Study

Question 1

State must provide free public education to all children; no child, regardless of disability, could be turned down to access free public trainings and educational programs. Quality of education and training given to children with disabilities must match that of education and training given to general students.

Answer 1

PARC v. Commonwealth of Pennsylvania (1972)

Question 2

School district receiving federal funds must provide non-English speaking students with supplemental instruction in English language to ensure they receive an equal education.

Answer 2

Lau v Nichols (1974)

Question 3

Public schools are not required to provide sign language interpreters to deaf students who are otherwise receiving an equal and adequate education. Must provide appropriate instruction, but not best instruction possible.

Answer 3

Rowley v Board of Education of the Hendrick Hudson Central School District

Question 4

This case involving caatheterization of a girl with spina bifida defined medical services as those that only a physician can administer. If a nurse can provide services, the school is required to provide them that related service.

Answer 4

Tatro v. Irving Independent School District

Question 5

This case established that if placement outside the classroom is necessary, the school district must then include the child in as many school programs with children who do not have disabilities “to the maximum extent possible.” (LRE)

Answer 5

Oberti v. Board of education of the Borough of Clementon School District

Question 6

This case ruled that IQ tests are necessarily biased against ethnic and racial subcultures, IQ tests can be used with other things

Answer 6

Parents in Action on Special Eduction (PASE) v. Hannon (1980)

Question 7

This case ordered schools to provide extended school year services for students with disabilities who may regress over long periods without attending formal school programs

Answer 7

Armstrong v Kline

Question 8

This case ordered that students must be provided with related health/medical services on an IEP

Answer 8

Department of Education of the State of Hawaii v. Katherine D. (1982)

Question 9

This case upheld that all children with disabilities must be provided a free and appropriate public education without exception, and no child will be deemed “uneducable.” Children don’t need to prove they would benefit from services to receive them (zero reject principle)

Answer 9

Timothy v Rochester School District (1989)

Question 10

Model School District Policy on Suicide Prevention (MSP)

Answer 10

prevention, assessment, intervention, postvention (broadens responsibility to all staff)

Question 11

Suicide Prevention

Answer 11

all staff; know warning signs; response and referral procedures; positive/inclusive climate

Question 12

Suicide Intervention

Answer 12

immediate evaluation; don’t leave alone; notify parents (breach confidentiality); document; reassure

Question 13

Suicide Postvention

Answer 13

two most important: 1. Reduce copy cats, 2. assist in grieving process

Question 14

Suicide assessment

Answer 14

know the risk factors: attempted before; thoughts of suicide; self-harm in the past; have a plan or method
High risk: feelings of hopelessness, persecution, or injustice; bully victim; cultural stigma that prevents treatment; increased subtance abuse; preoccupied with death; giving things away; poor decision making

Question 15

Problem-Solving Consultation Model:

Answer 15

a structured approach where a consultant works collaboratively with a consultee to identify the root cause of an issue, analyze contributing factors, develop an effective intervention plan, implement the solution, and monitor the effectiveness

Question 16

Consultee-centered consultation

Answer 16

type of consultation approach where the primary focus is on empowering the consultee to identify and solve their own problems by emphasizing their understanding of the situation and developing thier skills ot address it, rather than the consultant
- consultee perspective
- collaborative approach
-self-awareness
-NON-HIERARCHICAL

Question 17

behavioral consultation

Answer 17

problem solvting consultation that uses behavioral principles and treatments to help change behavior.
- Data-based; solution focused

Question 18

Multicultural consultation

Answer 18

a frameowkr for providing consultation services that actively considers and addresses the cultural backgrounds and experiences of students, parents, and staff, ensuring interventions and strategies are tailored to diverse populations
- collaborate with stakeholders
- address power dynamics

-understand stereotypes can prevent understanding of factors unique to individuals
- be aware that individuals within a family often differ in the degree to which they identify with the majority culture

Question 19

IDEAL Problem Solving Model

Answer 19

Identify the problem
Define the problem
Explore strategies
Act on strategies
Look back and evaluate

Question 20

Conjoint Behavioral Consultation

Answer 20

a collaborative approach that aims to improve a child’s academic, social, and behaivoral skills by strengthening partnership between school and home

Question 21

organizational consultaiton

Answer 21

a framework for managing organizational change (systems level); Ex: working with staff to develop a school wide system for recognizing positive student behaviors)

Question 22

Indirect COnsultaiton

Answer 22

A service delivery where a specialist works with a teacher, parent, etc. who will work with the student rather than working directly with the student themselves

Question 23

Experimental Design

Answer 23

Manipulates varible to observe its effect on a dependent variable, allowing for he study of cause-and-effect relationships

Question 24

correlational design

Answer 24

examines the relationships between two or more variables without manipulating them, identifying patterns but not causation

Question 25

Descriptive Design

Answer 25

Aims to accurately describe a phenomenon or population through observation and measurement without intrevention, including methods like naturalistic observation and surveys

Question 26

Case Study

Answer 26

an in-depth examination of a single individual or small group; often used to study rare phenomena

Question 27

Longitudinal design

Answer 27

tracks the same participants over an extended period; allowing researchers to study changes over time

Question 28

cross-sectional design

Answer 28

compares different groups of participants at a single point in time, often to study developmental milestones

Question 29

quasi-experimental design

Answer 29

similar to the experimental design but lacks random assignment to groups, making it harder to establish causation

Question 30

survey research

Answer 30

collects data from a large sample using questionnaires, often used for correlational studies.

Question 31

7 Steps for Action Research

Answer 31

1. Prioritize a practice problem and outcome 2. explore practice problem - data, ecology, research, solutions/barriers 3. operational use desired outcome; 4. Theory of action (what has been so far; whats the impact of the current state; task analysis) 5. Action plan: who what/when 6. implement and evaluate 7. Refine theory of action and action plan

Question 32

Three appraoches NASP recommends for bullying prevention

Answer 32

1. The implementation of school-wide positive behavioral support programs to promote positive peer interactions (PBIS) 2. the creation of a multidisciplinary team to address the emotional and behavioral needs of students who are bullied and those who bully others 3. the use of continued staff training and education on bullying legislation and issues related to the school community) (isolated packaged programs don't really work, they are not sustainable/effective; best is working on SWPBIS, climate, discipline, and training)

Question 33

What three does NASP suggest school psychologists do to combat implicit bias:

Answer 33

1. Raise awareness of implicit biase by sharing research on the topic at faculty meetings 2. advocating hiring from diverse cultural backgrounds to work in the district 3. continually be mindful of their own implicit biases when working with students and families

Question 34

What are three key components that NASP considers necessary for developing threat-assessment policies in schools?

Answer 34

- creating district-wide procedures -utilizing a multi-disciplinary team - educating the school community on policies and procedures

Question 35

NASP Behavior Threat Assessment and Management (BTAM) Guidelines/policies

Answer 35

1. establish a multidisciplinary team 2. define prohibited and concerning behavior 3. develop central reporting mechanism 4. determine threshold for law enforcement intervention 5. establish assessment procedures 6. develop risk management options (intervention and management; monitor progress and stay engaged) 7. Create and promote positive school climates 8. conduct training for all stakeholders

Question 36

school climate

Answer 36

phsyical, emotional, and social

Question 37

NASP's 8 Practices that align with MTSS and ESSA

Answer 37

1. coordinated/effective streams of data 2. all students have access to comprehensive and rigorous curriculum 3. services coordinated with schools across systems 4. learning supports - EB and comprhensive 5. Comprhensive mental and behavioral health servicces integrated with learning supports 6. school improvement plans include safety and school climate efforst 7. PD is relevant and of high qulity 8. comprehsnive accountability system is utilized and maintained

Question 38

Base Rate

Answer 38

the base rate of a test is directly connected, via the Bayes equation, to the accuracy of the assessment. This is a critical consideration when evaluating low-incidence disabilities. The lower the prevalence, the less accurate an assessment will be in indicating that disability.

Question 39

test sensitivity

Answer 39

refers to the tests ability to correctly identify people who have the disease (true positive)

Question 40

test specificity

Answer 40

refers to a tests ability to correctly identify people who do not have a disease (true negative)

Question 41

4 aspects of trauma informed care

Answer 41

1. realize 2. recognize 3. respond 4. resist retraumatizatoin

Question 42

shaping

Answer 42

gradually teaches new behavior thorugh the use of reinforcement until the target behavior is achieved

Question 43

behavior momentum

Answer 43

a theory and intervention strategy that describes how the rate of reinforcement affects a person's tendency to change their behavior

Question 44

Selection threat to internal validity

Answer 44

a situation in research where the groups being compared are not equivalent at the srat fo the study

Question 45

maturation threat to internal validity

Answer 45

the possibility that changes observed in a study participant over time are due to natural development or maturation processes occurring rather than the actualy intervention or treatment being studied

Question 46

instrumentation threat to internal validity

Answer 46

a situation where changes in measurement instrument or procedure used in a study over time, such as changes in observer reliability or the characteristics of a testing device, could potentially affect the results and make it difficult to accurately attribute observed changes to the independent variable

Question 47

history threat to internal validity

Answer 47

a situation where external events or occurrances, unrelated to the study, happen during the course of the research study and potentially influence the observed results

Question 48

Maslow's hierarchy of needs

Answer 48

a theory that organizes human needs into five levels 1. Physiological (food, water, shelter, rest) 2. Safety (security, stability, free of fear) 3. Love and Belonging (frendship, acceptance) 4. Esteem (respect, recognition, status) 5. Self-Actualization (full potential, creativity)

Question 49

Murray Bowen's Family Systems Theory

Answer 49

a psychological model that views the family as an interconnected emotional unit, where each member influences the others significantly, and family patterns often repeat across generations, with a focus on understanding how emotional processes within the family impact individual behavior KEY POINTS: - Emotional system (family is emotional system; members deeply connected) - differentiation of self (individuals with higher levels of diff. can manage emotions with family well; those with low diff. are more reactive to family) - Triangles: with tension between two people, third person often pulled into situation - Family Porjection process: parent may project own unresolved issues onto child - Multigenerational Transmission: emotional patterns adn Bxs are passed down through generations - Nuclear family emotional process: emotional dynamics of nuclear family

Question 51

Convergent Validity

Answer 51

the extent to which the scale DOES correlate with measures of the same or related concepts

Question 52

Divergent validity

Answer 52

The extent to which the scale DOES NOT correlated with measures of unrelated or distinct concepts