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PRAXIS 2 Flashcards

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1
Q

What is a GAP analysis in RTI?

A

A gap analysis identifies the difference between a students current academic performance and the expected grade-level benchmark. It helps determine the severity of academic difficulties and guides intervention decisions.

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2
Q

How is a Gap Analysis calculated in RTI?

A

Gap = Benchmark Score ÷ Student’s Score
Example: If the benchmark is 100 WCPM and the student reads 50 WCPM:
Gap = 100 ÷ 50 = 2.0

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3
Q

How are gap ratios interpreted in RTI?

A
  • 1.0–1.25 = Mild gap → Tier 2
  • 1.25–1.5 = Moderate gap → Tier 2 or Tier 3
  • > 1.5 = Significant gap → Tier 3 or consider special education referral
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4
Q

What does PASS stand for in cognitive assessment?

A

Planning, Attention, Simultaneous, and Successive Processing - Components of a model of intelligence used in CAS.

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5
Q

What is a Planned Learning Community (PLC)?

A

A structured group environment that emphasizes collaboration, shared goals, and collective responsibility for student learning.

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6
Q

What are Erikson’s eight stages of development?

A

1) Trust vs. Mistrust, 2) Autonomy vs. Shame
3) Initiative vs. Guilt, 4) Industry vs. Inferiority
5) Identity vs. Role Confusion
6) Intimacy vs. Isolation
7) Generativity vs. Stagnation
8) Integrity vs. Despair.

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7
Q

What does the Vineland assess and help diagnose?

A

Measures adaptive behaviors; useful for diagnosing intellectual disabilities

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8
Q

What is Noam Chomsky best known for in psychology?

A

The theory of a universal grammar—humans are biologically predisposed to acquire language.

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9
Q

What are the steps in the behavioral problem-solving model?

A

1) Problem identification
2) Problem analysis
3) Plan implementation
4) Progress monitoring/evaluation

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10
Q

Why is phonological processing important in reading?

A

It is foundational for decoding and word recognition, which are essential for reading development.

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11
Q

What is test sensitivity?

A

The ability of a test to correctly identify those with the condition (true positives).

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12
Q

What is Universal Design for Learning (UDL)?

A

An educational framework that aims to accommodate all learners by providing flexible methods of presentation, engagement, and expression.

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13
Q

What is a cultural broker?

A

Someone who helps bridge cultural gaps between the school and families or communities to improve communication and understanding.

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14
Q

What is a meta-analysis?

A

A statistical technique for combining findings from multiple studies to determine overall trends or effects.

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15
Q

What defines strong instructional targets?

A

Clear, measurable, aligned with standards, and focused on essential skills or knowledge.

SMART

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16
Q

What is the base rate of disability?

A

The general prevalence of disabilities in the population, which affects the probability of correct classification.

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17
Q

What are local norms?

A

Norms developed based on the performance of a specific local population rather than national samples.

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18
Q

What is the Zone of Proximal Development (ZPD)?

A

The difference between what a child can do independently and what they can do with guidance (Vygotsky).

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19
Q

What is effect size?

A

A: A quantitative measure of the strength of a phenomenon (e.g., impact of an intervention). Cohen’s d is a common measure.

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20
Q

What is Maslow’s hierarchy of needs?

A

A motivational theory with five levels: physiological, safety, love/belonging, esteem, and self-actualization.

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20
Q

What is the difference between convergent and divergent validity?

A

Convergent = similar measures should correlate
Divergent = different constructs should not correlate.

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21
Q

What is a quasi-experimental design?

A

A research design that lacks random assignment but still compares groups to infer causality.

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22
Q

What is Family Systems Theory?

A

A theory by Murray Bowen suggesting that a family is an emotional unit and individuals cannot be understood in isolation. The behavior of one family member affects the whole system.

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23
Q

What is a good effect size and how is it interpreted?

A

Effect size (Cohen’s d) shows the magnitude of a treatment/intervention’s effect.

Small = 0.2
Medium = 0.5
Large = 0.8
Higher values = stronger impact of the intervention.

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24
What’s the difference between reversal, changing criterion, multiple treatment, and multiple baseline designs?
Reversal (ABAB): Introduce, remove, and reintroduce intervention to demonstrate effect. Changing Criterion: Gradually change the performance criterion to shape behavior. Multiple Treatment: Compare two or more interventions by alternating them. Multiple Baseline: Apply the same intervention across different behaviors, settings, or individuals at staggered times.
25
What is implicit bias?
Unconscious attitudes or stereotypes that affect understanding, actions, and decisions, often contributing to inequity in education and discipline practices.
26
What are the levels of Bronfenbrenner's model?
Microsystem: Direct interactions (family, school, peers) Mesosystem: Connections between microsystems (e.g., parent-teacher) Exosystem: Indirect environment (e.g., parent’s workplace affecting child) Macrosystem: Cultural values, laws, customs Chronosystem: Time-based changes (e.g., divorce, pandemic)
27
What are the limitations of quasi-experimental designs?
No random assignment = potential bias Threats to internal validity Cannot infer causality as strongly as true experiments Group differences may confound results
28
What are the main school consultation models and how do they differ?
Collaborative/Problem-Solving Model: Joint effort between consultant and consultee; emphasizes shared decision-making. Behavioral Consultation (e.g., Bergan model): Focuses on observable behavior, using problem-solving steps. Mental Health Consultation: Consultant helps change the consultee’s perceptions/emotions about the problem (e.g., Caplan model). Organizational Consultation: System-level; addresses school climate, structures, or policy changes.
29
Collaborative/Problem-Solving Model:
Joint effort between consultant and consultee; emphasizes shared decision-making.
30
Behavioral Consultation (e.g., Bergan model):
Focuses on observable behavior, using problem-solving steps.
31
Mental Health Consultation:
Consultant helps change the consultee’s perceptions/emotions about the problem (e.g., Caplan model).
32
Organizational Consultation:
System-level addresses school climate, structures, or policy changes.
33
What is case conceptualization?
It’s the process of synthesizing data from various sources to understand the root causes of a student’s academic, behavioral, or emotional challenges. It guides intervention planning and involves hypothesis generation, strengths and needs analysis, and ecological context.
34
What are the key components of a strong case conceptualization?
Presenting problem Background information Assessment data Hypotheses (why the problem is occurring) Strengths and protective factors Intervention plan Progress monitoring strategy
35
What is RC-FBA?
Rapid Cycle FBA is a brief, efficient form of Functional Behavioral Assessment used in Tier 2 interventions. It includes quick data collection to identify the function of behavior and create a simple Behavior Intervention Plan (BIP).
36
What are the steps in RC-FBA?
Identify problem behavior Interview teacher/staff Conduct brief observations Determine function (attention, escape, access, sensory) Develop and implement intervention Monitor for quick response (within weeks)
37
What is SCSBA?
The SCSBA is a tool or approach used to evaluate the overall school climate and its impact on student behavior. It helps identify systemic or environmental contributors to behavioral issues.
38
Why is the SCSBA important?
It allows school psychologists to address the broader context of behavior, like school rules, peer culture, teacher expectations, and support systems, promoting proactive, system-wide solutions.
39
What is SJA in school psychology?
The Social Justice Approach emphasizes equity, inclusion, and advocacy for marginalized student populations. It requires school psychologists to actively challenge systemic inequities in education.
40
What are the core principles of the SJA?
Cultural competence Equity in access to resources Advocacy for students with diverse needs Collaboration with families and communities Data-driven identification of disparities
41
Mandatory Reporting Law
Federal Child Abuse Prevention and Treatment Act (CAPTA) — Requires reporting when there's suspicion of abuse or neglect.
42
Key Case: Rowley v. Hudson Board of Education
Public schools must provide adequate education, not the best possible. Rowley = Reasonable Education
43
Key Case: Honig v. DOE
Special education students suspended over 10 days must have a manifestation hearing. Honig = Hold Off on Expelling
44
Difference between 504 and IDEA
504: Civil rights law; broader definition of disability. ➔ IDEA: Special education law; specific eligibility categories.
45
Functions of Behavior (FBA)
➔ Escape, Attention, Tangibles, Sensory.
46
Problem-Solving Model Steps
Identify problem → Plan intervention → Monitor data → Adjust → Evaluate → Long-term planning.
47
Screening vs. Progress Monitoring
➔ Screening = identify risk early. ➔ Progress Monitoring = track ongoing response to interventio
48
Least Dangerous Assumption
Better to give extra support (false positive) than miss a child who needs help (false negative).
49
Gv (CHC Theory)
Visual-spatial processing.
50
Reliability vs. Validity
➔ Reliability = consistency. ➔ Validity = measures what it's supposed to.
51
Every Student Succeeds Act (ESSA)
ESSA gives more state control and focuses on broader accountability beyond test scores.
52
Brown v Board of Education
brown people can't be segregated
53
Hobson v Hansen
H=H Equal Educational Opportunity
54
Diana v. State Board of Education
Diana = Dialogue → Test kids in their native language
55
Guadalupe v. Tempe School District
Guadalupe = Language + Low IQ → Can't say "MR" unless tested in their language and 2 SDs below
56
Larry P. v. Riles
Larry P = Population Percentage → Minorities in SpEd can’t exceed % in pop.
57
PARC v. Commonwealth of Pennsylvania
PARC = Public Access for Disabled Children → Start of FAPE + Due Process Rights
58
Marshall v. Georgia
Marshall = More Minorities → OK if proper steps taken (opposite of Larry P.)
59
Oberti v. Cementon
Oberti = On Board for Inclusion → Push for inclusion + LRE
60
Tarasoff v. Regents of UC
Tarasoff = Tell to Save → Duty to warn if danger known
61
CAPTA requires:
Mandatory reporting of suspected child abuse or neglect.
62
Aversive Procedures are
Last resort, must have parental consent, and only for extreme safety reasons.
63
Child Find:
Schools must identify and assess all students with disabilities.
64
Perkins Act:
Supports career and technical education programs.
65
Prior Written Notice:
Must be given before any change in identification, evaluation, or placement.
66
Key Court Case: Lau v. Nichols
LAU = Language Schools must accommodate ESL students.
67
Social Determinants of Mental Health:
Factors like SES, housing, social support affecting wellbeing.
68
Data-Based Decision-Making Requires:
Multiple sources: record reviews, interviews, observations, tests.
69
Whole-Interval Recording:
Behavior must happen the entire interval.
70
Partial-Interval Recording:
Behavior scored if it happens any time during the interval.
71
Momentary Time Sampling:
Behavior recorded only at the moment the interval starts.
72
Norm-Referenced Test:
Compares student to peers.
73
Criterion-Referenced Test:
Measures against a standard.
74
Standard Score (SS) Average Range:
85–115.
75
T-Score Average Range:
40–60.
76
Scaled Score (Ss) Average Range:
7–13.
77
Fluid Reasoning (Gf):
Solving new problems.
78
Crystallized Knowledge (Gc):
Using learned knowledge.
79
Auditory Processing (Ga): (Phonological Processing)
Analyzing and blending sounds.
80
Processing Speed (Gs):
How quickly you complete simple tasks.
81
Short-Term Memory (Gsm):
Temporary storage and recall of information.
82
Long-Term Retrieval (Glr):
Storing and recalling information over time.
83
Cognitive Assessment System (CAS-2) PASS Model:
Planning, Attention, Simultaneous, Successive Processing.
84
Executive Function Tests Example:
BRIEF-2, WCST, D-KEFS.
85
Standard Error of Measurement (SEM):
Smaller SEM = more reliable test.
86
Internal Consistency:
Measured by Cronbach’s alpha.
87
Social-Emotional Tests Example:
BASC-3, CBCL, Devereux.
88
Adaptive Functioning Tests:
Vineland-3, ABAS-3.
89
Atmosphere Bias:
Test setting affects performance.
90
SEL Skills (Social-Emotional Learning):
Self-monitoring, self-regulation, empathy, decision-making, coping.
91
Protective Factors Examples:
Strong family support, positive peer relationships.
92
Risk Factors Examples:
Trauma exposure, bullying, poverty.
93
Restorative Practices Promote:
Conflict resolution, accountability, community building.
93
School Climate Includes:
Safety, connectedness, respect, equity.
94
Multi-Tiered Systems of Support (MTSS):
A framework for academic and behavioral interventions.
95
School Psychologist Role in MTSS:
Data collection, intervention planning, progress monitoring.
96
Threat Assessment Teams Should:
Identify, assess, and intervene with students at risk.
97
Meta-Analysis Purpose:
Combine results from multiple studies to identify overall trends.
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