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PRAXIS PREP! > Data based 2 > Flashcards

Data based 2 Flashcards

1
Q

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

A

Structure Interviews

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2
Q

allow the interviewer slightly more leeway in questioning and typically consist of open-ended as well as structured questions

A

Semistructured interviews

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3
Q

o Age range: 6-16
o Standardization group with least number of parents with some college education: African Americans
o Mean and Standard Deviation: 100 and 15
o Subtest mean and standard deviation: 10 and 3
o Recommended length of time between test and retest = 9 months
o The index most highly correlated with g is: Verbal Comprehension
o In test-retest, picture completion showed the largest increase on retest and comprehension showed the smallest increase

A

WISC - IV

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4
Q

Who should not receive the WISC-IV?

A

Children with possible FSIQS below 40, above 160, or with any kind of severe disability

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5
Q

o Age range: 2:6 - 7:7

o Verbal Comprehension, Visual Spatial, Working Memory, Fluid Reasoning, Processing Speed, FSIQ

A

WPPSI-IV

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6
Q

o Age range: 17+

o Verbal, Nonverbal (Perceptual), Processing Speed, Working Memory, and FSIQ

A

WAIS-III

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7
Q

7 Components of CHC theory

A 
Comprehension Knowledge (Gc)
Long-term Retrieval (Glr)
Visual Processing (Gv)
Auditory Processing (Ga)
Fluid Reasoning (Gf)
Processing Speed (Gs)
Short-term Memory (Gsm)
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8
Q

o Age range: 3-18
o Based on the Luria and CHC model (Luria excludes verbal subtests/Gc section, which is good for CLD students
o More culturally fait than other traditional measures by limiting verbal instructions and responses as well as using items with limited cultural content
o Factor analyses support a general factor as well as specific factors

A

Kaufman Assessment battery for Children (KABC-II)

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9
Q

o Age range: 11-85
o Older version of KABC
o Focused on crystallized and fluid intelligence
-Crystallized Scale measure concepts acquired from schooling and acculturation
-Fluid scale taps the ability to solve new problems
o Items require the kind of problem solving typical of Piaget’s formal operational thought and the planning evaluative functions that characterize adult thinking, according to Luria (1980) and Golden (1981)

A

Kaufman Adult Intelligence Test (KAIT)

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10
Q

o Age range: 4-90
o It should not be substituted for a comprehensive measure of intellectual abilities
o Not just a shortened version of the KABC or the KAIT - it consists of one verbal subset of Expressive Vocabulary items and Definitions, and one subtest of Matrices
o The three scores (verbal, nonverbal, and composite) are expressed in terms of deviation IQ units, just like those of the other Kaufman scales
o The length of the subtests results in higher reliability coefficients than those typical of short forms of other scales

A

Kaufman Brief Intelligence Test (K-BIT)

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11
Q

o Age range: parent & teacher forms - 6-18, self-report - 8-48
o Greatest focus is on ADHD, but it also addresses comorbid disorders such as oppositional defiant disorder and conduct disorder
o Includes teacher, parent, and self-report forms
o Validity scales: positive impression, negative impression, and inconsistency index
o Assessment of executive functioning to parent and teacher forms
o Severe conduct critical items
o Screener items for anxiety and depression
o Ability to measure how problems are impacting a child’s life at home, school and with friends with the addition of impairment questions

A

Conners 3rd Edition

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12
Q

o Age range: Birth-90
o Includes parent/caregiver rating form and teacher rating form
o Domains and Adaptive Behavior Composite M=100, SD=15; Subdomain M=15, SD=3
o Supports the diagnosis of intellectual and developmental disabilities
o Communication (receptive, expression, written), Daily Living Skills (personal, domestic, community), Socialization (interpersonal relationships, paly and leisure time, coping skills), Motor Skills (fine and gross), Maladaptive Behavior Index - Optional (internalizing, externalizing, other)
o Measures adaptive behavior of indivdiuals with: Intellectual and developmental disabilities, ASDs, ADHD, pos-traumatic brain injury, hearing impairment, and dementia/alzheimer’s

A

Vineland Adaptive Behavior Scales (Vineland-II)

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13
Q

o Age range: birth-89:11
o Includes parent and teacher form
o Assesses all ten specific adaptive skill areas in the DSM
o Linked to the Wechsler scales - extended validity studies allow you to evaluate the relationship between adaptive skills and intelligence and ability

A

Adaptive Behavior Assessment System (ABAS-2)

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14
Q

o Age range: 7-17
o Scales: emotional problems & functional problems; Subscales: negative mood/physical symptoms, negative self-esteem, interpersonal problems, & ineffectiveness

A

Children’s Depression Inventory (CDI-2)

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15
Q

Age range: 13-80

o Is in line with the depression criteria from the DSM

A

Beck Depression Inventory (BDI-2)

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16
Q

o Age range: 17-80

o Items are descriptive of subjective, somatic, or panic-related symptoms of anxiety

A

Beck Anxiety Inventory (BAI)

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17
Q

o Age range: 17-80
o Predictor of eventual suicide by measuring three major aspects of hopelessness: feelings about the future, loss of motivation, and expectations
o Respondents either endorse a pessimistic statement or deny an optimistic statement

A

Beck Hopelessness Scale (BHS)

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18
Q

o Age range: CBCL - 6-18 (completed by parents), TRF - 6-18 (completed by teachers), YSR - 11-18 (completed by youths)
o Syndrome scales: anxious/depressed, withdrawn/depression, somatic complaints, social problems, thought problems, attention problems, rule-breaking behavior, & aggressive behavior
o DSM oriented scales: affective problems, anxiety problems, somatic problems, ADHD, ODD, CD

A

Achenbach Child Behavior CheckList

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19
Q

o Age range: 4-18
o Parent and teacher forms
o Disruptive behavior, emotional problems, social withdrawal, ability deficits, physical deficits, weak-self-confidence,& attention and impulse control problems

A

Burks Behavior Rating Scales (BBRS-2)

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20
Q

Measures of personality, social/emotional fx and bx: Drawing techniques

A

Draw a person, House tree person, Kinetic Family Drawing

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21
Q

o Age range: 10+
o Subject projects his current feelings and issues onto ten, examiner chosen, ambiguous pictures
o Pictures are designed to stimulate descriptions about relationships and social situations
o The subject will describe his personal feeling on these themes and the examiner will look for recurrent drives, emotions, conflicts, and complexes

A

Thematic Apperception Test (TAT)

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22
Q

o Age range: 3-11
o Child will project his current feelings and issues by telling stories about ten pictures of animals in various settings
o Pictures are designed to assess personality, level of maturity, and psychological health

A

Children’s Apperception Test (CAT)

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23
Q

Age range: 6-18
o Helps evaluate a child’s social understanding by using a unique free narrative storytelling format
o Assesses adaptive social perception (development measure) and maladaptive or atypical social perception (clinical measure)
o Three versions of the Test Pictures: Caucasian, African-American, and Hispanic
o Child is shown each test care and is asked to create a complete story based on what he or she perceives in the picture
o Scales: theme overview, available resources, problem identification, resolution, emotion, outcome, unusual or atypical responses

A

Roberts Apperception Test for Children (Roberts-2)

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24
Q 
Hs: Hypochondriasis
D: Depression
Hy: Hysteria
Pd: Psychopathic deviate
Mf: Masculinity-femininity
Pa: Paranoia
Pt: Psychasthenia
Sc: Schizophrenia
Ma: Mania
Si: Social Introversion
A

Minnesota Multiphasic Personality Inventories (MMPI-2) 10 basic clinical scales

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25
Q

L: Lie Score - based on a group of items that make the respondent appear in a favorable light but are unlikely to be truthfully answered
F: Infrequency Score - do not fit any particular pattern of abnormality, so it is unlikely that any one person will actually show all or most of these symptoms; high F indicates scoring errors, carelessness in responding, gross eccentricity, psychotic processes, or deliberate malingering
K: Correction Score - high K indicates defensiveness, or an attempt to “fake good” while a low K represents excessive frankness and self-criticism or a deliberate attempt to “fake bad”
If L or K exceeds a specified value, the record is invalid

A

MMPI-II Validity Scales

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26
Q

o Age range: 3-16
o Difference between PIC and MMPI: the true-false questions are not answered by the child, but by a knowledgeable adult, usually the mother
o Validity scales: Lie (make the child appear in an unrealistically favorable light), Frequency (rarely endorsed items), Defensiveness (assess parental defensiveness about the child’s behavior)
o Clinical scales assess cognitive development and academic achievement, several well-established types of emotional and interpersonal problems, and the psychological climate of the family

A

Personality Inventory for Children (PIC)

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27
Q

o Age range: Kindergarten through sixth grade
o Intended to be used to assess several of the “big ideas” in basic literacy skills
o Phonological awareness: ability to hear and manipulate sounds in words
Initial Sounds Fluency: child is asked to identify out of four pictures one that begins with a certain letter
Phoneme Segmentation Fluency: student is asked to verbally break words into their individual phonemes
o Alphabetic principle: the ability to link letters to sounds and to form words
Nonsense Word Fluency: requires students to read nonsense words presented on paper or to verbally produce the letter sounds in the nonsense word
o Fluency with connected text: ability to effortlessly read words in context

Oral Reading Fluency: measure of fluency with connected text in which students are required to read passages aloud

Letter Naming Fluency: students are asked to name letters presented on paper, is intended to provide a measure of risk of early literacy problems

Students considered to be at-risk are provided with instructional support to attempt to increase their literacy skills

A

Dynamic Indicators of Basic Early Literacy Skills (DIBELS)

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28
Q

interviews as well as rating scales and record reviews are used to identify and describe the behavior of concern and to generate hypotheses regarding the function of the behavior. Functional assessment interviews have four purposes, accomplished by asking questions about what the behavior looks like as well as the context and setting in which the behavior occurs

A

Indirect FBA

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29
Q

observations are conducted, used to better identify functional relationships between the behaviors of concern and environmental factors

A

Direct descriptive FBA

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30
Q

grouping the scores into convenient class intervals and tallying each score in the appropriate interval - when all scores have been entered, the tallies are counted to find the frequency, or number of cases, in each class interval

A

Frequency distribution

31
Q

the square root of the variance, provides the basis for expressing an individuals scores on different tests in terms of norms - interpretation is especially clear cut when applied to a normal or approximately normal distribution curve

A

Standard deviation

32
Q

mean square deviation, sorts out the contributions of different factors to individual differences in test performance

A

Variance

33
Q

it takes 5 to 7 years to acquire, it is the language of “school” (i.e., that which facilitate academic success)
o Thus, oral language proficiency can be deceiving, because a student may appear to be very fluent in a social context but may be challenged in other facets

A

CALP - Cognitive Academic Language Proficiency

34
Q

it takes 2 to 3 years to develop, and is equated with “social” language

A

BICS - Basic Interpersonal Communication Skills

35
Q

Involves the collection of formal and informal information. Initially, information gathered on a struggling student is linked to the school’s response to intervention RTI.

A

Data Based Decision Making

36
Q

Data is used for

A
  1. Identify the problem and plan interventions
  2. Increase or decrease levels of interventions
  3. Help determine whether interventions are implemented with fidelity
  4. Deciding whether interventions are related to positive student outcomes (effectiveness)
  5. Plan individualized instruction and strategic long-term educational planning
37
Q

4 levels of Data

A
  1. Background data collection and problem identification: Know various methods of data collection to help identify and define the problem.
  2. Screening Level: Data can be used to help identify at-risk students and make decisions about students who struggle with academic work.
  3. Progress monitoring and RTI level: Data is used to determine effectiveness of the interventions (RTI) once a student is identified.
  4. Formal Assessment Level (Specific Education): Cognitive, social and emotional data is derived from various sources, but especially from formal standardized measures.
38
Q

Background data:

A

Collect data with an emphasis on the referral question: Ex. What is the area in which the student is having difficulty?

  1. Initial data collection sources include:
  2. background information
  3. interviews
  4. observations
39
Q

Background information (informal data):

A
  1. Student files and records
  2. Staff interviews and comments about the student
  3. Medical records and reports
  4. Review of previous interventions
  5. Developmental history
40
Q

interviews

A
  1. Student interviews
    a) Structured: more standardized and formal. high validity and reliability. strict format.
    b) Unstructured: puts student at ease, can’t be compared to any norms
41
Q

7 observational techniques

A
  1. Whole-Interval Recording: Behavior is only recorded when it occurs during the entire time interval. (good for continuous behaviors or behaviors occurring in short duration.)
  2. Frequency or event Recording: Record the number of behaviors that occurred during a specific period.
  3. Duration recording: refers to the length of time the specific period.
  4. Latency recording: involves an observer measuring how long it takes for a behavior to begin after a specific verbal demand or event has occurred.
  5. Time sampling interval recording: Select a time period for observation, divide period into a number of equal intervals, and record whether or not behavior occurs Time sampling is effective when the beginning and end of behavior are difficult to determine or when only a brief period of time is available for observation.
  6. Partial-interval recording: Behavior is scored if it occurs during any part of the time interval. Multiple episodes of behavior in a single time interval are counted as one score or mark. Partial-interval recording is effective when behaviors occur at a relatively low rate or for inconsistent durations.
  7. Momentary time sampling: is called an interval recording method. An interval recording strategy involves observing whether a behavior occurs or does not occur during specified time periods.
42
Q

Screening Measures and Methods

A
  1. Universal Screening:
    a) BROAD purpose: Help determine whether modifications are needed in the core curriculum, instruction, or general education environment.

b) NARROW purpose: Guide decisions about additional or intensive instruction for those specific students who may require instructional support beyond what is already provided at a broad level.
c) Benefit: cost effective, time efficient and easy to administer
d) LEAST DANGEROUS ASSUMPTION: Better to err on the side of false positives so as to provide additional support to a student in need as a result of a false negative. This is referred to as the

43
Q

Universal Screening Measures

A
  1. Curriculum-based measures (CBM) typically reliable but must only be used if they align with local norms, bechmarks and standards. Ex. DIBELS (Dynamic Indicators of Basic Early Literacy Skills)
  2. Fluency-based indicators of skills are common universal screeners. ex. phoneme segmentation, oral-reading fluency
  3. Cognitive Assessment Test (CogAT) cognitive measure that is group administered
  4. State educational agencies employ formal group-administered tests that are given to students every year to monitor student growth in reading, writing, math.
  5. System to Enhance Educational Performance (STEEP). schools using this conduct cbm’s in reading, math and writing several times a year
44
Q

RTI process

A
  1. Student is identified with an academic or behavioral concern (or both) by his teacher or parent.
  2. After the student is identified, the school psychologist utilizes the first two steps of the information gathering process (data collection and screening information)
  3. Once the problem area is clearly defined- baseline data is collected on the student’s specific area of concern.
  4. Next, research-based interventions are employed and systematic tests are provided to measure the student’s post-intervention progress.
  5. The student’s test data are formally documented, tracked and analyzed
  6. After several points of intervention data are collected, an analysis is conducted that examines the difference between the student’s initial baseline performance and the expected level of performance after interventions have been implemented
45
Q

typically reliable but must only be used if they align with local norms, benchmarks, and standards.

A

Curriculum-based measures (CBA)

46
Q

Three levels of analysis

A

Variability, level, trend

47
Q

True of False

School psychologists are required to use both qualitative and quantitative data in their analysis for determination of special education eligibility.

A

True

48
Q

Why should a school psychologist not use the Differential Abilities Scale (DAS-1)?

A

Because standardized tests with norms older than 10 years should be used with caution.

49
Q

ICEL

A

instruction, curriculum, environment, learner (Ecological Assessment)

50
Q

When evaluating language competency one must assess…

A

speaking, reading, and writing abilities

51
Q

One should consider this when using standardized tests for second-language learners…

A

the use of standardized tests with direct test translation (use of interpreter) is not best practice and is psychometrically very weak if the test is not normed on the cultural group being assessed.

52
Q

What is the difference between CBA and CBM?

A

CBA is a broad assessment program or process, which may include CBM’s or structured observations. CBM refers to the specific forms of criterion-referenced assessments in which curriculum goals and objectives serve as the “criteria” for assessment items

53
Q

Two main functions of a behavior are?

A

Either to gain something positive or escape something negative.

54
Q

Key reasons for behavior are?

A

attention, power and control, affiliation, and revenge

55
Q

Fluid Intelligence refers to:

A

the ability to solve problems through reasoning. (Cattell and Horn)

56
Q

Crystallized Intelligence refers to:

A

the ability to solve problems by applying learned facts and language (Cattell and Horn)

57
Q

Reflect the academic learning and progress examples SAT, ACT, AP, GPA, tax, college readiness test,

A

Achievement data

58
Q

Contribute to students ability to achieve and directly impact students achievement (course enrollment patterns, discipline referrals, attendance, suspension rates, parent involvement)

A

Achievement related data

59
Q

Reflect the student learning outcomes of the school counseling program (four year plans, job shadowing, participation rate, pier meditation sessions, knowledge of graduate requirements)

A

Competency related data

60
Q

Is a school improvement approach that uses quantitative data Analysis techniques to help describe problems and to direct activities and resource allocation

A

Data based decision making DBDM

61
Q

Provides evidence that an event occurred tells who receive services, activities, lessons, when they received it and for how long I cannot tell you whether students are different as a result of the counselors action

A

Process data

62
Q

Tells us what a student learned informs us what a student believes knows or can demonstrate as a result of a lesson or activity. Ask attitudes measure beliefs and feelings, scales measure through real place, completing an activity, pre-/post test, knowledge indicates if students learn the information when lessons include asked increase chances of behavior change

A

Perception data

63
Q

Hard data, the application data, results are the proof that the activity/intervention influenced students ask

A

Results data

64
Q

How the team will know that the intervention is being implemented

A

Formative evaluation

65
Q

How the team will know whether intervention as the desired impact

A

Summative evaluation

66
Q

Immediate effect of intervention, usually measured by post test, surveys

A

Immediate outcomes

67
Q

Reflects what happens when the student use what they learned to make the desired changes in school performance, such as managing anger, using study skills, increased motivation for achievement

A

Proximal outcomes

68
Q

Reflect the ultimate desired changes in school performance such as in school behavior and, or achievement like student scores on the state achievement test

A

Distal outcomes

69
Q

Action research

A
  1. . Identify the issue or problem and determine the purpose of the research.
  2. Review what is known about the problem.
  3. Develop your research question about the problem and plan to research process
  4. Gather data
  5. Analyze the data
  6. Interpret the results, just to make findings, and develop an action plan for the use of findings
  7. Evaluate the research process
70
Q

Set period of time, determined by the school or district, during which an intervention is implemented. Some students may receive more than one.

A

Round of intervention

71
Q

Is an indication of a student’s reading skills, often denoted by a score on a given test or probe. It is usually represented on the vertical axis (the y-axis) on a graph of the student’s scores.

A

Performance Level

72
Q

An indicator used to identify the expected understandings and skills needed for content standards by grade level.

A

benchmark

73
Q

aka Slope, indicates how much a student’s reading skills have improved over time. It is usually represented by the slope of a student’s graphed scores.

A

rate of growth

74
Q

Method that involves evaluating a student’s performance level and rate of growth. It is the preferred method for determining whether students are responding adequately to Tier 2 and subsequent tiers of instruction.

A

Dual-Discrepancy Approach

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