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School Psychology Queen > All the Things > Flashcards

All the Things Flashcards

1
Q

What is the age range for developmental delay?

A

3-9

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2
Q

Initial eligibility as developmental delay shall be
determined before…

A

the child’s 7th birthday.

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3
Q

What are the five areas of development for DD?

A

motor, cognitive, communication, social-emotional, adaptive

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4
Q

What is adaptive behavior?

A

The ability to engage in age-appropriate activities using daily life skills.

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5
Q

Educational impact can apply…

A

BROADLY (academic, emotional, communication, social)

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6
Q

Questions we should consider with ESL’s?

A
  1. Were they learning from the right freakin teacher?
  2. Is the cirriculum not a piece of crap?
  3. Did we allow enough time for them to learn English before assuming they’re just dumb?
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7
Q

What are the three areas of adaptive behavior?

A

conceptual, social, and practical

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8
Q

For ID, how many standard deviaitons below the mean does their IQ need to be?

A

Two (70)

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9
Q

For ID, significantly impaired behavior as has to take place in the..

A

home AND school settings.

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10
Q

What assesment and criteria for developmental delay?

A
  1. Performance on a standardized developmental evaluation instrument which yields a 1.5
    standard deviations below the mean.
  2. When one area is determined to be deficit by 2.0 standard deviations.
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11
Q

For DD, what must happen when they are 7?

A

A comprehensive re-evaluation for continued eligibility must be conducted for reevaluations that occur after the age of seven (7) in order to consider the existence of
other disability categories that are more descriptive of the child’s learning (i.e. a file
review for continued eligibility is not permissible).

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12
Q

What’s the number that should dominate your life?

A

60 days once we have parental consent

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13
Q

A parent who makes a writen request for an IEP meeting, the school has how many days until they could get sued?

A

10

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14
Q

Tell parents that SLD in reading is a…

A

brain-based learning difference.

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15
Q

What is phonological processing?

A

They can’t hold speech sounds in their short term memory.

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16
Q

SLD in reading is a…

A

neurodevelopmental disorder.

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17
Q

What other two abilities suffer with an SLD in reading?

A

They struggle with decoding and spelling.

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18
Q

What is the IDEA criteria for emotional disturbance?

A

They have to have at least one of these:

(A) An inability to learn that cannot be explained by intellectual, sensory, or health factors.
(B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers (Like Caden having no friends)
(C) Inappropriate types of behavior or feelings under normal circumstances (Like Caden destroying the craft)
(D) A general pervasive mood of unhappiness or depression.
(E) A tendency to develop physical symptoms or fears associated with personal or school problems.

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19
Q

Identification as having an emotional disturbance does not translate into…

A

any specific diagnoses

20
Q

What three areas mark emotional disturbance?

A
  • To a marked degree
  • Adverse effect
  • Long period of time

The emotional disturbance is longstanding, distressful, and impairing.

21
Q

The team should compare the emotional characteristics of the referred student…

A

with those of the same peer group (i.e., same age, gender, cultural group), noting if the behavior and emotions of the referred student are more severe and/or more frequent than typical.

Do kids like them have the same issues?

22
Q

The two provisions of special education are…

A

specially designed instruction or services BEYOND what can be provided within the regular educational environment.

23
Q

For emotional distrubance, it is important not to…

A

place a precise timeline on what constitutes a “long period of time.” Usually a few months is a good standard.

24
Q

Documentation of Emotional Disturbance, in essence, should show…

A

How the emotional disturbance has been disruptive for a long time in different settings with different people, and how nothing we’ve done has been helping.

You have to prove that you guys tried.

25
Q

For emotional disturbance, teams should be cautious to prevent the inappropriate identification of students who are…

A

reacting to a state of stress.

(If Johnny is acting out because his grandma died, this wouldn’t count.)

26
Q

While all students may exhibit some of these characteristics at any point in time, the key to investigating the possibility of the pattern being indicative of an emotional disturbance lies…

A

in the severity, chronicity, and lack of response to focused intervention (e.g., the behavior does not improve with specific function-directed intervention).

In other words, it’s really bad and nothing we do is working.

27
Q

Due to _____________ students with emotional disturbance may attempt to resolve conflict through the use of verbal/physical aggression toward others or themselves (e.g., self-injurious behaviors).

A

Ineffective coping strategies

28
Q

When reviewing a student’s educational performance, pay special attention to…

A

dramatic changes to performance.

29
Q

When a pattern of emotional/behavioral issues initially surfaces, teams should consider…

A

implementation of positive behavior strategies to reinforce appropriate behavior and attempt to extinguish unwanted/targeted behaviors.

30
Q

Peer relationships should also be fostered through…

A

use of cooperative learning activities and tasks requiring student teamwork.

31
Q

If previously attempted positive behavior strategies have proven ineffective, teams could consider…

A

conducting a functional behavior assessment (FBA) to explicitly define the target behavior and then develop a behavior intervention/support plan (BIP) based on those findings.

32
Q

What should be part of the plan in designing the Behavioral Intervention Plan?

A

Student goal setting should also be a part of this plan, as student accountability will increase ownership of the plan.

33
Q

What’s a fancy word to impress people with what I do?

A

psychoeducational assessments my job is to figure out why a child isn’t learning very well

34
Q

For English Language learners…

A

No matter how proficient a student is in his or her primary or home language, if cognitively challenging native language instruction has not been continued, he or she is likely to demonstrate a regression in primary or home language abilities.

35
Q

With English Language Learners, the assessor also must keep in mind that the loss of primary or home language competency…

A

negatively affects the student’s communicative development in English.

36
Q

Evaluations for all disability categories require comprehensive assessment methods that encompass (4) what kind of documentation?

A

multimodal, multisource, multidomain and multisetting

37
Q

What are the standards for evaluation for Emotional Disturbance?

A

This is not something physical:

  1. Prove that nothing is wrong with vision or hearing
  2. Prove that it’s not caused by some physical disability

We’ve done our best:

  1. Prove that the interventions we’ve been trying aren’t helping (although not required for evaluation)
    It’s bad, you guys
  2. Prove that the behaviors in question are severe
  3. Prove that this emotional disturbance is not going away
  4. Prove that their behavior is deviant from their peers

The assessments also tell us something is wrong

  1. The IQ test aint going away
  2. Rating scales are a must
  3. That achievement test, of course
  4. How are their grades? (Past educational performance)
  5. In depth interview
38
Q

For emotional disturbance, some students may be acting inappropriately… (and what should we do about that?)

A

in response to academic weaknesses, so it is imperative that team members review the student’s history to determine if there was a time in which academic performance was on par with peers but then fell behind peers.

Achievement tests and past educational performance are useful here for that.

39
Q

Educational performance not only includes academic achievement; it also includes…

A

other areas the student needs in order to participate in and have access to general education instruction in order to be successful (e.g., communication skills, adaptive behaviors, social skills, emotion and behavioral functioning, physical development).

40
Q

HARD ONE: What are the components of the report for Emotional Disturbance?

A
  1. Why are they being referred?
  2. What are the concerns (why are we and this child miserable?)
  3. Previous evaluations, recommendations, and findings (this is a great time to mention that the guidance counselor thinks they have OCD)
  4. Relevant developmental and background history (Oh, they were abused? Yeah that explains things.)
  5. School history (If I’m Caden’s second grade teacher, I want to know all the crap that went down at OAK.)
  6. Medical History (like being diagnosed with failure to thrive)
    7.Assessment instruments and procedures (those fancy paragraphs that explain what the test even is)
  7. The results of said tests
  8. Tennessee’s ED defenition
  9. Statement of educational impact (that’s huge)
  10. Summary
  11. Recommendations
41
Q

Why might we request an early re-evaluation?

A
  1. Johnny is making good progress and we suspect he may not need SPED anymore.
  2. We think Johnny may actually have something else too (poor Johnny)
42
Q

A comprehensive is necessary anytime a team is considering a change…

A

in the primary disability

43
Q

What’s the observation rule for emotional disturbance?

A

direct and anecdotal observations over time and across various settings by three (3) or more licensed professionals

44
Q

Maybe Tennyson has…

A

deficient reading skills.

45
Q

I am afraid that Caden is at risk for…

A

school and transition failure.

46
Q

Attention to this specific category of disability has been warranted because outcomes for those
affected by ED continue to be among the worst…

A

when compared with both typically developing children and children
eligible for service in other categories of disability.

School Psychology Queen (4 decks)

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