the first three stages this adult character type is one that is related to being fixated or stuck at that stage. If a person doesn't resolve the psychological issues that arise at that stage they will always have problems relating to those issues.

DISORDER: The 13 IDEA disability categories

1. Autism 2. Deaf-blindness 3. Deafness 4. Emotional disturbance 5. Hearing impairment 6. Mental retardation 7. Multiple disabilities 8. Orthopedic impairment 9. Other health impairment 10. Specific learning disability 11. Speech or language impairment 12. Traumatic brain injury 13. Visual impairment

INTERVENTION: Four types of Mental Health Model consultation

1. Client centered case consultation 2. Program centered administrative consultation 3. Consultee case-centered consultation 4. Consultee centered administrative consultation 1. CLIENT CENTERED CASE CONSULTATION: The consultant functions as a specialist who assesses the client, makes a diagnosis, and makes recommendations as to how the consultee (often a teacher) might modify his or her dealings with the client (often a student). Focuses on developing a plan that will help a specific client. The primary goal is to advise the consultee regarding treatment and to develop a plan to deal with the client's difficulties. Usually the consultant meets with the consultee's client to help diagnose a problem. The consultant is responsible for assessing problem and prescribing course of action. Implementation of the consultant's recommendations is the responsibility of the consultee 2. PROGRAM CENTERED ADMINISTRATIVE CONSULTATION: This is similar to client-centered case consultation because the consultant is viewed as a specialist who is called in to study a problem and provide a set of recommendations for dealing with a problem Difference - The consultant is concerned with problems surrounding the development of a new program or some aspect of organizational functioning. Usually very rapid-paced and over quickly 3. CONSULTEE-CASE CENTERED CONSULTATION: This type of consultation is most closely identified with Caplan. Like the client-centered consultation, this is concerned with difficulties a consultee encounters with a particular client for whom he or she has responsibility. Primary goal is to remediate the shortcomings in the consultee's professional functioning that are responsible for difficulties, with client improvement a secondary goal. Thus, there is little or no direct assessment of the client CONSULTEE CENTERED ADMINISTRATIVE CONSULTATION: Goal is to improve the professional functioning of members of an administrative staff. The consultant agrees to work with the organization on a long-term basis.

QUESTIONS: WHAT ARE THE 2 main conclusions of Aptitude Treatment Interaction

1. Highly structured instructional environments tend to be most successful with students of lower ability; conversely, low structure environments may result in better learning for high ability students 2. Anxious or conforming students tend to learn better in highly structures instructional environments; non-anxious or independent students tend to prefer low structure

INTERVENTION: 4 sources of consultee difficulty

1. Lack of knowledge 2. Lack of skill 3. Lack of confidence 4. Lack of objectivity

LAW IEP: 7 SLD categories

1. Oral expression 2. Listening comprehension 3. Written expression 4. Basic reading skill 5. Reading comprehension 6. Mathematics calculation 7. Mathematics reasoning

INTERVENTION: 5 strategies identified by DOE available for ADHD

1. Providing a structured learning environment 2. Repeating and simplifying instructions about in-class and homework assignments 3. Supplementing verbal instructions with visual instructions 4. Using behavioral management techniques 5. Adjusting class schedules

DISORDER FEEDING AND EATING DISORDER: Binge Eating Behaviors

1. Recurrent episodes of binge eating. 2. Recurrent inappropriate compensatory behavior in order to prevent weight gain (vomiting, laxatives, etc.) 3. Binge eating and inappropriate behaviors both occur, on average, at least twice a week for three months. 4. Self evaluation is unduly influenced by body shape and weight. 5. The disturbance does not occur exclusively during episodes of Anorexia Nervosa.

DISORDER FEEDING AND EATING DISORDER: Anorexia Nevosa

1. Refusal to maintain body weight at or above minimally normal weight for age and height. 2. Intense fear of gaining weight or becoming fat, even though underweight 3. Disturbance in a way in which one's body weight or shape is experienced, undue influence of body weight or shape on self-evaluation, or denial of the seriousness of the current low body weight. - Doesn't maintain minimum body weight - Despite being severely underweight, they have an intense fear of weight gain and have different body dysmorphic focuses - May over exercise, take laxative

DISORDER ELIMINATION DISORDER: Enuresis

1. Repeated voiding of urine into bed or clothes (whether involuntary or intentional) 2. Behavior must be clinically significant as manifested by either a frequency of twice a week for at least 3 consecutive months or the presence of clinically significant distress or impairment in social, academic (occupational), or other important areas of functioning. 3. Chronological age is at least 5 years of age (or equivalent developmental level). 4. The behavior is not due exclusively to the direct physiological effect of a substance (such as a diuretic, antipsychotic or SSRI) or to incontinence uncured as a result of polyuria or during loss of consciousness.

INTERVENTION: study skills assessment checklist

1.affective considerations (student understands they have control over outcomes, lack of motivation) 2. metacognition (plan for learning, knowledge about their own strengths and weaknesses) 3. cognitive strategies (organization, listening skills, note-taking, reading, math and science, reporting, test-taking habits)

INTERVENTION: how to develop interventions (sattler)

1.rely on the assessment findings 2.consider factors at school that may interfere with child's ability to learn 3. your somewhat guided by what services the district has available, but don't let limitations of district prevent a needed intervention (consider outside resources) 4. apply relevant information from different fields (school psych, ed. psych, clinical psych, abnormal psych, behaviorism, special ed.)

ASSESSMENT BEHAVIOR: Thematic Apperception Test (TAT)

10+ and older. It is a projective measure in which a subject will project his current feelings and issues unto ten, examiner chosen, ambiguous pictures. These pictures are designed to stimulate descriptions about relationships and social situations. The subject will describe his personal feelings on these themes, and the examiner will look for recurrent drives, emotions, conflicts, and complexes projected. there are 2 ways to score Nomothetic= interpretation refers to the practice of establishing norms for answers from subjects in specific age, gender, racial, or educational level groups and then measuring a given subject's responses against those norms. Idiographic =interpretation refers to evaluating the unique features of the subject's view of the world and relationships. Most agree better suited for idiographic.

ASSESSMENT COGNITIVE NONVERBAL Raven's Advanced Progressive Matrices (APM)

12-16+ Age. Raven's APM measures high-level observation skills, clear thinking ability, and intellectual capacity. This untimed test is designed to differentiate between people at the high end of intellectual ability.

DELETE

17% have OPTIMAL HEALTH. 25% have MENTAL ILLNESS. 58% has SOME DEGREE of "mental illness."

ASSESSMENT BEHAVIOR Beck Hopelessness Scale (BHS)

17-80

ASSESSMENT BEHAVIOR: Beck Anxiety Inventory (BAI)

17-80

THEORY: Charles Darwin

1809-1882; Field: geology, biology; Contributions: transmutation of species, natural selection, evolution by common descent; Studies: "The Origin of Species" catalogs his voyage on the Beagle

THEORY: William James

1842-1910; Field: functionalism; Contributions: studied how humans use perception to function in our environment; Studies: Pragmatism, The Meaning of Truth

THEORY: Karl Wernicke

1848-1905; Field: perception; Contributions: area of left temporal lobe involved language understanding; Studies: person damaged in this area uses correct words but they do not make sense

THEORY: Sigmund Freud

1856-1939; Field: psychoanalytic, personality; Contributions: id/ego/superego, reality and pleasure principles, ego ideal, defense mechanisms (expanded by Anna Freud), psychoanalysis, transference. Psychosexual development.

THEORY: Alfred Binet

1857-1911; Field: testing; Contributions: general IQ tests, designed test to identify slow learners in need of remediation-not applicable in the U.S. because too culture-bound (French). Created first intelligence test

THEORY: Alfred Adler

1870-1937; Field: neo-Freudian, psychodynamic; Contributions: basic mistakes, style of life, inferiority/superiority complexes, childhood influences personality formation; Studies: Birth Order. Individual/person centered psychology & importance of birth order. notion of "Life Tasks" is that all humans must face and solve certain problems universal to human life, including the tasks of friendship, work and intimacy. Individual/person centered psychology & importance of birth order. notion of "Life Tasks" is that all humans must face and solve certain problems universal to human life, including the tasks of friendship, work and intimacy.

THEORY: Edward L. Thorndike

1874-1949; Field: behaviorism; Contributions: Law of Effect-relationship between behavior and consequence; Studies: Law of Effect with cats. Founding father of BEHAVIORISM Behavior is dependent on the response to a stimulus in the environment Law of Effect B.F. Skinner was a student of Thorndike. Scientist that first demonstrated the power of changing behavior by manipulating the consequences of that behavior. THORNDIKE INTELLIGENT: Abstract intelligence is associated with verbal and mathematical symbols Mechanical intelligence is a student's ability to use objects in a major way. Social intelligence deals with interaction between people

THEORY: John B Watson

1878-1958; Field: behaviorism; Contributions: generalization-inductive reasoning, emphasis on external behaviors of people and their reactions on a given situation; Studies: Little Albert

THEORY: Hermann Rorschach

1884-1922; Field: personality, psychoanalysis; Contributions: developed one of the first projective tests, the Inkblot test which consists of 10 standardized inkblots where the subject tells a story, the observer then derives aspects of the personality from the subject's commentary

THEORY: Karen Horney

1885-1952; Field: neo-Freudian, psychodynamic; Contributions: criticized Freud, stated that personality is molded by current fears and impulses, rather than being determined solely by childhood experiences and instincts, neurotic trends

THEORY: Kurt Lewin

1890-1947; Field: social psychology; Contributions: German refugee who escaped Nazis, proved the democratic style of leadership is the most productive; Studies: Leadership syles-studied effects of 3 leadership styles on children completing activities

THEORY: Ivan Pavlov

1891-1951; Field: Gastroenterology; Contributions: developed foundation for classical conditioning, discovered that a UCS naturally elicits a reflexive behavior; Studies: dog salivation Scientist that systematically studied how we form associations between stimuli (classical conditioning)

THEORY: Henry Murray

1893-1988; Field: intelligence, testing; Contributions: devised the Thematic Apperception Test (TAT) with Christina Morgan, stated that the need to achieve varied in strength in different people and influenced their tendency to approach and evaluate their own performances

THEORY: Anna Freud

1895-1982; Field: psychoanalysis; Contributions: focused on child psychoanalysis, fully developed defense mechanisms, emphasized importance of the ego and its constant struggle

THEORY: Jean Piaget

1896-1980; Field: cognition; Contributions: created a 4-stage theory of cognitive development, said that two basic processes work in tandem to achieve cognitive growth (assimilation and accommodation). Cognitive Developmental Theory (how the human being thinks)

THEORY: Raymond Cattell

1905-1998; Field: intelligence; Contributions: fluid & crystal intelligence; 3 domains of personality sphere (personality, ability, & motivation), 16 Personality Factors (personality test)

THEORY: Abraham Maslow

1908-1970; Field: humanism; Contributions: hierarchy of needs-needs at a lower level dominate an individual's motivation as long as they are unsatisfied, self-actualization, transcendence

THEORY: Mary Ainsworth

1913-1999; Field: development; Contributions: compared effects of maternal separation, devised patterns of attachment; Studies: The Strange Situation-observation of parent/child attachment"strange situation" The study involved observing children ages 12 - 18 months responding to a situation where they were left alone and then reunited with their mother

THEORY: ALBERT ELLIS ABC Theory & RET

1913-2007; Field: cognitive-behavioral; Contributions: Rational-Emotive Therapy (RET), focuses on altering client's patterns of irrational thinking to reduce maladaptive behavior and emotions. A theory based on the RET approach developed in 1955 by Albert Ellis, proposing that Activating events are not the cause of Consequences, but rather that a person's Beliefs are. American psychotherapist (1913 - 2007) who developed Rational Emotive Behavioral Therapy.According to REBT, it is largely our thinking about events that leads to emotional and behavioral upset. With an emphasis on the present, individuals are taught how to examine and challenge their unhelpful thinking which creates unhealthy emotions and self-defeating/self-sabotaging behaviors.

THEORY: Elizabeth Kübler-Ross

1926-2004; Field: development; Contributions: 5 stages the terminally ill go through when facing death (1. death, 2. anger/resentment, 3. bargaining with God, 4. depression, 5. acceptance)

THEORY: Noam Chomsky

1928-present; Field: language; Contributions: disagreed with Skinner about language acquisition, stated there is an infinite # of sentences in a language, humans have an inborn native ability to develop language

THEORY: Robert Rosenthal

1933-present; Field: social psychology; Contributions: focus on nonverbal communication, self-fulfilling prophecies; Studies: Pygmalion Effect-effect of teacher's expectations on students

THEORY; Carol Gilligan

1936-pres; Field: cognition; Contributions: maintained that Köhlberg's work was developed by only observing boys and overlooked potential differences between the habitual moral judgments of boys and girls; girls focus more on relationships than laws and principles. 3 STAGES OF FEMALE MORAL DEVELOPMENT: 1. The Selfish 2. Conventional Morality 3. Post-Conventional

THEORY: HOWARD Gardner

1943-present; Field: intelligence; Contributions: devised the theory of multiple intelligence (logical-mathematics, spatial, bodily-kinesthetic, intrapersonal, linguistic, musical, interpersonal, naturalistic). 9 types of intelligence-Verbal, mathematical, spatial, bodily-kinesthetic, Musical, Interpersonal, Intrapersonal, Naturalist, Existentialist. Theorist behind Multiple Intelligence

MEMORY: Encoding

1st step, The process of taking information in through your senses and translating it into a form that your brain can "write down" and store for later use. Encoding Processes include: Selective attention, Levels of processing, Elaboration, Mental Imagery

THEORY INTELLIGENCE: Cattell, Horn, Carol Theory of Intelligence

3 layers of intelligence, General, Broad, and Narrow. separated g into f and c, fluid and crystallized intelligence.

THEORY FREUD STAGE 3: Phallic Stage: 3.5 - 6 years (approx.)

3-6 years; primary focus is on the genitals, where they begin to discover the difference between males and females. Physical focus: penis. Freud believed that boys and girls both focused on the penis. Boys: why hasn't she got one? Girls: why haven't I got one? Children become particularly interested in playing with their genitals at this stage. Psychological theme: morality and sexuality identification and figuring out what it means to be a girl/boy. Children, according to Freud have sexual feelings for the opposite sexed parent at this stage (and deal with Oedipus / Electra complexes - basically erotic attachment to parent of opposite sex, but since these feelings are not socially acceptable, it may become hostility) and feel some hostility to same-sex parent. Boys experience castration anxiety and girls suffer penis envy. During this time emotional conflicts are resolved by eventually identifying with the same sex parent Adult character: promiscuous and amoral/ asexual and puritanical (Doctrine of opposites again)

ASSESSMENT COGNITIVE NONVERBAL: Raven's Coloured Progressive Matrices™ (CPM)

5 through 11 years, elderly persons, and mentally and physically impaired persons. Assess nonverbal abilities at three levels. It measures clear thinking ability.

THEORY: Guilford's model of intelligence

5 types of operations= cognition, memory, divergent thinking, convergent thinking, and evaluation

ASSESSMENT COGNITIVE NONVERBAL: The Universal Nonverbal Intelligence Test-2ND EDITION (UNIT-2)

5-17.11 Age. It is designed to provide a fair assessment of intelligence for individuals who have speech, language, or hearing impairments; have different cultural or language backgrounds; or are verbally uncommunicative.

ASSESSMENT ACHIEVEMENT: Woodcock Reading Mastery Test- REVISED (WRMT-R)

5-75+ Word identification, work attack, work comprehension, and passage comprehension

ASSESSMENT PERSONALITY: Thematic Apperception Test (TAT)

5-79 AGES projective- 2 ways to score Nomothetic= interpretation refers to the practice of establishing norms for answers from subjects in specific age, gender, racial, or educational level groups and then measuring a given subject's responses against those norms.Idiographic =interpretation refers to evaluating the unique features of the subject's view of the world and relationships. Most agree better suited for idiographic.

ASSESSMENT LANGUAGE:Phonological Awareness Test (PAT-2)

5-9

ASSESSMENT COGNITIVE NONVERBAL: Test of Nonverbal Intelligence-3 (TONI3

6-89 yrs- problem solving and abstract reasoning, Standard scores, percentiles, and age-equiv.

ASSESSMENT COGNITIVE NONVERBAL: COMPREHENSIVE TEST OF NONVERBAL INTELLIGENCE (CTONI2)

6-89 yrs. Tests pictorial and geometric analogies, categories and sequences.

THEORY FREUD STAGE 4: Latency Stage: 6 years to puberty --> (approx.)

6-puberty; libido interests are suppressed and they become concerned with peer relationships, hobbies, and other interests The latency stage is the period of relative calm. The sexual and aggressive drives are less active and there is little in the way of psychosexual conflict.

BEHAVIOR: Behavior Intervention Plans (BIPS)

A BIP is a tool that can help to: Understand the meaning or function of behavior, Understand what may be causing the behavior to happen, Understand ways to change the environment to support the student's needs, and Plan how to teach the student appropriate behavior.

ETHICS: Four Broad Ethical Principles FOR LEP

A Code of Ethics includes both good practice and professional standards for conduct. The CASP Code of Ethics for LEPs provides guidelines in the following areas: 1) Professional competence (personal and professional limitations, professional growth, confidentiality, records, information shared) 2) Professional relationships and responsibilities (clients, parents, school and the community, interpersonal relations) 3) Professional practice in public settings (assessment, use of materials and computers, intervention, school-based research and evaluation, reporting data and conferencing results); and 4) Professional practice in private settings (district employment, service delivery, announcements/advertising, online counseling or telehealth).

THEORY JEAN Piaget STAGE 1 - Sensorimotor Stage (birth to 2 years)

A child comes into the world knowing almost nothing, but they have the potential that comes in the form of brain makeup reflexes eg. sucking and visual orienting innate tendencies to adapt to environment Infants use these potentials to explore and gain an understanding about themselves and the environment. They have a lack of object permanence, which means they have little or not ability to conceive things as existing outside their immediate vicinity. For example. When you place a barrier, such as a piece of wood in front of an object an infant will believe that the object is non existent. During the early stages, infants are only aware of what is immediately in front of them. They focus on what they see, what they are doing, and physical interactions with their immediate environment. -Develops object permanence, the idea that an object exists even when out of sight. -Begins to imitate others. -Child will move from reflex-only actions to goal directed actions. -Child can do reverse actions, but cannot think in reverse. -Most learning is done through the senses.

THERAPY: Rational Emotive Therapy

A cognitive Therapy based on Albert Ellis' theory that cognitions control our emotions and behaviors therefore, changing the way we think about things will affect the way we feel and the way we behave.

ASSESSMENT COGNITIVE DEVELOPMENTAL: Southern California Ordinal Scales of Development (SCOSD)

A complete Piagetian assessment for children. Age: Infant thru Adults. Especially useful for multi and severely handicapped children, developmentally delayed and Learning Disabled Children. It measures the following Scales: Cognition, Communication, Social-Affective Behavior, Practical Abilities, Fine Motor Abilities, and Gross Motor Abilities.

THEORY: Learned Helplessness

A condition that occurs after a period of negative consequences where the person begins to believe they have no control

MEMORY: Levels of Processing

A continuum of memory processing ranging from shallow processing to deep processing. Deep processing leads to better memory.Shallow-physical features are analyzed, Intermediate-recognition and labeling Deep-meaningful characteristics

ASSESSMENT:Central Tendency

A measure of the most typical or representative score in a distribution; the mean, mode, or median. estimate of center of a distribution- mean(most common), median(weeding out outliers), mode//. If the distribution is normal "bell-shaped", the mean, median, and mode are all equal

ASSESSMENT: Internal Consistency Reliability

A measure of whether similar questions on the same test are answered in the same way (ie. "I like to ride bikes" and "I like to go bike riding" should get the same answer)

ASSESSMENT: Participant Observation

A method for conducting descriptive research in which the researcher becomes a participant in the situation in order to better understand life in that group.

INTERVENTIONS: consultation

A method of providing preventively oriented psychological and educational services in which consultants and consultees form cooperative partnerships and engage in a reciprocal, systematic problem-solving process within an ecobehavioral framework

LAW: What age can a minor consent to mental health treatment or counseling?

A minor who is 12 years of age or older may consent to mental health treatment or counseling on an outpatient basis, medical care or to residential shelter services.

INTERVENTION: Cognitive Coaching

A model that requires the coach to be non‐judgmental, to encourage reflective practice, and to guide another person to self‐directed learning. Helps another person "to develop expertise in planning, reflecting, problem‐solving, and decision‐making.

THERAPY-Cognitive Coaching

BEHAVIOR: Higher-Order Conditioning

A procedure in which a neutral stimulus becomes a conditioned stimulus though association with an already established conditioned stimulus. → May contribute to the formation of prejudices. Pairing a second conditioned stimulus with the first conditioned stimulus in order to produce a second conditioned response

BEHAVIOR: Positive Reinforcement

A procedure in which a response is followed by the presentation of, or increase in intensity of, a pleasant stimulus (thus, response becomes stronger and more likely to occur)

BEHAVIOR: Unconditioned Response (UR)

A reflexive response elicited by a stimulus in the absence of learning.Innate response to meaningful stimulus

THEORY: Primary drives according to Drive Reduction Theory

A reinforcer that meets our basic needs such as food, water, sleep, or love. Thirst, hunger, sex, warmth

DISORDER: Reactive Attachment Disorder

A. A consistent pattern of inhibited, emotionally withdrawn behavior toward adult caregivers, manifested by both of the following: The child rarely or minimally seeks comfort when distressed. The child rarely or minimally responds to comfort when distressed. B. A persistent social or emotional disturbance characterized by at least two of the following: Minimal social and emotional responsiveness to others Limited positive affect Episodes of unexplained irritability, sadness, or fearfulness that are evident even during nonthreatening interactions with adult caregivers. C. The child has experienced a pattern of extremes of insufficient care as evidenced by at least one of the following: Social neglect or deprivation in the form of persistent lack of having basic emotional needs for comfort, stimulation, and affection met by caring adults Repeated changes of primary caregivers that limit opportunities to form stable attachments (e.g., frequent changes in foster care) Rearing in unusual settings that severely limit opportunities to form selective attachments (e.g., institutions with high child to caregiver ratios) D. The care in Criterion C is presumed to be responsible for the disturbed behavior in Criterion A (e.g., the disturbances in Criterion A began following the lack of adequate care in Criterion C). E. The criteria are not met for autism spectrum disorder. F. The disturbance is evident before age 5 years. G. The child has a developmental age of at least nine months. Specify if Persistent: The disorder has been present for more than 12 months.

QUESTION: 6. The school psychologist is attending a meeting for Miguel, a kindergarten student who has been refusing to come to school. The teacher reports that when Miguel does come to school, he frequently complains of not feeling well and asks to go home. Of the following options, which should be explored first and would likely result in the most favorable outcome for Miguel? A. Contacting his parents to discuss the problem and develop interventions B. Initiating a report to the Division of Family and Children's services C. Conducting an FBA D. Observing him in the classroom

A. Contacting his parents to discuss the problem and develop interventions *Research shows that he more schools reach out and engage parents the more they experience increased attendance. Contacting the parents and discussing the situation my provide insight as to why the child is avoiding school, and will involve the parents as important members of the team. Also, by including the parents, a relationship may develop so the parents feel comfortable sharing important information with the team about the child's home life.

QUESTION: 5. Which of the following strategies can teachers use to increase resilience in students? A. Encouraging students to help others daily B. Teaching that change is a normal part of life C. Practicing working though long periods without taking breaks D. Helping students develop and maintain daily routines

A. Encouraging students to help others daily B. Teaching that change is a normal part of life D. Helping students develop and maintain daily routines *Encouraging students to help others daily, teaching that change is a normal part of life, and keeping daily routines all increase resilience, but working without breaks decreases resilience.

QUESTION 70. According to the National Association of School Psychologists (NASP) "School Family Partnering to Enhance Learning: Essential Elements and Responsibilities," which of the following is most accurate concerning school-family partnerships? A. Partnerships are accomplished through joint problem solving, two-way communication, and shared decision making. B. Parents and community members should indicate their interest in forming partnerships prior to the school's providing opportunities for partnerships to be developed. C. Parent involvement activities such as volunteering and fund-raising are good examples of school-family partnerships. D. The benefits of school-family partnerships for students, families, and educators have not been documented across families from diverse cultural, ethnic, linguistic, and socioeconomic backgrounds.

A. Partnerships are accomplished through joint problem solving, two-way communication, and shared decision making.

DISORDER: Autism Spectrum Disorder (DSM-5) INCORPORATES: autistic disorder, pervasive developmental disorder, Asperger's disorder, childhood degenerative disorder.

A. Persistent deficits in social communication and social interaction across contexts, not accounted for by general developmental delays, and manifest by all 3 of the following: Generally evident before age 3, that adversely affects a child's educational performance. 1.Deficits in social-emotional reciprocity 2.Deficits in nonverbal communicative behaviors used for social interaction 3.Deficits in developing and maintaining relationships B. Restricted, repetitive patterns of behavior, interests, or activities as manifested by at least two of the following: 1.Stereotyped or repetitive speech, motor movements, or use of objects 2. Excessive adherence to routines, ritualized patterns of verbal or nonverbal behavior, or excessive resistance to change 3. Highly restricted, fixated interests that are abnormal in intensity or focus 4. Hyper-or hypo-reactivity to sensory input or unusual interest in sensory aspects of environment; C. Symptoms must be present in early childhood (but may not become fully manifest until social demands exceed limited capacities D. Symptoms together limit and impair everyday functioning. Abnormalities in corpus collosum sometimes found.

QUESTION 25. Dr. Jantz, a school psychologist, is reviewing data on the number of hours that school psychologists in his school district spent in direct service over the past five years. He notes that the time spent in one-on-one contact with students nearly doubled over that time period. Which of the following are plausible explanations for the change in direct-contact hours?(Select all that apply.) A. Teachers are making more referrals because their familiarity with the school psychologists is increasing. B. Symptoms are being identified more frequently because of training and experience among staff members. C. Students are more likely to seek advice from their school counselor. D. The school psychologists prefer doing one-on-one work with the students, so they are doing more of it.

A. Teachers are making more referrals because their familiarity with the school psychologists is increasing. B. Symptoms are being identified more frequently because of training and experience among staff members. D. The school psychologists prefer doing one-on-one work with the students, so they are doing more of it. *The school psychologists in Dr. Jantz's school may be experiencing a greater amount of one-on-one time with students because of a greater number of teacher referrals, because increased training means that staff are recognizing symptoms earlier, or because the school psychologists enjoy meeting the students and encourage them to come in.

QUESTION 77. A high school psychologist has been looking at retention data. A number of groups, including girls who are pregnant, students from certain ethnic groups, and homeless students, have a much higher dropout rate than other students. How should these data inform the school psychologist's actions? A. The school psychologist should collaborate with other staff to develop a mentoring program targeting the at-risk groups. B. The school psychologist should collaborate with other staff to develop a school-wide assembly aimed at promoting the importance of completing high school. C. The school psychologist should collaborate with other staff to meet with each family whose child is at risk to provide the support necessary for the student to stay in school. D. The school psychologist should provide short-term individual counseling to the students who are at risk of dropping out.

A. The school psychologist should collaborate with other staff to develop a mentoring program targeting the at-risk groups.

QUESTION 58. The National Association of School Psychologists (NASP) recommends that school psychologists collaborate with schools and families to form and maintain effective partnerships by A. establishing effective communication, joint problem solving, active involvement, and shared decision making B. establishing informal working relationships C. consulting with school personnel to develop programs for families and to define how families will participate in school initiatives D. independently developing goals for student outcomes based on national standards

A. establishing effective communication, joint problem solving, active involvement, and shared decision making

QUESTION 55. As a member of the school's crisis intervention team, the school psychologist informs the other team members that students most likely to experience traumatic stress reactions after a school-associated crisis are those who A. were in closest physical proximity to the crisis event B. were absent from school during the time of the crisis C. meet criteria for emotional disturbance D. have good social support systems

A. were in closest physical proximity to the crisis event

ASSESSMENT ADAPTIVE: ADAPTIVE BEHAVIOR ABILITY SCALE (ABAS-2)

ABAS: Birth to 90. RTI 2&3 evaluate the three general areas of adaptive behavior (Conceptual, Social, Practical) Determine how individual is responding to daily demands and Assess capability of adults to live independently. Develop treatment and training goals Determine eligibility for services and Social Security benefits. Assess individuals with Intellectual Disability (ID), learning difficulties, ADD/ADHD, or other impairments

ASSESSMENT ACHIEVEMENT: Wechsler Individual Achievement Test®-Third Edition (WIAT®-III)

AGES 4-50, measure of academic skills, 16 subtests (reading, writing, math, fluency, etc..) RTI: level 2 & 3

ASSESSMENT ACHIEVMENT: KeyMath 3 Diagnostic (KeyMath 3 DA)

AGES 5-22 A single-subject comprehensive assessment of mathematical concepts and skills. It is designed for children and young adults and takes 35-50 minutes to deliver.

ASSESSMENT ACHIEVEMENT:Wide Range Achievement Test 4 (WRAT-4)

AGES 5-94, Measure the basic academic skills of Reading, Spelling, and Math computation RTI: Level 2

ASSESSMENT Achievement: Test of Word Reading Efficiency, Second Edition (TOWRE-2)

AGES 6-24 Assesses two skills critical to reading proficiency: sounding out words and recognizing familiar words as whole units tests reading accuracy and fluency

Mental health

Ability to think rationally, communicate appropriately, learn, grow emotionally, cope with everyday stressors, be resilient, have a healthy self-esteem. PERCENTAGES IN POPULATION: 17% have OPTIMAL HEALTH. 25% have MENTAL ILLNESS. 58% has SOME DEGREE of "mental illness."

ETHICS NASP: II.2 Accepting Responsibility for Actions

Accept responsibility for professional work, monitor effectiveness of their services, work to correct ineffective recommendations. Only sign accurate documents; actively monitor impact of recommendations & interventions, revise/terminate/seek others assistance as necessary; accept responsibility for appropriateness of their professional practices/decisions/recommendations & correct misunderstandings; school psychs responsible for supervisee's work

ASSESSMENT COGNITIVE NONVERBAL : Merrill-Palmer-Revised Scales of Development (M-P-R)

Age 1 month to 6.5 years. Permits early identification of developmental delays and learning difficulties. It assesses all IDEA-specified domains: Cognitive Development; Language/Communication; Motor Development; Social-Emotional Behavior; and Self-Help/Adaptive Behavior. **It can provide a cognition score based entirely on non-verbal abilities.

ASSESSMENT COGNITIVE: Differential Abilities Scale, 2nd ed. (DAS-II)

Ages 2:6 months to 17:11 It measures a variety of cognitive abilities; verbal & visual working memory, immediate & delayed recall, visual recognition & matching, processing & naming speed, phonological processing, & understanding of basic number concepts. The summary score is the General Conceptual Ability score. This measure includes a special nonverbal composite to assess examinees with hearing impairments or language deficits

ASSESSMENT ACHIEVEMENT: Grey Oral Reading Test (GORT-4)?

Ages 6-18:11 Measures reading skills progress in Reading Fluency, Rate, Accuracy and Oral Reading Comprehension Assesses students who have difficulty reading continuous print and who requires an evaluation of specific abilities and weakness.

ASSESSMENT Visual: Benton Visual Retention Test (BVRT)

Ages 8 to adult. measures visual perception & visual memory . Help identify possible learning disabilities, asked to reproduce designs each one as exactly.

DISORDER: Substance-Related and Addictive Disorders

Alcohol-Related Disorders Caffeine-Related Disorders Cannabis-Related Disorders Hallucinogen-Related Disorders Opoid-Related Disorders Sedative-, Hypnotic- or Anxiolytic-Related Disorders Stimulant-Related Disorders Tobacco-Related Disorders Non-Substance-Related Disorders

LAW: Hatch Amendment

Amendment that gives parents the right to be assured their children's beliefs and moral values are not undermined by the schools

LAW: 4th Amendment

Amendment that protects against unreasonable search and seizure - so parents have a right to be free from invasion of family privacy by the school and students have the right to be free from unreasonable search and seizure in the schools

LAW: 14th Amendment

Amendment that states that education is considered a 'property' right and no one can be denied a person of this right without due process of law. Equal Protection Clause

LAW: 10th Amendment

Amendment that states that governments have assumed the duty to educate, the power to tax citizens of the state to finance education, and the power to compel school attendance

THEORY: ERIK Erickson's 8 Stages

American developmental psychologist and psychoanalyst (1902-1994) known for his theory on psychosocial development of human beings. Psycho-social theory. All people pass through stages of development; each stage has a unique developmental task or crisis that must be faced. STAGE 1. Trust vs. mistrust (Birth to 12-18 months) STAGE 2. Autonomy vs. Shame and Doubt (12-18 months to 3 years) STAGE 3. Initiative vs. Guilt (3 years to 5-6 years STAGE 4. Industry vs. Inferiority (5-6 years to adolescence) STAGE 5. Identity vs. role diffusion (Adolescence) STAGE 6. Intimacy vs. Isolation (Early adulthood) STAGE 7. Generativity vs. Stagnation (Middle adulthood) STAGE 8. Ego-Integrity vs. Despair (Late adulthood) According to Erik Erikson's Eight Ages of Man individuals develop in eight epigenetic stages. Each stage is marked by a major conflict. Resolving the conflict becomes the major task of each stage. Resolution of each stage, however, is different for every individual. Erikson believes that it is important to find a favorable balance between the two conflicting factors in each stage. If a stage is managed well, we carry away a certain virtue or psychosocial strength which will help us through the rest of the stages in our lives. On the other hand, if we do not do so well, we may develop maladaptations and malignancies, as well as endanger all our future development.

THEORY: Benjamin Bloom BLOOM'S TAXONOMY

American educational psychologist (1913-1999) developed a taxonomy of learning objectives in 1956. There are three educational domains or areas of learning. This hierarchical way of thinking categorizes the skills or competencies required at each level according to complexity. Bloom's Domains 1. Cognitive (thinking / head) 2. Affective (feeling / heart) 3. Psychomotor (doing / hands) Bloom's Cognitive Competencies 1. Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6, Evaluation.

LAW IEP: 30

An IEP must be held within X days after the determination that the child needs special education and related services

THEORY: Bilingual education

An educational program in which two languages are used during instruction in order to 1) continue primary language development, 2) provide instruction in content in both L1 and L2, and 3) English acquisition.

ASSESSMENT:Essay Examination

An examination requiring a written or oral response in the form of a discussion of the subject matter from a personal point of view.

INTERVENTION: Shaping

An operant conditioning procedure in which successive approximations (behaviors that are ordered in terms of increasing similarity or closeness to a desired response) of a desired response are reinforced. For example, if you want a dog to open the refrigerator, reward to for turning to fridge, reward for touching fridge, reward for grabbing rag on fridge, reward for pulling on rag, etc Rewarding successive approximations of the goal behavior until the goal behavior has been mastered

LAW: IEP (Individualized Education Program):

Annually revised program for an exceptional student, detailing present achievement level, goals, and strategies. The teachers, parents, specialists, and, if possible, the student draw up the plans.

LAW: Americans with Disabilities Act of 1990

Anti-discrimination in workplace, allows employees to do jobs with accommodations. Basically EAHCA but with the transition plan for ages 16 and up. Federal law that ensures equal opportunities to individuals with disabilities in employment, public accommodation, transportation, state and local government services, and telecommunications. forbids discrimination in public and private places against individuals with disabilities. After this act came the Individuals with Disabilities Education Act (PL 94-142), which is a considered a "Bill of Rights" and is one of the most important pieces of legislation for exceptional children

DISORDERS: Personality Disorders, Cluster B

Antisocial Personality Disorder Borderline Personality Disorder Histrionic Personality Disorder Narcissistic Personality Disorder

ASSESSMENT: Ordinal Scale

Any scale that reflects only magnitude but does not contain equal intervals or an absolute zero. in order, student rankings, likert scales. A scale organized by order, but that doesn't give any indication of the amount of space between each place (ie. first/second/third place in a race). 1ST, 2ND, ETC..

THEORY: LURIA Block 3 of Luria's Theory

Application of executive functions for formulating plans and programming behavior

ETHICS NASP: IV. 4 Contributing to the Profession by Mentoring, Teaching, & Supervision

As part of their obligation to students, schools, society, & their profession, school psychs mentor less experienced practitioners and grad students to assure high quality services and serve as role models for sound ethical and professional practices and decision making. Directors of grad programs provide students w/ accurate info regarding program (accreditation/goals/objectives/policies/requirements/likely outcomes/benefits); responsibility for actions of supervisees (and provide them appropriate conditions w/ fair/timely evaluation/constructive supervision/continuing professional development opportunities)

CASE: Diana v. State Board of Education (1970)

Assessments must be administered in the native languages of the students . Class action filed on behalf of 9 Mexican American children placed in classes for the educable mentally retarded. One girl scored a 30 and then when retested later in Spanish had a 79. Ruled that children be assessed in their primary language or with sections of tests that do not depend on knowledge of English.

DISORDER FEEDING AND EATING DISORDER: Pica

At least one month of eating paint, plaster, string, hair, animal droppings, sand, insects, leaves.

THEORY: Freud

Austrian neurologist (1856-1939) originated psychoanalysis. Sigmunt Freud Psycho-analytic theory. The basic principles include the unconscious mind, early childhood experiences, and influence of sexual drives, includes id/ego/superego and psychosexual stages 1. Oral (0-18 months) 2. Anal (18 months - 3 years) 3. Phallic (3 - 6) 4. Latency (6 years - puberty) 5. Genital (puberty on) If you have had problems during any of the psychosexual stages which are not effectively resolved, then you will become fixated at one of the earlier stages and when under stress will regress more and more to characteristics of that stage.

LAW: Perkin's act

Authorizes federal funds to support vocational education programs. It was most recently reauthorized in August 2006 (Public Law 105-332). The purpose of this Act is to provide individuals with the academic and technical skills needed to succeed in a knowledge and skills based economy. Gives rights to transition special education students in vocational programs. Occupational access.

ASSESSMENT: IQ Scores and Distribution

Average score is 100 with a Standard Deviation of 15. Anything over a 130 is considered superior and anything under 70 is considered extremely low. Standard deviation helps to break down how many kids are going to be found in each scoring range. The most people will be found within 15 points of 100 on either side with progressively less people scoring much higher or much lower.

QUESTION: 17. Which of the following is a teaching approach that promotes high levels of academic engagement and prevents off-task and disruptive behaviors? A. Proactive classroom management B. Cooperative learning C. Accommodation D. Modification

B. Cooperative learning C. Accommodation D. Modification *Proactive classroom management is the only option that is preventative and not reactive. According to the National Association of School Psychologists (NASP), proactive classroom management involves the careful planning of lessons, assessments, and disciplinary procedures, and promotes student success by emphasizing student involvement and allowing students to make curricular choices.

QUESTION 83. Which of the following is the most effective way for a school psychologist to encourage parental involvement in student learning? A. Discussing individual student achievement results on the phone B. Creating parent events and family social nights at the school C. Mailing home students' report cards D. Emailing parents a link to the school's website

B. Creating parent events and family social nights at the school

QUESTION 67. Which of the following types of measurement is used to assess a student's level of mastery? A. Norm-referenced B. Curriculum-based C. Intelligence D.Aptitude

B. Curriculum-based

QUESTION 36. Susan, a first-grade student, has been referred to the school psychologist because she will not remain seated at her desk. Her teacher reports that Susan is "always getting up and walking around the room." Which of the following observational data are relevant to this referral concern? (Select all that apply.) A. Intensity B. Duration C. Frequency D. Peer comparison

B. Duration C. Frequency D. Peer comparison

QUESTION 37. The primary reason for evaluating a school's entire psychology program is to A. ensure that all school psychologists are expending their time appropriately B. evaluate each program component and make appropriate improvements C. make sure an adequate number of students are receiving services D. justify the school's expenditure on school psychologists

B. Evaluate each program component and make appropriate improvements

QUESTION 51. Which of the following are basic assumptions of family systems theory? Select all that apply. A. Children typically become more dependent on other family members as they age. B. Family members' personalities are not fixed; rather, behavior changes as a reaction to contextual cues. C. An event that affects one family member either directly or indirectly affects the other members. D. Biological traits that determine personality tend to run in families.

B. Family members' personalities are not fixed; rather, behavior changes as a reaction to contextual cues. C. An event that affects one family member either directly or indirectly affects the other members. *The basic tenets of family systems theory include the acknowledgment of changeable behavior as determined by context rather than rigid traits, as well as the recognition that events that affect one member of the family system in some way affect the other members, too.

QUESTION 53. Which of the following is true regarding the mental health consultation model? A. It includes consultee-centered consultation with school staff to enhance the academic achievement of students. B. It emphasizes the consultant helping the consultee or client see how his or her thoughts or feelings affect the situation. C. It emphasizes the consultant having formal administrative or supervisory authority over the consultee. D. It defines consultation as a problem-solving process with clearly specified objectives and a client-centered focus.

B. It emphasizes the consultant helping the consultee or client see how his or her thoughts or feelings affect the situation. *The mental health model is based on psychoanalytic theory. It focuses on the feelings of the consultee or client and how those feelings affect the situation.

QUESTION 90. A school psychologist receives the following computer-generated description of a student's intelligence test results: "Karen's overall score is an estimate of her general intellectual ability. This score indicates that her ability level falls in the average range, and we can be 95% confident that her true overall score falls within the range of standard scores 89-100 on any given day." This description is an example of A a reliability coefficient B. the standard error of measurement C. nonparametric statistical analysis D. support for test validity

B. Standard Error of Measurement

QUESTION 105 School-community partnerships are designed to enhance A. political unity B. student outcomes C. charter school development D. the psychologist's relationship with community members

B. Student Outcomes

QUESTION 84. The principal for a Title I school informs the school psychologist that instead of trying to identify children at risk for reading problems in kindergarten, she wants to focus on first-grade students who may be at risk. What is the most likely explanation for why the principal wants to identify students in the first grade? A. The school lacks funding for materials needed for all kindergarten students. B. The effects of family literacy practices may diminish with formal kindergarten instruction. C. The overwhelming majority of students have serious difficulty transitioning to kindergarten, and their stressors make it difficult to accurately assess their reading ability. D. Students need to be allowed adequate time to benefit from response to intervention (RTI).

B. The effects of family literacy practices may diminish with formal kindergarten instruction. * For many students with low socioeconomic status, enrollment in kindergarten may be their first exposure to reading. Research shows once these students are exposed to formal reading instruction, the risk factors associated with learning disabilities in reading decrease.

QUESTION 121. At a teacher in-service training, a school psychologist presents information about the criteria for diagnosing a student with attention-deficit/hyperactivity disorder (ADHD). Which of the following is the best way for the psychologist to obtain feedback about the presentation? A. Talk informally to a small group of teachers whom the psychologist knows B. Ask all teachers in attendance to complete formal written evaluation surveys C. Ask the principal and other administrators for feedback D. Record the presentation to provide the opportunity for self-feedback

B. ask all teachers in attendance to complete a formal written evaluation survye

QUESTION: 111. According to Gerald Caplan's model of consultee-centered case consultation, the consultant is primarily interested in A. identifying the causes and solutions of the client's presenting problems B. identifying and eliminating the causes of the consultee's difficulties in handling a problem C. establishing a hierarchy of authority to enable effective decision making D. establishing a rapport with the client to identify a solution to the problem

B. identifying and eliminating the causes of the consultee's difficulties in handling a problem *In consultee-centered case consultation, the consultant is primarily interested in the problems that prevent the consultee from solving a problem, and not in the solutions to the client's problems.

QUESTION 48. Of the following, the primary problem associated with the use of local norms in evaluating a program is that A. the practice increases the problem of teaching toward the test B. local standards of performance may be confused with nationally acceptable standards C. they cannot provide a database for comparison of student test scores D. their use may increase the likelihood of bias toward local students

B. local standards of performance may be confused with nationally acceptable standards *A drawback to using local norms is that they can veer far from national standards and norms on the same assessment. For example, students may perform in the average range for a mathematics assessment for a school, but may be performing below the national proficiency level determined for math.

QUESTION 106. Karl Slaikeu has proposed a general approach to handling crisis, which he calls psychological first aid. The first four steps of his approach are described below. 1. Make contact with the victim and give him or her permission to express thoughts and emotions 2. Explore the victim's problem in terms of the past, present, and future 3. Identify possible solutions to assist the victim 4. Take definite steps to assist the victim Question: Which of the following is the fifth step? A. Give the victim a means for future contact (e.g., cell phone number, pager number) B. Provide follow-up assistance C. Gradually withdraw so that the victim can become independent D. Contact friends and family of the victim so that they can provide support

B. provide follow up assistance

QUESTION 45. School climate is best determined by A. ethical codes, laws, and legal cases related to the rights of students B. students' perceptions of physical safety, social acceptance, and school expectations C. the theoretical model used to deliver services D. the compensation structure for school employees

B. students' perceptions of physical safety, social acceptance, and school expectations

ASSESSMENT: PASS LURIA model

Based on Luria's model: Planning - Executive functions Attention - Maintaining arousal and alertness Simultaneous - Part-to-whole transformation and encoding Successive - Whole-to part organizing items into a sequence

INTERVENTIONlON: CONSULTATION Mental Health Model of Consultation

Based on the work of Gerald Caplan (psychodynamic background) Model: 1) Establish trust 2) Problem identification (based on either client-centered or consultee-centered model) 3) Implementation by consultee, while consultant helps manage feelings associated with making changes 4) Evaluation primarily formative and ongoing 5) Termination: review positive and negative outcomes, process of collaboration/consultation **Consultees are responsible for action; reaction is emphasized over intervention**

ASSESSMENT: ABAB Design

Baseline data are collected and the intervention implemented; then a return to baseline occurs and, after achieving a stable baseline a second time, the intervention is reimplemened

LEP: Techniques to elicit information regarding client's history or concerns

Basic questioning / active listening skills, mental status exam,interviewing, asking about concerns, probing.

BEHAVIOR: Negative Contingencies

Behavior leads to the absence or removal of a consequence

Theory: The seven major theoretical perspectives with regard to problem behaviors

Behavioral Ecological. Psycho-educational Biophysical Psychodynamic Humanistic Cognitive Learning

DISORDER: Developmentally delayed

Behavioral and cognitive skills are at an earlier developmental stage than the skills of other who are the same age. A tentative diagnosis for Infants and Preschoolers rather than MR, as IQ and adaptive measures are often questionable with very young children.

ASSESSMENT: Partial Reinforcement & extintion effect

Behaviors that have been partially reinforced are more difficult to extinguish than behaviors that have been continuously reinforced. Sometimes the target response is reinforced and sometimes it is not reinforced

THEORY: Bronfenbrenner's Ecological Approach

Belief that we cannot fully understand development without considering how a person fits into each of these levels: microsystem, mesosystem, exosystem, and macrosystem. MICROSYSTEM: the people and objects in an individual's immediate environment. Everyday immediate environment; homes, caregivers, friends, and teachers MESOSYSTEM: Is made up of the interrelationships between the major settings in which the person participates in (eg. between family members and between family members and school personnel). Connections between various aspects of the system; binds children to parents, students to teachers, employees to bosses, neighbors, child-care centers, play groups EXOSYSTEM involves links between a social setting in which the individual does not have an active role and the individual's immediate context. For example, a parent's or child's experience at home may be influenced by the other parent's experiences at work. The parent might receive a promotion that requires more travel, which might increase conflict with the other parent and change patterns of interaction with the child. (Social settings even though you are not directly involved.) social settings that a person may not experience firsthand but that still influence development. Societal institutions (government, community, schools, place of worship, and local media) MACROSYSTEM: Types of government, society in general, religious system, political thought, and other broad factors. consists of cultural values, laws, customs, and resources

THEORY: Carl Rogers

Believed that all people have a need for positive regard that results from an underlying wish to be loved and respected. Because other people provide this positive regard, we are dependent on others and our view of ourselves and our self-worth is a reflection of how we think others view us. 1902-1987; Field: humanistic; Contributions: founded person-centered therapy, theory that emphasizes the unique quality of humans especially their freedom and potential for personal growth, unconditional positive regard, fully functioning person

QUESTION 82. Which of the following is the most appropriate Tier 3 intervention strategy to help students who are at the highest risk of school dropout? A. A community-based volunteer program B. A school-based mentoring program C. An alternative school placement D. Consultation with parents to improve school attendance

C. An alternative school placement *Tier 3 intervention requires the broadest level of support. Alternative school programming increases the opportunity for success through self-directed learning or individual assistance.

QUESTION 13. Ms. Gillem, a fifth-grade teacher, is concerned about Elizabeth, a student in her class. Elizabeth has always been an excellent student, but lately her grades have slipped slightly and she has been talking to other students during class time. Ms. Gillem tells the school psychologist that she thinks Elizabeth is bored and not challenged by the material. Which of the following is the school psychologist's best approach to address the situation? A. Providing short-term individual counseling to Elizabeth to determine why her behavior and grades have changed B. Telling Ms. Gillem to set up a token economy, rewarding Elizabeth for good classroom behavior and punishing her for poor classroom behavior C. Assessing Elizabeth with an individual intelligence test to see if she should be in a gifted-education program D. Meeting with the principal and the other teachers who have contact with Elizabeth to try to determine what is underlying the change in her behavior

C. Assessing Elizabeth with an individual intelligence test to see if she should be in a gifted-education program *Elizabeth has been an outstanding student. Her conversations with other students may be an indication that she is not being challenged enough by the current curriculum. An individual intelligence test will indicate whether Elizabeth meets the criteria for inclusion in the gifted-education program.

QUESTIONS 22. A student's parents are divorced, and the mother has requested that a report of the student's reevaluation not be sent to the father. There is no court order or written agreement between the parents limiting custody for either parent. In keeping with best practices, what should the school psychologist do first concerning the test results? A. Invite only the student's mother to the reevaluation meeting B. Invite both parents to the reevaluation meeting C. Consult with the mother about the benefits of sharing educational records with the father D. Obtain permission from the mother first before discussing educational records with the father

C. Consult with the mother about the benefits of sharing educational records with the father *A parent will only be prevented from participating in his or her child's education if a court order specifically denies visitation rights. Additionally, the National Association of School Psychologists (NASP) best practices recommend, and research supports, parental involvement from both parents, stating that it is paramount to a child's educational success.

QUESTION 87. Which of the following is NOT one of the components of Project ACHIEVE? A. Problem solving, teaming, and consultation processes B. Strategic planning and organizational development C. Extracurricular activities to increase student involvement D. Effective schooling and professional development

C. Extracurricular activities to increase student involvement * This is the only option that is not a component of Project ACHIEVE. The other choices are each interdependent components of an effective school, as described by Project ACHIEVE.

QUESTION 54. Kelly is being evaluated for a potential speech and language problem. She is given an intelligence test and performs in the average range (45th-55th percentile) on all major scales and subscores. Selected subtests of the Comprehensive Test of Phonological Processing®-Second Edition (CTOPP-2®) are also administered to Kelly, and she earns the following scaled scores: Elision 8 Blending Words 7 Sound Matching 8 Rapid Digit Naming 12 Rapid Letter Naming 11 Question: Which of the following statements best describes the relationship between Kelly's overall ability and her phonological processing skills? A. They are significantly weaker than her overall cognitive ability. B. They are significantly stronger than her overall cognitive ability. C. They are commensurate with her overall cognitive ability. D. No conclusions can be drawn about them because the administered tests use different scales.

C. They are commensurate with her overall cognitive ability.

QUESTION 133. Kelly is a 5-year-old student being evaluated before entry to kindergarten. She is hearing impaired and has an intellectual disability; she uses minimal speech but can communicate basic needs and ideas with signs. Her attention span is short, she tires easily, and her parents are concerned about her doing her best during a lengthy evaluation. Which of the following is a measure of general intelligence that is most appropriate to use with Kelly? A. Differential Ability Scales-II® (DAS®-II) B. Wechsler Intelligence Scale for Children® — Fourth Edition (WISC®-IV) C. Universal Nonverbal Intelligence Test™ (UNIT™) D. Thematic Apperception Test (TAT)

C. UNIT

QUESTION 28. A major advantage of standardized norm-referenced assessments, as compared to curriculum-based assessments, is that standardized norm-referenced assessments are A. more sensitive to short-term student growth B. more tailored to the specific curriculum C. capable of evaluating students in terms of large groups of grade-level peers D. informative about whether students have mastered units that are prerequisites for future work

C. capable of evaluating students in terms of large groups of grade-level peers

QUESITON 19. When deciding where to focus the school district's drop-out prevention efforts, the school psychologist should determine which students are most at risk of dropping out by A. examining demographic information on dropouts from the annual federal report, The Condition of Education B. identifying students who received English-language learner (ELL) services at any point in their education C. considering student data that includes information on attendance, credits earned, and behavioral incidents D. focusing on students who have after-school jobs

C. considering student data that includes information on attendance, credits earned, and behavioral incidents

QUESTION 130. A school psychologist using problem-solving consultation should first do which of the following to help a teacher decrease the number of times a child refuses to follow instructions? A. Encourage the teacher to establish a relationship with the student B. Develop a relationship with the student C. Develop a relationship with the teacher D. Collect data on the target behavior

C. develop a relationship with the teacher *The relationship between the school psychologist (consultant) and teacher (consultee) plays a major role in the effectiveness of consultation services. Consultations should begin with the development of this relationship. Development of a good working relationship with the consultee helps ensure the success of the planned interventions

QUESTION 2. Establishing and maintaining productive working relationships between families and schools to facilitate student learning is called A. teacher-student collaboration B. administrator-teacher collaboration C. home-school collaboration D. medical-school collaboration

C. home-school collaboration

ASSESSMENT BEHAVIOR: Achenbach Child Behavior Checklist

CBCL - 6-18 TRF - 6-18 YSR 11-18 DSM ORIENTED SCALES ARE: Affective problems, anxiety problems, somatic problems, ADHD, ODD, CD

CASE: Honig v. BOE 1988

Can't penalize or suspend for behavior if due to a disability; must hold Manifestation Determination within 10 days to determine (similar to Goss v. Lopez 1975). Special education students must have a Manifestation Determination hearing to review placement if they are suspended more than ten days. Ensures parental rights with safeguards such as "stay put". Case law: students with disabilities can not be excluded from school for misbehavior

THEORY: Albert Bandura SOCIAL LEARNING THEORY

Canadian psychologist (1925 - ) believed in reciprocal determinism = the world and a person's behavior cause each other. Bandura's Theory. Social Learning Theory: people learn from one another through observation, imitation and modeling. A bridge between behavioral and cognitive learning theories, it encompasses attention, memory and motivation. Bandura's Necessary Conditions for Successful Modeling / Imitation 1. Attention (focus on the model) 2. Retention (remembering what was modeled) 3. Reproduction (imitating or copying the model) 4. Motivation (reason to copy the model) 1925-present; Field: sociocultural; Contributions: pioneer in observational learning, stated that people profit from the mistakes/successes of others; Studies: Bobo Dolls-adults demonstrated 'appropriate' play with dolls, children mimicked play. Bandura DETERMINISM: human functioning is the result of dynamic interrelationships among behaviors, the environment, and certain cognitive variables. BANDURA SOCIAL COGNITIVE THEORY: Emphasizes that learning occurs in a social context and that much of what is learned is gained through observation. Social learning psychologist; Bobo doll experiment. Theorist behind Social Learning Theory

THEORY JEAN PIAGET: Egocentrism

Cannot distinguish one's own perspective from someone else's. in Piaget's theory, the preoperational child's difficulty taking another's point of view

DELETE

Case law: Schools must allow freedom of speech as long as it doesn't interfere or disrupt the functioning of the school

CASE: Board of Education, Sacramento City vs. Holland (1992)

Case law: all placement decisions must begin with the assumption that the child can be educated in the regular classroom

CASE: PASE vs. Hannon (1980)

Case law: decided that the use of IQ tests within the context of a multifaceted assessment process as outlined in IDEA was not likely to result in racially or culturally discriminatory classification decisions. This is a pro-special education ruling that endorsed the use of standardized tests as long as they are not culturally biased and are used with several other measures.

CASE: Sandlin v. Johnson (1981)

Case law: decisions to retain a child cannot be arbitrary; that is, the method for assignment to a particular grade must be reasonably related to the purpose providing appropriate instruction and furthering education

CASE: PARC v. Commonwealth of PA 1972

Case law: if a child is not ready for regular kindergarten, the school must offer an alternative educational program at public school expense

CASE: Tatro vs. Irving Independent School District 1984

Case law: physical and health impairments may not prevent being served in a public school. Schools must provide medical professionals if possible not to remove child from classroom

CASE: Mills v. Board of Education (1972)

Case law: required schools to provide each handicapped child with a free and suitable publicly supported education regardless of disability or impairment. This was a lawsuit filed on behalf of seven children with behavioral, emotional, and learning impairments in Washington D.C. → The court order reiterated many of the requirements in P.A.R.C. and required schools to provide each handicapped child with a free and suitable publicly supported education regardless of disability or impairment. Expanded 1971 PARC v. Commonwealth of PA (FAPE, LRE, due process) for kids with other disabilities besides intellectual impairment, financial limits of school not valid argument

CASE: Hobson v. Hansen (1967, 1969)

Case law: ruled that tracking was a violation of equal protection laws. Schools must provide educational opportunities despite a family's socio-economic status. African American and poor children were disproportionally assigned to the lower tracks based on group-administered aptitude tests. Dissolved the tracking system used in conjunction with IQ tests because tests were inaccurate with regard to ethnically and economically diverse populations.

ASSESSMENT: Discrete Variables

Categories If both are continuous, use Paired Sample T-Test If both are discrete, use chi-square If one is continuous and one is discrete, use Independent Sample for 2, ANOVA for >2

THERAPY: Reality Therapy

Centers on choices people make & how they are working for them (i.e., Dr. Phil). The goal is to have clients take charge of their own life by examing choices.

MEMORY: Three parts of Working Memory

Central Executive, Phonological Loop, Visuospatial working memory.

BRAIN: Where does most of the actual information processing in the brain takes place?

Cerebral Cortex

INTERVENTION: Accommodations

Changes in the environment, such as letting a student use a quiet room to take a test. changes in ways of thinking, behaving, and understanding or match novel experiences. changes in ways of thinking, behaving, and understanding or match novel experiences

THEORY: Learned Optimism

Changing the destructive things you say to yourself when you experience the setbacks that life deals all of us is the central skill of optimism

ASSESSMENT COGNITIVE: Wechsler Intelligence Scale for Children (WICS-IV)

Child IQ Ages 6-16.11 VCI- Vocabulary, Comprehension, Similarities PRI- Block Design, Picture Concepts, Matrix Reasoning WMI- Digit Span, Letter-Number PSI- Coding Symbol Search Widely used ability test that measures perceptual reasoning, verbal comprehension, working memory and processing speed as well as general intelligence. • Plus 7 process scores to evaluate a child's information-processing styles.

THEORY JEAN PIAGET STAGE 4: Formal operations (11 to 16 years)

Child is capable of formulating hypotheses and then testing them against reality.Thinking is abstract, which is a child/adolescent can formulate all the possible outcomes before beginning the problem. They are also capable of deductive reasoning. Adolescents who reach this fourth stage of intellectual development are able to logically use symbols related to abstract concepts, such as algebra and science. They can think about multiple variables in systematic ways, formulate hypotheses, and consider possibilities. They also can ponder abstract relationships and concepts such as justice. -Able to solve abstract problems in a logical way. -Concerns for social issues, future, and identity. -Can think hypothetically. -Formal operation can be used in some areas of an individual, but not necessarily all areas.

CASE: PARC v. Commonwealth of PA 1971

Child with intellectual impairment placed in private home and neglected, school had denied her; established FAPE, LRE, Due Process

ASSESSMENT COGNITIVE:Who should not receive the WISC-IV?

Children with possible FSIQs below 40 Children with possible FSIQs above 160 Children with any kind of severe disability

ASSESSMENT COGNITIVE: Stanford Binet V

Cognitive ability assessment used to measure intelligence (IQ). Measures five factors of cognitive ability: Fluid Reasoning, Knowledge, Quantitative Reasoning, Visual-Spatial Processing, and Working Memory. Each of these factors is tested in two separate domains, verbal and nonverbal. . Intelligence test for children ages 2-85+, • Cattell-Horn-Carroll (CHC) theory of intellectual abilities, which assumes a hierarchical cognitive model of intellectual functioning • Yields Full Scale I.Q.; Nonverbal Domain IQ, Verbal Domain IQ, and Factor Index scores

THERAPY: Self Dialogue (self-talk)

Cognitive approach to change behavior. Vital to understand what a student is saying before, during, & after an undesirable act. Changing self talk can change behavior.

ASSESSMENT LANGUAGE : CTOPP-2: Comprehensive Test of Phonological Processing - Second Edition

Comprehensive test of phonological processing age 4-24.11, assesses pre-reading related phonological processing skills. RTI: level 2 & 3

MEMORY: Declarative or Explicit Memory

Conscious memories for people, places, events, facts, dates, feelings, and explanations. Memory for who, what, where, when, and why.

THEORY JEAN PIAGET: Conservation and Decentering

Conservation is the idea that the amount or number of something will stay the same even though the spatial arrangement or the general appearance of the object has changed. Ex. Think of the water in the different shaped beakers. Decentering is the lack of ability to understand how multiple things can be impacted at once or difficulty understanding more than one aspect of a situation. Example from the book: preoperational children cannot understand volume and that increased diameter can accommodate for reduced height, two different variables that make up the volume of an object.

INTERVENTION: Formal Cooperative Learning

Consists of students working together to achieve shared learning goals and complete jointly specific tasks and assignments

INTERVENTION: Adlerian Consultation

Consultation approach where the main assumption is that behavior is "goal-oriented." Life goals guide an individual toward overcoming feelings of inferiority. One of the goals = prevention of mental heath problems

THEORY Organizational consultation

Consultation model that assumes that conflicts among individuals and groups are the basic barriers to effective and efficient organizational functioning

INTERVENTIONl consultee case-centered consultation

Consultee's difficulties in dealing with the client

DELETE

Correct responses after trial and errors become "stamped in" when receive satisfying effect

ASSESSMENT: Cattell-Horn-Carroll (CHC) Theory

Crystallized Intelligence (Gc): includes the breadth and depth of a person's acquired knowledge, the ability to communicate one's knowledge, and the ability to reason using previously learned experiences or procedures. Fluid Intelligence (Gf): includes the broad ability to reason, form concepts, and solve problems using unfamiliar information or novel procedures. Quantitative Reasoning (Gq): is the ability to comprehend quantitative concepts and relationships and to manipulate numerical symbols. Reading & Writing Ability (Grw): includes basic reading and writing skills. Short-Term Memory (Gsm): is the ability to apprehend and hold information in immediate awareness and then use it within a few seconds. Long-Term Storage and Retrieval (Glr): is the ability to store information and fluently retrieve it later in the process of thinking. Visual Processing (Gv): is the ability to perceive, analyze, synthesize, and think with visual patterns, including the ability to store and recall visual representations. Auditory Processing (Ga): is the ability to analyze, synthesize, and discriminate auditory stimuli, including the ability to process and discriminate speech sounds that may be presented under distorted conditions. Processing Speed (Gs): is the ability to perform automatic cognitive tasks, particularly when measured under pressure to maintain focused attention.

QUESTION 127. A fourth-grade student with a severe intellectual disability is receiving special education services. The school psychologist is planning an evaluation of the student and has chosen to collect information on intelligence, academic achievement, and development. For educational planning purposes, which of the following additional assessments would be most useful to the Individualized Education Program (IEP) team? A. Student interview B. Memory assessment C. Classroom observation D. Adaptive behavior assessment

D. Adaptive Behavior Assessment

QUESTION 20. Third grader Jia Li is referred to the Child Study Team due to concerns regarding low work-completion rates and off-task behavior during independent work time in math. One member of the team suggests an individual behavioral intervention, and another suggests a Tier 2 math intervention. The psychologist's best course of action is to A. agree with the first member's suggestion of the behavioral intervention B. agree with the second member's suggestion of the Tier 2 math intervention C. ask questions about Jia Li's academic performance in other subjects, and then conduct a learning disability evaluation to determine where else services are needed D. Ask questions about Jia Li's behavior under various conditions, and then conduct an assessment to determine whether the problem is academic or behavioral

D. Ask questions about Jia Li's behavior under various conditions, and then conduct an assessment to determine whether the problem is academic or behavioral

QUESTION 92. Which of the following is the best example of an evidence-based strategy that could be used to promote home-school collaboration? A. Sending a monthly newsletter created by the faculty and staff home to parents B. Scheduling parent-teacher conferences every 15 minutes during teachers' planning periods C. Setting behavioral goals for each grade and sending reminders to parents at the beginning of each grading period D. Inviting parents to participate in prereferral intervention team (PIT) meetings

D. Inviting parents to participate in prereferral intervention team (PIT) meetings * The National Association of School Psychologists (NASP) states that partnerships are created through shared problem solving and decision making, as well as increased two-way communication. PITs are characterized by shared decision making, collaboration between multidisciplinary team members, parental involvement, and two-way communication.

QUESTION 123. According to the National Association of School Psychologists (NASP), current literature takes which position on grade retention resulting from high-stakes testing and accountability measures? A. It leads to generally positive experiences that allow students time for remediation. B. It eventually leads to enhanced self-esteem and self-perception. C. It increases parental involvement in the mediation process. D. It increases the likelihood that students will drop out in later years.

D. It increases the likelihood that students will drop out in later years.

QUESTION 69. Which of the following statistical procedures systematically combines data from multiple studies that focus on the same question and use similar variables? A. Analysis of variance B. Analysis of covariance C. Multiple regression D. Meta-analysis

D. Meta-analysis

QUESTION 89. Which of the following conditions best characterizes the focus of a behavioral model of school intervention? A. Underlying psychological processes B. Relationships between children C. Parental care during infancy D. Observable events

D. Observable Events

QUESTION: 132. Andres, a fifth-grade student, is often late for school. He typically falls asleep during morning classes, and he is failing reading and math. The school psychologist believes that the best way to help him is to foster home-school collaboration. What activity could the school psychologist perform at the family level to address Andres' problems in school? A. Providing in-services to school personnel on partnering with families B. Participating on a team for promoting and implementing home-school collaboration C. Writing a school mission statement that reflects attitudes of partnering and building relationships with families D. Working with community resources to coordinate services for the family

D. Working with community resources to coordinate services for the family

QUESTION 102. An elementary school completed a universal screening in reading and found that 31% of its students fell below the district's standard on number of words read correctly in one minute. Based on the data, the school psychologist should A. discount the data and rely instead on students' end-of-the-year summative assessment scores as a better indicator of the students' knowledge and skills B. consider psychoeducational testing for all of the students who failed to meet the standard, to ascertain the origin of their reading difficulties C. suggest to administrators that Tier 2 Early Intervention Program services in reading be provided to all of those students who fell below the standard D. collaborate with the administrative team to determine whether a curriculum or instructional change is necessary to address reading performance

D. collaborate with the administrative team to determine whether a curriculum or instructional change is necessary to address reading performance

QUESTION 101. According to the managing complex change model, the five components that are needed to have successful change are vision, skills, incentives, resources, and an action plan. If the necessary resources are not present to help with the complex change, the outcome will be A. confusion B. anxiety C. gradual change D. frustration

D. frustration *If there are not adequate resources to promote change, people will become frustrated. The other options are outcomes that occur when there are limitations in the other needed elements: a lack of vision leads to confusion, a lack of incentives leads to slow or gradual change, and a lack of a clear action plan leads to anxiety about roles and responsibilities.

QUESTION 118. All of the following are considered assets of the Differential Ability Scales-II® (DAS-II®) EXCEPT that the test A. contains diagnostic subtests that enable the examiner to interpret the examinee's strengths and weaknesses B. contains a special nonverbal composite to assess examinees with hearing impairments or language deficits C. has excellent reliability and validity D. has a comparable battery of subtests that can be administered to all individuals, regardless of age

D. has a comparable battery of subtests that can be administered to all individuals, regardless of age

MEMORY: Episodic Memory

Deals with location. We remember info. Because it is related to location. Also called contextual or spatial memory. *Think: everyone remembers where they were when they found out about 9/11 **Students who learn in one room and are tested in another often score lower than students who are taught and tested in the same location. Memory for events in your life. Autobiographical memory

ASSESSMENT BEHAVIOR: DASH

Define behavior in observable terms, Ask about the behavior by interviewing staff and students, See the behavior, Hypothesize a formulation

COUNSELING: Counseling format used in schools

Define the problem, brainstorm ideas to address the problem, implement the plan or modification, and evaluate the interventions effectiveness

INTERVENTION-General Counseling format used in schools

Define the problem, brainstorm ideas to address the problem, implement the plan or modification, and evaluate the interventions effectiveness

DISORDER: Sexual Dysfunctions

Delayed Ejaculation Erectile Disorder Female Orgasmic Disorder Female Sexual Interest / Arousal Disorder Genito-Pelvic Pain / Penetration Disorder Male Hypoactive Sexual Desire Disorder Premature (Early) Ejaculation Substance/Medication-Induced Sexual Disorder

THEORY: Microgenetic studies

Detailed observation and analysis of changes in a cognitive process as the process unfolds over a several-day or several-week period of time

INTERVENTION: LEP in collaboration with others develop the following

Develop challenging & achievable cognitive & academic goals, provide information on ways student can achieve goals, & monitor student progress towards goals.

LEP in collaboration with others develop the following:

Develop challenging & achievable cognitive & academic goals, provide information on ways student can achieve goals, & monitor student progress towards goals.

DISORDER: Dissociative Disorders

Dissociative Identity Disorder Dissociative Amnesia Depersonalization / Derealization Disorder

LAW IDEA: Appropriate education

Each student has a right to an Individualized Education Plan that assures specified outcomes for student (i.e. equal opp., full participation, ind. living, and economic self-sufficiency and, while in school, access to the general curriculum and, where appropriate, advanced placement courses or a vocational educational program)

LEP SCOPE OF PRACTICE

Educational evaluation; diagnosis & test interpretation, counseling services for children or adults of academic learning problems, educational consultation, research, & direct educational services. Consulting services for children or adults for amelioration of academic learning problems. Educational construction, research, and direct educational services.

LAW: Behavioral Intervention Plan (BIP)

Either before or not later than 10 days after either first removing a child for more than 10 school days or commencing a removal that constitutes a change of placement, the school must convene an IEP team meeting. If a BIP already existed prior to the disciplinary action, the IEP team is required to review the plan and modify it to address the problem behavior. If NO BIP existed, the school must convene an IEP team meeting to develop an assessment plan, conduct a functional behavioral assessment, and implement a BIP

DISORDER PROCESING: Hearing Impairment

Either permanent or fluctuating that adversely affects a child's educational performance but is not included under the definition of "deafness"

THERAPY: adaptive learning environments model of consultation

Eliminating pull-out services by providing classroom alternatives that meet the needs of all children

COUNSELING: Humanistic Counseling

Embraces the idea that behavior is guided by one's self-image, subjective perceptions and the need for growth towards personal goals.

BRAIN: Amygdala

Emotional Center. A part of the brain's limbic system that attaches emotional significance to information and mediates both defensive and aggressive behavior. Emotional CenterPlays a role, in affecting emotions and encodes memory with/ emotional tag (if present).

ASSESSMENT: True Experimental design

Employ both a control group and a means to measure the change that occurs in both groups. • Attempt to control for all confounding variables, or at least consider their impact

THEORY JEAN PIAGET: Equilibrium

Equilibrium is the act of searching for balance. Search for mental balance between cognitive schemes and information from the environment. If you can apply your preexisting scheme to a situation and the scheme works then you are in a state of equilibrium.

ASSESSMENT: Statistical Conclusion Validity

Errors in the use of measurement and statistical analyses techniques

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Establish rapport, accepts the child, establish a stage of permissiveness, recognize feelings and reflect them back to the client, therapist maintains a deep respect for the child, therapist doesn't attempt to lead, no rushing, and establishing only necessary limitations to connect with reality

THERAPY: Client centered Play Therapy

ETHICS: Responsible Caring

Ethical Principle: Engaging in actions that are likely to benefit others (or at least do no harm)

ETHICS: Responsibility to Community and Society

Ethical Principle: Help ensure that the needs and rights of students are protected so that the school climate has a respect for and values individual differences

ETHICS: Integrity in Professional Relationships

Ethical Principle: Must build and maintain trust by being faithful to the truth and to one's professional ethics

ETHICS: Competence

Ethical Principle: Only provide services that are within the boundaries of competence, based on education, training, supervised experience, consultation, study, or professional experience

LAW IDEA: Nondiscriminatory Evaluation

Evaluations by school is required by law to be fair, nondiscriminatory, and appropriate for the student's needs. Outside evaluations must also be considered.

LAW: IDEA Appropriate education

Every student has a right to an Individualized Education Plan. This plan is to assure specified outcomes for the student, namely equal opportunity, full participation, independent living, and economic self-sufficiency and, while in school, access to the general curriculum and, where appropriate, advanced placement courses or a vocational educational program. Least restrictive environment: This principle guarantees that a child will be educated with same-age peers in the general curriculum to the maximum extent possible. What the Supreme Court defines as a program that is sufficient to confer educational benefit or a "basic floor of opportunity"

ASSESSMENT COGNITIVE: The successive-level approach to test interpretation:

FSIQ Index scores Subtest deviations within composites Intersubtest score comparisons Intrasubtest score comparisons Qualitative analysis

QUESTION: (T or F) When working with crisis victims, ensuring you use a correct approach is as important as when you use it.

False. When working with ________, early intervention is the best intervention, regardless of approach.

MEMORY: Sensory Memory

First step of memory storage process. Holds information in your mind for a very brief period time.

Secondary prevention approaches

Focus on students who have been identified as at-risk. Typically administered in small groups or individually

THEORY: John Dewey 1897 Pedagogic Creed

Founding father of CONSTRUCTIVISM Progressive educator - children need to develop on their own with guidance. Education should focus on TOTAL student Established first Educational Psychology Lab. Through cooperative learning, students would be better able to be a part of a community later in life.

THEORY FREUD: Id

Freud - needs and urges

COUNSELING: Psychoanalytic Counseling

Freud's theory based on early life experiences of an individual. Unconscious motives & conflicts drive behavior. The goal is to make one aware of their unconscious desires.

THEORY FREUD STAGE 1: Oral stage: Birth - 18 months (approx.)

From birth to 1 year: the infant develops a sense of trust and comfort through his oral stimulation. Physical focus: mouth, lips tongue (sucking). Sucking is the primary source of pleasure for a newborn. Everything goes in the mouth. Sucking = food. Psychological theme: dependency. A baby is very dependent and can do little for itself. If babies needs properly fulfilled can move onto the next stage. But if not fulfilled baby will be mistrustful or over-fulfilled baby will find it hard to cope with a world that doesn't meet all of his/her demands. Adult character: highly dependent/highly independent. If baby becomes fixated at this stage Freud felt that he or she would grow to be an oral character. Mostly these people are extremely dependent and passive people who want everything done for them. However Freud also suggests that another type of oral character is the person who is highly independent and that when under stress the orally fixated person may flip from one type to the other. This exemplifies Freud's doctrine of opposites.

THERAPY: consultee-centered administrative consultation

Goal is to improve the professional functioning of members of an administrative staff. The consultant agrees to work with the organization on a long-term basis.

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THEORY Carol Gilligan Level 2

Goodness as Self-Sacrifice This stage involves considering the needs of others over one's own needs. Good acts are defined as those that are done in sacrifice for the benefit of others. Women at this stage are largely defined by or dependent upon what others believe about them. Conflict may occur between taking responsibility for the self and pressure from peers or others in making decisions. During this time, women begin to examine their contexts with increasing levels of objectivity. The truth of her personhood emerges. She moves away from dependency upon others to draw guidance for her decisions and actions. The perspective shifts to one of taking account of all concerned, including the self, in making decisions. She balances well-being from this larger perspective, not just motivated by approval. Personal survival returns, but it does so in a more objective framework and in a larger, healthier context.

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Goodness to Reality During this time, women begin to examine their contexts with increasing levels of objectivity. The truth of her personhood emerges. She moves away from dependency upon others to draw guidance for her decisions and actions. The perspective shifts to one of taking account of all concerned, including the self, in making decisions. She balances well-being from this larger perspective, not just motivated by approval. Personal survival returns, but it does so in a more objective framework and in a larger, healthier context.

THEORY:JEAN Piaget theory

His view of how children's minds work and develop has been enormously influential, particularly in educational theory. His particular insight was the role of maturation (simply growing up) in children's increasing capacity to understand their world: they cannot undertake certain tasks until they are psychologically mature enough to do so. His research has spawned a great deal more, much of which has undermined the detail of his own, but like many other original investigators, his importance comes from his overall vision. He proposed that children's thinking does not develop entirely smoothly: instead, there are certain points at which it "takes off" and moves into completely new areas and capabilities. He saw these transitions as taking place at about 18 months, 7 years and 11 or 12 years. This has been taken to mean that before these ages children are not capable (no matter how bright) of understanding things in certain ways, and has been used as the basis for scheduling the school curriculum. Whether or not should be the case is a different matter.

ASSESSMENT: Criterion-Related Validity

How positively test scores correlate with another criterion or outcome

LAW: Confidentiality

Information is revealed only with informed consent of the child or the child's parent or guardian, except in those situations in which failure to release information would result in clear danger to the client or others. child is abused, physically and/or sexually. • child is going to hurt yourself or someone else. • child is under 16 and having sex with someone 21 years or older. • child is under 14 and having sex with someone 14 years or older

ETHICS-Informed Consent:

Informed consent means that the person giving consent has the legal authority to make a consent decision, a clear understanding of what it is he or she is consenting to, and that his or her consent is freely given and may be withdrawn without prejudice.

DISORDER: INTELLECTUAL DISABILITY

Intellectual disability (intellectual developmental disorder) is a disorder with onset during the developmental period that includes both intellectual and adaptive functioning deficits in conceptual, social and practical domains. The following three criteria must be met: 1, Deficits in intellectual functions, such as reasoning, problem solving, planning, abstract thinking, judgment, academic learning, and learning from experience, confirmed by both clinical assessment and individualized, standardized intelligence testing. IQ score 70 or below. 2. Deficits in adaptive functioning that result in failure to meet developmental and socio-cultural standards for personal independence and social responsibility. Without ongoing support, the adaptive deficits limit functioning in one or more activities of daily life, such as communication, social participation, and independent living, across multiple environments, such as home, school, work and community. 3. Onset of intellectual and adaptive deficits during the developmental period.

THEORY JEAN PIAGET STAGE 3: Concrete Operations (7 to 11 years)

Intelligence is now both symbolic and logical. Acquires 'operations' = a set of general rules and strategies. The most critical part of operations is realizing 'reversibility' = both physical and mental processes can be reversed and cancelled out by others.The concrete operational child will overcome the aspects of rigidity apparent in a preoperational child. These are:lack of reversibility states appearance conservation. The tasks of concrete operations are: Seriation - putting items (such as toys) in height order. Classification - the difference between two similar items such as daisies and roses. Conservation - realising something can have same properties, even if it appears differently.It is important to realize that operations and conservations don't develop at the same time. They develop gradually and are not an 'all or nothing' phenomenon. For example, the first to develop is number conservation followed by mass conservation, area conservation, liquid conservation and finally solid volume conservation.Thinking is not abstract. It is limited to concrete phenomena and the child's own past experiences. At this time, elementary-age and preadolescent children demonstrate logical, concrete reasoning. Children's thinking becomes less egocentric and they are increasingly aware of external events. They begin to realize that one's own thoughts and feelings are unique and may not be shared by others or may not even be part of reality. -Can think logically about concrete problems. -Understands law of conservation, the idea that characteristics of an object can stay the same despite changes in the object's appearance. -Classify, seriate, and reverse thinking Seriate: putting objects in a sequential order. -Reverse thinking to help solve conservation problems -Understands past, present, and future.

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Involves perception and use of auditory stimuli. This process is involved in all areas of academics with recognition that all instruction, except when signing is the mode of communication, involves verbal explanations and directions. Auditory acuity and oral-motor impairments must be ruled out as affecting factors.

PROCESSING: Auditory Processing

PROCESSING: Visual

Involves perception and use of visual stimuli. This process is involved in all learning areas which rely on using symbols and pictures, and with pupils who rely on gestures and/or signing communication in all academic areas rule out any effects of visual acuity conditions.

DISORDER PROCESSING: Expression Processing

Involves the process of organizing thought in a form which can be understood by others. This is the medium through which learning is usually evaluated through which a pupil may ask for help and through which social discourse occurs for social learning. Information from speech/language evaluations may be critical in separating these factors.

PROCESSING: Expression

DISORDER PROCESSING: Sensory Motor Processing

Involves the transformation of information to motor production. The emphasis is on the perceptual to motor factor. This factor is seen in any academic activity requiring written work.

PROCESSING: Sensory Motor

Involves the transformation of information to motor production. The emphasis is on the perceptual to motor factor. This factor is seen in any academic activity requiring written work.

ETHICS-What services do not ethically require informed parent consent.

It is ethically permissible to provide school- based consultation services regarding a child or adolescent to a student assistance team or teacher without informed parent consent as long as the resulting interventions are under the authority of the teacher and within the scope of typical classroom interventions. Parent consent is not ethically required for a school- based school psychologist to review a student's educational records, conduct classroom observations, assist in within-classroom interventions and progress monitoring, or to participate in educational screenings conducted as part of a regular program of instruction. In emergency situations or if there is reason to believe a student may pose a danger to others; is at risk for self-harm; or is in danger of injury, exploitation, or maltreatment

INTERVENTION: Consulting is a triadic relationships

It is the cooperation of three parties: the consultee, the consultant, and the client. The relationship is developed in order to solve a specific goal.

THERAPY: Consulting is a triadic relationships

It is the cooperation of three parties: the consultee, the consultant, and the client. The relationship is developed in order to solve a specific goal.

ASSESSMENT: Descriptive Statistics

It summarize data obtained about a sample of individuals, ie. Norm curves, standards scores, etc.

THEORY: LAWRENCE KOHLBERG: Stage 3B POST CONVENTIONAL (B): Universal Principles

Kohlberg moral reasoning stage where the principles of justice require us to treat the claims of all parties in an impartial manner, respecting the basic dignity, of all people as individuals - universal as they apply to all

THEORY:LAWRENCE KOHLBERG Heteronomous morality

Kohlberg's first stage of preconventional reasoning in which moral thinking is tied to punishment.

THERAPY: consultee-centered case consultation

Like the client-centered consultation, this is concerned with difficulties a consultee encounters with a particular client for whom he or she has responsibility. Primary goal is to remediate the shortcomings in the consultee's professional functioning that are responsible for difficulties, with client improvement a secondary goal. Thus, there is little or no direct assessment of the client. Sources of consultee difficulty include: lack of knowledge; lack of skill; lack of confidence; lack of objectivity Principle methods that the consultant may use: verbal focus on the client; parables; nonverbal focus on the client; nonverbal focus on the consultation relationship

THEORY Carol Gilligan Level 3

Morality of Nonviolent Responsibility This principle of nonviolence is inclusive of both self and others. Gilligan proposed women think in greater terms of repercussions stemming from their actions and from the decisions that impact themselves and others. At this level, the individual's concern moves past what others think, giving little or no thought for how others will perceive her judgments, actions and choices. At this stage, she accepts full responsibility for her elected decisions and judgments made, accepting them as her own, independent of others. She progresses to equality with others and weighs the array of consequences and opportunities that may arise from any potential action or decision then accepts the fact of her responsibility for the outcomes. The key element in this level is minimizing hurt, to the extent possible, to self and others, with full responsibility and acceptance.

THEORY: Retroactive Interference

New information interferes with our ability to remember old information.

INTERVENTION: Formative evaluation

Ongoing and intended to provide feedback on how a program is working so that changes can be made if needed. assessment conducted before or during instruction to facilitate instructional planning and enhance students' learning

ETHICS NASP: II.1 Competence

Only engage in practice that school psych is qualified & competent; recognize strengths and limitations of training and experience, enlist others to supervise/consult/refer as necessary; pursue knowledge & understanding of diverse cultural, linguistic, experiential backgrounds of students; do not do anything where personal problems would get in the way; engage in continuing professional development

THEORY: Freud's Psychosexual Stages of Development:

Oral, Anal, Phallic, Latency, Genital A newborn baby, according to Freud, is bubbling with energy (libido; psychic energy). However, this energy is without focus or direction, which would not allow for survival. How, then, does the child develop the ability to control and direct his/her energy? Psychic energy is an important concept in Freudian psychology. The structure of the mind and development all revolve around how the individual attempts to deal with psychic energy. Raw libinal impulses provide the basic fuel that the mind runs on. But the vehicle (mind) needs to well-formed and well-tuned in order to get maximum energy.In order to understand development (and neuroses), then, we should "follow the energy" and see where it goes. As with physical energy, psychic energy cannot be created or destroyed in a big picture sense, however it may be dealt with in non-obvious ways.So, where does the infant's, then the child's, the adolescent's, and adult's energy get focused? Freud believed that as development occurs the baby begins to focus on first one object then another. As the infant's focus shifts the style and type of gratification being sought changes.

THEORY: Carol Gilligan Level 1

Orientation to Personal Survival Gilligan described this level as one oriented toward a woman's individual self-survival. The well-being of others, regardless of need, is considered of little priority. Rather, importance is placed on what is best, most practical and most logical for her. Personal Selfishness to Responsibility Toward Others. The first transition moves beyond the self. At this time, a woman comes to realize she has responsibilities not only for herself, but also for others which includes responsibility for the unborn. Gilligan specified that women begin to acknowledge that choices impact people beyond the self.

DISORDERS: Personality Disorders, Cluster A

Paranoid Personality Disorder Schizoid Personality Disorder Schizotypal Personality Disorder

LAW-CONSENT What services do require informed parent consent.

Parent consent is required if the consultation about a particular child or adolescent is likely to be extensive and ongoing and/or if school actions may result in a significant intrusion on student or family privacy beyond what might be expected in the course of ordinary school activities. Parents must be notified prior to the administration of school- or classroom-wide screenings for mental health problems and given the opportunity to remove their child or adolescent from participation in such screenings.

DISORDER: Social Communication Disorder DSM-5

Persistent difficulties in the social use of verbal and nonverbal communication as manifest by deficits in the following: 1) Using communication for social purposes, such as greeting and sharing information, in a manner that is appropriate for the social context; 2) Changing communication to match context or the needs of the listener, such as speaking differently in a classroom than on a playground, communicating differently to a child than to an adult, and avoiding use of overly formal language. 3) Following rules for conversation and storytelling, such as taking turns in conversation,rephrasing when misunderstood, and knowing how to use verbal and nonverbal signals to regulate interaction; 4) Understanding what is not explicitly stated (e.g. inferencing) and nonliteral or ambiguous meanings of language, for example, idioms, jokes, metaphors and multiple meanings that depend on the context for interpretation. B. Deficits result in functional limitations in effective communication, social participation, social relationships, academic achievement, or occupational performance. C. Onset in the early developmental period (but deficits may not become fully manifest until social communication demands exceed limited capacities). D. Deficits are not better explained by low abilities in the domains of word structure and grammar, or by intellectual disability, global developmental delay, Autism Spectrum Disorder, or another mental or neurologic disorder.

THEORY: CAROL GILLIGAN Transition 1

Personal Selfishness to Responsibility Toward Others The first transition moves beyond the self. At this time, a woman comes to realize she has responsibilities not only for herself, but also for others which includes responsibility for the unborn. Gilligan specified that women begin to acknowledge that choices impact people beyond the self.

THEORY: LEV VYGOTSKY Zone of Proximal Development (ZPD)

Phase at which a child can master a task if given appropriate help and support Tasks that are too difficult to be done alone can be accomplished with cooperative dialogues and help from adults and more skilled peers. It is important to provide tasks that are just beyond the current ability of the students.

THEORY: Main difference between Piaget and Vygotsky

Piaget suggests classroom experiences should focus on already existing cognitive structures within the particular stage the child has reached, while Vygotsky argues that cognitive advances can be made through active learning

DISORDER: Feeding and Eating Disorders

Pica Ruminant Disorder Avoidant/Restrictive Food Intake Disorder Anorexia Nervosa Bulimia Nervosa Binge-Eating Disorder

ASSESSMENT COGNITIVE: In test-retest on the WISC-IV, ___ showed the largest increase on retest, and ___ showed the smallest increase

Picture completion; Comprehension

THEORY: LAWRENCE Kohlberg's Stage Theory of Moral Reasoning:

Preconventional: judgment is based on personal needs and others' rules Stage 1: punishment-obedience orientation: rules obeyed to avoid punishment. Stage 2: personal reward orientation: you scratch my back I'll scratch mentality. Conventional judgment is based on others' approval, laws of society, etc. Stage 3: good boy-nice girl orientation: good=nice (what pleases others) Stage 4: law and order orientation: laws are absolute respect authority even without reason. POSTCONVENTIONAL: judgment is based on individual conscience. Stage 5: social contract orientation: good=socially agreed-upon standards of individual rights. Stage 6: universal ethical principle orientation: abstract concepts of justice, equality, and human dignity. PROBLEMS W/KOHLBERG'S STUDIES: -only used males -cultural bias and limitations when generalizing results -age and education seem to play a bigger role than gender -does moral reasoning always lead to moral action? -people know what is right but sometimes act against that.

THEORY JEAN PIAGET STAGE 2: Preoperational Stage (2 to 7 years)

Preoperational intelligence means the young child is capable of mental representations, but does not have a system for organizing this thinking (intuitive rather than logical thought). The child is egocentric - which is they have problems distinguishing from their own perceptions and perceptions of others. A classic example is, a preoperational child will cover their eyes so they can't see someone and think that that person can't see them either. A classic example is, a preoperational child will cover their eyes so they can't see someone and think that that person can't see them either. The child also has ridged thinking, which involves the following. Centration - a child will become completely fixed on one point, not allowing them to see the wider picture. For example, focusing only on the height of the container rather than both the height and width when determining what has the biggest volume.State - can only concentrate on what something looks like at that time. Appearance - focuses on how something appears rather than reality. Lack of Reversibility - can't reverse the steps they have taken. Doesn't realize that one set of steps can be cancelled by another set of steps. Lack of Conservation - realizing that something can have the same properties even if it appears differently. During this stage, young children are able to think about things symbolically. Their language use becomes more mature. They also develop memory and imagination, which allows them to understand the difference between past and future, and engage in make-believe. -Use of language and symbolic thought. -Has difficulty seeing another's point of view. (egocentrism) -Difficulty with past and future thinking. -Thinks through operations logically in one direction. -Operations: the ability to think out an action without performing it.

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Preoperational intelligence means the young child is capable of mental representations, but does not have a system for organizing this thinking (intuitive rather than logical thought). The child is egocentric - which is they have problems distinguishing from their own perceptions and perceptions of others. A classic example is, a preoperational child will cover their eyes so they can't see someone and think that that person can't see them either. A classic example is, a preoperational child will cover their eyes so they can't see someone and think that that person can't see them either. The child also has ridged thinking, which involves the following. Centration - a child will become completely fixed on one point, not allowing them to see the wider picture. For example, focusing only on the height of the container rather than both the height and width when determining what has the biggest volume.State - can only concentrate on what something looks like at that time.Appearance - focuses on how something appears rather than reality.Lack of Reversibility - can't reverse the steps they have taken. Doesn't realize that one set of steps can be cancelled by another set of steps.Lack of Conservation - realizing that something can have the same properties even if it appears differently.

INTERVENTION: crisis intervention

Primary intervention is first step, secondary to address the most adversely impacted by crisis, and determine the effectiveness of the intervention & the need for continued counseling/intervention.

ETHICS: Privacy & Confidentiality

LAW: Privacy & Confidentiality

Privacy refers to the immediate surroundings. Confidentiality extends beyond the session & refers to the promise the therapist makes with the client that things discussed during a session will not be repeated. Ethical Principle: Must avoid undue invasion of privacy. Do not seek or store personal information that is not needed in the provision of services to the client. Also, must inform clients about the limits of confidentiality.

ETHICS-Is it is ethically permissible for school psychologists to keep private notes to use as a memory aid that are not made accessible to others?

Private notes are permissible. However, any and all information that is used to make educational decisions about a student must be accessible to parents and adult students.

QUESTION: Is it is ethically permissible for school psychologists to keep private notes to use as a memory aid that are not made accessible to others?

Private notes are permissible. However, any and all information that is used to make educational decisions about a student must be accessible to parents and adult students.

DELETE

Process of acquiring basic units of information in memory and establishing systems for relating these units to each other as in matching, same/different, pattern, or logical groups. Association involves long term memory. The processing at this level serves as a foundation for more complex operations in conceptualization.

PROCESSING: Association

PROCESSING: Attention Processing

Process of focusing on stimuli or shifting the focus as required by the learning of functioning situation. This process occurs repeatedly during activity and affects all academic areas.

ETHICS NASP: NASP Ethical Standard 2?

Professional Competency and Responsibility: Recognize strengths and weaknesses to engage in continued prof dev Accept responsibility or actions of self and those u supervise Use appropriate assessment and scientifically based interventions Keep accurate records Use materials responsibly

ETHICS NASP: NASP Ethical Standard 4

Professional Practices Responsibilities to School Family Community, Profession and Society: Advocacy Healthy school family and community environments Respect for law and ethics Self and peer monitoring Contributing by mentoring, teaching and supervising Contributing to knowledge base

CASE: Garland v. Wilks 1987

Providing out-of-school time programming as part of FAPE, to supplement IEP

Psychologist vs. Psychiatrist

Psychiatrists are medical doctors, they have a MD degree, 4 years of residency training in mental health, can prescribe medication, often charge more than psychologists. Psychologists are NOT medical doctors, they have a Ph. D or a Psy. D degree, 1-2 years internship, cannot prescribe medication.

QUESTION: Which of the following approaches does the Caplan model of mental health consultation use?

Psychodynamic

DISORDER PROCESSING: Learning Disorders

Reading: occur when there is difficulty understanding the relationship between sounds, letters and words. Reading comprehension problems occur when there is an inability to grasp the meaning of words, phrases, and paragraphs. Math:may struggle with memorization and organization of numbers, operation signs, and number "facts". might also have trouble with counting principles (such as counting by 2s or counting by 5s) or have difficulty telling time. Written:refers to physical difficulty forming words and letters. Expressive writing disability indicates a struggle to organize thoughts on paper Oral Expression:refers to ability to convey wants, needs, thoughts, and ideas meaningfully using appropriate syntactic, pragmatic, semantic, and phonological structures

ASSESSMETN: Double Blind Study

Research method in which both the subjects and the experimenter are unaware or 'blind' to the anticipated results.

ASSESSMENT: Quantitative research

Research that provides data that can be expressed with numbers, such as ranks or scales. QUALITATIVE RESEARCH describing characteristics and behaviors; asks "How do..." or "How are..."research that is not generalizable.

LAW-Public Law 105-17

Revision was necessary due to a continual inappropriate labeling & identification of students with disabilities within the public education system. Many minority children were being mislabeled as students with disabilities, thus resulting in a highly disproportionate number of minority children in special education services. Specifically, this act stated that a child could not be identified as having a disability solely on insufficient instruction in reading, math, or English proficiency.

THEORY: Lev Vygotsky SOCIAL DEVELOPMENT

Russian developmental psychologist (1896-1934) emphasized the role of the social environment on cognitive development and proposed the idea of zones of proximal development. Vygotsky's Theory Social Development Theory; social learning precedes development. Cognitive growth is viewed as socially mediated activity, and knowledge is constructed through interactions with "more-skilled" people and objects in culture. Cognitive development results from this dialectical process. Theories of cognitive development in which he explored the importance of culture, language development, and the use of cognitive apprenticeships in the classroom. Vygotsky's Elementary Mental Functions 1. Attention 2. Sensation 3. Perception 4. Memory

THEORY: ROBERT STERNBERG Triarchic theory of intelligence

STERNBERG THEORY OF intelligence The theory by itself was groundbreaking in that it was among One of Sternberg's very succinct definitions of intelligence states: "Intelligent behavior involves adapting to your environment, changing your environment, or selecting a better environment." the first to go against the psychometric approach to intelligence and take a more cognitive approach. The theory includes the analytical, creative and practical subtheories. Metacomponent subtheories: 1. Componential intelligence (later know as analytical intelligence) This is the traditional notion of intelligence and includes: Abstract thinking & logical reasoning Verbal & mathematical skills 2. Experiential intelligence (later know as creative intelligence) This is creative thinking which uses: Divergent thinking (generating new ideas) Ability to deal with novel situations. Sternberg splits the role of experience into two parts: novelty and automation. 3. Contextual intelligence (later know as practical intelligence) This could be termed "street smarts" and embraces. Ability to apply knowledge to the real world. Ability to shape one's environment; choose an environment. Through the three processes of adaptation, shaping, and selection, individuals create an ideal fit between themselves and their environment. This type of intelligence is often referred to as "street smarts."

ETHICS NASP: IV.3 Maintaining Public Trust by Self-Monitoring and Peer Monitoring

School psychs accept responsibility to monitor their own conduct and the conduct of other school psychologists to ensure it conforms to ethical standards. Know and apply Principles, consult experienced professionals in diff situations; attempt to solve potential ethical dilemmas seen in others through collegial prob-solving process if possible (if not, take appropriate further action - seek supervisor, state ethics committee, or file formal ethical violation complaint); informal contact made initially to address unethical behavior by non-NASP people

ETHICS NASP: III.2 Forthright Explanation of Professional Services, Roles, & Priorities

School psychs are candid about the nature and scope of their services; explain competencies/roles/assignments/relationships in understandable manner; make reasonable efforts to become integral members of client service systems to which they are assigned; communicate clearly their commitment to protecting rights and welfare of children as highest priority; make known priorities and commitments in advance of potential conflicts of interest when dealing with multiple parties; ensure announcements/ads are factual and professional, do not misrepresent things

ETHICS NASP: IV.2 Respect for Law & the Relationship of Law & Ethics

School psychs are knowledgeable of and respect laws pertinent to the practice of school psych. In choosing an appropriate course of action, they consider the relationship between law and the Principles. Try to work things out when conflicts between ethics and law, but follow law in end (as long as it doesn't violate human rights); bring about change in lawful manner (when acting as private citizens)

ETHICS NASP: III.4 Multiple Relationships & Conflicts of Interest

School psychs avoid multiple relationships and conflicts of interest that diminish their professional effectiveness. Free to pursue personal interests in private life to extent they do not compromise professional effectiveness; do not exploit clients, supervisees, or grad students through professional relationships or condone such activities; disclose financial interest; don't give/receive remuneration for referrals; avoid conflicts from providing services through school and private practice (inform parents of free services available through school; don't offer private practice services (including assessment) to students in district you are assigned; no services to parents/fam members of children in that district; don't use school materials in private practice; do not conduct private practice business during school hours; hold appropriate credentials for private practice)

ETHICS NASP: II.3 Responsible Assessment & Intervention Practices

School psychs maintain highest standard for responsible professional practices in educational and psychological assessment and direct and indirect interventions. Current behavior management/instruction considered prior to consideration of disability label; use responsible, researched-based, reliable/valid assessment methods w/ up to date normative data; psychoed assessment based on a variety of different types of info from variety of sources; assess in all areas of suspected disability; valid/fair assessments considering students background in addition to potential disabilities; appropriate use of interpreters; can make recommendations based on review of records but use representative sample of records and explain limitations of recommendations; adequate interpretation/explanation of findings; use research based interventions and consultation techniques; encourage parental support/participation in designing interventions; discuss plans w/ student

ETHICS NASP: I.2 Privacy & Confidentiality

School psychs respect right of persons to choose for themselves whether to disclose private thoughts, feelings, beliefs, & behaviors. Seek to minimize intrusions on privacy (don't seek/store/share info unnecessary for provision of services); inform clients/parents about boundaries of confidentiality from onset of services; info not released w/out consent (exceptions: harm to self/other, legal obligation); release info only for professional services on need-to-know basis; do not disclose sexual orientation, etc w/out child's consent; respect privacy about sensitive health info

ETHICS: NASP I.1 Autonomy & Self-Determination

School psychs respect right of persons to participate in decisions affecting their own welfare. Encourage parental participation (however not all services require parental consent); seek parental consent unless emergency; consent must be informed; minor's participation should be voluntary to extent feasible (parent/psych have last say if in best interest of child though); regardless of assent, must inform child; respect parent rights to object to services

ETHICS NASP: II.5 Responsible Use of Materials

School psychs respect the intellectual property rights of those who produce tests, intervention materials, scholarly works, & other materials. Maintain test security (parents can view test materials; copies made for qualified professionals upon request); do not promote use of tests/tools by unqualified users; don't duplicate materials (except instances where parents' rights may supersede those of test publishers)

ETHICS NASP: II.4 Responsible School-Based Record Keeping

School psychs safeguard privacy of records and ensure parent access to records of their own children. Discuss rights w/ parents & children; maintain records w/ sufficient detail to aid in decision making/withstand scrutiny; include only documented/relevant info from reliable sources in records; ensure parental access (but not necessarily right to copy things); ensure records not released w/out consent (unless required by law); ensure that those who shouldn't have access don't; although fine to keep "mental notes," any info used for decision making should be accessible to parents; work in collaboration w/ administration, staff to establish district policies regarding record storage/disposal

ETHICS NASP: IV.1 Promoting Healthy School, Family, & Community Environments

School psychs use expertise in psych/ed to promote school, fam, & community environments that are safe and healthy for children. Knowlegable about organization, philosophy, goals, objectives, culture, and methodologies of settings in which they provide services, develop partnerships w/ community service providers to provide seamless services to all; use professional expertise to promote beneficial changes in schools & community service systems, advocate for policies in best interests of children

ASSESSMENT: Problem with high stakes testing

Schools may attempt to inflate overall district scores by placing more children in special education, categorizing more children as limited English proficient, and retaining more students in the early grades

CASE: Debra P. v. Turlington 1983

Schools must prove that they have educated a student sufficiently before they can be given a graduation test. Case law: gave states the right to deny diploma to any student who did not pass state assessment. Can use high-stakes tests for graduation requirements (CAHSEE)

LAW: Rehabilitation Act of 1973 SECTION 504 of the Rehabilitation Act (Pub. L. No. 93-112)

Section 504 of the Rehabilitation Act of 1973 is a national law that protects qualified individuals from discrimination based on their disability. This prohibits discrimination against any qualified individuals solely on the basis of a handicapping condition. This is a civil rights law & guarantees access to a school building & to a school's curriculum. Regulations require a school district to provide a "free appropriate public education" (FAPE) to each qualified student with a disability who is in the school district's jurisdiction, regardless of the nature or severity of the disability.

INTERVENTION: Self-Monitoring

Social Learning Technique: A procedure engaged by and individual with problematic behavior for the purpose of 1) identifying the parameters of the difficulty, or 2) monitoring their progress toward some preset goal

INTERVENTION:Performance Enactments

Social Learning Technique: A process of guided practice in which the consultant provides models of desired behaviors and then asks the consultee to rehearse the observed behaviors. Coaching and feedback are utilized as adjunts

INTERVENTION: Systematic Desensitizing

Social Learning Technique: Eliminating phobic response by either pairing them with a neutral stimulus such as a relaxed physical state or by gradually exposing persons with phobias to the stimulus that prefaces the phobic response.

THEORY: Cognitive Restructuring

Social Learning Technique: Involves identifying current thoughts that either precede, occurring, during, or follow a problem situation, and replace them with more appropriate thoughts. Relies on cognitive modeling and feedback

INTERVENTION: Symbolic Modeling

Social Learning Technique: Presentation of desired behaviors via audio or videotape, through written materials, or by observing another

THEORY: Cognitive Modeling

Social Learning Technique: The process by which thoughts engaged in while performing desired behaviors are "talked through"

DISORDER: Somatic Symptom and Related Disorder

Somatic Symptom Disorder Illness Anxiety Disorder Conversion Disorder (Functional Neurological Symptom Disorder) Psychological Factors Affecting Other Medical Conditions Factitious Disorder (Includes Factitious Disorder Imposed on Self, Factitious Disorder Imposed on Another)

QUESTION: What are some activities and skills to help prevent or mitigate the effects of burnout?

Some activities and skills that are useful during this are: * Learn an implement time management skills *Engage regularly in enjoyable activities and hobbies *Establish and maintain meaningful connections with others *Pursue professional development *Monitor physical and psychological health *Seek professional support when needed (Roam the woods and collect flowers... or weeds from the pavement cracks :p)

MEMORY: Automatic Memory

Sometimes called conditioned response memory. Stimuli automatically trigger the memory for information. For example, after you hear a few words of a song you know, you may begin to sing the song. *Contains multiplication tables and decoding skills (but not comprehension skills).

THEORY Erik Erikson's Stage 2 : Autonomy vs. Shame & Doubt Early Childhood - 2 to 3 YEARS

Stage 2 - Autonomy vs. Shame & Doubt Early Childhood - 2 to 3 years. Children need to develop a sense of personal control over physical skills and a sense of independence. Success leads to feelings of autonomy, failure results in feelings of shame and doubt. Child begins to learn self-control while doing physical skills. -Positive resolution: development of self-confidence based off of encouragement and limit setting without blame. -Primary event: toilet training -Psychosocial strength: willpower

THEORY: ERIK ERIKSON STAGE 3 Initiative vs. Guilt

Stage 3 - Initiative vs. Guilt Preschool - 3 to 5 years. Children need to begin asserting control and power over the environment. Success in this stage leads to a sense of purpose. Children who try to exert too much power experience disapproval, resulting in a sense of guilt. Child begins to take initiative and explore the world around him/her. -Positive resolution: allowed to explore the environment without criticism or over protection from caregiver. -Primary event: independence -Psychosocial strength: PURPOSE purpose(http://www.youtube.com/watch?v=jCUiGArhW2M)

THEORY: ERIK ERIKSON STAGE 4 Industry vs. Inferiority 6 to 11 years

Stage 4 - Industry vs. Inferiority School Age - 6 to 11 years. Children need to cope with new social and academic demands. Success leads to a sense of competence, while failure results in feelings of inferiority. Positive resolution: productive work, successful experiences, and understanding progress. -Primary event: school -Psychosocial strength: competence -Make sure to match the content with the ability of the students so they learn a sense of success. -Child has to deal with demands of academics, peers, and parents.

THEORY: ERIK ERIKSON STAGE 5 Identity vs. Role Confusion 12 to 18 years.

Stage 5 - Ego-Identity vs. Role Confusion Adolescence - 12 to 18 years. Teens need to develop a sense of self and personal identity. Success leads to an ability to stay true to yourself, while failure leads to role confusion and a weak sense of self. -Attempts to achieve identity in gender roles, politics, religion, sexuality, etc. -Positive resolution: peer acceptance to the answer to the question "who am I?" -Primary event: peer relationships -Psychosocial strength: loyalty

THEORY: ERIK ERIKSON STAGE 7 Generativity vs. Stagnation 40 to 65 years

Stage 7 - Generativity vs. Stagnation/Self-Absorption Middle Adulthood - 40 to 65 years. Adults need to create or nurture things that will outlast them, often by having children or creating a positive change that benefits other people. Success leads to feelings of usefulness and accomplishment, while failure results in shallow involvement in the world. -Concern, thoughts, and support for the next generation. -Positive resolution: acts of caring beyond the self -Primary event: parenting -Psychosocial strength: care

THEORY: ROBERT STERNBERG Experiential / Creative Subtheory

Sternberg's 2nd stage of his theory is his experiential subtheory. This stage deals mainly with how well a task is performed with regard to how familiar it is. Sternberg splits the role of experience into two parts: novelty and automation.

THEORY: ROBERT STERNBERG Practical / Contextual Subtheory

Sternberg's third subtheory of intelligence, called practical or contextual, "deals with the mental activity involved in attaining fit to context" (Sternberg, 1985, p. 45). Through the three processes of adaptation, shaping, and selection, individuals create an ideal fit between themselves and their environment. This type of intelligence is often referred to as "street smarts."

BEHAVIOR: Conditioned Stimulus (CS)

Stimulus that starts out neutral. Term for an initially neutral stimulus that comes to elicit a conditioned response after being associated with an unconditioned stimulus

CASE: Larry P. v. Riles (1984)

Supreme court ruled in favor of not using intelligence tests to place African American students in special education classrooms. Case was updated in the 1980s to include speech and language classroom placement. Class action suit on behalf of African American pupils placed in classes for MR. The school district was unable to convince the court that IQ tests were valid for the purpose of placing African American children in MR classes. During the second phase, the judge found that IQ tests were racially and culturally discriminatory. The judge permanently forbid the state from using standardized intelligence tests to identify African American children without permission from the court or for any special education program except state-supported gifted and talented program. Then the judge later ordered that AA children can be given IQ tests with parent consent, although the California State Department of Education continued to prohibit its use.

THEORY: JEAN Piaget

Swiss psychologist (1896-1980) showed that children actively interact with their surroundings to make sense of their world. developmental theory. All children pass through a fixed sequence of stages of cognitive development. There are certain critical development periods during which specific skills and abilities can be most easily learned. Piaget's Stages 1. Sensorimotor (0-2); 2. Preoperational (2-7); 3. Concrete Operational (7-11); 4. Formal Operational (11-15) 1896-1980; Field: cognition; Contributions: created a 4-stage theory of cognitive development, said that two basic processes work in tandem to achieve cognitive growth (assimilation and accommodation). Cognitive Developmental Theory (how the human being thinks)

ASSESSMENT: Single-Case Design

Systematic interventions to study effects with one person, often by applying and then withdrawing a treatment need at least 3 data points if there's a pattern AB: Baseline then intervention 1) Using participants as their own control 2) Repeated measurement 3) Replication 4) One variable is manipulated at a time

ASSESSMENT: Action research

Systematic observations or tests of methods conducted by teachers or schools to improve teaching and learning for their students

INTERVENTION: Positive Behavioral Interventions and Supports (PBIS)

Systematic, tiered model of behavioral supports designed to facilitate supportive school-wide environment that supports all students. Instead of using a patchwork of individual behavioral management plans, a continuum of positive behavior support for all students within a school is implemented in areas including the classroom and nonclassroom settings (such as hallways, restrooms).

ASSESSMENT: LANGUAGE DEVELOPMENT BICS - Basic Interpersonal Communication Skills

Takes 2-3 years to develop, and is equated with "social" language

ASSESSMENT: LANGUAGE DEVELOPMENT Cognitive Academic Language Proficiency (CALP)

Takes 5-7 years to acquire, it is the language of "school"

ASSESSMENT: Aptitude Test

Test which include those of general ability, commonly called "mental ability or intelligence" and is used to predict future performance.

ASSESSMENT:Culture-Fair Test

Tests that attempt to provide an equal opportunity for success by persons of all cultures and life experiences. Contents must be limited to what is equally common to all cultures.

BRAIN: Experience Dependent

The ability of the brain, both in development and in adulthood, to be changed by the environment and by experience at any time. Learning how something is pronounced in a new language.

THEORY: Semiotic function

The ability to use symbols-language, pictures, signs, or gestures-to represent actions or objects mentally.

ASSESSMENT:Deviation

The amount by which a score differs from some reference value, such as the mean, the norm or the score on another test.

ASSESSMENT: Variable Interval (VI)

The amount of time that must pass before you get. Reinforcement of a response occurs after a variable amount of time has passed. Because the animal or person cannot predict when a reward will come, responding is relatively low but steady.

THERAPY: client-centered case consultation

The consultant acts as a specialist who assesses the client, makes a diagnosis, and makes recommendations as to how the consultee might modify his or her dealings with the client. Focuses on developing a plan that will help a specific client. The primary goal is to advise the consultee regarding treatment and to develop a plan to deal with the client's difficulties. Usually the consultant meets with the client to help diagnose a problem. The consultant is responsible for assessing problem and prescribing course of action. Implementation of the consultant's recommendations is the responsibility of the consultee.

INTERVENTION: Client-centered case consultation

The consultant functions as a specialist who assesses the client, makes a diagnosis, and makes recommendations as to how the consultee (often a teacher) might modify his or her dealings with the client (often a student). Focuses on developing a plan that will help a specific client. The primary goal is to advise the consultee regarding treatment and to develop a plan to deal with the client's difficulties. Usually the consultant meets with the consultee's client to help diagnose a problem. The consultant is responsible for assessing problem and prescribing course of action. Implementation of the consultant's recommendations is the responsibility of the consultee

THEORY: Cohort Effects

The effects of being born and raised in a particular time or situation where all other members of your group has similar experiences that make your group unique from other groups

ASSESSMENT: External Validity

The extent to which results from one study with generalize to other populations, settings, and so forth

ASSESSMENT: Reliability

The extent to which the measure is consistent. Internal consistency reliability: shown across the items within the measure Test-retest reliability: reliability shown over time when the same test is given on more than one occasion to assess accuracy of learning Interrater Reliability: reliability shown across respondents or raters Alternate-Form Reliability: reliability shown across different forms of the same measure

THERAPY: Albert Ellis Rational Emotive Therapy (RET)

The hypothesis is that peoples difficulties & problems stem from the choices they make. To change behavior, a therapist examines the person's clarity of thinking & faulty beliefs. Emphasizes confrontational techniques regarding irrational beliefs.

DISORDER: ANXIETY What is the difference between General Anxiety and OCD Disorder?

The key features of General Anxiety Disorder GAD are a persistent worry about a variety of events and activities and presence of other symptoms such as muscle tension and sleep difficulties. The hallmark of OCD is the presence of specific obsessions and compulsions.

THEORY: What are the differences between Piaget and Vygotsky?

The main difference between Piaget and Vygotsky is that Piaget suggests classroom experiences should focus on already existing cognitive structures within the particular stage the child has reached, while Vygotsky argues that cognitive advances can be made through active learning. Cooperative Learning and Reciprocal Teaching methods have stemmed from Vygotsky's work

THEORY: Piaget v. Vygotsky

The main difference between Piaget and Vygotsky is that Piaget suggests classroom experiences should focus on already existing cognitive structures within the particular stage the child has reached, while Vygotsky argues that cognitive advances can be made through active learning. → Cooperative Learning and Reciprocal Teaching methods have stemmed from Vygotsky's work

MEMORY: Emotional Memory

The most powerful kind of memory. Opened through the amygdala. *The brain always gives priority to emotions- so if your emotional memory takes over, you may lose logic **Emotional memories may cause the release of stress hormones that will "change" your mind

ASSESSMENT: Variable-Ratio (VR) Schedule

The number of times that you must make the response before you are reinforced varies from trial to trial. Reinforcement occurs after some average number of responses, but the number varies from reinforcement to reinforcement. These produce extremely high, steady rates of responding, and the responses are more resistant to extinction (ex. slot machine)

DISORDER: Post Traumatic Stress Disorder (PTSD)

The person has been exposed to a traumatic event in which both are present: experienced, witness or was confronted with an event or events that involve actual or threatened death or serious injury; A condition that sometimes develops in the aftermath of a specific stressful, traumatic event. The disorder exceeds 1 month and involves re-occurring memories of the trauma. Other symptoms includes are emotional withdrawal, intrusive memories, emotional numbing, and increased physiological arousal. After a traumatic event, symptoms are intrusive memories, avoiding emotional triggers, emotional numbness, and arousal. the person's response involves intense fear, helplessness, or horror.; recurrent and intrusive distressing recollection of the events, including images, thoughts, or preconceptions.; recurrent distressing dreams of the event; acting or feeling as if the traumatic event was recurring. - Experience fear, terror, sense of helplessness at the traumatic event - Person relives/re-experiences the event, avoids trauma related stimuli - Hyper-arousal, response concentration, irritability, restricted range of affect, dissociation, somatization

ASSESSMENT: Percentile Rank

The relative position of a test score with reference to the scores of the norm group. For example, if a raw score of 42 has a percentile rank of 70%, it means that 70% of the group obtained 42 or less.

Memory

The retention of information or experiences of time

THEORY: Social loafing

The tendency for people in a group to exert less effort when pooling their efforts toward attaining a common goal than when individually accountable.Phenomenon in which individuals take less responsibility for working when in the presence of others

THEORY FREUD: Psychoanalytic Theory

Theory developed by Freud consisting of the structural model of personality, topographical model of personality, defense mechanisms, drives, and the psychosexual stages of development. The primary driving force behind the theory is the id, ego and superego and the division of consciousness into the conscious mind, the pre/subconscious, and the unconscious. Freud's theory based on early life experiences of an individual. Unconscious motives & conflicts drive behavior. The goal is to make one aware of their unconscious desires. ***Freud believed that personality develops through a series of childhood stages in which the pleasure-seeking energies of the id become focused on certain erogenous areas. This psychosexual energy, or libido, was described as the driving force behind behavior.

Standardized testing is useful in evaluating a special needs child because:

These tests show how they stand in relation to other students. These test show what areas are their strong or weak points. These tests show their progress from one year to the next.

LAW: IDEA Individuals w/ Disabilities Education Act. Used to be the Education of the Handicapped Act (EHA. L. No. 94-142)

This act allocates funds to states that provide a free and appropriate education to all children with disabilities. IDEA Part B -In order to receive funds, each state must have developed a plan to ensure that every child with disabilities receives special education and related services in conformance with an IEP. Must use nondiscriminatory testing and evaluation procedures and provide the least restrictive environment (LRE) feasible. Part C provides funds to states that offer early intervention services/programs for infants and toddlers with known or suspected disabilities in conformance with an individualized family service plan (IFSP)

LAW: Parent and Student Participation

This principle requires parent and school participation in team decision-making. This law ensures provision of legally required services

PROCESSING: Conceptualization

This process of using information in an increasing complex and fluid manner. Fundamental units of information can be combined, rearranged , used in multi-step operation, used as in classification and class hierarchies, and can be used in multiple situations with necessary transformation. Information can also be used logically and as a basis for inferences, conclusions, or judgement. This process occurs in all areas of academics when reasoning beyond rote performance is required.

ASSESSMENT : CBMS are used in a three-tiered model

Tier 1: benchmark assessment 3-4 times a year to help identify students at risk; monitoring of student progress across the year. Tier 2: strategic monitoring on a monthly basis. Tier 3: frequent (e.g. weekly) monitoring of individual goals.

ETHICS NASP: IV.5 Contributing to the School Psych Knowledge Base

To improve services to children, fams, and schools, and to promote welfare of children, school psychs encouraged to contribute to school psych knowledge base by participating in, assisting in, or conducting/disseminating research. Use good research practice (sound methods/topics/participant selection/reporting); respect rights/protect research participants (i.e., get IRB approval)....

BRAIN: Axon

Transmits neural messages from cell body towards another neuron

THERAPY: Dialectic Behavior Therapy (DBT)

Treatment for Borderline Personality Disorder

THERAPY: Family Therapy

Treatment involving family members which seeks to change the unhealthy familial patterns and interactions.

THERAPY:Cognitive Behavioral Therapy

Treatment involving the combination of behaviorism (based on the theories of learning) and cognitive therapy (based on the theory that our cognitions or thoughts control a large portion of our behaviors). approach that addresses dysfunctional emotions, behaviors, and cognitions through a goal-oriented, systematic process. The name refers to behavior therapy, cognitive therapy, and to therapy based upon a combination of basic behavioral and cognitive research.

INTERVENTION: Madsley Family Method

Treatment method for Anorexia

QUESTION: True or false: according to akin-little, little and delligatti teachers should practice positive psychology in their classrooms

True

QUESTION: True

True or False: All students who are disabled under IDEA are considered handicapped, and are therefore afforded protections of Section 504

ASSESSMENT: Difference between PIC and MMPI

True-false questions on the PIC are not answered by the child, but by a knowledgeable adult, usually the mother

CASE: Pennsylvania Association for Retarded Children (PARC) vs. Commonwealth of Pennsylvania (1971, 1972) & Mills vs. Board of Education (1972)

Two cases with similar ruling: States have a duty to provide equal educational opportunities to all children regardless of race, color, national origin, native language, sex, and disability under the 14th amendment

ASSESSMENT: Convergent validity

Two similar measures reveal the same result

LAW IDEA: Least Restrictive Environment

Under the Individuals with Disabilities Act (IDEA) of 1975 children with disabilities are to be placed in the least restrictive environment (LRE) possible. This basically means that each individual disabled child must be placed in regular classrooms as much as their disability permits. It is important to remember that LRE is a concept and not a place

ASSESSMENT: Minority Testing Best Practices

Understand Race Diversity Issues Use sound Professional Judgement/Culturally Competent Perspective Test Limits - re-administering tests in a different format than original presentation. Portfolio Assessments Expanded Definitions of IQ Understand Acculturation Process Use Multiple Approaches to Understanding Use Curriculum Based methods Use Response to Intervention and Evidenced Based Programs

LAW: May a LEP duplicate copyright-protected test manuals, testing materials, or unused test protocols without the permission of the producer.

Unless otherwise required by law or district Licensed psychologists provide parents with the opportunity to inspect and review their child's test answers rather than providing them with copies of the their child's test protocols. However, on parent request, it is permissible to provide copies of a child's test protocols to a professional who is qualified to interpret them.

ASSESSMENT BEHAVIOR: WCST (Wisconsin card sorting)-

Used primarily to assess perseveration and abstract thinking. It is also a measure of executive function because of its sensitivity to frontal lobe dysfunction. It allows you to assess your client's strategic planning; organized searching; ability to utilize environmental feedback to shift cognitive sets, direct behavior toward achieving a goal, and modulate impulsive responding.

ASSESSMENT: Exploratory Analysis

Used to explore the data (open-ended questions)

ASSESSMENT: confirmatory analysis

Used to strengthen or confirm a hypothesis or previous data (yes or no questions)

ASSESSMENT: Mixed Methods research

Uses both quantitative and qualitative techniques, in an effort to build convincing claims about the relationships between attributes and outcomes

Mental status exam

Uses observation, questions, and simple tasks to obtain information on several aspects of a client's current mental state (e.g. appearance, thought content, affect) and is useful for determining if a client's symptoms warrant referral to a physician or a psychiatrist.

INTERVENTION: CONSULTATION social learning theory

Uses reciprocal determinism: human functioning that is the result of dynamic interrelationships among behaviors, the environment, and certain cognitive variables (appraisals and expectations of outcomes) Relationship between consultee and consultant as egalitarian. Focuses on cognition. Techniques: symbolic monitoring; performance enactments; covert modeling; cognitive modeling; cognitive restructuring; systematic desensitization; self-monitoring

THEORY: Premack principle

Using high frequency behavior (ie. listening to music) as reinforcer for low frequency behavior (ie. doing homework). Using high probability behavior (e.g. Listening to music) as reinforcer for low probability behavior (e.g., doing homework). To instill less preferred behavior by linking it to more preferred behavior

Using this model, professional counselors should work with a team to identify the problem, inventory the available resources, help reduce the disorder and confusion, assist victims in adjusting to their new life situations, provide victims with support and empathy, and educate individuals about common and atypical reactions to crisis and what to do should they need extra help.

Using the crisis counseling program, professional counselors should work with a team to identify the problem,__________, help reduce the disorder and confusion, _____________, provide victims with support and empathy, and educate individuals about common and atypical reactions to crisis and what to do should they need extra help.

ASSESSMENT: Age Norms

Values representing typical or average performance for persons of various age groups.

ASSESSMENT: Dispersion

Variability of scores in a set. 3 types (range, variance, and standard deviation). Stan. Dev. is more accurate/detailed bx outlier can greatly extend range. Variance and stand. Dev. are both measurements of variability of scores around the mean.

Concept Formation

We group objects, events, activities, ideas that share similar characteristics.

THEORY: Relational aggression

a form of hostile aggression that involves verbal attacks and other actions meant to harm social relationships (you know the people you are harming).

ASSESSMENT ACHIEVEMENT: WOODCOCK JOHNSON ACHIEVMENT (WJ-III ACH

ages 2-90+, measures Oral Expression, Listening Comprehension, Written Expression, Basic Reading Skills, Reading Comprehension, Reading Fluency, Mathematics Calculation, Mathematics Reasoning

ASSESSMENT COGNITIVE NONVERBAL: Leiter International Performance Scale, 3rd edition- (Leiter-3)

ages 3-75+. It's game-like tasks assessing cognitive, attentional, and neuropsychological abilities. It can yield an intelligence quotient (IQ) and a measure of logical ability for all ages. **Ideal for use with those who are Non native speakers, autism, traumatic brain injury, speech impairment, cognitively delayed and hearing problems.

ASSESSMENT COGNITIVE: Wide range intelligence test (WRIT)

ages 4-85, verbal and visual intelligence. Standard scores, percentiles, and age-equiv.

INTERVENTION: learner-directed instruction

approach in which the students have considerable control regarding the issues they address and the ways they address them

INTERVENTION: teacher-directed instruction

approach in which the teacher is largely in control of the content and course of the lesson

INTERVENTION: direct instruction

approach that uses a variety of techniques in a fairly structured manner to promote learning of fundamental knowledge and skills

ASSESSMENT: conditions that relate to student learning

cognitive areas (memory, attention, executive functioning), behavioral (self-management, social, adaptive, engagement), health (hearing, seeing, motor, medication, speech/language, attendance), peers (peer cohesion, reinforcement of pos. vs. neg. bx, values), curriculum, teacher skills, classroom/school/district characteristics, family, neighborhood, community

ASSESSMENT: Interviewing Guidelines

external factors and atmosphere, forming impressions, listening, analytical listening, establishing rapport, timing ques. appropriately, changing topics, formulating appropriate ques., avoid certain ques., probing effectively, using structuring statements, dealing with difficult situations, remain objective, record info

ASSESSMENT: electric approach to assessment

focus first on student, second student is shaped by environment, third-observed bx not always childs potential, fourth-children shape their environments

ASSESSMENT: Statistically Significant

for experimental findings to be considered statistically significant they have to have a low probability or "p" of happening by chance. If there is a high probability that the same results could be replicated based on chance then the p value is high and vice versa. Increasing the sample size helps to reduce the p value.

LAW: Functional Behavior Assessment

gathering of information and observations in order to analyze a behavior

THEORY: Social comparison theory

idea that we learn about our own abilities and attitudes by comparing ourselves to other people

THEORY: Self-awareness theory

idea that when people focus their attention on themselves, they evaluate and compare their behavior to their internal standards and values

DISORDER PROCESSING: mixed receptive-expressive language disorder

impairment in expressive and receptive

ASSESSMENT : Ethnography

involves observation of a social setting (such as a classroom or school) over an extended period.

DISORDER AUTISM SPECTRUM DISORDER: Rhett's Disorder

is a neurodevelopmental disorder of the grey matter of the brain that almost exclusively affects females - Onset before age 4 (usually first or second year); reported only in females, skill loss is progressive - Between 5 and 48 months: head growth decelerates, loss of hand skills, development of stereotyped hand movements - Loss of interest in social environment for several years after onset - Impairment of gait or trunk movements - Severe or profound MR. The clinical features include small hands and feet and a deceleration of the rate of head growth. Repetitive stereotyped hand movements, such as wringing and/or repeatedly putting hands into the mouth, are also noted

ASSESSMENT: Assess social interaction across settings (e.g. home, school, community, work place) to form an intervention plan, using knowledge of...

language and communication development, social/emotional functioning, and behavioral functioning

LAW: Disclosures

may disclose confidential information with the appropriate consent of the client. Disclose confidential information without consent only as mandated by law or where permitted by law for a valid purpose, examples include, providing professional consultations, protect from harm, obtain payments for services of client when kept to minimum to achieve purpose.

ASSESSMENT: Curriculum Based Measurement (CBM)

monitors students progress, repeated frequent measures, addresses local curriculum, modifications based on trend analysis

BRAIN: Cerebral Cortex

most of the actual information processing in the brain takes place. sensing and interpreting input from various sources and maintaining cognitive function. Sensory functions interpreted by the cerebral cortex include hearing, touch, and vision. Cognitive functions include thinking, perceiving, and understanding language. Parietal Lobe - involved in the reception and processing of sensory information from the body. Frontal Lobe - involved with decision-making, problem solving, and planning. Occipital Lobe - involved with vision. Temporal Lobe - involved with memory, emotion, hearing, and language.

ASSESSMENT: Survey Achievement Tests

most widely used, subtests (reading, writing, math), used in K-12 programs, standardized and used to measure core curriculum (CSTs, Iowa basics, ACT, SAT)

When developing hypotheses regarding client's presenting problems in order to formulate an assessment plan, consider knowledge of the effect of...

neurological factors, physiological conditions, childhood diseases, developmental ranges of the life span, substance abuse, prenatal substance exposure, adolescent/adult diseases, genetically-based developmental disorders, and prenatal/perinatal conditions.

THEORY: FREUD Transference

occurs when a client projects feelings toward the therapist that more legitimately belong with certain important others. Freud felt that transference was necessary in therapy in order to bring the repressed emotions that have been plaguing the client for so long, to the surface. You can't feel really angry, for example, without a real person to be angry at

INTERVENTION: early interventions

problem solving with parents and teachers, functional assessments, activity analysis, pivotal behaviors

THEORY: Internalization

process by which a norm becomes a part of an individual's personality, thereby conditioning the individual to conform to society's expectations

ASSESSMENT: Randomized Field Experiment

programs are evaluated over relatively long periods in real classes under realistic conditions

ASSESSMENT PERSONALITY: Draw a Person Test DAP

projective (express what is hidden inside you) used to identify areas of conflict, exaggeration, omission, or distortion

LAW: RECORDS RETENTION

protects confidentiality, legible, completed in timely manner. where no laws exist minimum of 3yrs., summary records 12yrs, *if client is minor extended 3 yrs beyond age of majority. LEP 7 YEARS POST TREATMENT. Outdated records not used. Inform clients of record keeping practices

ASSESSMENT: APA guidelines work w/ethnically, linguistically, culturally diverse

provide them info about services provided by psychs, know relevant research about diverse, consider diverse factors with psych processes, respect community and family, respect religious beliefs, use client's language, consider social, political, and environmental factors, work to eliminate bias, prejudice and discrimination, document cultural factors in records

DISORDER: Reading Skills

reading skills markedly below expectation for IQ and schooling, significantly interferes with academic achievement requiring reading skills, not visual or hearing deficit, nor a neurological disorder.

INTERVENTION: cross systems collaboration

reciprocal dynamic process that occurs among systems, schools/classrooms, and/or individuals ( ex. parents, educators, administrators, SP) who share decision making toward common goals and solutions related to students

THEORY:CAROL GILLIGAN morality of care

should be added to Kohlberg's morality of justice. Her theory is based on the belief that morality of responsibility and caring originate in nonviolence, while rights and justice originate in equality. Though the two may sound related, she presents the theories as unique and different, with one based in treating people with justice, not injustice and the other based in care, turning to those in need.

ETHICS: Maintain separation of private practice and other personal forms of employment to avoid a conflict of interest, using knowledge of...

situations that pose a conflict of interest for a licensed educational psychologist.

Continuity

some changes are slow and steady; barely notice change - height, word attainment

THEORY JEAN PIAGET: Centration

tendency of young people to focus on a single feature of an object

ASSESSMENT: Fundamental Attribution Error

tendency to overestimate the extent to which people's behavior is due to internal, dispositional factors and to underestimate the role of situational factors

CASE: Goss v. Lopez, (1975)

the Supreme Court held that education is a property right protected by the 14th Amendment. Thus, schools may not: 1.Suspend or expel children without some sort of fair, impartial due process procedures 2. Schools may not label children (mentally retarded or emotionally disturbed - change of placement or label) without due process

ASSESSMENT: Assess motor skills and coordination to determine level of functioning for educational /vocational planning using knowledge of...

the effect of motor coordination on educational performance, methods to assess fine and gross motor skills, the relationship of neurological development and motor ability, common sensory and motoric disorders of infancy/childhood/adolescents/ and adults.

THEORY: HOWARD Gardner's Multiple Intelligence Theory

this states that there are many different types of intelligence. Some people may excel in one subject but fall short in another area. This theory is more accepted today. Think of Math, SS, Science, Reading, and Art as separate intelligences and it is clear that students can succeed in one but fail in another. GARDERNER MULT IQ: linguistic, musical, logical/math, spatial, kinesthetic, interpersonal, naturalist, spiritual, existential

INTERVENTION: SUICIDE WARNING SIGNS

threats, plans, previous attempts, final arrangements, depression, sudden changes in behavior, friends, or personality

THEORY: Reality Based Therapy

to help the client take active control of his/her life. Based on the concept of Choice Theory, reality therapy advocates the power of client choice and decision making, and encourages clients to take control over their own lives. Clients exercise choice regarding their current behavior and thoughts, and take an active role during therapy. The client must be committed to change and to participate in an agreed-upon plan. Together, without punishment, the therapist and client strive toward set goals and positive client change. Centers on choices people make & how they are working for them (i.e., Dr. Phil). The goal is to have clients take charge of their own life by examing choices..

ETHICS: Ethical Guidelines for Assessment

training, consultation, knowledge of law, awareness of biases, avoid multiple relationships, informed consent, confidentiality and disclosure info, multiple data gathering, interpretation of data, explain findings, records and data

ASSESSMENT COGNITIVE: Cognitive Assessment System (CAS)?

• Ages 5-17 • Cognitive/IQ • Based on PASS model (Planning, Attention, Simultaneous, Successive) Planning-executive functioning, Attention-focus, Simultaneous-viewing info holistically (spatially), Successive- sequencing info.

ASSESSMENT: Changing Criterion Design

• Begins w/ baseline period of observation. • Then experimental contingency is introduced so a certain level of performance is required to earn a R+ • When behavior meets or exceeds criterion- criterion is made more stringent • Criterion is then changed until goal is Used to evaluate the effectiveness of an intervention through making the criterion for success (and the associated reinforcement for this success) increasingly more stringentmet.

DISORDER: ADHD inattention symptoms

• Inattention: Six or more symptoms of inattention for children up to age 16, or five or more for adolescents 17 and older and adults; • Several symptoms are present in two or more setting, (e.g., at home, school or work; with friends or relatives; in other activities). -symptoms of inattention have been present for at least 6 months, BEFORE THE AGE OF 12 and they are inappropriate for developmental level: 1.Often fails to give close attention to details or makes careless mistakes in schoolwork, at work, or with other activities. 2.Often has trouble holding attention on tasks or play activities. 3.Often does not seem to listen when spoken to directly. 4.Often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace (e.g., loses focus, side-tracked). 5.Often has trouble organizing tasks and activities. 6.Often avoids, dislikes, or is reluctant to do tasks that require mental effort over a long period of time (such as schoolwork or homework). 7.Often loses things necessary for tasks and activities (e.g. school materials, pencils, books, tools, wallets, keys, paperwork, eyeglasses, mobile telephones). 8.Is often easily distracted 9.Is often forgetful in daily activities

INTERVENTIONS: collaboration/ problems solving

**Use empathy** 1) Define the problem by recognizing the child's and the teacher's concerns and how they conflict 2) Invite the child and then teacher to find solutions 3) Agree to a solution 4) Confer on whether the solution is working

DISORDER Schizophrenia Spectrum and Other Psychotic Disorders : Schizophrenia

- Bizarre delusions, positive and negative symptoms - Hallucinations, disorganized thought - In children: delayed speech, more negative symptoms, overall decline in functioning and adaptive skills - Withdrawal from reality, possible paranoia

THEORY: Differences between Neo-Piagetian theories and Piaget's theories

- Influence of experience on development that were more analytically specific and more attuned to cultural and individual differences - Drew on information-processing and linguistic theorists' ideas about the content domain specificity of cognition - Believe that although biology sets upper limits on performance, a child's culture and everyday experience might not provide the information and practice needed for development up to that limit

Disorder: comorbid with ADHD

- ODD, CD, Tourett'es - Mood disorders: depression, bipolar, anxiety - LD, often in reading

ASSESSMENT: When is it appropriate to use CBT?

- when functional impairment (disability) is ocurring to a degree that is non-normative -when cogn distortions appear to be contributing to functional impairments (disability) -when there is an evidence-base to support its use for a particular problem ( ie. internalizing disorder) -when the client is motivated to change!!

GIFTED STUDENTS: Issues in Teaching Gifted Students:

-Flexible programs need to be made available and teachers need to be creative and come up with stimulating ways to teach these children. -Teaching methods should encourage creativity. -Allow students to pursue independent projects. -Avoid an emphasis on grades. -Focus on divergent thinking (thinking outside the box). Research Findings on Acceleration of Gifted Students Many teaching strategies of good teachers will inherently help gifted students achieve more and help special needs students succeed as well. Provide all students with the ability to make important contributions to the class and provide them with effective feedback. Shift the patterns of instruction to force students to use all of their sensory channels. Do not treat students like they are disabled and mix all students together within the classroom.

ASSESSMENT: value orientations

-human nature, relationship betwn person and nature, time, activity, and social relations

BRAIN: Academic areas adversely affected by left side brain injury include...

...LANGUAGE. reading, spelling, writing and note taking.

INTERVENTION: 4 barriers to home/school collaboration

1. Cultural and language barriers 2. Negative attitudes 3. Child care 4. Transporation

ASSESSMENT: IDEA 13 disability categories IDEA

1. autism, 2. deaf-blindness, 3. developmental delays, 4. emotional disturbance, 5. hearing impairments, 6. mental retardation, 7. multiple disabilities, 8. orthopedic impairments, 9. other health impairments, 10. SLD, 11. speech or language impairments, 12. TBI, 13. visual impairments

ASSESSMENT BEHAVIOR : Beck Depression Inventory (BDI-2)

13-80

THEORY: Martin Seligman

1942-present; Field: learning; Contributions: Positive Psychology, learned helplessness; Studies: Dogs demonstrating learned helplessness

ASSESSMENT LANGUAGE: Test of Early Language Development (TELD-3)

2-7

ASSESSMENT COGNITIVE: Slossen Intelligence Test-Primary (SIT-P)

2-7 age. The SIT-P is designed to assess cognitive ability so as to identify whether a student is at risk of educational failure, and to identify those who require additional testing. The SIT-P contains items in the following categories:

ASSESSMENT LANGUAGE: Test of Phonological Awareness (TOPA)

5:8-8:11

ASSESSMENT COGNITIVE: Detroit Tests of Learning Aptitude

6-17 yrs, measures linguistic, attentional, motoric. Satisfactory reliability, satisfactory criterion validity. More info need on psychometric properties and on how special needs children perform.

ASSESSMENT BEHAVIOR: Robert's Apperception Test for Children (Roberts-2)

6-18. Projective test with three versions: Caucasian, African-American, and Hispanic

ASSESSMENT ACHIEVEMENT:Test of Written Expression (TOWE)

6:6-14:11

INTERVENTION: Flooding

A behavioral technique used to treat phobias in which the client is presented with the feared stimulus until the associated anxiety disappears

DELETE

ASSESSMENT: Mean

A measure of center in a set of numerical data, computed by adding the values in a list and then dividing by the number of values in the list; average.

ASSESSMENT: Median

A measure of central tendency that is the value in a set of numbers that falls exactly halfway between the lowest and highest values

BRAIN: Epinephrine

A neurotransmitter involved in energy and glucose metabolism. Too little has been associated with depression.

THEORY: Dodge's model of social exchange

A social cognition theory that has adopted tenets of information processing. Social info must be -> encoded -> compared-> retrieved.

THEORY: Co-constructed process

A social process in which people interact and negotiate (usually verbally) to create an understanding or to solve a problem. The final product is shaped by all participants

BRAIN: Neuron

A specialized cell transmitting nerve impulses; a nerve cell

ASSESSMENT: Standard Error

A statistic providing an estimate of the possible magnitude to error. The larger the standard error of measurement, the less reliable the score. As reliability increases, SEM decreases

INTERVENTION: Secondary Reinforcers and Punishers

A stimulus that has acquired reinforcing or punishing properties through associations with other reinforcers or punishers

BEHAVIOR: Primary Reinforcers and Punishers

A stimulus that is inherently reinforcing or punishing, typically associated with a physiological need or response (reinforcer = food, punishment = electric shock)

Life span developmental ranges

A subfield of psychology that studies human development from birth to death; Erickson is credited as the father of this subfield.

INTERVENTION: Cooperative learning

A successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement

QUESTION 64. The Good Behavior Game is an example of what type of intervention? A. Tier 1 B. Tier 2 C. Tier 3 D. Cognitive-behavioral therapy (CBT)

A. Tier 1

LAW: IDEA Amendment Act 2004

Accountability for parents and teachers, RTI

INTERVENTION: Advantages and Dis of peer-mediated interventions

Advantages(accessibility of peers, adaptability, enhanced generalization, teacher flexibility, increased active engagement and performance feedback, academic, cognitive and social benefits) Disadvantages (ethical concerns, initial time requirement, cost)

Assessment MOTOR: Peabody Developmental Motor Scales - Second Edition (PDMS-2 )

Ages: Birth through 5 years. In-depth assessment and training or remediation of gross and fine motor skills.

THERAPY: Functional family therapy (FFT)

An integrated approach to treatment that relies on systems, behavioral, and cognitive views of dysfunction

THEORY: Theory of the Mind

An understanding that other people have different thoughts and feelings (often associated w/ autism spectrum disorders)

THEORY: Artificial concepts (Formal concepts)

Arise out of logical rules or definitions. All those objects meeting the criteria are included, those missing features are excluded.

How do we form concepts?

Artificial and natural concepts.

BEHAVIOR: AutoShaping

As a result of CS-US pairings, subjects begin to treat the CS like they would the US. Pigeons will start to peck at a light that has been paired with food.

ASSESSMENT: Universal Screening

Assess all students (using CBM or other formal/informal measures) to access the students who may be "At Risk" for falling below expectations

THEORY: Ethnic Identity

Awareness of one's membership in a particular ethnic or cultural group, and willingness to adopt behaviors characteristic of the group. One's values, beliefs, and norms that are shared with a particular cultural group; usually related to shared nationality.

QUESTION 52. Jay is shy and often fails to initiate interaction with same-aged peers. The long-term goal for Jay is to increase the number of peer interactions. The school psychologist wishes to assist in achievement of this goal by breaking the problem down into a number of subordinate objectives, such as reducing the number of fear responses when Jay is with other children. This is an example of which of the following types of consultation model? A. Clinical B. Behavioral C. Organizational D. Collaborative

B. Behavioral

QUESTION 34. A student's academic success and positive classroom behavior are most positively influenced by collaboration between A. the teacher and the school psychologist B. the home and the school C. the principal and the student D. the parent and the principal

B. the home and the school

INTERVENTION: Strategies Interventions

Behavioral interventions are essential for providing behavioral support to those students who display challenging behaviors. Interventions lead students to improved behavior so they can achieve success. Different types of student behavior require different types of interventions

THEORY: Watson

Behavioral psychologist; little Albert. Recognized the implication of Pavlonian theory and founded American behaviorism. Watson believed that most fears are conditioned responses to stimuli that were originally neutral. Demonstrated that phobias can be taught (Little Albert being taught to be afraid of a rat)

DISORDERS: Bipolar and Related Disorders

Bipolar I Disorder Bipolar II Disorder Cyclothymic Disorder Substance/Medication-Induced Bipolar and Related Disorder

CASE: Lau v. Nichols 1974

Birth of ESL programs, language and nationality intertwined. Schools must provide accommodations for ESL students

THEORY: biological psychology

Branch of psychology that focuses on genes.

THEORY: SIGMUND FREUD psychoanalytic/psychodynamic psychology

Branch of psychology that focuses on how behavior springs from unconscious drives and conflicts.

THEORY: cognitive psychology

Branch of psychology that focuses on how individuals encode, process, store, and retrieve information.

CASE: Tarasoff vs. The Regents of the University of California. 1974

Case law: Court ruled that a school district has a duty to warn the parents if their son or daughter is in danger (Important for anti-bullying programs).

CASE: Guadalupe Organization, Inc. v. Tempe Elementary School District (1972)

Class action lawsuit on behalf of Yaqui Indian and Mexican American pupils. This ruling went further than Diana by requiring a multifaceted evaluation that included assessment of adaptive behavior and an interview with the parents in determining eligibility for MR in addition to assessment in the child's primary language or the use of nonverbal measures. Can't just use IQ to determine placement for English Language Learners, must use adaptive skills and home visit

THEORY: IVAN Pavlov's classical conditioning

Classical conditioning involves the learning of associations between stimuli in situations where the responses are reflexive or habitual. One stimulus is often followed by a second one.

INTERVENTION: What is the most appropriate intervention for a child with internalizing behaviors such as depression and anxiety?

Cognitive Behavior Therapy ( CBT)

THEORY: Protective factor

Conditions that shield individuals from the negative consequences of exposure to risk.

ETHICS: -School Psychologist's responsibility

Contribute to the improvement of the curriculum and student services offered at the school. As such, the psychologist should make efforts to participate in, conduct, and publish psychological research. Include all duties aimed at improving emotional, mental, & academic health of the students. Ensuring all students receive effective classroom instruction, working with teachers & administrators to provide additional instruction to students in need, & advocating & providing for students who need crisis management services.

QUESTION 128. A high school psychologist is seeking a screening instrument for anxiety and depression that has solid psychometric properties. Ideally, the lowest reliability coefficient for the screening instrument is A. 0.25 B. 0.40 C. 0.50 D. 0.80

D. 0.80 *Ideally the reliability of a screening instrument should be 0.80 or above.

QUESTION 94. Direct observation can best be described as A. an introspective technique B a psychodynamic technique C. a method of archival data collection D. a method of firsthand data collection

D. A method of firsthand data collection

QUESTION 96. A researcher is asked to investigate the effectiveness of two different methods of reading instruction used in two first-grade classes at an elementary school. Teacher A uses phonics-based reading instruction and teacher B uses whole-language instruction. Both teachers are using a universal-screening oral reading fluency measure to track student progress in reading three times a year. The researcher should use which of the following statistical procedures to analyze the differences between the performance in the two classrooms? A. An analysis of variance (ANOVA) B. An analysis of covariance (ANCOVA) C. A correlation coefficient D. A t test

D. A t-test

QUESTION 68. The margin of error to be expected in an individual's test score as a result of the degree of reliability in the test is known as A. homoscedasticity B. error of estimate C.error variance D. error of measurement

D. Error of measurement

QUESTION 38. According to systems theory, if the principal of a school is replaced, the change is likely to affect each part of the system, including students, teachers, administrators, school psychologists, and other staff. The effect on the system is primarily due to A. transference B. the influence of conformity C. the presence of a closed system D. reciprocal influence

D. reciprocal influence

ASSESSMENT: Intelligence Quotient

DIVIDING mental age with chronological age AND multiplied by 100

DISORDERS: Neurocognitive Disorders

Delirium Major or Mild Neurocognitive Disorder due to Alzheimer's Disease Major or Mild Frontotemporal Neurocognitive Disorder Major or Mild Neurocognitive Disorder with Lewy Bodies Major or Mild Vascular Neurocognitive Disorder Major or Mild Neurocognitive Disorder due to Traumatic Brain Injury Major or Mild Neurocognitive Disorder due to HIV Infection Major or Mild Neurocognitive Disorder due to Prion Disease Major or Mild Neurocognitive Disorder due to Parkinson's Disease Major or Mild Neurocognitive Disorder due to Huntington's Disease Major or Mild Neurocognitive Disorder due to Another Medical Condition Major or Mild Neurocognitive Disorder due to Multiple Etiologies

#1 Mental Illness

Depression. It affects more than 26% of Americans.

THEORY: ALBERT ELLIS Rational Emotive Behavior Therapy (REBT)

Designed by Albert Ellis; employs cognitive restructuring to change the irrational thoughts that cause psychological problems such as anxiety, depression, anger, and guilt SEQUENCE OF REBT 1) Some event activates 2) An irrational belief that results in 3) Negative consequences. The hypothesis is that peoples difficulties & problems stem from the choices they make. To change behavior, a therapist examines the person's clarity of thinking & faulty beliefs. Emphasizes confrontational techniques regarding irrational beliefs.

THEORY: Thought stopping

Designed to decrease the frequency of and duration of persistent, intrusive thoughts by interrupting them and substituting pleasant thoughts for them

ASSESSMENT COGNITIVE DEVELOPMENTAL: Bailey Scales of Infant and Toddler Development (Bailey-III)

Developmental assessment for ages 1-42 months • Measures developmental delays in the very young • Scores on Mental, psychomotor and behavior scales • Does not correlate well with later intelligence scales. **Assesses for developmental delays in infants and toddlers, ages 0 to 3 years, covering five development areas (cognitive, language (receptive & expressive), motor (fine & gross), social-emotional, and adaptive behavior.). It consists of a series of developmental play tasks . Best available for assessment of infants, excellent norm group and good technical properties, good for young children with developmental disabilities. 5 areas measured are: 1) Cognitive 2) Language 3) Motor 4) Socio-emotional 5) Adaptive development

Educational Psychologists

Dewey, Thorndike & Hollingsworth. Focus on the scientific study of behavior and thinking

ASSESSMENT: Standard Deviation

Differences from the Average (mean). Plus/Minus 1 generally reflects 68% of a population *Hint: to identify MR- adaptive and IQ scores should be 2 below the mean

DISORDER: AUTISM SPECTRUM DISORDER: Social Skills training

Direct instruction, modeling, and coaching.

INTERVENTION-Social Skills training for Asperger's Syndrome

Direct instruction, modeling, and coaching.

DISORDER: Depressive Disorders

Disruptive Mood Dysregulation Disorder Persistent Depressive Disorder (Dysthymia) Premenstrual Dysphoric Disorder Substance/Medication Induced Depressive Disorder Depressive Disorder Due to Another Medical Condition

DISORDER PROCESSING: Other Health Impairment

Due to chronic or acute health problems - asthma, ADHD, diabetes, epilepsy, heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, Tourette syndrome

THEORY: David W. Barnett

ETHNIC VALIDITY MODEL! Developed a framework for helping school psych's conduct culturally relevant practice. Uses a problem solving model that considers cultural differences.

THEORY JEAN Piaget: *Underlying Assumptions

Each stage lays the foundation for the next. Everyone goes through the same stages in same order. Each stage is qualitatively different. Meaning it is a change in nature, not just quantity.The child is an active learner. Basically they have to do it on their own, they can't be told A blueprint that describes the stages of normal intellectual development, from infancy through adulthood. This includes thought, judgment, and knowledge. It deals with the nature of knowledge itself and how humans come gradually to acquire, construct, and use it.

ETHICS: -Scope of Practice

Educational evaluation, diagnosis, & test interpretation limited to assessment of academic ability, learning patterns, achievement, motivation, & personally factors directly related to academic learning problems.

MEMORY: Three Key Memory Processes

Encoding, Storage, Retrieval

DISORDER: Visual Impairment including Blindness

Even with correction, adversely affects educational performance - includes partial sight and blindness

ASSESSMENT: EXECUTIVE FUNCTION

Executive functions require the child to self-direct and make decisions rather than be directed at every step. Retrieving previously learned material , and being able to organize one's work are examples of executive function, as are the ability to decide the importance of items in a group, or to assign them priorities , and realistic time management . Other executive functions include emotional self-regulation; regulation of processing rate; focusing one's attention on a specific task; sustaining one's attention; making transitions from one thing to another when needed; coming up with strategies for studying, test-taking and the like; knowing how to start an assignment; presenting material in a logical order; and monitoring one's own progress.

ASSESSMENT: Threats to Construct Validity

Experimenter contact with participants, demand characteristics, experimenter expectancies

ASSESSMENT: Internal Validity

Extent to which the results of a study can be attributed to differences in the independent variable in the study, rather than to factors unrelated to the study

DISORDER: PHOBIA If we acquire phobias through classical conditioning then how might we get rid of a phobia?

Extinction training, systematic desensitaztion, Flooding

CASE: Katherine D. 1984

FAPE and LRE require that students not be homebound due to medical problems

QUESTION: (T or F) A crisis can be defined as one person's ability to cope

False. A crisis can be defined as any event that disrupts a person's previously coping mechanisms.

DELETE

False. Counselor supervisors are _____________ who train new counselors in the development and improvement of their clinical skills.

QUESTION: (T or F) Collective trauma refers to one population experiencing the same crisis.

False. This refers to an entire community's reaction to a crisis.

EDUCATIONAL PSYCHOLOGY

Focus on the scientific study of behavior and thinking

ASSESSMENT COGNITIVE: Kaufman Brief Intelligence Test, 2nd edition (K-BIT-2)

For ages 4-90. screening test of general intelligence that consists of vocabulary and matrices. Individually administered measure of both verbal and non-verbal intelligence. **The test serveS as a screening measure for Gifted programs.

ASSESSMENT COGNITIVE: Kaufman Assessment Battery for Children (K-ABC-II)

For ages: 3-18. Measures broad abilities and processes with a minimum of verbalization. Allows you to administer and interpret the instrument in a way that is best suited to the child's linguistic. The CHC model, treats verbal skill as a cognitive ability and includes it in the overall composite. The Luria model if you want a mental-processing composite that does not include verbal ability.

THEORY FREUD: Superego

Freud - ideals and morals

LAW: IDEA Child Find

From IDEA Part-C: requires each state to establish a public awareness program and a child find system to ensure that eligible children are identified and referred for evaluation

THEORY FREUD: Ego

Frued - moderates between the demands of the id, superego, and reality

BRAIN: Sympathetic:

GO (fight-or-flight)

Production

Generate solutions or hypotheses. 2 ways to do this, Algorithms, heuristics.

THEORY: Convergent thinking

Generating a single idea/theme/conclusion based on many ideas or pieces of information.

THEORY: Leta Hollingsworth

Gifted Children theorist; First to use the term "gifted" as high IQ Women's studies - proved that women are as good as men in performing their jobs Children's rights

THEORY: CAROL GILLIGAN Transition 2

LAW: -Health Insurance Portability & Accountability (HIPAA)

HIPPA is an administrative function of handling client records and confidential health insurance information. The purpose of act is to ensure confidentiality of these records is maintained and the client's privacy is upheld

BRAIN: Left hemisphere

Half of brain responsible for verbal processing, language, speech, reading, writing

BRAIN: Right hemisphere

Half of brain responsible nonverbal processing, spatial, musical, visual recognition

ASSESSMENT: Z-score

Has a mean of 0 and a SD of 1

ASSESSMENT:Culture of Poverty

Has an effect on the test performance of some ethnic minority children with low socio-economic status.

CASE: Pesce v. Sterling 1987

Have a duty to break confidentiality to report child abuse

THEORY: Jean-Jacques Rousseau

He believed that human beings are all good, however they are corrupted by the evils of society. He considered art, science, and social institutions to be part of what corrupts. He believed that the only way to get back to that goodness that human beings are born with is to be as close to nature as possible.

DELETE

Help client to feel better about themselves, develops greater self-awareness, becomes more productive and socially oriented.

COUNSELING: Existential Counseling

Helps people find their unique meaning & purpose in the world. It increases self-awareness & stresses the importance of choice in tough situations. Focus on present & future.

THEORY-Existential Counseling

Helps people find their unique meaning & purpose in the world. It increases self-awareness & stresses the importance of choice in tough situations. Focus on present & future.

ASSESSMENT: Structure Interview

Highly scripted and involve asking a series of yes-no questions regarding the presence of symptoms

ASSESSMENT: Threats to Internal Validity

History, maturation, testing, instrumentation, statistical regression, selection, mortality attrition, selection interactions

MEMORY: Semantic Memory

Hold info. Learned from words. *Classroom situations rely heavily on this type of memory. Must be stimulated by associations, comparisons and similarities—it can easily fail us. Memory about the world. General common knowledge.

ETHICS NASP: NASP Ethical Standard 3

Honesty and Integrity in Professional Relationships: Accurate presentation of qualifications Accurately present services rendered Work together with other professionals Avoid multiple relationships

The objectives will often align with higher levels of thought on Bloom's Taxonomy.

How do teachers prepare students who are beginning to study topics at a more in depth level?

THEORY: Bloom's Taxonomy: Teachers write objectives that align with the different levels of thought on Bloom's Taxonomy, because when students begin to study a new topic, objectives often align with lower levels on Bloom's Taxonomy.

How do teachers use the Taxonomy for writing objectives and for posing questions?

covariance

How two sets of variables behave in relation to each other

DISORDER: SELF ESTEEM: Issues with self-esteem and self-concept:

I think that the most important thing to note here is that in the junior high/high school years, children's bodies are changing drastically and at different rates. This causes kids to build anxiety as they fall begin to vary with their peers. Anorexia/Bulimia, drug use, behavior problems, and depression are just a few of the many things that can impact a child during these years more than other years.

ETHICS NASP: NASP Principles

I. Respecting the Dignity and Rights of All Persons II. Professional Competence and Responsibility III. Honesty and Integrity in Professional Relationships IV. Responsibility to Schools, Families, Communities, The Profession, and Society

ASSESSMENT: Ecological Analysis

Identifies factors that contribute to or maintain current situations or problems

LEP decision making process with team members must do the following

Identify behavior problems, collect & analyze information to understand the problem, make decisions about service delivery, & evaluate the outcomes of the service delivery.

Preparation

Identifying given facts and separating relevant information from irrelevant information. Define your ultimate goal.

DISORDER ADHD: Neurotransmitters implicated in the pathology of ADHD

Imbalances of dopamine and norepinephrine have been implicated in pathology of ADHD

THEORY JEAN PIAGET: Disequilibrium

In Piaget's theory, the "out-of-balance" state that occurs when a person realizes that his or her current ways of thinking are not working to solve a problem or understand a situation. Disequilibrium is when the scheme does not apply to the specific situation. This tends to make us uncomfortable and our brain will assimilate or accommodate to get back to a state of equilibrium. As a teacher, it is important to find a balance between the two because students sitting in equilibrium will be bored and not learning information. Students should be challenged occasionally with disequilibrium and then left to find their way back to equilibrium. This usually requires the help of the teacher

THEORY: Caplan's Mental Health Consultation

In his view, maladaptive behavior and psychological disturbance arise because caregivers, family, friends, and community groups within a social system to do not provide sufficient direction, support and stability when an individual is faced with a stressful life event. He believed that mental health consultation is a service to many different professionals to assist them in dealing with the psychological aspects of a current work problem, and, to deal more effectively with similar problems in the future. This type of consultation was developed as a preventative approach to dealing with mental disorders

THEORY: Social-cognitive learning theory

In other words, we learn by observing the behavior of another person, called a model (bobo doll versus tinker toy experiment)

ETHICS NASP: I.3 Fairness & Justice

In their words & actions, school psychs promote fairness & justice. Use expertise to cultivate school climates that are safe/welcoming to all persons regardless of actual or perceived characteristics...Don't engage in/condone discriminatory actions or policies; pursue awareness & knowledge of how diversity factors may influence child development, behavior, and learning - and consider during assessment/treatment to best provide services; correct discriminatory school practices; strive to ensure all children have equal opportunities

DISORDER: Emotional Disturbance

Inabiity to learn that cannot be explained by intellectual, sensory, or health factors; inability to build or maintain satisfactory interpersonal relationships with peers and teachers; general pervasive mood of unhappiness or depression; does not apply to children who are social maladjusted

DISORDER: Alexia

Inability to read

MEMORY: False memories

Inaccuracies and distortions of our reconstructed memories that occur over time.

LAW: Education for All Handicapped Children Act (EAHCA) Amendment Act 1986

Includes children ages 3-5 - Individual Family Service Plan (IFSP) like an IEP during Early Intervention

DISORDER PROCESSING: Orthopedic Impairment

Includes congenital anomaly, impairments caused by disease, and impairments from other causes (cerebral palsy, amputations, and fractures or burns that cause contractures)

QUESTION: Why would you use behavioral technology training?

Increase consultee's competence in use of behavioral procedures

THEORY: Maria Montessori

Independence, Observaion, "Following the child," Correcting the child, Prepared environment, Absorbed mind.

THERAPY: FAMILY System Therapy

Individuals are part of a larger living system. Treatment of entire family & various other systems is important in therapeutic change process.

THERAPY: Exposure therapy

Individuals with agoraphobia tend to respond best when they are made to face the anxiety-producing stimuli repeatedly through exposure therapy. This type of therapy helps more than 90% of individuals with agoraphobia who practice the therapy faithfully.

LAW: IDEA

Individuals with disabilities Educational Act - broadens rights of disabled students.

DISORDER: Three types of Amnesia

Infantile, retrograde, anterograde

BEHAVIOR: Corporal punishment

Infliction of pain on the body as a penalty for conduct disapproved of by the punisher

ETHICS: Informed Consent

Inform the client: nature of services, fee policy (usually hourly), cancellation policy, exceptions to confidentiality, always get written permission to record. Informed consent means that the person giving consent has the legal authority to make a consent decision, a clear understanding of what it is he or she is consenting to, and that his or her consent is freely given and may be withdrawn without prejudice.

DISORDER: Sleep-Wake Disorders

Insomnia Disorder Hypersomnolence Disorder Narcolepsy Breathing Related Sleep Disorders Parasomnias

ASSESSMETN: Multiple-Baseline Design

Instead of withdrawing a treatment, the treatment is implemented across multiple behaviors, settings, or individuals at different points in time

DISORDERS: Neurodevelopmental Disorders

Intellectual Disabilities Communication Disorder Autism Spectrum Disorder Specific Learning Disorder Motor Disorders

ASSESSMENT: Methods of gathering information about client's level of functioning

Interviews, observations and questionnaires, with client, parents,and others

ASSESSMENT: Observational Techniques

Involve the careful and systematic assessment and coding of overt behavior. Coding involves determining what previously defined category the behavior fits into.

ASSESSMENT: Stratified Random Sampling

Involves dividing your population into homogeneous subgroups and then taking a simple random sample in each subgroup

INTERVENTION: Social Skills Training

Involves four processes: 1.Instruction 2. Rehearsing 3. Providing feedback & Reinforcement,and 4. Reducing negative behavior. Modeling and role play are important. OBJECTIVES: promoting skill acquisition, enhancing skill performance, reducing or eliminating competing problem behaviors, facilitating generalization and maintenance of skills

DISORDER: Phobias

Irrational, extreme fears maybe we acquire them through classical conditioning experiences as well

ASSESSMENT COGNITIVE DEVELOPMENTAL: McCarthy Scales of Children's Abilities

It assesses the abilities of preschool children, ages 2.5-8.5 years. It measures verbal perceptual, quantitative abilities, performance memory, and motor development. It provides a General Cognitive Index (GCI) with scales for Verbal, Perceptual-Performance and Quantitative, Memory and Motor.

ASSESSMENT BEHAVIOR: Children's Apperception Test (CAT)

It is for children 3- 11. it is a projective measure in which a child will project his current feelings and issues by telling stories about ten pictures of animals in various settings. Pictures are designed to assess personality, level of maturity, and psychological health

THEORYJEAN PIAGET-Concrete vs. Abstract Thinking

Jean Piaget uses the terms "concrete" and "formal" to describe the different types of learning. Concrete thinking involves facts and descriptions about everyday, tangible objects, while abstract (formal operational) thinking involves a mental process. Concrete thinking refers to the thinking on the surface whereas abstract thinking is related to thinking in depth.

ASSESSMENT ACHIEVEMENT: Peabody Individual Achievement Test -- Revised (PIAT-R)

K-22.11 6 subtests: 1) General Information, 2) Reading Recognition, 3) Reading Comprehension, 4) Mathematics 5) Spelling and 6) Written Expression. **can be used with lower cog kids**

ASSESSMENT ACHIEVEMENT:Early Reading Diagnostic Assessment

K-3

ASSESSMENT ACHIEVEMENT: DIBELS

K-6th grade

ASSESSMENT ACHIEVEMENT: AIMSweb

K-8th grade

THEORY: Metacognition

Knowledge about the self, theory of mind, and knowledge about the task and about specific strategies. The awareness of your own though processes and the efficient use of this knowledge to self-regulate these cognitive processes.

THEORY: LAWRENCE KOHLBERG: Stage 1A PRECONVENTIONAL (A): Obedience and Punishment Orientation

Kohlberg Moral Reasoning stage where child assumes authorities hand down a fixed set of rules which he or she must unquestionably obey. Kohlberg's first stage of preconventional reasoning in which moral thinking is tied to punishment.

THEORY: LAWRENCE KOHLBERG: Stage 1B PRECONVENTIONAL (B): Individualism and Exchange

Kohlberg Moral reasoning stage where children recognize that there is not just one right view that is hand down by the authorities - different individuals have different viewpoints

THEORY: LAWRENCE KOHLBERG: Stage 2A CONVENTIONAL (A): Good interpersonal relationships

Kohlberg moral reasoning stage where children see morality as more than simple deals - believe that people should live up to the expectations of the family and community and behave in "good" ways

THEORY: LAWRENCE KOHLBERG: Stage 2B CONVENTIONAL (B): Maintaining a social order

Kohlberg moral reasoning stage where emphasis is on obeying the law, respecting authority, and performing one's duties so that social order is maintained

THEORY: LAWRENCE KOHLBERG: Stage 3A POST CONVENTIONAL (A): Social contract and individual rights

Kohlberg moral reasoning stage where people make it clear that they do not generally favor breaking laws; laws are social contracts that we agree to uphold until we can change them by democratic means

LAW: Limits of confidentiality

LEP inform child & others of limits of confidentiality at outset of establishing professional relationships

BRAIN: Temporal Lobe

Language Center: controls sound, speech & portion of long term memory • Processes Auditory Info • Wernicke's Area located here

QUESTION: What areas should be assessed to determine the need for administration of assessment instruments?

Language, learning, behavior problems, or medical conditions

ASSESSMENT: .80+

Large effect size

MEMORY: Retrieval

Last step in memory. The process of bringing information out of long-term storage and into conscious awareness.

MEMORY: Long-Term Memory

Last step in the memory storage process in which we can store unlimited amounts of information for a long time.

BEHAVIOR: Observational learning

Learning by watching others

THEORY: Latent Learning

Learning occurs even when responses are not being reinforced-however, it might not be immediately reflected in behavior. Also called implicit learning.

LAW-Hughes Bill (A.B. 2586)

Legislation deals with behavior interventions for special education students. Requires behavioral interventions respects human dignity, personal privacy, & ensures a pupil's placement in the least restrictive environment.

DELETE

Level at which a child can almost, but not fully, perform a task independently, but can do so with the assistance of someone more competent. What Vygotsky called the difference between what a child can do with help and what s/he can do without assistance

LAW: Advertising as a LEP

Licensed Educational Psychologists MAY ADVERTISE AS EDUCATIONAL PSYCHOLOGISTS. California law prohibits any advertising which is false, misleading or deceptive. Licensure status must be shown either by including the complete name of the license OR by including the initials of the appropriate license AND the license number.It is also permissible to include academic credentials (i.e., M.A., M.S.W., Ph.D.) so long as the degree is earned and relevant to the license

ASSESSMENT: Difference between MMPI-2 and MMPI-A

MMPI-A is shorter, includes new items, covers areas specific to adolescents (school and family problems), and has age-appropriate norms

ASSESSMENT: Regression

Major purpose of testing is prediction and Regression is the primary statistical tool for this purpose. Regression analysis provides an equation that DESCRIBES the RELATIONSHIP between the two variables

CASE: Marshall v. Georgia 2004

Marshall ruling stated that the percentage of minorities placed in special education can exceed the percentage in the representative population as long as the appropriate and proper steps for placement were followed. Dis-proportionality in special education not necessarily wrong, but must pay close attention to procedures (reversed Larry P. decision that there's too much bias in IQ tests to use them)

THEORY ABRAHAM MASLOW: Security needs

Maslow - desire for steady employment, health care, safe neighborhoods, and shelter

THEORY ABRAHAM MASLOW: Social needs

Maslow - needs for belonging, love, and affection; friendships, romantic attachments, families, social, community, or religious groups

BEHAVIOR: Unconditional Stimulus (US)

Meaningful stimulus. Term for a stimulus that elicits a reflexive response in the absence of learning. Meaningful stimulus

MEMORY: Retrieval cues

Means by which people retrieve information from long-term memory. The more cues that are associated with memory, the easier it will be to retrieve.

ASSESSMENT: Mode

Measure of central tendency that uses most frequently occurring score.

0.50-0.80

Medium effect size

THEORY: Self-instructional training

Meichenbaum; Used to teach people to direct themselves to cope effectively with difficult situations 1) Cognitive modeling 2) Cognitive participant modeling 3) Overt self-instructions 4) Fading of overt self-instructions 5) Covert self-instructions

MEMORY:Dual-code hypothesis

Memory is stored in two ways: verbal code and picture code. Mental images are remembered better because it contains both picture and verbal codes.

MEMORY: Mental Imagery

Mental representations that "stand in" for objects of events. They have a "picture-like" quality in our mind's eye. Creating a mental "story" or scene around stimuli that we would like to remember

LEP: Techniques to elicit information identifying Mental Health & Physical Health Information

Mental status exam, asking about previous mental health diagnoses / treatments, medical or health concerns, requesting records, probing

THEORY FREUD: STAGE 2 Anal-expulsive personality

Messy, wasteful, or destructive personality; caused by too lenient potty-training approach

Medical conditions that affect learning and behavior

Metabolic, infections, epilepsy, head injury, drug or alcohol intoxication or withdrawal, intracranial tumor, and cerebral degenerative diseases

THEORY: Urie Bronfenbrenner's Bioecological approach to learning

Micro System, Meso system, Eco system and Macro system.

THEORY: Secondary drives according to Drive Reduction Theory

Money, power, education

DELETE

THEORY: Neo-Piagetian theories

More recent theories that integrate findings about attention, memory, and strategy use with Piaget's insights about children's thinking and the construction of knowledge

INTERVENTION: Side Effects associated with Stimulant Medication

Most frequent include insomnia and decreased appetite. More severe (but less frequent) symptoms include somatic symptoms, increased tension, growth inhibition and increases in heart rate and blood pressure

THEORY JEAN PIAGET: Equilibration

Movement from equilibrium to disequilibrium and then back to equilibrium again.

BRIAN: RIGHT HEMPSHIRE

Music, Art, Creativity, Perception, Emotions, Genius, this is the HOLISTIC THINKING MODE

ASSESSMENT: Flynn Effect

Name of the gradual rise in IQ levels since records were started. The average is the same but the raw score is rising approximately 9 points each generation. Addresses validity of IQ tests

DELETE

Natural opiate (similar to Morphine). Released to ease pain

LAW: Protection of Pupil Rights Act

Need written parental consent before a pupil can be required to submit to a survey, analysis, or evaluation that reveals certain types of personal information. Acts that says you need to have written parental consent before a pupil can be required to submit to a survey, analysis, or evaluation that reveals certain types of personal information

QUESTION: Are any of the episodes and events that we experience recalled with complete accuracy?

No, Memories are "reconstructions" based solely sensory input that was successfully encoded and successfully retrieved.

MEMORY: Nondeclarative or Implicit Memory.

Nonconscious memories for skills, procedures, subliminal information, and classically conditioned responses. Memory for "How"

ASSESSMENT: Type III error

Not measuring what you are looking to measure (error in validity)

ASSESSMENT: Behavior Observation of Students in Schools (BOSS)

Observation tool where academic engagement is broken up into two categories: active or passive

DISORDERS: Obsessive-Compulsive and Related Disorders

Obsessive-Compulsive Disorder Body Dysmorphic Disorder Hoarding Disorder Trichotillomania (Hair Pulling Disorder) Excoriation (Skin-Picking) Disorder Substance/Medication-Induced Obsessive-Compulsive and Related Disorders Obsessive-Compulsive and Related Disorders Due to Another Medical Condition

ETHICS: Conflict of interest

Occurs when a professional is involved in multiple relationships that may inter-mingle and violate ethical standards. A psychologist must avoid multiple types of relationships with the same individuals.

ASSESSMENT: Observer Drift

Occurs when there is an unintentional, systematic change in definition of behavior being observed

MEMORY: Procedural Memory

Often referred to as "muscle memory". Deals with processes that the body does and remembers. *Think: Ability to ride a bike or skip rope **Sequences that are consistently repeated (think of tying a shoe) are stored in procedural memory

THEORY: Proactive Interference

Old information interferes with our ability to remember new information

THEORY: Divergent Thinking

One main theme or idea that generates many different ideas

QUESTION: Why cant we always retrieve everything that is stored in long-term memory, especially older memories?

One theory...interference

DISORDER: Disruptive, Impulse-Control, and Conduct Disorders

Oppositional Defiant Disorder Intermittent Explosive Disorder Conduct Disorder Antisocial Personality Disorder Pyromania Kleptomania

THEORY: GILLIGAN Level 1

LAW: Equal Protection Clause

Part of the 14th Amendment that states that a state may not make a free public education available to some children but not to others

BRAIN: Somatic

Part of the peripheral nervous system that is responsible for carrying motor and sensory information both to and from the central nervous system; made up of nerves that connect to the skin, sensory organs, and all skeletal muscles; in charge of muscle movements and stimuli. Sub system of the Peripheral Nervous System (PNS). Primary function is to regulate the actions of the skeletal muscles. Voluntary muscles and sensory receptors

DISORDER PROCESSING: Echolalia

Pattern of speech in which the child echoes words or phrases of the interviewer or other source

QUESTION: 43. Which of the following are indirect behavior assessments? (Select all that apply.) A. Peer ratings B. Parent ratings C. Self-monitoring measures D. Functional assessment interviews

Peer ratings, Parent ratings & Functional assessment interviews

MEMORY: Context Specific Memory

People will recall information better if the context in which the information is learned is the same as when it is being recalled

ASSESSMENT: 80-85%

Percentage criteria required when doing mastery testing

DISORDER: Obsessive Compulsive Disorder (OCD)

Persistent thoughts impulses images experienced as intrusive and inappropriate, and that causes marked anxiety, distress, thoughts, impulses or images that are not simple worries about real-life problems.

THEORY FREUD STAGE 2: Anal Stage: 18 months - 3.5 years (approx.)

Physical focus: anus (elimination). Until now the baby has had it pretty easy. Now baby is supposed to control bowels. Freud believed baby's sexual pleasure centered around the anus at this time. Psychological theme: self-control/obedience. These things are not just related to toilet training but also the baby must learn to control urges and behaviors (terrible twos). What goes wrong here is either parents being too controlling or not controlling enough (Freud was a great believer in moderation). Adult character: anally retentive (rigid, overly organized, subservient to authority) vs. anally expulsive (little self-control, disorganized, defiant, hostile).

BEHAVIOR: Reinforcement

Positive reinforcement strengthens a behavior by providing a consequence an individual finds rewarding. For example, if your teacher gives you $5 each time you complete your homework (i.e. a reward) you are more likely to repeat this behavior in the future, thus strengthening the behavior of completing your homework. The process by which a stimulus strengthens or increases the probability of the response that it follows

LAW: Elementary and Secondary Education Act (ESEA) 1965

Poverty, established role for federal government in education to provide funding to try and close the poverty gap

THEORY: Best Practice

Practices that have been shown to provide or offer the best possible services to the clients. Best practices are often proposed based on empirical research.

THEORY: Evidenced-based practice in psychology (EBPP)

Practices that integrate the best available research with the insights of expert practitioners and knowledge of the characteristics, culture, and preferences of the client. decision-making that integrates the best available research with educational expertise and student characteristics and preferences

LAW: Education for All Handicapped Children Act (EAHCA) 1975

Precursor to IDEA, established FAPE, non-discriminatory evaluation, LRE, IEP, due process, and Team at national level for ages 6-21

INTERVENTION: Three step process of problem solving

Preparation production evaluation

THEORY: PREPaRE model

Prevent/prepare Reaffirm Evaluate Provide and Respond Examine

THEORY: Social promotion

Promoting students to the next grade when they have not mastered the curriculum of their current grad - not an educationally sound alternative to retention

THEORY: ROBERT STERNBERG triarchic theory of intelligence?

Proponents argue that intelligent behavior arises from a balance between analytical, creative and practical abilities.

LEP: The Do's of LEP

Provide interventions to improve client's learning in school settings. Apply specific strategies or intervention techniques to modify client's behavior within educational settings. Improve client's school performance.

THEORY FREUD STAGE 5: Genital Stage

Puberty-death; develop a strong sexual desire in the opposite sex, goal is to establish a balance between the various life events, Genital stage: post puberty. Physical focus: genitals. Psychological theme: maturity and creation and enhancement of life. So this is not just about creating new life (reproduction) but also about intellectual and artistic creativity. The task is to learn how to add something constructive to life and society. Adult character: The genital character is not fixed at an earlier stage. This is the person who has worked it all out. This person is psychologically well-adjusted and balanced. According to Freud to achieve this state you need to have a balance of both love and work.

LAW: -Public Law 108-446

Public schools must identify all students with disabilities, collect information regarding race & ethnicity. Goal is to provide students with disabilities all the services provided to students without disabilities. Goal of revised law is to provide students with disabilities all the services possible and to allow these students the same opportunities as those without disabilities. Federal funding may be revoked or suspended if schools are found in noncompliance.

ASSESSMENT; Ways to increase internal validity

Random assignment, "match" different group members on certain characteristics

ASSESSMENT: Ways to increase external validity

Randomly select participants, ensure that the methods of the study are similar to settings to which they generalize

LAW: 1 & 3

Re-evals must take place no more than X time per year AND at least once every X years

DISORDER: Trauma- and Stressor-Related Disorders

Reactive Attachment Disorder Disinhibited Social Engagement Disorder Posttraumatic Stress Disorder (Includes Posttraumatic Stress Disorder for Children 6 Years and Younger) Acute Stress Disorder Adjustment Disorders

ASSESSMENT: Fixed-Interval (FI) Schedule

Reinforcement occurs only if a fixed amount of time has passed. Not very helpful in real world because after a reinforcer is delivered, often stop responding altogether.

THEORY: Social History

Report of information gathered and prepared by qualified school district personnel pertaining to the interpersonal, familial and environmental variables which influence a student's general adaptation to school, including but not limited to data on family composition, family history, developmental history of the student, health of the student, family interaction and school adjustment of the student

LAW IDEA : Parent and Student Participation

Requires parent and school participation in team decision-making.

LAW IDEA: Zero Reject

Requires schools to provide a free appropriate public education to all students with disabilities. • Prohibits denial of any student's right to education. • A student can be disciplined but may not be subjected to an end of educational services. • Even if a student is expelled - the school district is required to continue to educate the student (can be in another setting though).

ASSESSMENT: quasi-experimental research

Research that is set up like an experiment, but not all variables are controlled enough to count as research (ie. not randomized, uses a convenient sample) Quality indicators: 1) Conceptualization underlying the study 2) Participants/sampling 3) Implementation of the intervention and nature of the comparison conditions 4) Outcome measures 5) Quality indicators for data analysis Studies that fit most of the criteria for true experiments, with the important exception that the participants are not assigned to groups at random. Instead, existing groups such as classes or schools participate in the experiments. Good for when not all influential factors can be controlled. No randomization; Asks "Why things are, in a qualified way."

ETHICS NASP: NASP Ethical Standard 1

Respecting the Dignity and Rights of all Persons: Client autonomy: consent and assent Privacy and confidentiality- includes materials not just conversations (3 exceptions to confidentiality: at imminent risk, given permission to break by individual, judge ordered) Fairness and justice

THEORY: LURIA Block 1 of Luria's Theory

Responsible for arousal and attention

DISORDER: Schizophrenia Spectrum and Other Psychotic Disorders

Schizotypal (Personality) Disorder Delusional Disorder Brief Psychotic Disorder Schizophreniform Disorder Schizoaffective Disorder Substance/Medication Induced Psychotic Disorder Psychotic Disorder Due to Another Medical Condition Catatonia Associated With Another Mental Disorder

QUESTION: What are drop out factories?

School in which 40% or more students drop-out * there are about 2000 in the U.S.

THEORY: ABRAHAM MASLOW Hierarchy of Needs - High to low

Self Actualization Self Esteem Belonging=needs for belonging, love, and affection; friendships, romantic attachments, families, social, community, or religious groups Safety Needs: desire steady employment, health care, safe neighborhoods,shelter Physiological:vital to survival: water, air, food, and sleep

MEMORY: 5 Memory Lanes

Semantic - Episodic - Procedural - Automatic - Emotional

BRAIN: Thalamus

Sensory "relay station." Sensory info. such as visual/auditory information evaluated here

MEMORY: Atkinson-Shiffrin Model of Memory

Sensory Memory, Short-term memory, Long-term memory.

DISORDER: Anxiety Disorders

Separation Anxiety Disorder Selective Mutism Specific Phobia Social Anxiety Disorder (Social Phobia) Panic Disorder Agoraphobia Generalized Anxiety Disorder

THEORY: Margaret Mahler

Separation-Individuation Theory.

CASE: Oberti v. BOE 1993

Should be placing students in gen ed or mainstreaming whenever possible

DELETE

Similar to client-centered case consultation, the consultant is viewed as a specialist who is called in to study a problem and provide a set of recommendations for dealing with a problem. Difference: The consultant is concerned with problems surrounding the development of a new program or some aspect of organizational functioning. Usually very rapid-paced and over quickly.

ASSESSMENT COGNITIVE: WISC Which pattern might suggest that verbal concept formation is better developed than factual knowledge and social judgment?

Similarities>Comprehension

DISORDER: Deaf-blindness

Simultaneous hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that cannot be accommodated in special education programs solely for children with deafness or children with blindness

DISORDER PROCESSING: Multiple Disabilities

Simultaneous impairments that cause such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairment; does not include deaf-blindness

THEORY: Cultural mismatch

Situation in which a child's home culture and the school culture hold conflicting expectations for the child's behavior.

ASSESSMENT: High-Stakes Testing

Situations in which test outcomes have a direct impact on the lives of stakeholders

0.20-0.50

Small effect size

ASSESSMENT COGNITIVE: WISC-IV standard error of measurement is ___ than the four indices

Smaller

INTERVENTION: Covert Modeling

Social Learning Technique: The consultee imagines a model performing the desired behaviors

THEORY: Seligman

Social learning psychologist; learned helplessness/positive psychology. Founder of positive psychology

BEHAVIOR: Consequences

Something that logically or naturally follows from an action or condition. Say, a child forgets his or her homework. He or she cannot go out to recess until the homework is completed. It is logical, it is related to the behavior and it decreases the likelihood of the behavior happening again.

THEORY: LEV VYGOTSKY Private Speech

Speech by children that is spoken and directed to themselves, and is used to guide behavior and thought. By communicating with themselves through private speech, children are able to try out ideas, acting as their own sounding boards. Vygotsky suggests it facilitates children's thinking and they use it to help them control their behavior. Peaks around 4 to 7

ASSESSMENT: Multiple Baseline

Start baseline on each person, introduce intervention for one while still baseline for others Removes history and maturation threats to validity

LAW: Economic Opportunities Amendment. 1972

Started Head Start

THEORY: Social Learning Theory

States people learn not only through reinforcers and punishers, but also through observation. (i.e., kids can act aggressive by merely watching the violent behavior of others. This is modeling).

LAW: IDEA Amendment Act 1997

Statewide assessments, more parent involvement

ASSESSMENT: Type II Error

Stating something is false, but it is really true (accepting a Null hypothesis)

BEHAVIOR: Stimulus Generalization

Stimuli that are similar to the CS will also elicit the conditioned response to some degree

THEORY FREUD: STAGE 2 Anal-retentive personality

Stringent, orderly, rigid, and obsessive; caused by strict or too early potty-training

COUNSELING: Person-Centered Counseling

Strives for congruence between the real self and ideal self. The major tenet of theory is the belief that people naturally seek growth toward personal and universal goals.

THEORY-Person-Centered Counseling

Strives for congruence between the real self and ideal self. The major tenet of theory is the belief that people naturally seek growth toward personal and universal goals.

BRAIN: Hippocampus

Strong emotional memories and learning, Compares new info to old- consolidates learning and converts info to long term memory during REM sleep

ASSESSMENT: Descriptive research

Studies that collect detailed information about specific situations, often using observation, surveys, interviews, recordings, or a combination of these methods. This method is only capable of building correlation because variables are not allowed to be isolated without certain experimental parameters. It is a survey or interview. Describes "the way things are", but not the relationship between things.

DISORDER PROCESSING: Speech or Language Impairment

Stuttering, impaired articulation, language impairment, voice impairment

INERVENTION: Scaffolding

Support for learning and problems solving that encourages independence and growth - includes helping children think about and frame a task in an appropriate manner and providing clues to task completion that are appropriate to the child's level of development. Adjusting the support offered during a teaching session to fit the child's current level of performance

INERVENTION: Flexible grouping

Teaching strategy: Informally grouping and regrouping students in a variety of ways throughout the school day according to specific goals, activities, and individual needs. Dynamics and advantages must be considered. Grouping that is not static, where members of the group change frequently

BEHAVIOR: Conditioned Response (CR)

Term for a response that is elicited by a conditioned stimulus. Learned response to previously neutral stimulus

ASSESSMENT COGNITIVE: Wechsler Preschool and Primary Scale of Intelligence™ - Fourth Edition (WPPSI™ - IV)

Test for ages 2:6 to 7:7. Measures cognitive development for preschoolers and young children.

MEMORY: Elaboration

The "web" of connections, associations, and relevant meanings given to a stimulus

ASSESSMENT: Grade Equivalent

The GE of a given raw score on any test indicates the grade level at which the typical student earns this raw score. For example, if a seventh grade student earned a GE of 8.4 her raw score is like the raw score the typical student would likely earn on the same test at the end of the fourth month of the eighth grade.

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The Selfish Conventional Morality Post-Conventional

THEORY: CAROL GILIGAN Three Stages of Female Moral Development

The Selfish Conventional Morality Post-Conventional

ASSESSMENT: Variance Measure

The amount of spread in a set of scores

THERAPY: Behavior Therapy

The application of behavioral theory (e.g. conditioning, reinforcement) in the treatment of mental illness. Cerebellum Part of the brain associated with balance, smooth movement, and posture.

THEORY: Behavior Modification

The application of behavioral theory to change a specific behavior. Conditioning techniques to teach new responses or to reduce or eliminate maladaptive or problematic behavior. Many behavior modification programs rely on the token economy. Tokens are secondary reinforcers that have no real value in themselves but are exchangeable for primary reinforcers or for other secondary reinforcers

BEHAVIOR: Continuous Reinforcement

The application of reinforcement every time a specific behavior occurs

LAW: CONVICTION INVOLVING SEXUAL ABUSE OF CHILDREN

The board shall not issue a license to a person who has been convicted of a crime in this or any other state or in a territory of the United States that involves sexual abuse of children or who is required to register pursuant to Section 290 of the Penal Code or the equivalent in another state or territory.

BRAIN: Cerebellum

The cerebellum is a major structure of the hindbrain that is located near the brainstem. This part of the brain is responsible for a number of functions including motor skills such as balance, coordination, and posture as well as eye movement. Not really considered part of the Cerebral Cortex- rather part of the Hindbrain, Controls muscle tone, balance and skilled movement

THEORY: Conservation

The child gains the ability to mentally represent an object that is not present. understands that amount of water stays the same when transferring to different sized cups.

Localization of function

The degree of which different parts of the brain are dedicated to performing specific cognitive functions

ASSESSMENT:Predictive Validity

The degree to which the interviewer's information predicts either treatment plan or treatment outcome. The extent to which a measure agrees with an outcome criterion measure

ASSESSMENT: Interrater Reliability

The degree to which two different raters agree

THEORY: Educational Psychology

The discipline concerned with teaching and learning process; applies the methods and theories of psychology and has its own as well

ASSESSMENT:Validity

The extent to which a test does the job for which it is designed and used. A test is valid to the extent that we know what it measures or predicts. A test's ability to measure what its purpose is to measure

ASSESSMENT: Construct validity

The extent to which a test measures a specific psychological construct or trait. ie. Intelligence

ASSESSMENT: Concurrent Validity

The extent to which interviewer information corresponds to that obtained through other methods. How well scores on one measure correlate with those on a related measure

INTERVENTION: Consultee-centered administrative consultation

The goal of consultee-centered administrative consultation is to improve the professional functioning of members of an administrative staff. The consultatnt agrees to work with the organization on a long-term basis. The interpersonal aspects of the consultee's problems as an administrator of a program

THEORY:ALBERT ELLIS Rational Emotive Therapy (RET)

MEMORY: Working memory

The information you are focusing on at any given moment. It is conscious and new information is held there. It has a 5- 20 second duration. Activities include: initiating control and decision responses, reasoning and language comprehension, and transferring information to long-term memory via rehearsal and coding. ) Input is fast, limited capacity, brief 5- 20 seconds, retrieval is immediate and involves images, ideas, words, sentences. The system which actively holds multiple pieces of transitory information in the mind when needed for verbal and nonverbal tasks such as reasoning and comprehension, and to make them available for further information processing.

BRAIN: If the right hand is impaired what part of the brian is impacted?

The left hemisphere (RIGHT HAND CONTROL) controls Speech, Language, Writing, Logic, Mathematics, Science, this is the LINEAR THINKING MODE.

ASSESSMENT: Deviation IQ

The modern, statistical conception of IQ, introduced by psychologist David Wechsler (1896-1981), according to which IQ is a normally distributed variable with a mean of 100 and an SD of 15 (usually)

Effect sizes

The most common way of quantifying and comparing outcomes across studies in meta-analytic reviews

ASSESSMENT: Ratio IQ

The original but now obsolete conception of IQ as a ratio of mental age (MA) to chronological age (CA).

THEORY: Hawthorne Effect

The phenomenon that subject behavior changes by the mere fact that they are being observed.

INTERVENTION: Clinical significance

The practical value or importance of the effect of an intervention, that is, whether it makes a real difference in every day life

BEHAVIOR: Punishment

The process by which a stimulus or event weakens the response that it follows, reducing the probability of a response. Less likely to occur (responding negative) The adding of a stimulus that results in a decrease of a response.

ASSESSMENT:Item Analysis

The process of determining how well a given test item discriminates among individuals who differ in the characteristic being tested.

ASSESSMENT: Psychometrics

The quantitative assessment of an individual's psychological traits or attributes

Cultural tools

The real tools (computers, scales, etc.) and symbol systems (numbers, language, graphs) that allow people in a society to communicate, think, solve, problems, and create knowledge.

BRAIN: If the left hand is impaired what part of the brain may be impacted?

The right hemisphere (LEFT HAND CONTROL) controls Music, Art, Creativity, Perception, Emotions, Genius, this is the HOLISTIC THINKING MODE

LAW IDEA: PROCEDURAL SAFEGUARDS/DUE PROCESS.

The safeguards assure that the school is providing the services and placements required. This principle also requires team decision-making concerning the student's education. Parent and Student Participation: This principle requires parent and school participation in team decision-making. This law ensures provision of legally required services: This means that a state cannot take away life, liberty, or property rights without some sort of procedural fairness to safeguard. Part of the 14th Amendment that safeguards citizens from unfair or wrongful infringement of rights

ASSESSMENT:Variability

The spread of disperson of test scores, best indicated by their standard deviation

MEMORY: SHORT TERM MEMORY OR WORKING MEMORY

The stage of memory where information is stored for up to 30 seconds prior to either being forgotten or transferred to long term memory. Limited capacity memory system which stores information for approximately 30 seconds without effort. Also called working memory

THEORY: Drive

The state of behavioral arousal resulting from a biological need, i.e., the energy that powered behavior

LAW: assent

The term assent refers to a minor's affirmative agreement to participate in psychological services or research.

ASSESSMENT COGNITIVE: Problem of bias in intelligence tests arises bx:

The tests measure traits that aren't directly observable. The tests measure traits that are subject to differences in definition. The tests measure traits measurable only on a relative scale

THEORY: Attribution Theory

The theory that argues people look for explanation of behavior, associating either dispositional (internal) attributes or situational (external) attributes. Description of the way in which people explain the causes of their own and other people's behavior

THERAPY: AARON BECK Cognitive Therapy

The treatment approach based on the theory that our cognitions or thoughts control a large part of our behaviors and emotions. Therefore, changing the way we think can result in positive changes in the way we act and feel. Designed by Aaron Beck; cognitively restricting therapy that emphasized testing the validity of maladaptive beliefs

ASSESSMENT:Ceiling

The upper limits of ability that can be measured by a test. If an individual makes a score which is at or near the highest possible score, it is said that the test ceiling is too low and that he should be given a higher level of the test.

INTERVENTION: Focus of Caplan's Mental Health Model

The work problems of the consultee

THEORY: IVAN Pavlov

Theorist behind Respondent Conditioning. Behavioral psychologist; classical conditioning.

THEORY: Spearman

Theorist who says that all intellectual activities share a single common factors, called g. Describes the mental ability by defining the general and specific factors. The specific factor deals with activities that can be associated with particular situations. G FACTOR: All this states is that there is a main intelligence and people can be generally smarter than others. One comparison is athleticism. Some athletes are generally very athletic and excel at every sport they try. i.e Michael Jordan

THEORY: Aptitude Treatment Interaction (ATI)

Theory where optimal learning is obtained when instruction is matched to the aptitude of the learner. The best instruction involves treatments differing in structure and completeness and high or low general ability measures. These environments identify with the following theory _________________. 1) High structure environments, often found in special education classrooms; 2) Gifted classrooms allow for flexibility in exploring outcomes.

THEORY Assimilation vs Accomodation

These are the two basic ways that the brain will adapt to different information. Assimilation uses our existing schemes to make sense of the information we perceive. Accommodation changes our existing schemes to accommodate or "fit in" the new information.

ASSESSMENT: Standard Scores or Standardized Scores

These scores express a person's distance from the mean, in terms of standard deviation of the distribution. They are continuous and have equality of units and allow for comparison between individuals.

Concepts are important because

They make our lives faster, easier, and more predictable.

THEORY: Induction

Think about what you've done.

LAW: Community Mental Health Act of 1963

This Act provided funding for the establishment of mental health centers across the United States to provide greater access to mental health care services.

ASSESSMENT: Testing Standards

This clearly specified that the reliability, validity, and norms of the translated version should be independently established for any population in which the test will be used

ASSESSMENT: Culturally Loaded Tests

This is every test to some extend. PPVT-R "Picture Vocabulary" are highly culturally loaded. Pictures require some knowledge of a given culture.

INTERVENTION: Program-centered administrative consultation

This is similar to client-centered case consultation because the consultant is viewed as a specialist who is called in to study a problem and provide a set of recommendations for dealing with a problem Difference - The consultant is concerned with problems surrounding the development of a new program or some aspect of organizational functioning. Usually very rapid-paced and over quickly

THEORY: CARL ROGERS HUMANISTIC THEORY

This perspective contends that people have a natural capacity to make decisions about their lives and control their behavior. Each individual has the ability and motivation to reach more advanced levels of maturity, and people naturally seek to reach their full potential .Emphasis on Free Will - the ability of humans to make choices and come to decisions about their lives. Embraces the idea that behavior is guided by one's self-image, subjective perceptions and the need for growth towards personal goals. Historically significant perspective that emphasized the growth potential of healthy people; used personalized methods to study personality in hopes of fostering personal growth.

QUESTION: What is the Cognitive Behavioral perspective on what causes emotional distress?

This perspective postulates that the emotional distress is the result of a person's belief about the event as well as the activating event itself

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This process of using information in an increasing complex and fluid manner. Fundamental units of information can be combined, rearranged , used in multi-step operation, used as in classification and class hierarchies, and can be used in multiple situations with neccessary transformation. Information can also be used logically and as a basis for inferences, conclusions, or judgement. This process occurs in all areas of academics when reasoning beyond rote performance is required.

INTERVENTIONl Consultee-case CENTERED consultation

This type of consultation is most closely identified with Caplan. Like the client-centered consultation, this is concerned with difficulties a consultee encounters with a particular client for whom he or she has responsibility. Primary goal is to remediate the shortcomings in the consultee's professional functioning that are responsible for difficulties, with client improvement a secondary goal. Thus, there is little or no direct assessment of the client

LAW: Title IX 1972

Title IX developed, can't discriminate based on gender in school activities

ETHICS NASP: III.3 Respecting Other Professionals

To best meet children's needs, school psychs cooperate w/ other professionals in relationships based on mutual respect. Encourage and support use of all resources to best serve interests of students, promote coordination w/ all professionals involved serving child; referrals to/from psych-notify all of change, provide lists of services providers; do not alter reports w/out permission of original author (even students)

BEHAVIOR: Functional Assessments

To establish the function of a behavior, one typically examines the "four-term contingency": first by identifying the Motivating Operations (EO or AO), then identifying the antecedent or trigger of the behavior, identifying the behavior itself as it has been operationalized, and identifying the consequence of the behavior which continues to maintain it.

THEORY: Freudian Psychotherapy

Transference, catharsis, and insight

ASSESSMENT: Divergent Validity

Two opposite measures reveal Opposite results

Rosenfield's Instructional consultation

Type of consultation that provides a framework for working with teachers with concerns about students and classroom management

THEORY: Macrosystem

Types of government, society in general, religious system, political thought, and other broad factors. consists of cultural values, laws, customs, and resources

7-10

Typical practice is to have this many data point before the data are used to make an educational decision

QUESTION: According to psychodynamics, behavior is the product of this

Unconscious, inner-conflict, unresolved issues

LAW: Stay-Put Rule

Unless parents and the school agree, students remain in his or her present placement during any due process proceeding

ASSESSMENT: Threats to statistical conclusion validity

Unreliability of measures, low statistical power, subject heterogeneity, and increase the study error rate by making multiple statistical comparisons

THEORY: LURIA Block 2 of Luria's Theory

Use of one's senses to analyze, code, and store information

ASSESMENT: chi-square used for

Used for group comparison when group numbers are unequal Test independence of two variables or goodness of fit for one qualitative variable

ASSESSMENT COGNITIVE: The WISC-IV index most highly correlated with g is ___

Verbal Comprehension

MEMORY: Iconic Sensory memory

Visual sensory memory that lasts about a quarter of a second

MEMORY: Flashbulb Memories

Vivid Memories for highly significant, traumatic, or emotional experiences and events.

DISORDERS: Paraphilic Disorders

Voyeuristic Disorder Exhibitionist Disorder Frotteuristic Disorder Sexual Masochism Disorder Sexual Sadism Disorder Pedophilic Disorder Fetishistic Disorder Transvestic Disorder

THEORY: Automatic Thoughts

What Beck called maladaptive (irrational) cognitions

Now: 1. Creating 2. Evaluating 3. Analyzing 4. Applying 5. Understanding 6. Remembering. Original: 1. Evaluation 2. Synthesis 3. Analysis 4. Application 5. Comprehension 6. Knowledge

What are the 6 levels of Blooms Taxonomy (Now & Original)?

THEORY: Habit Strength

When a stimulus-response relationship is followed by a reduction in drive, probability increases that in future situations the same stimulus creates the same response

ASSESSMENT:Content Bias

When an item or subtest is proven to be more difficult for one group of a population than it is for another. No test can be created that will entirely eliminate the influences of learning and cultural experiences. Non-Verbals like RAVENS LETTER and MAT come close.

ASSESSMENT:Over Interpretation

When test users generalize from a limited domain of measurement to a broad range of ability, the issue of bias in the results is legitimately raised. Don't jump to conclusions based on one test. Always cross validate.

ETHICS: The APA's guidelines for ethical practice require that psychologists obtain informed consent to conduct assessments except when?

When testing is mandated by law or government regulations

DISORDER: Unspecified Intellectual Disability

When the person cannot be successfully tested by standard intelligence tests; too impaired to cooperate. Strong presumption of MR, but the person's intelligence is untestable by standardized tests.

ASSESSMENT: Type I Error

When you say something is true but it is not (rejecting the null hypothesis)

ASSESSMENT: Regression to the Mean

Where children with low initial scores tend to score higher on retest, and children with high initial scores tend to score somewhat lower on retest

ASSESSMENT: Face Validity

Whether examiners and examinees perceive the instrument as a reasonable measure of what it is meant to measure (affects motivation)

MEMORY: Duration of Short-term Memory

Without effor: around 30 seconds, Effects of rehearsal, effects of distractors.

LAW IDEA: Individualized Family Service Plan (IFSP)

Written plans for infants or toddler's with disabilities who need early intervention services

ETHICS: Court ordered Breech of Confidentiality=

You must assert privilege when asked to turn over information, such as a subpoena.

ASSESSMENT: Random Assignment

a method used in experimental design to get a representative sample size. If I were to pick 100 people directly out of a group of 1000 then it wouldn't be random, but if I were to draw names out of a hat then it would be random and it would be more representative.

ETHICS: assent

a minor's affirmative agreement to participate in psychological services or research.

ASSESSMENT: Correlational Studies

a researcher deliberately changes one variable to see how this change will affect other variables. good for prediction and finding relationships without experimentation; not good for correlation. Asks "what things occur together?"

THEORY: High expectations/ PYGMALION EFFECT

a self fulfilling prophecy, a groundless expectation that is confirmed because it has been expected. When exceptional progress is made by a student as a result of high teacher expectations (known as the Pygmalion effect).

ASSESMENT: single case experiment

a student behavior is observed for several Days he or she has a special program then doesnt. this is studied

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a type of therapy in which a therapist sees the two spouses, or parent and child, or other partners together in joint sessions -Three principle of conjoint family therapy Increase each family member's self-esteem, help each family member develop methods to deal calmly with conflict in family, & therapist utilizes experimental approach in understanding & helping family members deal with behavior patterns.

THEORY: capacity building

a way for sustaining systems change within a school by training other school personnel in effective methods and models

LEP : SKILLS

ability to listen well, participate in discussions, convey information, & work together with others at an individual, group, & systems level.

ASSESSMENT: Determine level of personal functioning by assessing...

adaptive, social-emotional, behavior and personality factors

INTERVENTION: The Report of the National Reading Panel and Put Reading First

address 5 components of effective reading programs 1. phonemic awareness 2. phonics 3. fluency 4. vocabulary 5. text comprehension

socioeconomic status

affects physical, psychological development, educational attainment, occupational aspirations, lifestyles, selection of friends, activities, and social roles

ASSESSMENT PERSONALITY : Minnesota Multiphasic Personality Inventory®-2 (MMPI®-2)

ages 18+, Assess major symptoms of social and personal maladjustment, Identify suitable *candidates for high-risk public safety positions, Give a strong empirical foundation for a clinician's expert testimony, *Assess medical patients and design effective treatment strategies, including chronic pain management, *Evaluate participants in substance abuse programs and select appropriate treatment approaches, *Support college and career counseling recommendations. *Provide valuable insight for marriage and family counseling.

ASSESSMENT VISUAL: TVPS3-

ages 4-18, discrimination, figure ground, memory, sequential memory, closure, visual spatial relationships, constancy. Scaled, standard, %

LAW: content of records

any information that may be used to document the nature, delivery, progress, or results of psychological service

INTERVENTION: expository instruction

approach in which information is presented in essentially the same form in which students are expected to learn it

INTERVENTION: inquiry learning

approach in which students apply complex reasoning skills in their examination and interpretation of new phenomena and data sources

INTERVENTION: discovery learning

approach in which students construct their own knowledge about a topic through firsthand interaction with an aspect of their environment

Intake interviews

asking questions of client, parents, and others to identify concerns related to educational needs and diagnoses; focus on history, learning, behavior, mental health and physical health

ASSESSMENT: Play Assessment

assess cognitive, language, motor, social

BEHAVIOR: Classical conditioning

association of automatic responses with new stimuli. humans learn new responses as a result of two stimuli being presented at approximately the same time

ASSESSMENT: random assignment

assures that two groups are essentially equivalent before the experiment began.

ASSESSMENT: confidence intervals

band or range of scores around the obtained score that likely includes the child's true score.

DISORDER: Antisocial Behavior Conduct

behavior that lacks consideration for others and may cause damage to the society, whether intentionally or through negligence, such as, cruelty, violence, scam, theft, arson and vandalism.

THEORY: Stereotype threat

being at risk of confirming, as self-characteristic, a negative stereotype about one's group.

DISORDER: drug alcohol exposure in utero

birth defects, motor, cognitive, language, social, and emotional deficits, attention

THEORY: Little Albert

ca. 1920; Field: behaviorism; Contributions: subject in John Watson's experiment, proved classical conditioning principles: Studies: Little Albert-generalization of fear

LEP: ques. for families to include them edu. planning

childs strengths? family strengths? your childs teacher and school strengths? areas of struggle? what could help child improve? how does child learn best? any changes from interventions? what helps? how does educational difficulties affect home life? is this a new concern? what could be done at home to help? our discussion accurate of your child? what do you see your child doing in future?

INTERVENTION: SUICIDE INTERVENTIONS

collaboration, supervise student, mobilize support system, no-suicide contracts, suicide-proof environments, call police, document. Interview to obtain history, determine whether the client has a plan of action, What is the frequency of thoughts of suicide. What are the previous attempts?

ASSESSMENT: validity questions for research

conclusion validity= is there a relationship between cause and effect? internal validity= is the relationship causal? construct validity= can we generalize to the constructs? external validity= generalize to other persons, places, times, etc.?

ASSESSMENT: Medical problems that require assessment

conditions related to chronic fatigue, excessive absences due to illness or medical procedures,

INTERVENTION: SUICIDE

consider alternatives & parental follow-up, make no deal to keep it a secret, have student write no suicide contract, & supervise until in the care of parent. detect suicidal students, assess severity, notify parents, secure mental health services and supervision of student, provide follow-up at school

Functional fixednes

conventional uses

THEORY: Race

creates groups of people who are distinguished (by themselves or others) in social relationships and interactions by their physical characteristics.

INTERVENTIONl classroom management

creating and maintaining a classroom environment conducive to student learning and achievement

THEORY: acculturation

cultural change that occurs in individuals when their own culture and another meet

THEORY: Jerome Bruner- CONSTRUCTIVIST DEVELOPMENT

curriculum designed so that students are continually building their knowledge, like building blocks, upon the firm foundations of what they have already learned. Constructivist development

THEORY: Evidence-based practice

decision-making that integrates the best available research with educational expertise and student characteristics and preferences

THEORY: Bergan and Kratochwill's behavioral-operant Consultation model

defines consultation as an indirect, problem-solving service involving a collegial relationship between the consultant and consultee in which the consultant acquires and communicates psychological data that will enable the consultee to utilize the data. Relies upon a complex communications model to elicit the information needed and includes a series of specific recommendations regarding problem identification and resolution. Bergan and Kratochwill view the consultant as an AUTHORITY FIGURE WHO ASSUMES PRIMARY RESPONSIBILITY FOR THE CONSULTING RELATIONSHIP. Also, they focus on changing BEHAVIORS

DISORDER Feeding and Eating Disorders: Anorexia Nervosa

deliberately restricted their food intake because of an irrational fear of gaining weight. BEHAVIORS OF ANOREXIA NERVOSA: 1. Refusal to maintain body weight at or above minimally normal weight for age and height. 2. Intense fear of gaining weight or becoming fat, even though underweight 3. Disturbance in a way in which one's body weight or shape is experienced, undue influence of body weight or shape on self-evaluation, or denial of the seriousness of the current low body weight.

INTERVENTION: SUICIDE RISK FACTORS

depression, substance abuse, mood disorders, familial factors, situational factors (presence of firearm)

ASSESSMENT: Qualitative research

describing characteristics and behaviors; asks "How do..." or "How are..."research that is not generalizable

INTERVENTION: instructional goal

desired long-term outcome of instruction

ASSESSMENT:Tests of Significance

determine if differences in values are meaningful//major factor determine which test to use is type data available (eg, ordinal, ratio), most tests of sig. assume random samples and equiv. groups

ASSESSMENT: Determine range of functioning by assessing...

developmental ability, developmental milestones, adaptive behavior, developmental ranges of the life span

THEORY: Cognitive styles

different ways of perceiving and organizing information; have little conscious control

THEORY: Mediated learning experience

discussion where more knowledgeable other helps the learner make sense of an event that they are mutually experiencing.

THEORY: Cognitive dissonance

drive or feeling of discomfort originally defined as being caused by holding two or more inconsistent cognitions and subsequently defined as being caused by performing an action that is

INTERVENTION: reciprocal influence

each part is interconnected with and reciprocally influences all other parts of the system as well as the system as a whole * when change occurs in one aspect of a system, it affects the other aspects of the system *

ASSESSMENT BEHAVIOR: best practice personality assessment

ecological/environmental orientation to assessment, multi method, multi source, multi setting, typical development, problem-solving/hypothesis testing, objective and observable assessment strategies

DISORDER: chronic motor or vocal tic disorder

either motor tics or vocal tics, not both

ASSESSMENT: Probing Techniques

elaboration, clarification, repetition, challenging, silence, neutral phrases, reflective statements, periodic summaries, checking for understanding

ASSESSMENT: Univariate Analysis

examination across cases of one variable at a time (eg.age, price)//2 ways to distribute a univariate distribution (table, graph) and percentages (% of people under poverty level)

representativeness

extent to which the norm group's characteristics match those of the population of interest

LAW: LEP hold onto information

for at least SEVEN years.

ASSESSMENT: vocational assessment

functioning in the areas of; psychological, social, educational/academic, physical, medical, vocational

INTERVENTION: Empathetic listening

hearing the intent and emotions behind what another says and reflecting them back by paraphrasing

ASSESSMENT: Laboratory Experiment

highly structured environment to study

THEORY: Social cognition

how people think about themselves and the social world; more specifically, how people select, interpret, remember, and use social information to make judgments and decisions. In other words, we learn by observing the behavior of another person, called a model

THEORY: Social Impact Theory

idea that conforming to social influence depends on the group's importance, its immediacy, and the number of people in the group

THEORY: Social exchange theory

idea that people's feelings about a relationship depend on their perceptions of the rewards and costs of the relationship they deserve, and their chance for having a better relationship with someone else

THEORY: Self-concept

individuals' knowledge and beliefs about themselves-their ideas, feelings, attitudes, and expectations.

ASSESSMENT: variables that affect assessment

innate factors, background variables, assessment situation, test demands, and assessment data.

INTERVENTION: jigsaw technique

instruction in which materials are divided among members of a cooperative group, with different students being responsible for learning different content and teaching it to other members

THEORY: Culturally responsive teaching

instruction that acknowledges and accommodates cultural diversity

INTERVENTION: interventions for ADHD

instructional strategies, token systems, goal-setting, contingency contracts, home-based reinforcement, parent tutoring, peer tutoring, self-monitoring

THEORY: Exosystem

involves links between a social setting in which the individual does not have an active role and the individual's immediate context. For example, a parent's or child's experience at home may be influenced by the other parent's experiences at work. The parent might receive a promotion that requires more travel, which might increase conflict with the other parent and change patterns of interaction with the child. (Social settings even though you are not directly involved.) social settings that a person may not experience firsthand but that still influence development. Societal institutions (government, community, schools, place of worship, and local media)

THEORY-Parallel Play

is a form of play where children play adjacent to each other, but do not try to influence one another's behaviour. Children usually play alone during parallel play but are interested in what other children are doing.

LAW: NECESSITY OF LICENSE; UNAUTHORIZED REPRESENTATION AS A LICENSEE

it is unlawful for any person to practice educational psychology or use any title or letters that imply that he or she is a licensed educational psychologist unless, at the time of so doing, he or she holds a valid, unexpired, and unrevoked license

THEORY B.F. SKINNER: Operant Conditioning (Skinner/Watson)

it means roughly changing of behavior by the use of reinforcement which is given after the desired response. Skinner identified three types of responses or operant that can follow behavior: Neutral operants, Reinforcers, Punishers. B.F. Skinner's theory that reinforcement will increase desirable behavior and learning strategies

THEORY: Metalinguistic Awareness

knowledge about language - improve significantly during elementary school years

ASSESSMENT: Learning differences that require assessment

learning disability, processing disorder, dyslexia

THEORY: Contructivist Theory

learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge.

DISORDER: risk factors for maladaptive bx development

low birth weight, infant mortality, child mortality, teenage parenthood, arrest/incarceration, dropping out school, teenage unemployment, teenage violent death, single-parent families, low SES

ASSESSMENT: Confirmatory Bias

making a guess as to what disability a student may have and then discounting factors and self-fulfilling the diagnosis. S.P. should always be thinking "what are other factors or options in play that are affecting a particular student's difficulties".

ASSESSMENT: Correlation Coefficients

maximum value of correlation is 1.0 in either a positive or negative direction. If correlation is +.8 then there is a positive relationship with a strength of .8 (pretty high). Essentially, if one of the variables increases then the other one should increase as well. A correlation coefficient of -.8 is a strong negative correlation meaning that when one variable increases the other one is going to decrease.

ASSESSMENT: chi square

measure expected frequencies with observed or measured frequencies, used with nominal or ordinal data and the percentages in these categories

mechanical ability

mechanical aptitude test, SRA mechanical aptitude test, SRA test of mechanical concepts, MN spatial relations test, MN paper formboard

ASSESSMENT: Assess sensory integration to determine impact on educational/vocational planning using knowledge of...

methods to assess sensory integration/physiological conditions and common sensory and motoric disorders of infancy/childhood/adolescents/adults

schemes

organized patterns of sensorimotor functioning that adapt and change with mental development through assimilation (understanding experiences within existing patterns of thought) and accommodation (changes in ways of thinking, behaving, and understanding o match novel experiences)

ASSESSMENT: Factor Analysis

pattern of intercorrelations among a set of variables

THEORY: SOCIAL SKILLS

peer relations, self-management, academic, compliance

THEORY: Bottom-up processing

perceiving based on noticing separate defining features and assembling them into a recognizable pattern

DISORDER PROCESSING: developmental coordination disorder

performance of daily activities the require motor coord. substantially below expected, given age and intelligence

ETHICS; Assist client to obtain alternate referrals when unable to provide professional services within scope of competence, using knowledge of...

personal limitations related to training and experience; methods used to determine the need for professional consultation from additional resources; alternative referrals to provide to client when service needed is beyond the scope of practice; and responsibility to disclose scope of competence.

INTERVENTION READING: decoding interventions

phonic approaches and sight word recognition

LEP: ADVOCATE

primary client is child or party who sought help, conclusions are in best interest of the child, take into account rights of the individual, rights of child top priority when determining services, understand public policy in assisting advocacy

ASSESSMENT: Select methods to evaluate diverse client populations to provide an unbiased assessment, taking into account knowledge of...

principles of psychometrics pertaining to reliability, validity, statistics, and human diversity

ASSESSMENT: Evaluating Research

purpose defined? literature adequately summarized? intro establish need for study? research design appropriate? analysis fit the design? sample appropriate? reliable and valid information collection? discussion and conclusion consisted with results? limitations of research discussed? strengths and weaknesses of study? generalizable to your population?

lower-level question

question that requires students to retrieve and recite what they have learned in essentially the same way they learned it

INTERVENTION: higher-level question

question that requires students to use previously learned information in a new way (engage in complex cognitive processes)

DISORDER PROCESSING: Reading Skills

DISORDER EATING AND FEEDING DISORDERS: Rumination Disorder

repeated regurgitation and rechewing of food that develops in an infant or child after a period of normal functioning

DISORDER Disruptive, Impulse-Control, and Conduct Disorders : Conduct Disorder (CD)

repetitive and persistent pattern of behavior in which basic rights of others and major age-appropriate societal norms or rules are violated. Disorder that is likely to develop into Antisocial Personality Disorder. - Violation of social norms - Aggression to people or animals, property destruction, lying or theft, rule violations - Impulse control problems, danger to self or others

ETHICS: Maintain professional boundaries with client to protect the professional relationship, using knowledge of...

responsibility pertaining to professional conduct in relation to the client.

Provide information to public with regard to professional qualifications and scope of practice, using knowledge of...

responsibility to disclose professional qualifications.

ETHICS: Inform client of educational services available at no cost through public schools and agencies prior to providing services, using knowledge of...

responsibility to inform client about accommodations that are available to individuals in school and/or employment settings, and no-cost services provided by public schools and agencies to students with special needs, and options for individual educational services.

ETHICS: Inform client of parameters of confidentiality to facilitate client understanding of legal requirements, using knowledge of...

responsibility to inform client of right to reports and due process guarantees, and techniques to explain confidentiality to clients.

INTERVENTION INSTRUCTION: general components of effective instruction

scaffolding, shaping, connecting to prior knowledge, constructing meaning, motivating students, providing opportunities to learn

THEORY: Behaviorism

school of psychology maintaining that to understand human behavior, one need only consider the reinforcing properties of the environment. Behavior changes through rewards and punishments. Can only know that which is directly observable. No speculation about what is going on in "The mind" BF Skinner and John Watson

LAW: RECORDS Can disclose educational records w/out consent

school official with legitimate concerns, other schools to which student transferring, specified officials for audit, appropriate parties connected to financial aid, organizations conducting certain studies, accrediting organizations, comply with judicial order or subpoena, cases of health and safety emergencies, juvenile justice system.

ASSESSMENT: Vicarious Reinforcement

seeing and recalling the model being reinforced

INTERVENTION: reading comprehension interventions

self-questioning, construct mental representations to integrate info from text, identifying text consistencies, semantic mapping

ASSESSMENT: Experimental Designs

set up experiments that can determine the exact relationship between two variables. Experiments are able to generate "cause and effect" relationships. Asks "Why things are?" and uses an experiment with different Variables. Good for determining causation

THEORY: HOWARD Gardner Theory of Multiple Intelligences

seven defined types: linguistic, logical/math, musical, visual/spatial, bodily/kinesthetic, interpersonal, intrapersonal

Discontinuity

some changes are abrupt; obvious change - voice change, walking

ASSESSMENT: NCE Normal-Curve Equivalents

standard scores M=50, SD=21.06, NCEs divide the normal curve into 100 equal units.

DISORDER PROCESSING: Developmental Language Disorder

standard scores of language are substantially below nonverbal intellectual capacity. The disturbance interferes with academic achievment or daily living activities errors in recalling and producing words and sentences. Not due to a pervasive developmental disorder, hearing acuity or neurological disorder

ASSESSMENT: Derived Scores

standard scores, Tscores, Zscores, etc.

THEORY: Yale Attitude Change Approach

study of the conditions under which people are most likely to change their attitudes in response to persuasive messages, focusing on the source of the communication, the nature of the communication, and the nature of the audience

ASSESSMENT:Meta-Analysis

summarizes the results of many studies

ASSESSMENT ACHIEVEMENT: achievement tests

survey achievement, criterion referenced, minimum-level skills test, subject-area, individual achievement, diagnostic tests.

ETHICS: Inform client as to the nature and impact of confidential information prior to disclosure to third parties to protect client's rights, using knowledge of...

techniques to explain confidentiality to clients.

CASE: Brown v. Board of Education, 1954

the 1954 school desegregation case, Separate but equal is unconstitutional. Overturned "Plessy v. Ferguson "Separate but Equal" ruling. The assignment of African-American children to separate and inferior public schools is a denial of equal protection under the 14th amendment. Educational facilities are not allowed to segregate according to race (anti-segregation law).

THEORY:Infinite generativity

the ability to produce an endless number of meaningful sentences using a finite set of words and rules

DISORDER PROCESSING: Motor/Visual Disorder

the brain misinforms the muscles on how to respond when engaged in activities requiring hand-eye coordination. In addition to causing a person difficulty performing many common, everyday tasks, like tying shoelaces or throwing or catching a ball, a visual motor impairment can also create learning disabilities, including difficulty reading and writing.

THEORY: Self-fulfilling prophecy

the case wherein people have an expectation about what another person is like, which influences how they act toward that person, which causes that person to behave consistently with people's original expectations, making the expectations come true

ASSESSMENT: Validity

the extent to which a test measures what it is intended to measure. Validity must be considered in the context of the purpose of the test external validity: Extent to which we can generalize findings to real-world settings construct validity: Extent to which scores suggest that a test is actually measuring an ABSTRACT theoretical idea (such as IQ, personality, ego strength, etc.).Measures the effectiveness of an instrument's ability to correlate with psychological theory Criterion-related validity: Evaluates the extent to which an instrument's scores compare to another criterion Content validity: Evaluates how well a learning area is measured CONCURRENT VALIDITY:The comparison of two different measures Internal validity:Extent to which the results of a study can be attributed to the independent variable after confounding alternative explanations have been ruled out

ASSESSMENT: Independent and Dependent variables

the independent variable is the variable that is adjusted and the dependent variable will change based on these adjustments. For example: If I measure scoring on an exam based on hours of sleep then the hours of sleep would be the independent variable and the score on the test would be dependent.

THEORY: Microsystem

the people and objects in an individual's immediate environment. Everyday immediate environment; homes, caregivers, friends, and teachers

THEORY: Family dynamics' effects

the process by which the family functions, makes decisions, gives support to individual members, and copes with everyday changes and challenges; the way the family operates as a whole may have positive or negative effects on a client's learning and behavior

Conduct a functional behavior assessment (FBA) to identify factors relating to client behavior and develop an intervention plan, using knowledge of...

the purposes of different assessment instruments of personality factors/behavioral traits, and methods to assess behavioral functioning.

Universality

the sequence of development is somewhat predictable

THEORY: Social perception

the study of how we form impressions of and make inferences about other people

THEORY: Halo effect

the tendency for a general impression of a person to influence our perception of any aspect of that person

BEHAVIOR: Environmental Contingencies

the things in the environment that affect behavior and can be manipulated

THEORY: Self-esteem

the value each of us places on our own characteristics, abilities, and behaviours

THEORY: Language Acquisition Device (LAD)

theory that a biological endowment enables children to detect certain features and rules of language

GIFTED STUDENTS: Labeling Exceptional Students:

there are negatives and positives of labeling student as exceptional, which is the same as special needs. Two advantages are that you provide them certain tools that they would not have otherwise and you protect them from being taken advantage of. The main negative is that you place them into a group and label them. This label may become a self-fulfilling prophecy and prevent them from making progress.

STANDARDIZED TESTS: Advantage of Standardized Tests

they provide a way to track students' development and determine whether or not they need additional help. Some students will develop later than others and will need additional support. Some standardized tests, ACT and SAT, test the "readiness" for college of an individual. These tests are very general and can have cultural bias. Some kids are just bad test takers.

LEP: role of parenting in development

type of relationship, type of child rearing style, type of communication, type of discipline

Professionalism

typically based on guidelines of a profession as well as personal principles of how to conduct oneself in the work place.

ASSESSMENT: INFERENTIAL statistics

use of data in making inferences about a population based on samples (how likely do results reflect population? Are errors randomly distributed around the mean?)

Telegraphic speech

use of short and precise words without grammatical markers

THEORY INTELLIGENCE Incremental

view of intelligence that focuses on improving rather than proving and has more positive reaction to challenges and stereotype threat.

THEORY INTELLIGENCE: Entity

view of intelligence that focuses on true ability, and causes some issues when facing challenges and stereotype threat

Developmental milestones of normal cognitive development

walking without help begins at 13-15 months, building a tower of 3-4 blocks occurs at 18 months, using 2-3 word phrases occurs at 24 months, jumping with both feet occurs at 30 months

THEORY: Collective Monologue

when a child or a group of children will talk enthusiastically without any real interaction or conversation. Piaget believed this was immature speak and provided no substance for cognitive growth. He frowned upon this type of "private speech."

INTERVENTION: CONSULTATION ROLES & FUNCTIONS

working with teachers/caregivers.. - Problem-solving relationship (if the other party doesn't feel ownership in it, it will fail) - Knowledge of different models or approaches needed - Indirect nature (See five teachers a day, kids are indirectly affected by services) - Voluntary nature of the relationship - Not counseling - Collaboration sometimes substituted for consultation

DISORDER PROCESSING: Developmental expressive writing disorder

writing skills markedly below expectation, significantly interferes with academic achievement requiring composition, not due to a defect in visual or hearing acuity or a neurological disorder

ASSESSMENT COGNITIVE: Wechsler Adult Intelligence Scale IV- (WAIS-4)

• Ages 16-0 to 90-11 years old • Yields Full Scale I.Q.; Verbal I.Q.; Performance I.Q. • Composites (Verbal): Verbal Comprehension & Working Memory • Composites (Performance): Perceptual Organization & Processing Speed

ASSESSMENT LANGUAGE: Expressive Vocabulary Test (EVT-II)?

• Ages 2:6-90+ • Expressive vocabulary test • No reading/writing

BRAIN: Serotonin

• Implicated in depression Neurotransmitter that regulates relaxation, sleep & mood • Implicated in depression

THEORY: Behavior Therapy Methods for Fear Reduction in Children

• Systematic Desensitization • Contingency Management • Modeling • Cognitive-Behavioral interventions

BRAIN: Frontal Lobe

• The "Brain Manager" • Think: Executive Function • Goal Directed Behavior • Cognitive Planning • Broca's Area located here • involved with decision-making, problem solving, and planning.

THEORY: Robert Selman's neo-Piagetian theory

• Undifferentiated perspective-taking Age: 3-6 • Social-informational perspective-taking Age: 5-9 • Self-reflective perspective-taking Age: 7-12 • Third-party perspective-taking Age: 10-15 • Societal perspective-taking Age: 14-Adult

DELETE

• Verbal-Linguistic • Logical-Mathematical • Visual-Spatial • Body-Kinesthetic • Musical-Rhythmic • Interpersonal • Intrapersonal . Existential .Naturalist

ASSESSMENT COGNITIVE: WISC_IV Overlap of WPPSI, WISC, and WAIS

• WPPSI and WISC overlap: The WISC should be used with children 6-0 to 7-3 years of age at all ability levels. • WISC and WAIS overlap: o The WISC should be used with children 16-0 to 16-11 years of age suspected of below-average cognitive ability. o Either the WISC or the WAIS should be used for children 16-0 to 16-11 years of age suspected of average or above-average cognitive ability.

ASSESSMENT: Pillars of Assessment

•Norm-referenced tests • Interviews • Observations • Informal Assessment

ASSESSMENTS: What are the Four Pillars of Assessment?

•Norm-referenced tests • Interviews • Observations • Informal Assessment

LEP: advocacy

"refers to process of aiding parents to actively and purposively work for their own and their child's welfare by obtaining the support and services they need"

INTERVENTION: MODELING OBSERVATIONAL LEARNING

(Modeling= think Bandura) 1. Attention. 2. Retention. 3. Reproduction. 4. Motivation

INTERVENTION: Steps involved in the modeling process

(Modeling= think Bandura) 1. Attention. 2. Retention. 3. Reproduction. 4. Motivation

ASSESSMENT: Statine

(STAndard NINE) is a method of scaling test scores on a nine-point standard scale with a mean of five and a standard deviation of two.

QUESTION: (T or F) Following a traumatic event, many people experience a increase in their psychological functioning, followed by an uncomfortable decrease.

(T or F)False Following a traumatic event, many people experience a decrease in their ___________.

DISORDER FEEDING AND EATING DISORDER: Bulimia Nervosa

- Pattern of binging and purging behavior; has adequate self-image (not distorted), may over exercise, use laxatives - Physical effects: cavities, worn off teeth, calluses on back of hand. People who seek episodes of binging and purging to avoid their feelings of anger, depression, stress, or anxiety. People who seek episodes of binging and purging to avoid their feelings of anger, depression, stress, or anxiety

DISORDER: Signs and symptoms of substance abuse in the schools

- Secrecy about activities and possessions - Excessive mood swings or violent outburst - Declines in grades and schoolwork - Use of products, such as incense, that mask odors - Increase in borrowing or stealing

LAW: 4 laws that allow parents to sue when they believe their child's rights have been violated

- Section 504 - ADA - Title IX of the Education Amendment of 1972 (discrimination based on sex) - IDEA (but required to exhaust administrative remedies first)

DISORDER: Bipolar Disorder

- Severe irritability, affective storms, aggressive outburst - Grandiosity and elevated mood, decreased need for sleep, talkative, risk taking behavior, promiscuity, substance abuse - Chronic, continuous, rapid cycling of highs and depressed lows, and mixed manic state. Abnormalities in the white matter, decreased cells in the hippocampus and frontal cortex

DISORDER Depressive Disorders : Depression

- Somatic complaints, agitation, restlessness, acting out behavior - Rumination, loss of energy, inattention, anhedonia, irritability - Poor self-worth, feelings of helplessness, changes in sleep patterns and appetite

DISORDER: Borderline Personality Disorder

- The individual chronically lives on the borderline between normal adaptive functioning and real psychic disability - Number of instabilities including unstable interpersonal relationships, drastic and dramatic shifts in emotions, disturbed image - May display intense anger, impulsivity, risk taking, suicide

INTERENTION: Ways to prevent academic problems on a larger scale

- advocate for prevention of academic problems -promotion of academic competence -curriculum changes that will reduce the # of individualized problems from materializing

The school psychologists role in academic problems (thinking big)...

- critical role of consultation at individual and systematic levels -teacher training and performance feedback -staff development

ASSESSMENT: Ratio Scale

- highest level of measurement, has true zero point, true equality of ratios between measurements, allows ordering and classification, ie. Weight in lbs. A scale that has non-arbitrary points and intervals; the only type of scale that can have something that is "twice as much" as something else

THEORY: CHC factors

-Comprehension/knowledge (Gc) -fluid intelligence reasoning (Gf) -short term memory (Gsm) -long term storage/retrieval (Glr) -processing speed (Gs) -visual processing (Gv) -auditory processing (Ga)

ASSESSMENT: Traditional Assessment Roles

-Emphasis on standardized assessments( ach., cogn., vis-moto) -Emphasis on assessment for diagnostic & classification purposes -Emphasis on assessment for SPE eligibility determination

ASSESSMENT DEVELOPMENTAL ADAPTIVE/BEHAVIOR: Woodcock Scales of Independent Behavior (SIB)

-infancy to 80+, Provides a comprehensive assessment of 14 areas of adaptive behavior and 8 areas of problem behavior.

ASSESSMENT GIFTED: 5 essential components of a gifted & talented evaluation

1) Intellectual Ability 2) Creativity 3) Task commitment 4) Personality 5) Motivation 5 MEASURES: 1) IQ 2) Achievement 3) Teacher, parent, and self nominations 4) School grades 5) Rating of creative products and accomplishments 6) Direct observations

BEHAVIOR: 4 places to gather information in an FBA

1) Teachers who work with the child on a regular basis 2) People who will be directly affected by the results of the intervention 3) Service providers working with the child 4) Parents and family members who know the child well

THEORY:HOWARD Gardner's 8 Frames of Mind

1) Verbal 2) Mathematical 3) Spatial 4) Bodily-kinesthetic 5) Musical 6) Interpersonal 7) Intrapersonal 8) Naturalistic

THEORY: Thorstone Primary Mental Abilities

1) Verbal comprehension 2) Word fluency 3) Number 4) Space 5) Associative memory 6) Perceptual speed 7) Induction or general reasoning

THEORY: Stages of Development

1) biological/physical 2) cognitive/mental 3) socio-emotional/social context, relationships

LAW: 5 transition services that interagency collaboration is important for

1. Birth to age 3 2. Preschool to school-age 3. School-age to adult 4. Hospital to school 5. Juvenile justice system to school

INTERVENTION Steps in "Problem Solving" consultation

1. Define the problem 2. Analyze the problem 3. Plan an intervention 4. Evaluate your ourcome

THEORY: Domains of Mental Health

1. Emotional well-being 2. Psychological well-being 3. Social well-being

LAW IEP: 7 members of an IEP team

1. Parents 2. Regular education teacher 3. Special education teacher 4. Some who knows about specially designed instruction, curriculum and resources of the LEA 5. Other individuals who have knowledge or special expertise 6. The child, if appropriate 7. Representative of the private school, if private school placement is under consideration

THEORY: LAWRENCE Kohlberg's stages of Moral Development

1. Preconventional (avoidance of punishment) 2. Conventional (where most people are. Social norms and avoidance of disapproval) 3. Post Conventional (high ethics and principles of conscience)

LAW IEP: 8 criteria of a written IEP

1. Present levels of educational performance 2. Measurable annual goals 3. Special education and related serviced to be provided and program modifications or supports 4. Explanation, if any, for any activities that the child will not participate with nondisabled children 5. Modifications in state or district wide assessments 6. Projected state date of services 7. How progress towards annual goals will be measured and how parents will be informed 8. Beginning at age 14, a statement of the transition services needed

THEORY: Bergan Behavioral Model

1. Problem Identification 2. Problem Analysis 3. Plan Implementation 4. Problem Evaluation Consultation model based on social-learning and behaviorist theories of learning. Consultation model that assumes that all behavior is functional

ASSESSMENT: Sattler's 11 assessment steps

1. Review referral information 2. decide whether to accept the referral 3. obtain relevant background information 4. consider influence of relevant others 5. observe child in several settings 6. select and administer an assessment test battery 7. interpret assessment results 8. develop intervention strategies and recommendations 9. write report 10. meet with parents, (child), concerned others 11. follow up on recommendations and conduct reevaluation

LAW: IDEA 6 Major Principles Of IDEA

1. Zero Reject 2. Nondiscriminatory Evaluation 3. Appropriate education 4. Least Restrictive Environment (LRE) 5. Procedural Due Process/safeguards 6. Parent and Student Participation

INTERVENTIONS: steps for designing, implementing, and evaluating interventions

1. behavioral definition, 2. baseline data, 3. problem validation, 4. problem analysis steps, 5. goal setting, 6. intervention plan development, 7. measurement strategy, 8. decision-making plan, 9. progress monitoring, 10. formative evaluation, 11. treatment integrity, 12. summative evaluation

BEHAVIOR: 3 forms of behavior rehearsal

1. covert rehearsal (i.e. visualizing) 2. overt rehearsal (i.e. acting out scenario) 3. verbal rehearsal

INTERVENTION:characteristics of mental health programs

1. integration of theory, research, and practice, 2. ecological-developmental theoretical model, 3. development, implementation, and evaluation reflect collaborative/participatory model, 4. continuum of services from prevention to treatment, 5. evaluate acceptability, integrity, effectiveness

INTERVENTION: collaboration w/parents of children disabilities

1. interpersonal skills (listening and communication) 2. language considerations ("we" rather than "i") 3. problem solving skills 4. recognition of family prerogatives 5. assess families with regard to structure, function, strengths, and resources

community programs available

1. inventory community needs, resources, and values, 2. resource mapping (what is currently in place in school and community and what needs they address)

ASSESSMENT: 2nd language assessment MUST

1. pre-referral documentation (instructional program? assess skills/abilities) 2. language assess (native language and english skills) 3. assess literacy (oral and written in both languages) 4. formal assessments (psychometric and non psychometric) 5. instructional recommendations (type of language support, classroom language demands?, multi-modal, pre-teach concepts/vocab, teach critical thinking, collaborative learning activities)

INTERVENTION: continuum of mental health services

1. prevention, 2. risk reduction, 3. early intervention, 4. treatment

INTERVENTION: social skills assessment stages

1. screening/selection, 2. classification of social skills deficits, 3. target behavior selection, 4. functional assessment, 5. evaluate intervention outcomes

THEORY: L.L Thorstone's 7 primary abilities

1. verbal comp. 2. word fluency 3. number facility 4. spatial visualization 5. associative memory 6. reasoning 7. perceptual speed

THEORY: Charles Spearman

1863-1945; Field: intelligence; Contributions: found that specific mental talents were highly correlated, concluded that all cognitive abilities showed a common core which he labeled 'g' (general ability)

THEORY: Carl Jung

1875-1961; Field: neo-Freudian, analytic psychology; Contributions: people had conscious and unconscious awareness; archetypes; collective unconscious; libido is all types of energy, not just sexual; Studies: dream studies/interpretation. A student of Freud who split from the Psychoanalytic Society because of his disagreements with Freud, especially his view of the collective unconscious

THEORY: Mary Cover-Jones

1896-1987; Field: learning; Contributions: systematic desensitization, maintained that fear could be unlearned

THEORY: B.F. Skinner

1904-1990; Field: behavioral; Contributions: created techniques to manipulate the consequences of an organism's behavior in order to observe the effects of subsequent behavior; Studies: Skinner box. Skinner believed that "people learn to act deliberately on their environments in order to bring about desired consequences". What we need to know to understand behavior are the external causes of an action and the action's consequences. Thus, he avoided assumptions about what an organism feels. Extremely Influential scientist associated with further defining operant conditioning and using it to modify and control behavior.

THEORY: Aaron Beck

1921-present; Field: cognitive; Contributions: father of Cognitive Therapy, created Beck Scales-depression inventory, hopelessness scale, suicidal ideation, anxiety inventory, and youth inventories

THEORY: Stanley Schachter

1922-present; Field: emotion; Contributions: stated that in order to experience emotions a person must be physically aroused and know the emotion before you experience it

THEORY: lawrence Kohlberg's Stages of Moral Development

1927-1987; Field: cognition, moral development; Contributions: created a theory of moral development that has 3 levels; focuses on moral reasoning rather than overt behavior 1. Preconventional Level (up to age nine): A. Obedience and punishment orientation . (How can I avoid punishment?) B. Self-interest orientation (What's in it for me?) (Paying for a benefit) Level 2 (Conventional) A. Interpersonal accord and conformity (Social norms).(The good boy/girl attitude) B. Authority and social-order maintaining orientation. (Law and order morality) Level 3 (Post-Conventional) A. Social contract orientation B. Universal ethical principles

THEORY: Daniel Goleman

1946-present; Field: intelligence; Contributions: emotional intelligence

THEORY: Alternating-Treatment Design

2+ treatments (both intended to address the same target behavior) are presented in a random fashion (so that B does not always follow A) across observation periods

ASSESSMENT BEHAVIOR: Behavior Assessment System for Children (BASC-2)

2-21:11

THERAPY: Conjoint family therapy

3 principles: 1. Increase each family member's self-esteem. 2. help each family member develop methods to deal calmly with conflict in family. 3. therapist utilizes experimental approach in understanding & helping family members deal with behavior patterns. a type of therapy in which a therapist sees the two spouses, or parent and child, or other partners together in joint sessions

ASSESSMENT MOTOR: Test of Gross Motor Skills

3-10.11 Age. LOCOMOTOR: jump, run, gallop. OBJECT CONTROL: ball

ASSESSMENT COGNITIVE: Reynolds Intellectual Assessment scales- RIAS-2

3-94 age. Assess intelligence and its major components.

ASSESSMENT ACHIEVEMENT: Test of Early Reading Achievement (TERA)

3:6-8:6

ASSESSMENT BEHAVIOR: Children's Depression Inventory (CDI-2)

7-17

Heuristics

A "rule of thumb" or educated guess

ASSESSMENT: Negative Skew

A curve or distribution of scores that has extreme scores below the mean that are atypical of the majority of scores

THEORY: Hypothetico-deductive reasoning

A formal-operations problem-solving strategy in which an individual begins by identifying all the factors that might affect a problem and then deduces and systematically evaluates specific solutions

THERAPY: CARL ROGERS Client Centered Therapy

A humanistic therapy based on Carl Roger's beliefs that an individual has an unlimited capacity for psychological growth and will continue to grow unless barriers are placed in the way. Help client to feel better about themselves, develops greater self-awareness, becomes more productive and socially oriented.

Theory

A hypothesis that has been tested with a significant amount of data

ETHICS: Privileged Communication

A legal right granted by the State's legal code to a psychologist that constrains them from disclosing client's information without permission during legal proceedings.

DISORDER: Ataxia

A neurological sign consisting of lack of voluntary coordination of muscle movements. A non-specific clinical manifestation implying dysfunction of the parts of the nervous system that coordinate movement, such as the cerebellum.

BRAIN: Norepinephrine

A neurotransmitter associated with eating and alertness. Too little has been associated with depression and too much has been associated with schizophrenia. (def. from allpsych.com). Contributes to modulation of mood and arousal

BRAIN:Dopamine

A neurotransmitter associated with movement, attention and learning and the brain's pleasure and reward system. Involved in producing positive moods/feelings • Associated w/ reward & novelty seeking • Implicated in Parkinson's & ADHD Contributes to control of voluntary movement, pleasurable emotions

BRAIN: Endorphins

A neurotransmitter involved in pain relief, and feelings of pleasure and contentedness. Natural opiate (similar to Morphine). Released to ease pain

BRAIN: GABA (Gamma-Amino Butyric Acid)

A neurotransmitter involved in the inhibition of anxiety and excitation. Too little GABA has been associated with anxiety disorders

BRAIN: GABA

A neurotransmitter involved in the inhibition of anxiety and excitation. Too little GABA has been associated with anxiety disorders.

Grade retention

A number of studies have found no lasting beneficial effect of grade retention, and may be detrimental in terms of self-concept, and personal and social adjustment. The method for assignment to a particular grade must be reasonably related to the purpose of providing appropriate instruction and furthering education

THEORY: Resilience

A person's ability to recover from or adapt to difficult times

BEHAVIOR: Negative Reinforcement

A procedure in which a response is followed by the removal, delay, or decrease in intensity of an unpleasant stimulus (thus, response becomes stronger or more likely to occur)

THEORY: Applied Behavior Analysis

A psychotherapy technique that uses direct application of rewards and punishments to change maladaptive behaviors in humans

DISORDER Disruptive, Impulse-Control, and Conduct Disorders : Oppositional Defiant Disorder (ODD)

A recurrent pattern of negative, hostile defiant behavior lasting at least 6 months with 4 or more the following present:1. Loses temper, 2. Argues with adults, 3. Actively defiant, 4. Deliberately annoying, 5. Easily annoyed 6. Angry & resentful, 7. Spiteful and vindictive. The pattern occurs more frequently than is typically observed in children of comparable age and developmental level that leads to significant impairment in social, academic, or occupational functioning. - Can control impulses, not a danger 3 TYPES OF ODD: 1.angry/irritable mood, 2.argumentative/defiant behavior, 3. vindictiveness.

THEORY: Child Reactivity

A referred child's behavior changes as a result of the knowledge that he or she is being observed.

BEHAVIOR: Primary Reinforcer

A reinforcer that meets our basic needs such as food, water, sleep, or love.

ASSESSMENT: Nominal Scale

A scale organized by names, and that can't be put in any sort of numerical order..means name, ie. Assigning #s to baseball players

ASSESSMENT: Interval Scale

A scale with equal but arbitrary space between each major point in the scale, and which starts and ends at arbitrary places (ie. temperature: 30 degrees isn't "twice as hot" as 15 degrees, and 0 is an arbitrary starting point). classifies like nominal and orders like ordinal, with equal units between parts ie. Fahreheit scale

ASSESSMENT:True Score

A score entirely free of errors, hence, a hypothetical value that can never be obtained by testing, which always involves some measurement of error.

ASSESSMENT:Frequency Distribution

A tabulation of the scores of a group of individuals to show the number, which is the frequency of each score, or of those within the range of each interval.

ASSESSMENT:Diagnostic Test

A test used to diagnose or analyze, and to locate an individuals specific areas of weakness and strength. These tests are designed so that individual items responses reveal specific disabilities and deficiencies in achievement.

DISORDER TIC DISORDER: Transient Tic Disorder

A tic is an abrupt, uncontrollable movement or sound that does not relate to a person's normal gestures. A child with transient tic disorder has noticeable physical or vocal tics.Transient tic disorder involves both physical and vocal tics, but they often occur individually.

ASSESSMENT: Anecdotal Record

A written description of an incident in an individual's behavior that is reported objectively and considered significant in understanding the individual.

QUESTION 116. Which of the following steps should a school psychologist take to help prevent a school crisis from occurring? A. Creating and implementing interventions that address the mental health and behavioral needs of students B. Employing safety personnel or school resource officers who are appropriately trained to respond to on-campus incidents C. Assessing the school's security features and noting areas that require improvement D. Developing a school leadership team

A. Creating and implementing interventions that address the mental health and behavioral needs of students

QUESTION: 31. A school psychologist has been charged with developing a school-wide intervention to address a drop in grades. To develop the plan, the school psychologist has decided to form a task force. Which of the following stakeholders are important to include on the task force? (Select all that apply.) A. Teachers B. Reading and writing specialists C. Students D. Parents

A. Teachers B. Reading and writing specialists C. Students D. Parents

QUESTION 137. A school psychologist wants to deliver a culturally appropriate assessment of the intelligence of an English-language learner (ELL) to determine whether a learning disability is present. According to best practices, the school psychologist should use A. alternative assessments such as nonverbal cognitive assessments or assessments that have been validated and standardized in the student's native language B. child interpreters who possess native-like proficiency in the target language and English and can translate test questions for the student C. the same standardized, norm-referenced achievement tests that are used with students who are native English-language speakers, without interpretation D. oral English-language assessments in place of written English-language assessments

A. alternative assessments such as nonverbal cognitive assessments or assessments that have been validated and standardized in the student's native language

THEORY: ERIK Erickson's theory

According to Erik Erikson's Eight Ages of Man individuals develop in eight epigenetic stages. Each stage is marked by a major conflict. Resolving the conflict becomes the major task of each stage. Resolution of each stage, however, is different for every individual. Erikson believes that it is important to find a favorable balance between the two conflicting factors in each stage. If a stage is managed well, we carry away a certain virtue or psychosocial strength which will help us through the rest of the stages in our lives. On the other hand, if we do not do so well, we may develop maladaptations and malignancies, as well as endanger all our future development.

LAW: Family Educational Rights and Privacy Act of 1974 (FERPA)

Act that says that no federal funds will be made available to schools unless they adhere to the pupil record-keeping procedures outlined in the law, to ensure confidentiality. Parents have access to all official school records, the right to challenge the accuracy of the records, and a right to a hearing regarding their accuracy. The records are to be available only to those in the school setting with a legitimate educational interest, and parent consent must be obtained before records are released to agencies outside of the school.

ASSESSMENT COGNITIVE: Kaufman Test of Educational Achievement (KTEA-II)

Age 4-25:11. Composite Structure: Core Math, Core Reading, Core Written Language.

ASSESSMENT PROCESSING: Visual Aural Digit Span Test (VADS)

Age 5.6 to 12. Norm with all ethnicities. Measure visual & auditory perception, short-term memory, & sequencing of information presented.

ASSESSMENT VISUAL & AUDITORY : Visual Aural Digit Span Test (VADS)

Age 5.6 to 12. Norm with all ethnicities. Measure visual & auditory perception, short-term memory, & sequencing of information presented.

ASSESSMENT ACHIEVEMENT : Kaufman Test of Educational Achievement -3rd Edition (K-TEA-3)

Age range is 6.0 to 18. Measures school and academic achievement levels.

THEORY: Social identities

Age, Disability, Religion, Race, Ethnicity, etc.

ASSESSMENT COGNITIVE: Woodcock-Johnson IV Test of Cognitive Abilities ( WJ-IV)

Ages 2.0 to 90+ years. Provide a comprehensive assessment of general ability than most other measures of intelligence.

ASSESSMENT COGNITIVE Developmental: Developmental Indicators for the Assessment of Learning™, Fourth Edition (DIAL™-4)

Ages 2:6 to 5:11. A global screener for assessing large groups of children quickly and efficiently. Provides comprehensive information for 5 early childhood areas: Motor,Language,Concepts,Self-help, and social

ASSESSMENT COGNITIVE : Slosson Intelligence Test, Revised (SIT-R3)

Ages 4-65, intellectual ability for children and adults including those **who are blind or visually impaired. A quick and reliable individual screening test of Crystallized Verbal Intelligence.Its items cover six cognitive domains: Information, Comprehension, Quantitative, Similarities and Differences, Vocabulary, and Auditory Memory.

ASSESSMENT VISUAL MOTOR INTEGRATION : Bender-Gestalt

Ages 4-85+ measures poor perceptual discrimination ability, poor fine motor skills, visual-motor integration problems, weak organizational and planning skills, attentional and impulsivity problems, personality and behavioral characteristics, as exhibited by the drawing activities, memory storage and retrieval problems, general maturation delays.

Assessment MEMORY ASSESSMENT: Wide Range Assessment of Memory and Learning (WRAML-2)

Ages 5 to 90. Neuropsychological test of memory functions. Useful for evaluating learning & school-related problems, & clarify memory deficits in learning disabilities & attention disorders.

LAW: 7-16

Ages in which states can compel school attendance

ASSESSMENT: Bell-Shaped Curve

Also referred to as a normal distribution or normal curve, a bell-shaped curve is a perfect mesokurtic curve where the mean, median, and mode are equal. The graphic representation of a symmetrical frequency distribution.

ASSESSMENT: Correlation -.50

An average negative correlation indicates that if one performs well on one assessment he may not perform well on the other.

THEORY: Sense of self

An individual's unique sense of identity that has been influenced by social, cultural, and psychological experiences; your sense of who you are in relation to other people

ASSESSMENT: Analysis of Variance/ ANOVA

An inferential statistical procedure used to test whether or not the means of two or more sets of data are equal to each other. ANOVA attempts to if significant differences in means of two groups, determines variation of values within groups and compares them to variations between groups//ANCOVA measures way multiple values for two or more groups may vary, good for pre-test post-test study. An inferential statistical procedure used to test whether or not the means of two or more sets of data are equal to each other.

Disorder: Genetically-based developmental disorders

Angelman, cri du chat, cystic fibrosis, Down, Duchenne muscular dystrophy, Klinefelter, neurofibromytosis, Prader-Willi, sickle-cell, Tay-Sachs, Turner

Quasi-Experimental Research

Any research study that uses specific experimental methods but does not randomize subjects Ratio Scale Any scale of measurement possessing magnitude, equal intervals, and an absolute zero. A study that has most of the trappings of an experiment, but which is unable to control potential factors, or perhaps is not guided by an idea of what all the factors are. Good for when not all influential factors can be controlled. No randomization; Asks "Why things are, in a qualified way."

DISORDER: Wernicke's Aphasia

Aphasia resulting from damage to the Wernicke's area of the frontal lobe. Affects written and spoken language.

DELETE

Attention, Retention, Motor Reproduction, Reinforcement/Motivation

MEMORY: Echoic Sensory Memory

Auditory sensory memory that lasts up to several seconds

DISORDER: Recommended for managing ADHD

Behavior management, methods, stimulant medication, and parenting counseling

THEORY: evolutionary psychology

Branch of psychology that focuses on how the natural selection of traits promotes the perpetuation of one's genes.

THEORY:BRONFENBRENNER Ecological systems theory

Bronfenbrenner; multiple factors action on the child, which interact to influence the child's development. Larger role of community and psychosocial stressors.

ETHICS: Privilege

Client's right to withold testimony

THEORY: Halo Effect

Cognitive bias in which our overall impression of a person influences how we feel and think about his or her character

ASSESSMENT: alternate-forms reliability

Creating 2 parallel but different forms of the same test to see if the same concepts are covered on both

ETHICS: Respect for the Dignity of Persons

Ethical Principle: Protecting the rights and welfare of children. The top priority in determining services, but also must protect rights of parents, teachers, trainees and interns.

ETHICS: Self-determination & Autonomy

Ethical Principle: School psychologists must respect the client's right of choice to enter, or to participate in, services except for in emergency situations

ETHICS: Fairness & Nondiscrimination

Ethical Principle: We must actively pursue awareness and knowledge of how cultural and experiential factors affect student's development, behavior, and school learning

ASSESSMENT: threats to validity

History: Something else is occurring at the same time as your intervention - confounding variables Maturation: Natural progression due to development could cause false attribution to intervention Testing: Practice effects could show false improvement Instrumentation: Inconsistent use of an instrument for different purposes Regression to the mean: People tend to move to the average (low can't get lower, high can't get higher) Mortality: Data collection abruptly stops due to participants leaving/dropping out Selection: Choice of participants Interaction: Multiple different validities interacting with each other (often instrumentation/testing)

LAW: IDEA Due Process

IDEA-Part B grants parents and the school a right to an impartial due process hearing. It must be conducted by the State Educatoin Agency (SEA) by a "hearing officer." The hearing must be held and a final decision reached within 45 days after the request for a hearing

ASSESSMENT: Psychomotor

INSTRUMENTS: crawford small parts dexterity, hand-tool dexterity, MN manual dexterity, MN rate of manipulation, O'conner finger dexterity, purdue pegboard, stromberg dexterity, o'connor tweezer, VMI

THEORY: Mesosystem

Is made up of the interrelationships between the major settings in which the person participates in (eg. between family members and between family members and school personnel). Connections between various aspects of the system; binds children to parents, students to teachers, employees to bosses, neighbors, child-care centers, play groups

ASSESSMENT:Test-Retest Reliability

Is one of the simplest ways of testing the stability and reliability of an instrument over time. For example, if a group of students takes a test, you would expect them to show very similar results if they take the same test a few months later. The extent to which scores from the same individuals on the same test but given on different occasions differ

THEORY ABRAHAM MASLOW: Self-actualizing needs

Maslow - self-awareness, concerned with personal growth, less concerned with the opinions of others, and interesting in fulfilling their potential

THEORY ABRAHAM MASLOW: Physiological needs

Maslow - vital to survival: water, air, food, and sleep

THEORY ABRAHAM MASLOW: Esteem needs

Maslow HUMANISTIC PSYCHOLOGIST- need for things that reflect on self-esteem, personal worth, social recognition, and accomplishment

ASSESSMENT: Criterion referenced Achievement Test

NOT based on bell (normal) curve- but on specific content to be mastered (used in self-paced studies). It measures specific objectives, evaluate curriculum, help students select courses, document mastery of objectives (Brigance, etc.). Terms often used to describe tests designed to provide information on the specific knowledge or skills possessed by a student.

ASSESSMENT: Personality Inventory for Youth (PIY)

Parallels the PIC

THEORY: Authoritarian [parents]

Parenting style focused on excessive rules, rigid belief systems, and the expectation of unquestioned obedience.

THEORY: Authoritative [parents]

Parenting style focused on setting reasonable rules and expectations while encouraging communication and independence

ASSESSMENT: continuous variables

Part of a range with infinite possibilities

BRAIN: Wernicke's area

Part of brain responsible for language comprehension

BRAIN: Parietal Lobe

Part of brain responsible for somatosensory responses. Somatosensory Area, Processes bodily sensation & Motor Function- controls orientation and calculations. Also integrates some Info.- involved in the reception and processing of sensory information from the body.

BRAIN: Occipital lobe

Part of brain responsible for vision

DELETE

Assessment: Personality

Personality inventories & projective techniques, MMPRI, Rohrshach, Myers Briggs

LAW: Family Educational Rights and Privacy Act (FERPA) definition of educational records

Records, files, documents, and other materials that contain information directly related to a student and are maintained by an educational agency or institution, or by a person acting for such an agency or institution

ASSESSMENT: Fixed-Ratio (FR) Schedule

Reinforcement occurs after a fixed number of responses. They produce high rates of responding, although performance drops just after reinforcement (ex., selling a certain number of items before getting commission). There is a set number of times that you must make the response before you are reinforced.

Remember - Effective approaches for crisis victims include client-centered counseling, existential counseling, cognitive-behavioral therapy, and play therapy for children.

BRAIN: Parasympathetic:

STOP response

DISORDER: Types of Anxiety

Separation Anxiety Disorder, School Phobia, Avoidant Disorder of Childhood/Adolescence, Overanxious Disorder

LAW: Public Law 99-457

Services sought be delivered to pre-schoolers (birth-2 years) with disabilities and encourage services to at-risk infants, toddlers, and their families. education of the handicapped. Authorized early intervention of toddlers and families.

THEORY Erik Erikson's Stage 1 Trust vs. Mistrust Infancy - birth to 18 months.

Stage 1 - Trust vs. Mistrust Infancy - birth to 18 months. Children develop a sense of trust when caregivers provide reliability, care, and affection. A lack of this will lead to mistrust. -Infant must form a trusting relationship with a caregiver. -Positive resolution: Trust=basic needs being met. -Primary event: feeding -Psychosocial strength: hope -You can determine a sense of trust based off of how the child reacts to the primary caregiver leaving the area.

THEORY: ERIK ERIKSON STAGE 8 Ego Integrity vs. Despair 65 to death

Stage 8 - Ego Integrity vs. Despair Maturity - 65 to death. Older adults need to look back on life and feel a sense of fulfillment. Success at this stage leads to feelings of wisdom, while failure results in regret, bitterness, and despair. -Sense of acceptance of the life lived. -Positive resolution: satisfaction about the past -Primary event: reflection on and acceptance of one's life -Psychosocial strength: wisdom

LAW: NO CHILD LEFT BEHIND (NCLB)

States that students in grades 3-8 and once again in high school must take annual standardized tests to compare their progress with other students as well as the national standards. Students need to make adequate yearly progress or AYP. Provides financial assistance to schools with high concentrations of children from disadvantaged homes Certain groups have their own standards, including different races, students with disabilities, ESL students, and students from low-income homes. 5 goals of NCLB: 1) Build college and career ready students 2) To put great teachers and leaders in every school 3) Equity and opportunity for all students 4) Raise the bar and reward excellence 5) Promote innovation and continuous improvement

ASSESSMENT:Norms

Statistics that supply a frame of reference by which meaning may be given to obtain test scores. The most common types of norms are percentile rank, grade equivalent, and stanine. NORM bell-shaped curve showing a particular distribution of probability over the values of a random variable.

LAW: Civil Rights Act of 1871

Statute that states that any person whose constitutional rights (or federal rights) have been violated by a government official (schools) may sue for damages in federal court

THEORY: STERNBERG Componential / Analytical Subtheory

Sternberg associated the componential subtheory with analytical giftedness. Analytical giftedness is influential in being able to take apart problems and being able to see solutions not often seen.

CASE: Tinker v. Des Moines 1969

Students suspended before getting to school for wearing anti-Vietnam wristbands; established freedom of expression in schools

DISORDER PROCESSING: Specific Learning Disability

The Individuals with Disabilities Education Act (IDEA) defines a specific learning disability as "a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations." This disability category includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia and developmental aphasia (a type of language disorder). The DSM-5 diagnostic criteria for SLD reflect two major changes, each of which necessitated other changes: 1) one overarching category of SLD with 'specifiers' to characterize the specific manifestations of learning difficulties at the time of assessment in three major academic domains, namely reading, writing, mathematics (e.g., SLD With impairment in reading) 2) elimination of the IQ-achievement discrepancy requirement and its replacement with four criteria (A - D), all of which must be met. Criterion A refers to the key characteristics of SLD (at least one of six symptoms of learning difficulties that have persisted for at least 6 months despite the provision of extra help or targeted instruction). Criterion B refers to measurement of those characteristics (the affected academic skills are substantially and quantifiably below those expected for age and cause impairment in academic, occupational, or everyday activities, as confirmed by individually administered standardized achievement measures and comprehensive clinical assessment). Criterion C refers to age at onset of problems (during the school-age years, although may not fully manifest until young adulthood in some individuals), Criterion D specifies which disorders (Intellectual Disabilities, uncorrected auditory or visual acuity problems, other mental or neurological disorders) or adverse conditions (psychosocial adversity, lack of proficiency in the language of instruction, inadequate instruction) must be ruled out before a diagnosis of SLD can be confirmed.

THEORY: Classical Conditioning

The behavioral technique of pairing a naturally occurring stimulus and response chain with a different stimulus in order to produce a response which is not naturally occurring.A learning process in which two stimuli become associated and cause a change in behavior The process by which a neutral stimulus becomes a conditioned stimulus Two Stimuli- Bell (Neutral)->No response, Food(Meaningful)-> Salivation

THEORY: Is the theory behind CBT a new one?

The theory that thoughts influence how we behave and feel is not new; it was documented in the eastern ( buddah; confucius) and western ( jesus ; marcus eralius) religions as well

THEORY: ROBERT Sternberg

Theorist behind Triarchic Theory. believed there were 3 different types of intelligence. 3 components= componential dimension, experiential dimension, contextual dimension. TRIARCHIC INTELLIGENCE THEORY: 1) Analytic intelligence 2) Creative intelligence 3) Practical intelligence 1949-present; Field: intelligence; Contributions: devised the Triarchic Theory of Intelligence (academic problem-solving, practical, and creative) Divides intelligence into 3 dimensions: Componential, experiential, and contextual

THEORY: Lawrence Kohlberg.

Theory of moral development outlined six stages within three different levels. Level 1 - Pre-conventional morality, Stage 1. Obedience and Punishment Orientation, Stage 2. Individualism and Exchange: Level 2 - Conventional morality, Stage 3. Good Interpersonal Relationships, Stage 4. Maintaining the Social Order: Level 3 - Post-conventional morality, Stage 5. Social Contract and Individual Rights, Stage 6. Universal Principles. Focuses on moral reasoning and why people think the way they do about right or wrong. Focuses on moral reasoning and why people think the way they do about right or wrong.

THEORY: Law of Effect

Theory proposed by Thorndike stating that those responses that are followed by a positive consequence will be repeated more frequently than those that are not.If a behavior is followed by a pleasurable consequence, it wil tend to be repeated. If a behavior is followed by an unpleasant consequence, it will tend to not be repeated. People learn responses that have a rewarding effect, and responses that result in punishing consequences are weakened or not learned

THEORY-System Therapy

Theory that organizational consultation is based on. Individuals are part of a larger living system. Treatment of entire family & various other systems is important in therapeutic change process.

Goal of Ecological Analysis

To provide a clearer picture of the manner in which a child learns

ASSESSMENT COGNITIVE: Kaufman Adolescent and Adult Intelligence Test (KAIT)

age 11 to 85 years. It is intended to measure both fluid and crystallized intelligence. Requires the kind of problem solving typical of Piaget's formal operational thought and the planning evaluative functions that characterize adult thinking

ASSESSMENT ADAPTIVE : Vineland Adaptive Behavior Scales, Third Edition (Vineland-3)

age= birth-90 Measures Adaptive behaviors (communication, Daily Living Skills, Socialization, Motor Skills and Maladaptive Behavior) Aids in diagnosing and classifying intellectual and developmental disabilities and other disorders, such as autism, Asperger Syndrome, and developmental delays. RTI: level 2 & 3

ASSESSMENT COGNITIVE: Kaufman Brief Intelligence Test (K-BIT-2)

ages 4-90. Measures verbal knowlege (Crystallized Intelligence), and nonverbal (Fluid Intelligence), good screening tool, not substitute for comprehensive assessment

ASSESSMENT MEMORY: Test of Memory And Learning-2 (TOMAL-2)

ages 5-59.11, Designed to evaluate general and specific memory functions of individuals. **Used for learning disabilities, traumatic brain injury, neurological diseases, serious emotional disturbance, & Attention-Deficit Disorder.

ASSESSMENT BEHAVIOR: Conners 3

ages 6-18, Self-report: 8-48 measures ADHD, Conduct Disorder, Oppositional Defiant Disorder, Learning Problems, Executive Functioning, Aggression, Peer Relations, Family Relations.

ASSESSMENT COGNITIVE: Wechsler Abbreviated Scale of Intelligence™ (WASI™)

ages 6-89. Obtain a reliable brief measure of intelligence.

ASSESSMENT BEHAVIOR: Conners Continuous Performance Test - CPT

ages 8+, measures impulsivity, inattention, sustained vigilance. Task oriented computerized assessment

ASSESSMENT ACHIEVEMENT: Test of Written Language-4TH EDITION TOWL-4

ages 9-17.11, measures vocab, spelling, punctuation, logical sentences, sentence combining. Documents presence of deficits in literacy by measuring writing competence through both essay & analysis & traditional tests.

ETHICS: Discuss office policies and fees to promote understanding of client's responsibilities, using knowledge of...

methods used to discuss management of fees and office policies with client.

DISORDER: stereotypic movement disorder

motor behavior that is repetitive, often seemingly driven and nonfunctional

ASSESSMENT: Precursors of Learning Disabilities at Preschool age

motor, behavioral, cognitive/executive, memory, communication, perceptual, OR social-emotional DELAYS OR DEFICITS

LAW: Manifest Determination Review

must be conducted when: (1) a disciplinary action is contemplated as a result of weapons, drugs, or potential injury to self or others(2) if a disciplinary action involves a change of placement for more than 10 days for a child with a disability who engaged in behavior that violated school rules or codes

THEORY: Implicit Bias

natural, instinctive prejudices that all human beings are unaware of; quick first impressions

BEHAVIOR: Neutral Consequences

neither increases or decreases the probability that a behavior will recur

ASSESSMENT: Develop a psycho-educational battery to accommodate clients with disabilities to obtain reliable and valid results, taking into account knowledge of principles of...

psychometrics pertaining to reliability and validity of assessment instruments, statistics pertaining to interpreting assessment instrument results, and existing disabilities and their effect on the assessment process.

ASSESSMENT: Measurement Error

the ability for students' scores on standardized tests to change over time due to various changes in uncontrolled variables. Ex. Student will score higher when healthy as opposed to having a cold. Some students may be depressed during the test, or tired, or unmotivated, or a combination of all of those. Therefore, small changes in the scoring of an individual are relatively negligible.

THEORY: LEV VYTGOTSKY Self-regulation

the ability to respond to the ongoing demands of experience with the range of emotions in a manner that is socially tolerable and sufficiently flexible to permit spontaneous reactions as well as the ability to delay spontaneous reactions as needed. Vytgotsky talked about self speech and how it helped children develop the ability to plan and problem solve i.e. self regulate)

INTERVENTION: Scaffolding

the external support provided by teachers, parents, peers, or existing knowledge to get through problems that would normally seem like they are out of reach. Support for learning and problem solving. The support would be clues, reminders, encouragement, breaking the problem down into steps, providing an example or anything else that allows the student to grow in independence as a learner.

PROCESSING DISORDER: Developmental expressive writing disorder

writing skills markedly below expectation, significantly interferes with academic achievement requiring composition, not due to a defect in visual or hearing acuity or a neurological disorder

ASSESSMENT VISUAL MOTOR: Beery-Buktenica Developmental Test of Visual Motor Integration (VMI)

• Ages 2-100 • Test of visual motor integration • Presents drawings of geometric forms arranged in order of increasing difficulty that the individual is asked to copy

ASSESSMENT LANGUAGE: Peabody Picture Vocabulary Test (PPVT-IV)

• Ages 2:6-90+ • Receptive vocabulary test • No reading/writing

DISORDER TIC DISORDERS: Tourette's Disorder

- At least two motor and one verbal tic present for at least a year - These tics cause marked distress and impairment in a social or educational area Massed negative practice IS Treatment technique for Tourette's Disorder. A tic disorder. Relaxation training, meds, CBT and social skills training are generally preferred as treatment methods Excessive dopamine, problems in the basal ganglia and front cortex A multiple motor and one or more vocal tics present sometime during the illness. The tics occur many times a day for a period of more than year. Onset before 18 years old. Not the effect of a substance or medical condition.Physical and vocal tics occur at the same time.

BEHAVIOR: Counterconditioning

The use of conditioning to eliminate a previously conditioned response. The conditioned stimulus (CS) is repaired with a different unconditioned stimulus (UCS) to eventually elicit a new conditioned response (CR)

ASSESSMENT ACHIEVMENT: ITBS (a) or the Iowa Test of Basic Skills, the CTBS or Comprehensive Test of Basic Skills, the SAT (c) or Stanford Achievement Test, and the CAT (d) or California Achievement Test,

are all standardized achievement tests. These are normed tests commonly given annually to entire classes of students in elementary and secondary schools. Students' scores are compared to national standards. Results typically give age and grade equivalents for a student's scores, based on national averages.

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