Flashcards in FINALLLL Deck (56)
1. School Psychologists need to be aware of a number of ethical and legal parameters prior to providing ongoing counseling services to minor students. (CA Minor Consent 2016; PPE I.1.2) (circle all that apply)
a) Is it ethically permissible for school psychologists to provide services to mature minors without parent consent? (PPE I.1.2)
From a legal standpoint do credentialed School Psychologists qualify as a “professional person” who can provide services based on a minor’s consent? (Family Code 6924; Health and Safety Code 124260)
From a legal standpoint can a minor, age 12 or older, consent to mental health treatment if he or she is mature enough to participate intelligently in the treatment in the opinion of the attending professional person? (Health and Safety Code 124260)
From a legal standpoint can a minor, as described in “c”, consent to outpatient mental health treatment and counseling? (Family Code 6924; Health and Safety Code 124260)
From a legal standpoint can a minor, as described in “c”, consent to inpatient mental health treatment and psychotropic (i.e., psychiatric) medications? (Family Code 6924; Health and Safety Code 124260)
From a legal standpoint must parents be involved in the minor’s treatment? If so or if not, under what circumstances? (Family Code 6924; Health and Safety Code 124260)
YES, unless inappropriate
If school staff become aware that a student poses a threat to another student, school procedure should include: (6th Ed.-p178, 7th Ed.- p217) (Circle all that apply)
Who all needs to be warned, notified or informed?
The parents of the threatened child should be notified. Parent of a potentially assaultive student also must be informed of the situation. Also, the he victim.
What steps need to be made with regard to the potentially violent student?
The potentially violent student should be supervised in the school setting and at home, with steps taken to ensure that there is no access to weapons.
Do School psychologists need to know anything about the procedures for involuntarily committing minors and adult students?
School Psychology practitioners should know and follow school policies regarding dangerous students and document their actions in the management of a student who may become violent. In addition, they should be prepared to refer the family to a community mental health agency and be knowledgeable of procedures for the involuntary commitment of minors and adult students.
As a diversity issue, some families prefer to seek and receive help from other family members, friends, or religious leaders rather than schools or social service agencies. Some families mistrust school personnel. What is the ethical response of the school psychologist, after informed parents object to school psychological services offered in an IEP meeting?
recommend that the Principal be included in the discussion to support the position that the service would be beneficial?
Recommend to the parents further assessment of the student to further support the need for services?
Offer further explanation of Procedural Safeguards (Parent Rights) because the parents do not seem to appreciate the benefit of the service?
Respect the wishes of the parents and attempt to guide the parents to alternative resources?
Contact Child Protective Services because the student is probably being abused or neglected?
1. According to CFR 300.307 (a) General. A State must adopt, consistent with Sec. 300.309, criteria for determining whether a child has a specific learning disability as defined in Sec. 300.8(c)(10). In addition, the criteria adopted by the State—
a) Know whether the law indicates, May not permit, may permit, must permit, must require, must not require, as it applies to
i. [MUST NOT REQUIRE] A severe discrepancy between intellectual ability and achievement for determining whether a child has a specific learning disability, as defined in Sec. 300.8(c)(10)?
ii. [MUST PERMIT] The use of a process based on the child's response to scientific, research-based intervention?
[MAY PERMIT] The use of other alternative research-based procedures for determining whether a child has a specific learning disability, as defined in Sec. 300.8(c)(10)
Be able to once again list the 8 academic or achievement areas that are listed in CFR 300.309 under Specific Learning Disabilities.
• Oral Expression
• Written Expression
• Listening Comprehension
• Reading Comprehension
• Basic Reading Skill
• Reading Fluency Skills
• Mathematics Calculation
• Mathematics Problem Solving
Be able to once again list the 6 things listed in CFR 300.309 (a)(3) that must be ruled-out before concluding that a student has a Specific Learning Disability.
• A visual, hearing, or motor disability
• Mental Retardation
• Emotional Disturbance
• Cultural Factors
• Environmental or Economic Disadvantage
• Limited English Proficiency
Be able to once again write what must be ruled-out according to CFR 300.309(b) before concluding that a student has a Specific Learning Disability.
To ensure that underachievement in a child suspected of having a specific learning disability is not due to lack of appropriate instruction in reading or math, the group must consider, as part of the evaluation described in Sec. Sec. 300.304 through 300.306--
What statements are consistent with or are assumptions of the RtI Model?
Can all children learn with appropriate instruction?
Does RtI sort out low achievement due to inadequate instruction from low achievement due to a learning disability?
Is RtI a Discrepancy Model?
Why was RtI initially developed and what did it evolved into?
Initially developed as an alternative and more effective method to identify students with specific learning disabilities, it has evolved into a procedure to monitor the growth of all students and provide intervention to students who are struggling.
Is RtI also known as a “Wait and Fail” Model?
Does RtI assume that instruction should be preventative or reactive?
According to your RtI text about what percentage of students are likely to succeed at Tier I, succeed at Tier II, and arrive at Tier III?
Be reading to list, in complete sentences, the three cautions that the RtI text raises with regard to RtI.
•RtI might delay identifying a student with a disability
•Teachers might be resistant to participating in the RtI model
•Teachers might not be adequately prepared
Know the conclusions by the authors of the RtI text with respect to how long it should take to determine if a student will respond to scientifically based interventions?
Is there a consensus in the RtI research?
Is it appropriate to delay special education services to a disabled student, as long as they are going through the RtI process?
How many “scientifically based” interventions and over what period of time is considered sufficient?
2 Interventions over 16-18 weeks