Mid Term Flashcards by Kasey Raben

Cornbach described what model when he stated, “One monitors responses to the treatments and adjusts it.”

a. Experimental Model
b. The Aptitude by Treatment Interactions (ATI)
c. Context-specific evaluation and short-run empiricism
d. Correlational Model

c. Context-specific evaluation and short-run empiricism

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Problem-solving model applies self-correcting process through all of these except:

a. Monitoring progress and, depending on results, changing the intervention if progress toward goals is insufficient
b. Implementing the intervention with good fidelity
c. Establishing an intervention based on scientifically based research that is matched to student needs
d. Designing specific interventions and selecting groups of children to receive those interventions

d. Designing specific interventions and selecting groups of children to receive those interventions

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Emphasizing on improving low achievement in general, remedial, and special education, focusing on prevention of achievement problems and antisocial behavioral patterns and improving general outcomes for all children and youth including minorities and low income students are key features of what policy?

a. No Child Left Behind (NCLB)
b. Specific Learning Disability (SLD)
c. Aptitude by Treatment Interactions (ATI)
d. Response to Intervention (RTI)

a. No Child Left Behind

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When is considering moving a child to Tier 3 appropriate?

a. When their state wide test scores are below the 15 percentile
b. They have not made adequate progress with 20 weeks of RTI
c. They are earning C’s and D’s in their area of weakness
d. The teacher feels like they are unable to keep up with core curriculum.

b. They have not made adequate progress with 20 weeks of RTI

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What is a reason that RTI may not always be reliable across states and districts?

a. Students do not like to participate in the services
b. It is difficult to get the parents to consent to the extended services
c. Many teachers and school psychologists are not educated in the process and procedures of RTI
d. It is not a requirement and some states and districts decide not to adopt RTI

c. Many teachers and school psychologists are not educated n the processes and procedures of RTI.

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All of these are indicated in the Blueprint III domains except:

a. School Psychologists should be well versed in a variety of assessment and evaluation methods
b. They should know empirically supported components of effective instruction and alternative instructional methodologies
c. Diagnosing students with appropriate mental health disorder and providing them therapeutic services
d. They should be prepared to assist teachers and other educators in translating emerging critical research to instructional practices

c. Diagnosing students with appropriate mental health disorder and providing them therapeutic services.

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Which is not a benefit of the problem solving model?

a. Easy to explain to parents and teachers
b. Easy to understand
c. Intuitive
d. Focuses on groups of students rather than the individual

d. Focuses on groups of students rather than the individual

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Which is an example of the analysis of problem etiology of Billy who was previously diagnosed with Specific Learning Disability in Reading?

a. Billy has been struggling in his sixth grade math class. He was given cognitive and achievement assessment by the School Psychologist which showed that his math reasoning performance was two standard deviations below his indicated ability. Billy will not receive scientifically based instruction to help him with math reasoning.
b. Billy’s teacher reported that he was unable to keep up with other children and that he would often get entire sections of his math homework wrong. The teacher provided him with extra math facts practice and had him redo his homework.
c. Billy receives reading assistance in his language arts class but does not receive any help in other classes. Billy has been struggling in Math class since he started sixth grade. The school psychologist presented Billy with numerous types of math problems and documented how he did. The school psychologist found that Billy has average math computations skills but struggled with word problems and sections of math problems that had lengthy directions. interventions were implemented to assist Billy with reading of the word problems and directions.
d. Bill’s teacher and school psychologist thought that he was unfocused and unmotivated when completing math problems because he would rush through the questions and get entire sections wrong. They decided to have him sit at the front of the class where he could be reminded to slow down. He was also given reinforcement when he provided correct responses.

c.Billy receives reading assistance in his language arts class but does not receive any help in other classes. Billy has been struggling in Math class since he started sixth grade. The school psychologist presented Billy with numerous types of math problems and documented how he did. The school psychologist found that Billy has average math computations skills but struggled with word problems and sections of math problems that had lengthy directions. interventions were implemented to assist Billy with reading of the word problems and directions.

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What takes place in Level II of the Heartland Problem-Solving approach?

a. Discussion of a 504 plan
b. Parents written permission is necessary
c. School Psychologists are brought to the meeting to help analyze data and expertise information
d. Parent/Teacher conference is held to discuss the problem behavior and discuss ways of addressing the behavior in class.

a. Discussion of a 504 plan

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The Three Tiered Model differs from the Heartland Problem-Solving Model in this way:

a. The Three Tiered Model is scientifically driven
b. The Three Tiered Model encompasses all students
c. The Three Tiered Model is a continuum of intensity of needs
d. School psychologists play a role in the Three Tiered Model

b.The Three Tiered Model encompasses all students

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Universal screening is important because it:

a. Determines if there are enhancements needed in the core curriculum
b. Inform the State which schools have the children achieving at the highest level
c. Guides decisions about supplemental or intensive instruction
d. Both a and c

d. Both a and c

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If 65% of the students are meeting core standards, what step should be taken?

a. Formative Evaluation
b. Supplemental Evaluation
c. Enhanced Core Curriculum
d. Continue Core Curriculum and reassess using universal screening in 3 months

c. Enhanced Core Curriculum

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Universal screenings should provide answers to all of these questions except:

a. Which students may need additional assessments
b. What levels of resource support might be needed
c. How many students are at risk for failure
d. Which students are likely to have lower cognitive ability

d. Which students are likely to have lower cognitive ability

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A characteristic of a universal screening is:

a. Can be used for program placement
b. Cost efficient
c. Qualitative
d. Completely measures all academic skills

b.Cost efficient

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Sally is currently in a small group reading class. She is receiving a point every ten minutes that she stays in her seat, and does not get up without asking. Looking at the multitiered approach for problem solving and RTI, Sally’s interventions would fall in which tier?

a. Tier 3
b. Tier 1
c. Tier A
d. Tier 2

d. Tier 2

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Which of the following are challenges in bringing problem solving and RTI to scale across states and districts?

a. Fidelity of Implementation
b. Inadequate preparation of school teachers and psychologists
c. Both A and B
d. RTI and problem solving are to scale and consistent across states and districts

c. Both A and B

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Which of the following has a significant influence on School Psychologists paradigm shift from the Correlational Model to the Experimental Model?

a. Policy and Legal Requirements
b. Research based academic and behavioral interventions
c. The need to integrate general, remedial, and special education
d. All of the above

d. all of the above

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Specific Learning Disabilities (SLD) accounts for what percentage of all students identified with disabilities in U.S. Schools?

a. 75%
b. 50%
c. 30%
d. 15%

B. 50%

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Which of the following was not a policy group involved in the early 2000s reform of general, remedial, and special education?

a. National Research Council (NRC)
b. National Reading Panel
c. National Association of Parents with Handicapped Children
d. Presidents Commission on Excellence in Special Education

c. National Association of Parents with Handicapped Children

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Characteristics of effective universal screening for behavior are all of the following except:

a. Teacher evaluation of all students using the same measure
b. Medical or mental health records indicating that the student has a behavioral disorder
c. Teacher nominations of students with behavioral problems
d. Teacher’s using behavior rating scales for the students in class.

b. Medical or mental health records indicating that the student has a behavioral disorder

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Carrie is easily distracted, especially during exams. On exam days, Carrie’s teacher will pull the blinds on the windows to reduce distraction. This is an example of which component of an intervention?

a. Long term prevention strategies
b. Preventative Intervention
c. Environmental Control Intervention
d. antecedent intervention

d. Antecedent Intervention

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The purpose of the problem analysis is to identify interventions for students’ problems that are:

a. Directly and empirically linked to problem occurrence
b. Easy to put in place
c. Have a high likelihood for successful outcome
d. Both A and B

d. Both a and b

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A primary difference between Heartland’s Problem Solving approach and the Three-Tier Model is:

a. The three-tier model encompasses all students within a school
b. Only students with specific learning problems are identified
c. The three-tier model is more scientifically based
d. both B and C

a. The three-tier model encompasses all students within a school

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Which of the following is a component that must be present in supplemental instruction of the Tier 2 of the three-tier model?

a. Instruction must be more intensive than core
b. Supplemental instruction must be more supportive both emotionally and cognitively
c. Supplemental instruction must include methods for progress monitoring
d. all of the above

d. all of the above

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According to Heartland's Problem Solving Approach in Level 1 which of the following could occur? a. Resources are brought in the address the issue in a more structured way b. Service personnel with specialized expertise and techniques are consulted c. A conference is held between parents and teachers on a specific concern d. determination of needed interventions takes place as well as consideration for special education services

c. A conference is held between parents and teachers on a specific concern

Which of the following best describe Corbach's Correlational Model? a. Assessment of the natural variations among people in cognitive, physical, and social-emotional domains to find relationships between these domains and performance in real settings. b. Create higher levels of performance by discovering and implementing the best interventions c. Different treatments are contrasted so that causal statements can be made about which had the highest average effects for groups of participants. d. the study of three variables: differences among treatments, aptitude differences among persons, and interaction of aptitudes and treatments. e. A three-tired approach to integrating general, remedial, and special education systems.

a. Assessment of the natural variations among people in cognitive, physical, and social-emotional domains to find relationships between these domains and performance in real settings.

Which of the following was not a reason for the paradigm shift in school psychology from the correlational model to a problem- solving/ RTI model? (A) Unresolved challenges in general, remedial, and special education (B) Research foundations for producing improved outcomes (C) Policy recommendations from national organizations (D) Legal changes at the national, state, and local levels (E) Decreased IQ of students identified for special education

(E) Decreased IQ of students identified for special education

Which of the following was the origin for the modern accountability movement within schools? (A) The 1975 Education of the Handicapped Act (EHA) (B) The 1991 Individuals with Disabilities Education Act (IDEA) (C) The 1965 Elementary and Secondary Education Act (ESEA) (D) The 1983 A Nation at Risk report (E) The No Child Left Behind Act (NCLB)

(D) The 1983 A Nation at Risk report

Many of the critical features of the 2002 reauthorization of NCLB are consistent with and enhance the school psychology paradigm shift. Which of the following is not one of those features? (A) Endorsement of scientifically based instruction (SBI) (B) Decreased identification of high- incidence disabilities (C) Focus on prevention of achievement problems and antisocial behavior patterns (D) emphasis on improving low achievement in general, remedial, and special education (E) Improvement of general outcomes for all children and youth

(B) Decreased identification of high- incidence disabilities

5. Susie is a second- grader who is having difficulty in reading. She has recently been placed in tier two of her school’s RTI program. Which of the following should be the ultimate goal for Susie’s academic achievement within this RTI program? (A) Immediate placement into tier 3/ special education, so she will receive more individualized instruction. (B) Improvement of reading skills through the small group instruction of tier two, so she can move back into tier one/ general education after being evaluated and identified as ready to do so. (C) Susie will remain in tier two for the rest of the school year without further evaluation, since she has already been identified for tier two instruction. (D) Susie will remain in tier two for two weeks and then be placed back in tier one, since she is only slightly behind in her reading skills

(B) Improvement of reading skills through the small group instruction of tier two, so she can move back into tier one/ general education after being evaluated and identified as ready to do so.

A school psychologist who has the skills to apply the scientific method to problems in the natural universe, as well as the experience and skills to work effectively in applied settings can be described as a (A) Scientist- practitioner (B) Scientist (C) Practitioner- specialist (D) Specialist (E) Practitioner

(A) Scientist- practitioner

Which of the following is not a limitation for using problem-solving as the only approach to school psychology? (A) It focuses too heavily on problems within the child. (B) Many teachers and administrators were not trained in application of this method. (C) It lacks a supportive context for implementation. (D) There are few structures within schools that promoted science-based practices. (E) The schools had to bring in experts to conduct the problem- solving practices.

(A) It focuses too heavily on problems within the child.

Mary’s teachers, parents, a school psychologist, and a speech and language pathologist have gathered to discuss Mary’s academic difficulties. In what level of the Heartland’s Problem- Solving Model are they currently participating? (A) Level I (B) Level II (C) Level III (D) Level IV (E) Level V

No Child Left Behind (NCLB) changed schools drastically in how they educate children. Which of the following is one of the changes that NCLB brought to schools? (A) More students should be placed in special education programs. (B) Teachers are not held responsible for student academic failure. (C) Schools must allocate more funding to special education. (D) Increased accountability for educators based on student academic success. (E) Schools must increase the amount of remedial classes that are offered.

(D) Increased accountability for educators based on student academic success.

The 2004 reauthorization of IDEA called for use of scientific, research-based problem solving techniques to identify students with specific learning disabilities. Where do experts disagree with the implementation of problem- solving techniques outlined in IDEA 2004? (A) The problem- solving techniques should be used more narrowly to identify the students who are in most need of additional assistance. (B) Instead of using problem solving techniques only to identify students with specific learning disabilities, the techniques should be applied broadly to all students. (C) Problem- solving techniques should not be used to identify learning disabilities. (D) Problem- solving techniques are too time consuming for schools to effectively use. (E) Problem- solving techniques should only be applied to students who have already been placed in special education.

(B) Instead of using problem solving techniques only to identify students with specific learning disabilities, the techniques should be applied broadly to all students.

What is the main purpose of the paradigm shift in School Psychology? a. to generate more money for education b. to promote Special Education services c. to reduce the need for IQ testing d. to improve outcomes for all children and youth e. to monitor the success of teachers

d. to improve outcomes for all children and youth

This foundational model of School Psychology is characterized by discovering, disseminating, and implementing the best interventions to create higher levels of performance: a. Cronbach Model b. Correlational Model c. Experimental Model d. Aptitude by Treatment Model e. Educational Achievement Model

c. Experimental Model

Which of the following Tier Applications of Problem Solving and RTI involves longer term (a year or more) interventions accompanied by a minimum of weekly progress monitoring? a. Tier 1 b. Tier 2 c. Decision Making d. Tier 3

d. Tier 3

Which of the following statements is not true regarding a diagnosis of SLD? a. Students are not typically identified as SLD until school entrance b. SLD accounts for about 50% of all students identified with disabilities in U.S. schools c. Special Education reform focuses more attention on SLD than any other disability category. d. SLD can typically be diagnosed without the utilization of RTI. e. Data-based assessments and frequent progress monitoring are required for the SLD diagnosis.

d. SLD can typically be diagnosed without the utilization of RTI.

5. What is the purpose of screening? a. To determine potential deficits b. To avoid in-depth assessments c. To label students d. To determine automatic placement e. To keep enrollment numbers low

a. To determine potential deficits

Which of the following questions would not fall into the traditional problem-solving logic set for science-based practice in schools? a. Is there a problem and what is it? b. Can the problem be fixed? c. What can be done about the problem? d. Why is the problem happening? e. Did the intervention work?

b. Can the problem be fixed?

How does the Three-Tier Model differ from the Heartland Problem-Solving Model? a. The Three Tier Model encompasses all students, not just students with learning or behavioral problems. b. Parents are involved early in the Three Tier Model. c. The Three-Tier Model only encompasses students with learning or behavioral problems. d. The delay between the identification of a problem and the provision of services is significantly reduced with the Three-Tier Model.

a. The Three Tier Model encompasses all students, not just students with learning or behavioral problems.

What year was NCLB passed? a. 1990 b. 2000 c. 2002 d. 1977 e. 1982

c. 2002

Which of the following is not a core principal of RTI? a. The belief that all children can be effectively taught b. Early intervention is best c. Use of a multitier model of service delivery d. Assessment is not necessary to monitor progress e. Data is used to make decisions

d. Assessment is not necessary to monitor progress

Henry, a fourth-grader, did not pass his reading comprehension state accountability assessment. What would be the appropriate next step for addressing his lack of proficiency in reading comprehension? a. Provide supplemental reading comprehension instruction in Henry’s classroom immediately b. Administer a skill-based assessment to determine any underlying deficits and then match instructional strategies to those areas of deficit c. Refer Henry to Special Ed d. Provide Henry with practice tests to take home

b. Administer a skill-based assessment to determine any underlying deficits and then match instructional strategies to those areas of deficit

A student is screened in a classroom and identified as at-risk for failure, but in reality does not need support. This results in what type of reality? a. True Positive b. False Negative c. True Negative d. False Positive

d. False Positive

A Three-tiered support system rests on the assumption that an effective core curriculum supports about ____________% of learners. a. 20 b. 50 c. 100 d. 80 e. 85

d. 80

__________________ are indicators of skills such as initial sound, letter naming, phoneme segmentation, nonsense word and oral reading fluencies? a. PBS b. CBMs c. DIBELS d. STEEP e. Both b and c

c. DIBELS

Which of the following is not a characteristic of Universal Screening? a. Diagnostic b. Quantitative c. Used proactively d. Relevant for PreK -12 grades e. Easily administered, scored, and interpreted

a. Diagnostic

Reading, Math, and Science Proficiency are considered to be _____________ and proficiency in these areas is needed for living , learning, and working. a. Cultural Electives b. Cultural Benchmarks c. Academic Electives d. Cultural Imperatives

d. Cultural Imperatives

Which of the following describes information that is gained from universal screening? (A) Which students qualify for special education services (B) If there are enhancements needed in the core curriculum, and/or general education environment (C) Which students qualify for gifted and talented (D) Help school officials make decisions about supplemental or intensive instruction for students who require instruction beyond the core curriculum. (E) b and d

(E) b and d

What are system focused intervention strategies? (A) Strategies that examine the interaction between instruction and the student(s)’ response to instruction. (B) Strategies that focus on the deficiencies in the child’s learning process. (C) Strategies that focus on the teacher’s deficiencies. (D) Strategies that look at problems within the policies of the school. (E) None of the above.

(A) Strategies that examine the interaction between instruction and the student(s)’ response to instruction.

Which of the following is true of universal screening tests? (A) They will always accurately classify student ability levels. (B) They will sometimes misclassify student ability levels. (C) Test results are absolute, no further assessment is needed. (D) Students at risk for failure are never identified with these tests. (E) Not all student data is considered in the analysis of these tests, only the students who exhibit the lowest scores.

(B) They will sometimes misclassify student ability levels.

A student needs support but is identified as “not at risk” by universal screening tests. This test result would be referred to as a: (A) Inconclusive (B) True Negative (C) True Positive (D) False Positive (E) False Negative

(E) False Negative

Which of the following is not a way in which universal screening impacts the work of the school psychologist? (A) The school psychologist may help teachers assess effect of change in curriculum. (B) The school psychologist may help lead small group interventions. (C) The school psychologist may evaluate the effect of small group interventions. (D) The school psychologist may select students for special education based on universal screening assessment data. (E) The school psychologist may interpret instructionally relevant universal screening assessment data.

(D) The school psychologist may select students for special education based on universal screening assessment data.

Which of the following does not describe universal screening A) A sampling of one point in time B) Qualitative C) Quantitative D) Aligned with instruction, standards, and benchmarks

b. Qualitative

After review of results of universal testing at which of the following outcomes would core instruction and curriculum be reevaluated? A) Fewer than 50% of students meet expectations B) Fewer than 75% of students meet expectations C) Fewer than 80% of students meet expectations D) Fewer than 30% of students meet expectations

C) Fewer than 80% of students meet expectations

Carrie is a School Psychologist working with a group of parents who just moved into the community as migrant workers. Carrie is explaining the schools universal screening and their children’s results. In doing this Carrie discusses the concept of cultural imperatives and electives. Which of the following pairs is a true description of imperative or elective? A) Reading-Cultural elective B) Art-Cultural imperative C) Math-Cultural elective D) Science-Cultural imperative

D) Science-Cultural imperative

Which of the following is a result of research utilizing the System to Enhance Educational Performance STEEP? A) Universal screening measures are not cost effective for schools B) School psychologist conducted fewer psychoeducational evaluations when STEEP was implemented school-wide. C) More students were identified as struggling when STEEP was implemented. D) Students in the STEEP schools scored higher on universal screenings then in school where the process was not utilized.

B) School psychologist conducted fewer psychoeducational evaluations when STEEP was implemented school-wide.

5. How frequently is a student likely to experience a universal screening during their school career? A) Once at the start of each school year B) Once at the end of each school year C) Two to four time per year each school year D) Transition from grade school to middle and middle school to high school.

c. Two to four time per year each school year

Teachers in school XYZ use a standardized method of student progress measurement that assesses curriculum objectives. What kind of progress monitoring model are they using? A. Curriculum- Based Measurement (CBM) B. Case Reports C. Specific Subskill Models D. School- Wide Monitoring E. Curriculum- Based Evaluation

A. Curriculum- Based Measurement (CBM)

A team of teachers at school XYZ plan for 80% of the second grade to master a specified list of spelling words by the end of the first term. Which of the following best describes the process that these teachers are completing. A. Micro- Level Goal Setting B. Tier One Interventions of RTI C. Macro-Level Goal Setting D. Tier Two Interventions of RTI E. Curriculum-Based Measurement (CBM)

C. Macro-Level Goal Setting

A team of teachers discusses progress-monitoring data for the first grade and finds that only 40% of the students were meeting the expected benchmarks. Which of the following best describes what the teachers should do next? A. Place all students who are not meeting the benchmarks into Tier 2 for more specific interventions. B. Place the students who are meeting the benchmarks in a gifted and talented class. C. Place all students who are not meeting the benchmarks into Tier 3 for intensive interventions. D. Collect data for another month, reassess benchmark achievement, then make a decision about interventions. E. Reassess core curriculum interventions at Tier 1 and enhance those interventions in areas where the students are found to be deficient.

E. Reassess core curriculum interventions at Tier 1 and enhance those interventions in areas where the students are found to be deficient.

When setting goals for individual student achievement, should a school professional consider instructional level, enrolled grade level, or both? A. Instructional level only, because when interventions are based on the student’s current level of academic functioning, they will be more likely to increase performance to benchmark. B. Enrolled grade level only, because students need to be compared to their peers in order to increase performance to benchmark. C. Instructional level and enrolled grade level, because the student will not progress if monitored at levels above his/her instructional level, but students will also be evaluated against their enrolled grade level on high stakes achievement tests, so achievement of grade level peers must also be considered. D. Instructional level and enrolled grade level, because students need to know how their instructional level compares to the instructional level of peers enrolled in their same grade in order to motivate them to progress to benchmark. E. Instructional level only, because a student who is performing below enrolled grade level will not be able to achieve grade level performance, so only their current level of academic functioning needs to be considered.

C. Instructional level and enrolled grade level, because the student will not progress if monitored at levels above his/her instructional level, but students will also be evaluated against their enrolled grade level on high stakes achievement tests, so achievement of grade level peers must also be considered.

A teacher begins implementing a reading intervention for a child at the same time that she changes the location the reading instruction takes place. According to Dane and Schneider (1998), which facet of intervention integrity has she violated? A. Adherence B. Quality of Delivery C. Program Differentiation D. Exposure E. Participant Responsiveness

C. Program Differentiation

A school psychologist suggests an intervention to use with a student—it is guaranteed to be successful if the teacher follows ten complex steps to complete the intervention. Which of the following is most likely to decrease intervention integrity? A. Rate of behavior change produced by intervention B. Student Cooperation C. Interventionist level of training D. Acceptability of Intervention E. Student Motivation

D. Acceptability of Intervention

A teacher has tried to implement an intervention suggested by a school psychologist, but finds that she is confused in how to correctly implement it. What should the school psychologist do to help the teacher effectively implement the intervention? A. Create a checklist that gives the teacher distinct steps and checkpoints when implementing the intervention. B. Give the teacher a new intervention to use. C. Tell the teacher to continue implementing the intervention to the best of her ability and the school psychologist will help her analyze the results. D. The psychologist should suggest that the teacher get help from another teacher who has successfully implemented the intervention. E. The psychologist should develop a school-wide skill building professional development to help the teachers better understand the specific intervention.

A. Create a checklist that gives the teacher distinct steps and checkpoints when implementing the intervention.

Which of the following is not a suggested method to evaluate intervention integrity? A. Operationally define components of the intervention. B. Use direct observation to monitor use of each component of the intervention. C. Analyze interventionist self- reports. D. Use data to produce session integrity and component integrity. E. Use student GPA to assess effectiveness of intervention

E. Use student GPA to assess effectiveness of intervention

Which of the following best describes Curriculum- Based Measurement (CBM)? A. A type of DIBELS that assesses reading fluency. B. A type of Curriculum- Based Assessment that uses standardized and validated measures limited to assessment of basic skills. C. A type of measurement that should not be used with the implementation RTI. D. A type of measurement that monitors progress of Tier 3 students only. E. A type of measurement that monitors progress of Tier 1 and Tier 2 students only.

B. A type of Curriculum- Based Assessment that uses standardized and validated measures limited to assessment of basic skills.

Why are the CBM tests effective tools for progress monitoring? A. They are sensitive to short- term effects of instructional interventions. B. They are sensitive to long- term effects of instructional interventions. C. They can be used to identify Tier 3 students. D. They can be used in isolation to assess the educational needs of a student. E. They represent all behaviors included in an academic domain.

A. They are sensitive to short- term effects of instructional interventions.

Which of the following does not represent a way in which CBM is used to assess students? A. As a method for frequent progress monitoring of Tier 3 students. B. As the sole indication of at-risk status. C. As a method of strategic monitoring for progress of Tier 2 students. D. As a method of universal screening to identify students at risk for academic failure. E. In Tier 1 general education as part of benchmark assessment.

B. As the sole indication of at-risk status.

In which of the following steps of the problem- solving model can CBM not effectively be used? A. Problem Identification B. Problem Certification C. Determining Educational Benefit From High- Quality Intervention D. Exploring and Evaluating Solutions E. None of the above, it can be used in all of the steps.

E. None of the above, it can be used in all of the steps.

Shelly is a school psychologist working with a team of school administrators on reviewing data from curriculum based measurements gathered across students in their school. Shelly and other administrators are working to set goals for performance at each grade level and for school as a whole. This is an example of a) Goal setting at a group level b) Goal setting at a macro level c) All school goal setting d) Goal setting at a micro level

b) Goal setting at a macro level

The process of selecting goals at a group level involves a series of steps based on logical analysis. Which of the following are steps included in this process? a) Subtract the expected gain from the next benchmark goal b) Determine the average ROI for the students at the specific grade level c) Determine the number of weeks between benchmark periods d) Both a and c e) All of the above

e) All of the above

Which of the following is possible framework for comparison in which goal setting is done to determine reasonable yet challenging expectation for students? a) Competency based approach b) Local normative approach c) Criterion approach d) National normative approach e) All of the above

e) All of the above

When setting the goal for the progress monitoring period if a student is performing at grade level where should targets for performance be set for the next assessment period? a) Targets would not be set if the students was at grade level b) The lowest level defining the benchmark c) The highest level defining the benchmark d) The median level defining the benchmark

b) The lowest level defining the benchmark

With skill-building and professional development being an intricate part of intervention integrity six elements that characterize continuing professional development have been identified. Which of the following is an accurate description of an element identified? a) Active learning: Educators actually attempt or simulate new practices b) Content focus: Principles are taught within a specific content context c) Form: The use of brief and passive formats d) Both A and B e) All of the above

d) Both A and B

While working as a school psychologist one of Mary’s tasks is to document the integrity of multiple interventions. Mary utilizes the convergent evidence scaling method (CES). After reviewing observation forms, self-report checklists, and teacher interviews Mary determines that the level of intervention implementation integrity is at a level three meaning a) All or nearly all of the intervention components were used consistently as designed. Implementation was optimal. b) Fewer than 50% of the intervention components were routinely used. Overall implementation was poor. c) 75-80% of the intervention components were used as designed. Overall implementation was good. d) Not enough information can be collected to make a confident rating.

c) 75-80% of the intervention components were used as designed. Overall implementation was good.

Shelly is a school psychologist working to evaluate the outcome of an intervention for Reading Mastery. Shelly is careful to keep the material and strategies of the intervention separate and distinct from the compotes of other interventions in completing her evaluation. This practice that is important to establish an understanding of true effectiveness is called? a) Organization b) Procedural reliability c) Differentiation d) Exposure e) Both A and C

c) Differentiation

Which of the following is a group established to identify and implement research based practices as well as improve the quality of research training and extend knowledge of evaluation criteria for evidence based intervention? a) National Association of School Psychologist b) Task Force on Scientifically Based Assessment c) Team School Psychologist for Evidence Based Progress d) Task Force on Evidence Based Intervention in Schools

d) Task Force on Evidence Based Intervention in Schools

While working as a school psychologist Mary recommends the use of curriculum based measurement in a three-tier problem solving model. Her support for this recommendation when talking with other school professionals is a) All educators will have access to continuous information regarding students’ educational need and their educational benefit from a range of interventions. b) Using progress monitoring an educator can identify which interventions are working or which need improvement c) Using CBM for universal screening, at-risk students can be identified and placed in Tier 2 and Tier 3 interventions based on benchmark testing rather than waiting for a referral. d) All of the above

d) All of the above

Kayla is a fourth grader whose teacher has identified a problem. Kayla’s teacher consults with the school psychologist who then works to determine the magnitude and severity of the problem and if there has been response to high quality interventions. The school psychologist is conducting a survey level assessment using curriculum based measurement. This process is know as a) Determining the severity of educational need b) Problem certification c) Exploring and evaluating solution d) Both A and B e) All of the above

d) Both A and B

Kayla is a third grader. All students in her class including Kayla are completing benchmark assessments in Reading. Five minutes are spent per student for them to be tested individually by reading three grade-level passages from a pool of standardized probes. This is the second time this year Kayla has completed this task and she will engage in it one more time close to the end of the school year. Kayla is involved in which level of assessment a) Tier 1 b) Tier 2 c) Tier 3 b) Both A and C

a) Tier 1

Which of the following is not an accurate description of one of the foundational test in CBM? a) Reading CBM: Students read aloud from text for 1 minute. The number of words read correctly constitutes the basic decision-making metric. b. Maze-CBM: A multiple choice mathematic technique- students complete multiplication facts selecting the correct answer to move through the maze. c) Written expression CBM: Students write a story for 3 minutes after being given a story starter d) Math applications CBM: Students write answers to grade-level mathematics application problems on 4 minute probes.

b. Maze-CBM: A multiple choice mathematic technique- students complete multiplication facts selecting the correct answer to move through the maze.

Jacob is receiving 20 minute one-on-one reading RTI three times a week. Which component of intervention integrity is this describing? a. Adherence b. Quality of Delivery c. Program Differentiation d. Exposure

d. Exposure

Mrs. Smith recently learned a new, scientifically based intervention at a professional development conference that she was planning on implementing in her school. In order to learn the effectiveness of the new intervention, she only uses this intervention with the children during the set time period. Which component of intervention integrity is this describing? a. Quality of Delivery b. Program Differentiation c. Adherence d. Participant Responsiveness

b. Program Differentiation

Mr. William’s the school psychologist had decided on an appropriate intervention to use with the at-risk students in third grade reading. Mr. Williams has met with the special education and general education teachers in third grade and has provided them with a detailed description of what each person’s role is when giving the intervention. He also modeled the intervention and allowed them to role play in order for him to give feedback. Mr. Williams is facilitating and evaluating integrity by: a. Defining Intervention Components b. Supporting Interventions within the framework of problem-solving consultation c. RTI examination d. Special Education Training

b. Supporting Interventions within the framework of problem-solving consultation

4. All of these are some of the most effective ways for continuing professional development except: a. Using technology for just-in-time information b. Case-based learning c. Sessions taking place in classrooms d. Weekend workshops

d. Weekend workshops

Billy appears to be struggling with reading comprehension as exemplified by his last few tests. Billy’s teacher decides to present him with a CBM in order to see where he is performing compared to his peers. It is likely she would use: a. Spelling CMB b. Written expression CBM c. Maze CBM d. Reading CBM

c. Maze CBM

Alex’s class is learning about topic sentences and identifying main points. Alex is having troubles with grasping this concept. The teacher gives him a Maze CBM. This will help her identify what? a. If he is understanding what he is reading b. His ability to identify nouns and verbs c. If he understands sentence mechanics d. His ability to write complete thoughts in a structured way

a. If he is understanding what he is reading

Limitations with CBM are all of the following except a. It does not give reason to why the student is struggling b. It assesses only specific areas c. It does not always represent broader achievement domains d. It is only normed for elementary grades

d. It is only normed for elementary grades

Elizabeth is a fifth grade student who is struggling with writing clarity and writing mechanics based off of her school work and CBM for written expression. Elizabeth is performing in the 8%ile when compared to other fifth graders. Which step would be reasonable for the teacher to take with Elizabeth? a. Place her into special education class to receive extra help b. Begin intensive RTI c. Complete progress monitoring once to twice weekly d. Both B and C

d. Both B and C

Students in a 4th grade classroom have been closely monitored and are evaluated mid-year to determine their reading progress. Their individual scores are compared to the minimal expected performance across 4th grade readers based on empirical data collected and determine the probability that they will be successful readers by the end of the school year. This best describes which element of effective goal-setting? a. Target Goals b. Benchmark Goals c. End Status d. Middle Status e. Progress Monitoring

b. Benchmark Goals

Suppose the average second-grade student has an expected ROI of 1.28 wcpm per week in Oral Reading Fluency. A student begins the school year scoring 44 wcpm. There are 36 weeks left in the school year until the next benchmark assessment. What would be the likely amount of gain in words that this student will be achieving by the end of the school year? a. 56 b. 90 c. 46 d. 80

c. 46

A Special Education teacher is trying to determine the instructional level of reading to use for a first grader in her classroom. She administers three first-grade level reading passages to the student. His scores are 12 wcpm, 13 wcpm, and 10 wcpm respectively. Which score should the teacher use to determine the student’s current reading performance? a. 10 b. 11.67 c. 12 d. 13

c. 12

A survey level assessment is conducted on a third-grader and the student is determined to be reading at the 25th percentile for third grade. What would be the appropriate next step for goal setting using progress monitoring with this student? a. Set goal based on normative gains for students at the 3rd grade level b. Set goal according to benchmark for 3rd grade c. Conduct a survey level assessment at the 4th grade level d. Decrease student instructional level to 2nd grade

b. Set goal according to benchmark for 3rd grade

Which of the following are characteristics that facilitate integrity of an intervention? a. Motivation of the interventionist b. Diversity of students worked with c. Rate of behavior change produced by intervention d. Both a and b e. Both a and c

e. Both a and c

In 2002, the U.S. Department of Education created which database to support the mandate of the NCLB to implement scientifically research based instructional programs and materials, assessments and professional development programs proven to be effective? a. WWC b. NASP c. Blueprint III d. IES

a. WWC

The idea that educators actually attempt or simulate new practices rather than merely witnessing or learning about them is a characteristic of continuing professional development (CPD) that researchers identify as leading to sustained and substantial changes in educators and schools. This element is described as: a. Content Learning b. Active Learning c. Coherence d. Active Experience

b. Active Learning

4. Which of the following is NOT a domain developed by Hord (1992) that applies to school psychologists as change facilitators? a. Creating a context supportive of changes in professional practices b. Developing, articulating, and communicating a shared vision of change c. Planning and providing resources to support implementation d. Funding educators’ professional learning and development

d. Funding educators’ professional learning and development

In order to evaluate the effects of an instructional intervention in a classroom, a student is asked to read 3 short passages , and the number of words read correctly per minute on each passage is recorded and used to assess the student’s current level of oral reading fluency. This method best describes a: a. Curriculum-based assessment b. Curriculum-based measurement c. Both a and b d. Neither a nor b

c. Both a and b

Nikki, a 3rd grader, is receiving progress monitoring via a CBM for reading one to two times per week with an individualized goal of 80 wcpm at the end of a six-week period. Nikki is at which tier in the 3-tier support system? a. Tier 1 b. Tier 2 c. Tier 3

c. Tier 3

Which of the following is NOT a location of an established CBM national demonstration center for National Student Progress Monitoring through OSEP? a. University of Minnesota b. Lehigh University c. University of Memphis d. University of Oregon

c. University of Memphis

Most cognitive ability tests used prior to 2000 are no longer in use. Which of the following does not describe why those tests have been discontinued in current practice? A. The tests used prior to 2000 were based on modern theory rather than historically validated theory. B. The tests used prior to 2000 were not based on empirically supported psychometric theory. C. The tests used prior to 2000 measured constructs that were either psychometrically underrepresented, overrepresented, or represented by more than one distinct ability. D. The tests used prior to 2000 yielded results that were difficult to interpret because the tests examined constructs that were connected to more than one ability. E. Revisions of the tests were not based on new theory and simply restated the old test versions rather than improving the test.

A. The tests used prior to 2000 were based on modern theory rather than historically validated theory.

Which of the following best describes the reason for the shift in test construction and interpretation from atheoretical to empirically based in early 2000’s? A. A decrease in the amount of students identified as learning disabled B. Successful revisions of the Wechsler Scales C. Acceptance of the Wechsler Scales as the model for test construction D. Acceptance of the Cattell-Horn-Carroll theory E. An increase in lawsuits regarding student placement into special education

D. Acceptance of the Cattell-Horn-Carroll theory

There are many critics of the use of IQ tests to diagnose and identify students for special education services. Which of the following is a reason that the authors argue that IQ tests should continue to be used? A. IQ test results can be appropriately used to determine ability by using an ability achievement discrepancy formula B. IQ test results can be used in isolation to diagnose people with specific learning disabilities (SLD) C. It takes little training for someone to diagnose based on IQ test results D. The general public clearly understands the constructs that IQ tests measure E. When used responsibly, IQ tests can yield information that can be used to properly identify and diagnose people with specific learning disabilities (SLD)

E. When used responsibly, IQ tests can yield information that can be used to properly identify and diagnose people with specific learning disabilities (SLD)

Susie’s teachers have noticed that she is struggling in reading and performing below her peers. She has not responded to the scientifically- based interventions used by her teachers in the RTI framework. Which of the following describes the best approach that should be used to identify and ameliorate Susie’s deficiencies? A. The RTI process alone should be sufficient to identify Susie’s deficiencies, so the teachers only need to continue providing scientifically- based interventions. B. The school should discontinue the interventions provided under RTI for all students, since they are clearly ineffective. C. Since RTI procedures have identified that Susie is not responding to scientifically- based interventions, cognitive testing would be appropriate to determine whether or not Susie has a specific learning disability (SLD) D. The school psychologist needs to give Susie an IQ test, so that her results can be used in an ability achievement discrepancy formula to determine ability level. E. Susie needs to be placed in special education immediately without any form of evaluation, since her deficiencies are severe and in need of immediate specialized interventions.

C. Since RTI procedures have identified that Susie is not responding to scientifically- based interventions, cognitive testing would be appropriate to determine whether or not Susie has a specific learning disability (SLD)

When testing students, a school psychologist needs to be careful not to base testing procedures and analysis on preconceived notions of the child. Which of the following is one of the initial steps in non-discriminatory assessment? A. Forming a null hypothesis that attributes learning difficulties to external/ environmental factors rather than internal/ disability factors. B. Forming a null hypothesis that attributes learning difficulties to internal/ disability factors rather than external/ environmental factors. C. Interviewing teachers to determine what disability they believe the child has. D. Interviewing parents to determine what disability they believe the child has. E. Giving all referred children an IQ test to determine cognitive ability.

A. Forming a null hypothesis that attributes learning difficulties to external/ environmental factors rather than internal/ disability factors.

Tom, the school psychologist, has experience with the values, beliefs, and customs of the various cultures represented by the students in his school. Which of the following does he exhibit as a result? A. Nondiscriminatory Hypothesis Testing B. Cultural Competency C. Linguistic Competency D. Effective Native Language Testing E. Complete Nondiscriminatory Assessment Procedures

B. Cultural Competency

A school psychologist is testing a student who is a Caucasian, native born U.S citizen from a low SES background. Will the psychologist need to consider this student’s background in determining whether or not the assessment is nondiscriminatory when giving a standardized test and analyzing the results? A. No, only students from different countries who do not speak English as a first language need these considerations. B. No, only students of races different from the majority (Caucasian) need these considerations. C. No, it would be discriminatory to take the student’s background into consideration. D. Yes, her low SES background could differ from the norm references provided with the exam. E. Yes, since she is a native born U.S. citizen it is important that she receive all possible efforts to ensure nondiscriminatory assessment practices.

D. Yes, her low SES background could differ from the norm references provided with the exam.

Which of the following represents an acceptable method of nondiscriminatory assessment practices? A. Administer tests in a standardized method to all students and evaluate the test in a nondiscriminatory manner B. Modify the testing process to be less discriminatory initially C. Administer the test differently to all students, so no method of delivery can be seen as discriminatory D. Both A and B E. Both B and C

D. Both A and B

Which of the following does not describe theory behind PREP? A. Cognitive processing strategies that underlie reading need to be improved. B. Children should focus on the sequential nature of tasks, such as reading. C. The transfer of principles is best facilitated through inductive inference. D. The transfer of principles is best facilitated through deductive inference. E. Children need to be trained in the process of tasks and then they can apply those processes to individualized tasks.

D. The transfer of principles is best facilitated through deductive inference.

Which of the following is true of a cognitively based educational approach? A. Teaching focus is solely on student acquisition of knowledge and skills. B. Teaching focus is on student acquisition of knowledge and skills as well as effective ways of thinking. C. Cognitive processes are ignored, because they are too complex for students to understand. D. The teacher places emphasis on the teaching environment. E. Teaching focus is on providing reinforcement rather than punishment.

B. Teaching focus is on student acquisition of knowledge and skills as well as effective ways of thinking.

Susie has difficulty with math problems that require her to problem- solve rather than just plug numbers into an equation. She is not able to determine for herself the steps that need to be taken in order to solve the problem. Which of the basic psychological processes is Susie likely struggling with? A. Attention B. Simultaneous processing C. Planning D. Successive processing E. Cognitive ability

C. Planning

How are cognitive assessments that determine deficiencies in specific psychological processes useful for student interventions? A. When specific psychological process deficiencies are determined for a student, interventions can be better matched to their specific disabilities. B. They are not useful because all students will receive the same interventions, despite results from cognitive assessments. C. Cognitive assessments that show specific psychological process deficiencies are the only method for determining effective interventions. D. When cognitive assessments are used for determining interventions, RTI is not needed, so the assessments save time and money. E. None of the above.

A. When specific psychological process deficiencies are determined for a student, interventions can be better matched to their specific disabilities.

Which of the following are major structural differences between the Cattell-Horn and Carroll’s Three-Stratum Theory? a) Carroll’s theory includes a general ability factor and Cattell-Horn’s does not. b) Cattell-Horn’s theory includes quantitative knowledge and quantitative reasoning as a separate broad ability. While Carroll’s theory includes qualitative reasoning as a narrow ability. c) Cattell-Horn theory includes a broad reading/writing factor while Carroll’s includes reading and writing as narrow abilities. d) Carroll’s theory includes short-term memory with other memory abilities such as associate memory while Cattell-Horn separates short-tem memory from associate. e) All of the above

e) All of the above

Nancy a school psychologist utilizes contemporary theory as framework for completing cognitive assessments. Nancy recently completed an assessment of a fourth grader who has reading difficulty. At this point Nancy is evaluating performance against a normative standard and utilizing theoretical interpretation for results. Which step of the assessment is Nancy in according to the contemporary theory? a) Operationalize theoretical domains b) Interpret results with in the context of all data sources to evaluate the hypothesis c) Administer and Score Test d) Specify hypothesis

b) Interpret results with in the context of all data sources to evaluate the hypothesis

Which of the following where impacts of CHC Theory and XBA CHC Test Classification on cognitive test development in the early 2000’s? a) WAIS-III eliminated the measurement of fluid reasoning by adding Matrix Reasoning b) WISC-IV eliminated verbal and performance IQ c) KABC-II provided a third global score that included fluid and crystallized abilities d) WIPPSI-III eliminated measures of processing speed e) All of the above

b) WISC-IV eliminated verbal and performance IQ

Nancy a school psychologist is working in a junior high school in 1998. She is planning to assess a student using a comprehensive test of cognitive abilities. Nancy feels it is extremely important to choose a test based on a modern and empirically supported psychometric theory. At that time which of the following would have been the best option to choose? a) WISC b) KABC c) WJ-R d) Both A and C e) All of the above

c) WJ-R

Nancy is completing her internship in school psychology. She goes to her supervisor with concern that she struggles with preconceived notions regarding what data will show after an assessment. Nancy’s supervisor reminded her of the importance of hypothesis testing which means? a) Develop a hypothesis and choose test measures that will likely support this. b) Begin the assessment with the hypothesis that the examinee’s difficulties are not intrinsic in nature but rather likely attributable to external problems. c) School psychologist should always develop a hypothesis after completing testing when writing a report. d) Evaluation of data must remain squarely focused on whether hypotheses are supported e) Both B and D

e) Both B and D

Shelly a school psychologist is fluent in both English and Spanish. Shelly was referred a Hispanic student who is fluent in English and Spanish as well for assessment. Shelly utilizes the Bilingual Verbal Abilities Test (BVAT). She is completing? a) Bilingual assessment b) Assessment of bilinguals c) Multicultural assessment d) Both A and C

a) Bilingual assessment

Which of the following are steps in the comprehensive framework for nondiscriminatory assessment? a) Assess initially with authentic and alternative procedures b) Assess and evaluate as an intervention c) Evaluation does not need to include educationally relevant cultural and linguistic factors. d) Both A and C

a) Assess initially with authentic and alternative procedures

The use of standardized tests with in the context of nondiscriminatory assessment requires knowledge of: a) Adequacy of representation of each norm b) Full range of abilities being measured and those not c) Linguistic demands and cultural loading of each test d) All of the above

d) All of the above

Testing of the consistency/discrepancy model by Naglieri in 2000 results in which of the following findings. a) Children with a weakness in one or more of the basic cognitive processes of PASS earned lower scores on achievement. b) The more pronounces a cognitive weakness the lower the achievement scores c) Children with a PASS cognitive weakness were more likely to have previous been identified and placed in special education. d) All of the above

d) All of the above

Amy a student in 4th grade struggles with reading. The teacher and school psychologist have developed a plan for Amy to work on cognitive processing strategies. Particularly the teacher will be working to teach Amy to focus her attention on the sequential nature of reading. This process of applying the PASS theory to academic remediation and instruction is called? a) Planning strategy instruction b) PASS reading enhancement program PREP c) Learning problems a cognitive approach d) Both A and C

b) PASS reading enhancement program PREP

When an initial comprehensive evaluation of a student suspected of having SLD is conducted which of the following is required? a) Tests and evaluation materials must be well validated and reliable. b) Tests and evaluations should measure competencies as well as weakness in aptitude and achievement c) RTI should be a part of the evaluation and can replace a comprehensive evaluation d) Both A and B e) All of the above

d) Both A and B

Mrs. Jones describes herself as utilizing a cognitively based educational approach when working with her reading students. Which of the following could best describe her teaching strategies? a) Children learn from practice and reinforcement through memorization of facts and rules b) Students develop strategies for reading decoding using prior knowledge and skills. They construct mental images, pictorial representations and learn to summarize c) Students have the control to choose their direction in the class and based on their cognitive level they choose readings. d) Both A and C

b) Students develop strategies for reading decoding using prior knowledge and skills. They construct mental images, pictorial representations and learn to summarize

What theory came from combining three leading researcher’s work in regard to cognitive assessment: a. Williams-Abram-Jacobs b. Cattel-Horn-Carroll c. McGrew-Floyd-Flanagan d. Flanagan-Keith-Dunham

b. Cattel-Horn-Carroll

Frustrations among spokespersons in the learning disability field have concluded that IQ tests are irrelevant when placing a child into SLD status. This may be because: a. The school psychologist may not be using the test responsibly b. They have a lack of understanding of what cognitive tests measure c. The percentage of students being placed into special education using this method is too high d. Both A and B

d. Both A and B

Mrs. Andrew, a school psychologist, is researching what cognitive batteries are most closely associated with math application and would provide valid and useful information in regard to understanding Greg’s cognitive abilities in this area. She is in what step of contemporary theory and research? a. Coming up with a Specific Hypothesis b. Operationalizing Theoretical Designs c. Interpreting results within the context of all data d. None of the above

b. Operationalizing Theoretical Designs

Jenny, a second grader, received RTI through the fall and her progress monitoring shows little improvement. Mrs. Smith, the school psychologist, hypothesized that it may be due to a disorder of a basic psychological process, researched assessment batteries that would assist her in possibly identifying the specific area of weakness, administered the assessment and interpreted the results. The results were equivocal and therefore Mrs. Smith concluded that a. Jenny did not meet the criteria to be considered for Special Services b. The RTI and progress monitoring will stay the same c. Supplemental testing is needed d. Mrs. Smith meets with the referral team to discuss possible extrinsic causes

c. Supplemental testing is needed

In 1954, Sabylla and her parents moved to the United States because her father’s job was transferred. Sabylla and her siblings attended a brief English speaking class prior to coming to moving. Sabylla is in the third grade and is having difficulty with reading and writing. Her teacher is very concerned about her cognitive abilities. What is most likely to happen next in this scenario? a. Sabylla would be provided extra time during the day to help her with learning to read and speak English more proficiently b. The school psychologist would use a standardized test in English to assess her, most likely leading to a SLD and placement in special education classes c. Sabylla would be required to continue attending regular classes and work at home with her parents in order to catch up with the rest of her peers. d. The teacher would provide her school work in her native language

b. The school psychologist would use a standardized test in English to assess her, most likely leading to a SLD and placement in special education classes

Mr. Daniels was assigned to assess Jose Cuervo Jr. in both reading and writing. Jose’s family recently moved from South America to the United States in order for his father to promote the family business. Mr. Martin should consider all of the following when preparing for assessment except a. The influence of language and culture on behavior b. The validity of the methods and procedures use to asses this minority group c. Make the interpretations of resultant psychological data within the context of Jose’s linguistic and cultural characteristics d. The extent to which Jose appears to be struggling compared to other students in the classroom

d. The extent to which Jose appears to be struggling compared to other students in the classroom

The school psychologist, Mrs. Muffett, assessed Jack when he was a third grader at Tuffett Elementary School. Jack was excessively hyperactive, disruptive to the class, and had trouble focusing. Mrs. Muffett struggled with completing any cognitive or achievement assessments as he continuously off task, grabbing at testing items and walking around the room. Further, his parents were difficulty to get ahold of and appeared to be overwhelmed with the behaviors that they were not very helpful. He was diagnosed with ADHD and labeled under OHI. The following year, Mrs. Muffett received a referral for Jack’s sister, Jill. Mrs. Muffett spoke briefly to the teacher, the parents and only completed screening assessments as felt it was not necessary to complete the full assessment due to her likely having ADHD as well. Mrs. Muffett used what during the assessment process with Jill? a. Linguistic Bias b. Confirmatory Bias c. Rational Logic d. Deductive Reasoning

b. Confirmatory Bias

The first step in nondiscrimatory assessment must be: a. Intervention-driven assessment b. Placement-driven assessment c. Behavioral assessment d. Intrinsic variables assessment

a. Intervention-driven assessment

Mr. Smith was assigned to assess Timothy, a second grader, in order to predict school achievement. What information alone would be beneficial? a. Knowing his WISC score b. Knowing his KABC score c. Knowing his parents SES d. Knowing if English was his first language e. Both A and B

e. Both A and B

Roo’s mother, Kanga, has been concerned about his constant chattering and “bouncing” around. His teacher, Owl, has also reported that he is seeing some of these behaviors while in class too as well as low test scores and incomplete homework. Christopher Robin, the school psychologist, predicted Roo would score significantly below the norm on which PASS processing score? a. Planning b. Attention c. Simultaneous d. Successive

a. Planning

Mr. Oz has been working with the Tin Man for several weeks in order to complete an assessment and make recommendations for intervention. Mr. Oz has noticed that the Tin Man has difficulty reading maps and struggles to help rebuild Scarecrow back into one piece again. Mr. Oz concludes he has a weakness in what area? a. Planning b. Attention c. Simultaneous d. Successive

c. Simultaneous

Mrs. Reinforcement was bound and determined to get her class to have the best possible scores on the district wide sight word assessment. She sets one hour aside each day in order to review and practice the sight words. When a child gets the word correct, she provides them with a ticket to later turn in for a larger reward. Mrs. Reinforcement is using what type of learning approach? a. Cognitive education approach b. Behavioral approach c. Problem Solving approach d. None of the above.

b. Behavioral approach

With the exception of this, no other Comprehensive test of cognitive abilities/processes prior to 2000 was based on a modern and empirically supported psychometric theory: a. WISC-III b. WJ-R c. WPPSI-R d. KABC

b. WJ-R

Which of the following is NOT a factor in the Cattell-Horn Gf-Gc model? a. Quantitative Knowledge (Gq) b. Reading/Writing (Grw) c. Broad Auditory Perception (Gu) d. Long-term Storage and Retrieval (Glr)

c. Broad Auditory Perception (Gu)

Carol, a sixth grader, has shown difficulty in reading and is failing to respond to interventions that have been appropriately implemented in the classroom. Based on the data presented for Carol, it is suspected that she has an SLD, with observed difficulties in reading comprehension and vocabulary. What would be the appropriate next step according to the framework for cognitive assessment? a. Specify hypotheses b. Select a battery c. Evaluate hypotheses d. Recommend a new intervention e. None of the above

b. Select a battery

Despite their enormous improvement since 2000, cognitive batteries in general, continue to fall short in their measurement of which three CHC broad abilities/processes? a. Glr, Ga, Gs b. Glr, Gf, Gsm c. Gf, Gc, Gv d. Gsm, Glr, Ga

a. Glr, Ga, Gs

Bias that occurs consciously or unconsciously on the part of the evaluator that affects interpretive decisions is known as: a. Rater Bias b. Confirmatory Bias c. Cultural Bias d. Preconceived Bias

b. Confirmatory Bias

Which of the following is NOT an example of an authentic assessment geared toward answering questions regarding instructional needs and interventions? a. Criterion-based assessment b. Performance-based assessment c. Norm-referenced test d. Test-teach-test framework

c. Norm-referenced test

______________________ refers to assessment that is conducted in a bilingual manner, whereas ____________________ refers to assessments given in English to people with varying levels of English language proficiency. a. Assessment of Bilinguals, Bilingual Assessment b. Native Language Testing, Bilingual Assessment c. Bilingual Assessment, Assessment of Bilinguals d. Assessment of Bilinguals, Native Language Testing

c. Bilingual Assessment, Assessment of Bilinguals

Which of the following statements is NOT true regarding nondiscriminatory assessment? a. It is a process that ensures every individual is evaluated in the least discriminatory manner possible. b. It’s goal is to completely eliminate bias. c. The use and application of a comprehensive, systematic framework comprising of a broad range of methods and procedures is critical. d. It should be applicable to everyone, not just those from a particular group.

b. It’s goal is to completely eliminate bias.

This type of weakness is found when a child has a significant intraindividual difference (using the ipsative method), and the lowest score also falls below the norm group: a. Relative Weakness b. Normative Weakness c. Cognitive Weakness d. Academic Weakness

c. Cognitive Weakness

Which of the following statements is true regarding the PASS theory? a. Evidence shows that measures of PASS cognitive processes are appropriate for nonbiased assessment. b. PASS cognitive processing tasks are sensitive to the cognitive problems related to reading disability and attention deficits. c. PASS processing scores are relevant to intervention. d. All of the above

d. All of the above

This assessment, introduced in 1983, provided the first well-developed measure of ability reconceptualized according to a cognitive processing perspective: a. The Kaufman Assessment Battery for Children (K-ABC) b. Cognitive Assessment System (CAS) c. Wechsler Intelligence Scale for Children (WISC) d. Woodcock Johnson- Revised (WJ-R)

a. The Kaufman Assessment Battery for Children (K-ABC)

According to the PASS theory, this cognitive process includes self-monitoring and impulse control as well as generation, evaluation, and execution of a plan: a. Planning b. Attention c. Succession d. Simultaneous

a. Planning

Which of the following does not describe one of the components of implementing a three- tier model of academic and behavior support? A. Focus on systems change rather than individual changes B. Three- tired model must be well defined C. Implementation through research- based, high quality system of professional development D. One- time, thorough technical assistance to educators and other school professionals E. Parental and family member involvement in professional development

D. One- time, thorough technical assistance to educators and other school professionals

A team of teachers is working with an outside consultant to analyze their school’s student performance data in a Collaborative Strategic Planning professional development session. This session is one of two (one at the beginning and one at the end of the year) that the teachers will undergo to prepare for implementation of a three- tier model of academic and behavior support in their school. Which statement represents an aspect of the described professional development that goes against suggestions for effective professional development in the implementation of a school- wide three-tier model? A. The teachers should not be working with an outside consultant, they should be working with and learning from a professional within their school. B. Teachers should not attempt Collaborative Strategic Planning until a three- tier model has been successfully implemented in their school. C. The teachers should not be using performance data from students in their school when learning about the collaborative strategic planning process, because they may make mistakes in analysis, which will affect their own students. D. The teachers should not be using performance data from students in their school when learning about the collaborative strategic planning process because they will not be able to be subjective about the data. E. Professional development for the implementation of a three- tier model within the school should occur frequently and continuously, not just twice per year.

E. Professional development for the implementation of a three- tier model within the school should occur frequently and continuously, not just twice per year.

Which of the following is true of three-tier model implementation coaches within schools? A. If the coach is a school psychologist, they need little professional development because they likely gained enough training through their graduate program. B. Professional development should only be in the form of regional or statewide system of training rather than informal conferences or professional readings. C. They must stay current on research and practice related to the model. D. They only remain a coach until the school successfully implements the three-tier model, then the school no longer needs a coach to continue implementation. E. They do not need to talk with other consultants and coaches from other schools, because new ideas may dismantle a school’s model in the early stages of implementation.

C. They must stay current on research and practice related to the model.

Professional development that promotes the sustainment of a three-tier model includes: A. CSP practice opportunities that include corrective feedback B. Networking opportunities that encourage schools to share their model with other schools C. Evaluation of depth of model implementation D. All of the above E. None of the above

D. All of the above

Which of the following describes a way in which No Child Left Behind (NCLB) mandates parental involvement? A. Parents have limited access to information about their child’s academic performance B. Schools are required to develop a parental involvement policy C. Parent’s should not be burdened with school decision making and should only support their students with activities in the home D. Parent’s do not have responsibility for high student academic achievement—this is the school’s responsibility E. The school only has to communicate with parents on emergency issues, not about everyday educational matters.

B. Schools are required to develop a parental involvement policy

The parents of a child want to meet with the teacher about their child’s academic problems, but they do not have transportation to the school. What kind of parental involvement barrier does this situation represent? A. Practical B. Personal C. Institutional D. Economic E. Language

A. Practical

Which of the following is essential to communicate with parents when discussing Tier 2 RTI supports for their child? A. How far behind his/ her classmates their child is in specific subject areas. B. A description of the student’s current performance only—a description of the school’s goals for the student is not necessary. C. The areas that the parents need to improve in helping their child succeed. D. The goal of the new RTI system (as compared to the old referral system) is prevention and early intervention rather than the previous “wait to fail” approach. E. All of the above

D. The goal of the new RTI system (as compared to the old referral system) is prevention and early intervention rather than the previous “wait to fail” approach.

Which of the following describes best practices for involving parents in the Tier 3 RTI decision- making process for their child? A. All meetings with the parents should be formal and with the entire decision-making team. B. Inform the parents that they are required to attend the first meeting with a list of interventions for their child that they think will be successful. C. Have the parents begin the meeting with a discussion of their child’s weaknesses. D. The parents need to be notified of the interventions they will be asked to do at home, but it is not necessary for them to be involved in the decision- making process. E. Have other parents who have gone through this process meet with and mentor the parents.

E. Have other parents who have gone through this process meet with and mentor the parents.

All of the following are possible explanations for student drop- out except: A. Ineffective school practices B. Early school difficulties C. Lack of family expectations and involvement D. High student identification with the school E. Low student involvement with school activities

D. High student identification with the school

Which of the following is true regarding school drop-out rates: A. Large school size is negatively correlated with higher drop out rates B. Tracking and grade retention have a negative correlation with school completion rates C. High concentrations of low achieving students in a school have a positive correlation with dropout rates D. A and C E. B and C

E. B and C

Which of the following describes a problem with current dropout intervention/ prevention programs? A. Although it is accepted that dropout is a long-term process, most programs are administered at the middle or high school levels after the problem is severe. B. Dropout is an instantaneous even rather than a long-term process, so programs should focus only on high school students to be effective rather than on elementary students. C. Dropout interventions focus too heavily on students with disabilities rather than students as a whole. D. The programs focus on external factors for dropout when they should focus on internal factors within the individual students. E. Programs focus too heavily on classroom interventions such as curriculum and instructional improvements

A. Although it is accepted that dropout is a long-term process, most programs are administered at the middle or high school levels after the problem is severe.

All of the following represent Tier 2 interventions for school dropout prevention/ intervention programs except: A. Systematic use of problem- solving methodology for early identification of students at risk for dropout. B. Mentoring programs for students who show early risk signs of dropout. C. School attendance promotion and monitoring programs for students who show early risk signs of dropout such as tardies and absences. D. Programs that facilitate school transitions for students who show early risk signs of dropout. E. Student placement in alternative schools that offer smaller class sizes and more direct instruction/ interventions.

E. Student placement in alternative schools that offer smaller class sizes and more direct instruction/ interventions.

Bob is a school principle working with other school personal to determine the readiness and effectiveness of the school system for implementing a three-tier model. The team is working to direct the CSP process for the school and to facilitate the collection and use of student outcome data in the three-tier model. Which of the following best explains this team? a) Bob is a coach in the three-tier model b) District leadership team c) Building leadership team d) Bob is an on-site technical assistant

c) Building leadership team

Which of the following are key features of an effectively integrated three-tier model? a) Scientifically-based research b) Culturally responsive practices c) Collaborative strategic planning (CPS) d) Both A and C e) All of the above

e) All of the above

3) ____________________ would likely be an educational services agency that provides personnel and support to the district, where as a coach working collaboratively with those in the system is best described as ____________________: a) Internal coach, external partner b) On site assistant, external partner c) External partner, internal coach d) External partner, on-site assistant

d) External partner, on-site assistant

During a training regarding implementation of the three-tier model participants are asked to us the DIBELS and School-Wide Information System. Participants practice and receive feedback regarding their proficiency. This is an example of which of the following types of evaluation? a) Student learning and performance outcome b) Use of new knowledge and skills c) Participant learning d) Participant reactions

c) Participant learning

Henderson, Marburger, and Ooms identified five type of parent roles in schools. These roles are reported to shift during the course of the child’s schooling. Which of the following is an accurate description of that shift? a) Collaborators/problem solvers to audience b) Supporter to advisor c) Partner to audience d) Audience to supporter e) Both A and C

e) Both A and C

2) Lack of time, economic constraints, lack of transportation, and lack of appropriate child care are all examples of which type of parent involvement barrier? a) Personal b) Practical c) Institutional d) All of the above

b) Practical

Which of the following is an example of the school psychologists roll in working when working with parents in Tier 2 of the Three Tier Model a) Encourage parents to be brought in as a working partner in the intervention process b) Encourage parents to attend parent night c) Working with parents on monitoring and evaluation student outcomes d) Both A and C

d) Both A and C

Which of the following was not one of the questions outlined in a report by the National Joint Committee on Learning as a way to shape the role and level of parent involvement? a) What provisions are in place for including parent in state and local planning if an RTI approach is considered? b) What written materials inform parents of the criteria for determining eligibility under IDEA? c) What cultural/ethnic background is the parent from? d) What provisions ensure that parents will be involved in all phases of the RTI decision-making process? e) None of the above

c) What cultural/ethnic background is the parent from?

Which of the following were identified by Evans and DiBenedetto (1990) as possible factors that lead to school drop out? a) Unexpected events b) Long-term underlying problems c) Early skill deficits d) Entry problems e) All of the above

e) All of the above

2) Nancy the school psychologist is working on interventions directed toward students who are at risk of dropping out of school. She is working to implement mentoring programs, promoting student engagement and facilitating transition between school levels. Nancy is working at which level of the three tier model to improve school completion? a) Tier 1 b) Tier 2 c) Tier 3 d) Both A and C

b) Tier 2

3) Which of the following is not a core component of the Check and Connect intervention program? a) Relationship building b) Problem solving c) Short-term commitments d) Timely and individualized interventions e) Both B and D

c) Short-term commitments

In regard to school completion the school psychologist roll is which of the following? a) Catalysts for system reform b) Expand services to meet needs of students at risk c) Facilitate successful student outcomes d) All of the above

d) All of the above

Which of the following is true regarding Professional Development that is focused on content knowledge? a. It engages educators in active learning b. It leads to Increased knowledge for teachers c. It improves student learning d. All of the above

d. All of the above

Which of the following would NOT be considered one of the five steps of Collaborative Strategic Planning (CSP)? a. Problem Definition b. Plan Evaluation c. Goal Setting d. Professional Development

d. Professional Development

Coaches working within a school, such as School Psychologists, who are responsible for leading change must: a. Stay current on research and practice related to the three-tier model b. Be knowledgeable and skilled in facilitating the CSP process c. Be experts in all of the components of the three-tier model d. Both A and B e. All of the above

d. Both A and B

The content, processes, and contexts of professional development are informed and shaped by: a. Effective Evaluation b. Theory c. District Support d. State Leadership

a. Effective Evaluation

The role of parents that schools seem to most often have a more difficult time implementing is: a. Supporters b. Advisors and/or co-decision makers c. Audience d. Collaborators and problem solvers

b. Advisors and/or co-decision makers

Which of the following would be considered a practical barrier for parent involvement? a. Lack of Time b. Economic Restraints c. Language and Communication Barriers d. All of the above

d. All of the above

Research has shown that parent involvement increases student likelihood to: a. Earn higher grades and test scores b. Attend School regularly c. Adapt well to school d. All of the above e. Both A and C

d. All of the above

Which of the following questions would be considered appropriate to facilitate meaningful family contributions? a. What are your child’s strengths? b. What are your child’s weaknesses? c. How could your child’s teacher improve? d. How could we improve your child’s school? e. Both A and B

a. What are your child’s strengths?

Dropout rates among this minority group remain much higher than other ethnic groups: a. African Americans b. Hispanics c. Native Americans d. Students with disabilities

b. Hispanics

When confronting school dropout rates, research has shown a more positive outcome for programs that focus on: a. Drop out prevention b. School completion c. Lowering Standards d. Both A and B

b. School completion

In general, early childhood programs are most effective when: a. They are intensive and long term b. They continue some support or intervention into elementary school c. They are started early d. All of the Above e. Both A and C

d. All of the Above

Which of the following is true regarding school drop-out? a. It is a process that begins early in a child’s academic career. b. There should be major focus on preventing it. c. It cannot be prevented. d. Research has shown that it is typically not affected by school environment. e. Both A and B

a. It is a process that begins early in a child’s academic career.

Professional development to educate on how to implement the three-tiered system should: a. Present the information as an add-on to their current educational program b. Be left up to the district to support c. Engage educators in active learning d. Only be open to professionals who are certified

c. Engage educators in active learning

Alexander is a graduate student who has organized a tutoring service for children from the elementary school. Alexander and his coworkers work with children daily in order to assist the children in their academics and to earn extra money to pay student loans. He has a positive working relationship with the school as they have encouraged him to come to team meetings where they have discussed Collaborative Strategic Planning of the Tier 3 program. Alexander is seen as a: a. CSP coach b. External Partner c. District Team Member d. Building Leadership Member

b. External Partner

Collaborative Strategic Planning is a five step model that has been beneficial in integrating the three tiered model into the school system. All of the these are steps except: a. Plan Evaluation b. Problem Definition c. Goal Setting d. Formal Assessment

d. Formal Assessment

Dr. Dunham has been working as a district wide CSP coach for Calloway County School district. Through his hard work and efforts, the school system has made numerous improvements and is on the way to having a successful 3 tiered program. Dr. Dunham recently met up with some former school psych college buddies of his to have a few beers and discuss their role and experience in developing a three tiered program in their area. During the visit, they spent time providing support for role specific issues, shared resources and celebrated their successes. They were engaging in a. Professional Development b. Plan Evaluation c. Professional Networking d. Intensive Intervention e. Binge Drinking

c. Professional Networking

In the IDEA 2004 revision, the new standards in regard to family involvement in school include all of the following except: a. Supporting student successes b. Communicating effectively between homes c. Independently addressing problem areas d. Sharing equal power

c. Independently addressing problem areas

Mr. Murphy has been working as a middle school science teacher for 25 years. He has struggled to embrace the changes being made by IDEA 2004 as he likes to have things done the way he has always done them and does not like younger faculty telling him to change. A barrier in regard to parent involvement may be a belief that: a. Parents should have equal power in the school system when it comes to their children’s education b. Parents do not have the skills to be helpful in an educational setting c. Children are less successful when their parents meddle in their business d. Parents do not want their children to surpass them in education B

b. Parents do not have the skills to be helpful in an educational setting

Mary Poppins, the school psychologist, set up a program through the on-line school website where she recorded herself reading the books the children were presented with that day in school as well as discussing at-home activities related to the book that the parents can do with their children. With the help of a special funding program, the recordings were also downloaded onto DVD. The school also has an outreach program that allows parents to rent/checkout laptops that they can use at home in order to participate in the supplemental reading and education video. Mary Poppins is targeting parents in what Tier? a. Tier 1 b. Tier 2 c. Tier 3 d. All of the above

d. All of the above

4. Miley, a teenage girl, has been struggling with behavioral issues that are appearing to affect her academic performance. She has stopped handing in assignments, arguing with teachers, making lewd remarks and gestures, not making progress on RTI behavioral goals, etc. During a school meeting discussing eligibility for EBD, what are appropriate steps for the school to take when first discussing this behavior with her father, Billy Ray? a. Focus on the strengths of Miley b. Suggest inviting another parent to serve as a peer-to peer support c. Make referral to Department of Child Services d. Discuss the effects of an unstable home life e. Both A and B

e. Both A and B

Jennifer, a sixth grader, attends Daviess County Middle School. Jennifer experienced a trauma when she was in third grade when her father expectantly passed away. Since this time, she has not been receiving much care at home as her mother is now working two jobs. The school personnel did a wonderful job of putting in place interventions and helping Jennifer. Jennifer is now struggling in middle school and does not appear to be making friends or talking with teachers. This is an example of: a. Failure with mentoring b. Attendance issues c. Difficulty with transition d. Learning Disability

c. Difficulty with transition

In Tier One, school completion focuses consist of all of the following accept: a. Early Education Experiences b. Alternative School Programming c. Opportunities for academic success d. Climate of caring support

b. Alternative School Programming

Check and Connect Core components consider: a. Long-term commitments b. Routine monitoring of alterable indicators c. Family outreach program d. Timely and Individualized interventions

d. Timely and Individualized interventions

Alicia is an 18 year old, sophomore at Awesome High School. Alicia has been struggling for years with attendance, making poor choices, earning low grades and associating with negative peers. Alicia recently found out she was pregnant. What would an appropriate intervention be for Alicia? a. Discuss sending her to an alternative school programming program such as homebound b. Come up with consequences if she does not follow through with school c. Promote regular school attendance d. Allow the student to drop out and assist her in finding parenting classes.

a. Discuss sending her to an alternative school programming program such as homebound

Mrs. Alexander is a fourth grade teacher who provides her class with regular assessments to see their progress in class. This teacher will be a more effective teacher because she is using: a. Curriculum-Based Measurements b. Individualized intervention c. Universal screenings d. Individual education plans

a. Curriculum-Based Measurements

The Dynamic Indicators of basic Early Literacy Skills was given to Spottsville Elementary School’s Kindergarten class. The school noticed that only 65% of the students are meeting benchmarks. The teachers should first: a. Contact the school board and discuss the state testing b. Begin intervention to all students who did not reach the benchmark c. Assess the data and come up with appropriate changes for teaching strategies d. Provide after school services for the children who are not meeting benchmarks

c. Assess the data and come up with appropriate changes for teaching strategies

How many students are expected to meet benchmark goals? a. 50% b. 60% c. 70% d. 80%

d. 80%

Julia attends a college prep school in an affluent part of Dallas, Tx. What would be an appropriate comparison group? a. A group of students from a neighboring county b. Aimsweb database c. Another individual from her school d. An affluent school district in Phoenix Arizona e. Both B and D

e. Both B and D

What type of Psychologist works with mental and emotional disorders with children and adults?

Clinical Psychologist

Where are Clinical Psychologists employed?

Medical Facilities, clinics, and private practice

Where does a Clinical Psychologist obtain licensure?

State Board of Psychology (Doctorate usually needed to practice)

What type of Psychologist has a heavy reliance upon norm reference tests and whose training is in psychopathology and psychometrics?

Clinical Psychologist

What type of psychologist works with normal to moderately maladjusted individuals to help them solve problems of every day life?

Counseling Psychologist

Where are counseling psychologists employed?

Medical and Private practice

Where does a Counseling Psychologist obtain a licensure?

State Board of Psychology

Do Counseling Psychologists use Psychological Tests?

Yes, but they have a decreased reliance on them.

What type of Psychologist is trained in theories of counseling and human development across the lifespan?

Counseling Psychologist

What is the main difference between Counselors and Counseling Psychologists?

Counselors don't use tests and focus on milder problems

What type of Psychologist is typically a Doctor's level, but is not considered a professional psychologist?

Educational Psychologist

This type of Psychologist is employed primarily in the schools and works with children, families, and their teachers:

School Psychologist

This type of Psychologist is trained to serve mild to severe learning and behavior disorders:

School Psychologist

This type of psychologist has training in educational and psychological foundations, educational and psychological interventions, and a wide range of psychometrics (testing)

School Psychologist

A School Psychologist takes a ______________ approach to understanding children and intervening.

ecological: They see problems as potentially coming from culture, social setting, family, etc.

Where do School Psychologists obtain certification?

State Dept of Education (at MS, Ed.S. and Ph.D levels)

What percentage of School Psychologists are male?

28%

What percentage of School Psychologists are female?

72%

APA recognizes _________ level persons only as School Psychologists. The others are referred to as ___________________

doctoral, School Psychology Practitioners

Nasp recognizes _____ level or ________ year equivalent as School Psychologist

Ed.S or 6th Year equivalent

44% of SP programs are in what 7 states

``` California New York Illinois Ohio Texas Pennsylvania Wisconsin ```

How many NASP members were there in 2012?

25,000+

What is the National median salary for a SP?

$49,086

Which professional organization was founded in 1969?

National Association of School Psychologists (NASP)

Which Professional organization was founded in 1945?

American Psychological Association Division 16 (APA)

Which professional organization was founded in 1972?

International School Psychology Association (ISPA)

Which professional organization was founded in 1978?

Kentucky Association for Psychology in the Schools (KAPS)

This period during the history of school psychology was from 1860-1969 and involved a variety of educational and psychological practitioners.It included psychoeducational testing for special ed., "add-on" certifications to existing credentials. It was considered an eclectic field.

Hybrid Years

This period during the history of School Psychology was from 1970 - present and includes an increase in training programs, ethical guidelines, and literature that led to a stable identity.

Thoroughbred Years

When was the job title of School Psychologist created?

1970

What are some early influences of School Psychology (1890-1920) ?

- Compulsory Education and Child Labor Laws - Prevalence of Phsyical and Mental disorder - Immigrants - The need to sort through those who stayed in school and those who needed to stay home - School Psychologists were "guests" and not part of the team

Who is known as "the father of School Psychology?"

Lightner Witmer

What year did Witmer develop the first psychological clinic and where?

1896; University of Pennsylvania

Who founded APA in 1892?

G. Stanley Hall, Clark University

Who is known for researching psychological nomenclature for categorizing persons and appropriate treatment options?

G. Stanley Hall

What type of approach did G. Stanley Hall take to researching childhood disorders?

Normative

Who held the first position titled "School Psychologist"?

Arnold Gesell, University of Connecticut

What type of research did Arnold Gessell conduct?

Research on school readiness and child development

Which University housed the first SP training program in 1928?

NYU

Who published the first text in School Psychology and in what year?

Hildreth, 1930

Who offered the first SP Ph.D. Program in 1938?

Penn State

How many children are in special ed today?

7-8 million

How many SPs are there today?

40,000+

Which Conference established the Scientist-Practitioner model of practice and laid out the coursework needed to be a School Psychologist?

Boulder Conference, 1949

Which conference established training, practice and certification guidelines and clarified/broadened the role of School Psychology?

Thayer Conference, 1954

Which two conferences resulted in the establishment of NASP's influence re: credentialing and regulation with state boards of education (took it away from APA)?

``` Spring Hill Symposium (1980) Olympia Conference (1981) ```

What is the fundamental role of School Psychologist?

to alleviate the problems of children and their education

What are the four sub-roles of School Psychologists?

1. ) Sorter 2. ) Repairer 3. ) Consultant 4. ) Engineer

Which role of School Psychologist does the psychoeducational assessment of individual children for placement into special education programs fall under?

Sorter

Which role of School Psychologist is known as the interventionist role, whose early years focus was on academic remediation and counseling and later years has individual and group therapy, behavior therapy,and family therapy?

Repairer

Which role of School Psychologist is known as collaborative problem solving involving two professionals, one an expert in assessment, behavior, development, etc., and increases the chance that appropriate services will be delivered?

Consultant

Which role of School Psychologist involves systemic interventions, policies and procedures, resource allocation, etc.? It requires expertise in research-based academic and behavioral interventions, data collection procedures for groups, progress monitoring methods, and IEP development/monitoring..

Engineer

Describe early conceptualization for service delivery in SP (Prior to 1965):

Focus was on the problem being "within the child"

Describe post 1965 conceptualization for service delivery in School Psychology:

Focus shifted from the individual child to more environmental factors. i.e. teachers, parents, family, culture, society)

Determinant roles and functions of a SP are based on a combination of what 3 things?

1. What the person brings to the job (personal characteristics and skills) 2. Job-site characteristics (teacher expectations, job descriptions) 3. External forces (research findings and legislative changes)

What are some types of personal factors that determine the roles and functions of a SP?

``` gender race personality professional interests personal influences ```

What are some types of job-site characteristics that determine the role and functions of a SP?

SP to student ratio funding job expectations/description setting

What are some external factors that determine the role and functions of a SP?

home environment preschool/daycare attendance SES of community court rulings

What are the three main "duties" of a School Psychologist

1. Assessment of individual children 2. Planning and Implementing interventions 3. Consultation

Name three things to consider during the assessment of individual children:

Problem-Solving or information gathering approach vs. testing Consider the context of a referral Teacher, parent, and student interviews, observations, and review of school records

What are the advantages to the assessment or child-study role?

allows 1:1 interaction with the child Data-based assessments helps understand the child and leads to services

What are some disadvantages to the child-study role?

Only work with individual children Can develop a conveyor belt mentality Expensive seldom effective for high incidence disorders

This role of SPs attempts to solve the problem identified through assessment, and is a joint- decision:

Planning and Implementing Interventions

Questions such as these address what types of considerations for interventions: What competencies will be needed for the interventionist? What is the chance of success? Length of time needed? Will the intervention lead to permanent change?

Feasibility

Maher and Zin's (1987) Model involved which 6 intervention domains?

1. Cognitive 2. Affective 3. Socialization 4. Academic 5. Physical Fitness 6. Vocational

What are the three intervention modes involved in Maher and Zin's Model?

Individual Group Consultation

What are three advantages of Intervention?

1. Feelings of accomplishment and success 2. Helps children through rough spots and prevents further problems 3. Helps children better understand themselves

What are three disadvantage of intervention?

1. Questionable use of time and resources 2. Questionable validity 3. No feedback on what didn't work

This role of SPs helps the teacher/parent solve problems they are having with the student/child: (It involves indirect service delivery and non-hierarchical collaboration.)

Consultation

What are some advantage of consultation?

- School Psyc has an indirect impact on many students - preventative - builds skills in teachers and parents that can be generalized - satisfying

What are some disadvantages of consultation?

- Work with more adults than children | - Consultees can accept or reject ideas

This role of SPs involves changing/improving schools as a system. It involves selecting and monitoring interventions, training others, and developing schedules.

Engineering

What is the advantage of Engineering?

Make system-wide changes to improve the lives of children and teachers

What is the disadvantage of Engineering?

seldom work with individual students, teachers and parents; more with administrators

How many training programs are there for School Psychology?

280

Who is Murray states accreditor?

NCATE

How many hours of supervision per week are required during practicum?

How many hours total of practicum are required at MSU?

200

How long is internship?

one full year, or two years half-time

How many clock hours are required during internship (and how many in school) ?

1200 (600 in school)

How many interns can a school-based supervisor have?

How many inters can a University supervisor have?

This training model came from the 1949 Boulder conference where students are prepared as a researcher first, and a practitioner second. There is a strong focus on research methods and statistics.

Scientist-Practitioner Model

This training model came from the 1973 Vail Conference and placed ore emphasis on practitioner development and service delivery. It gave way to the PsyD program.

Professional Model

This training model has a heavy focus on intervention and assessment. It is common of non-doctoral programs.

Pragmatic model

For NCSP how many hours of continuing ed do you need every 3 years ?

75 hours

For Ky, how many hours of continuing ed do you need every 5 years?

What year did APA begin accrediting programs?

1971

What year did NASP begin accrediting programs?

1982

What are the two areas of quality control?

Accreditation | Credentialing

This area of quality control described the procedures for evaluating training programs

Accreditation

This area of quality control describes he procedure for granting titles after training

Credentialing

Where does certification come from?

State Board of Ed

Where does licensure come from?

State Board of Psychologists

At what level does APA recognize psychologists?

Ph.D

At what level does NASP recognize psychologists?

Ed.S

Mid Term Flashcards

(299 cards)