Data-Based Decision Making in School Psychology
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Questions and Answers

What is the primary purpose of Universal Screening in the MTSS framework?

  • To assess all students for potential risk of learning disabilities (correct)
  • To monitor the progress of students receiving Tier 2 support
  • To provide intensive, individualized support for all students
  • To collect detailed data from students' assessments

At which tier of MTSS would students receive personalized interventions?

  • Tier 3: Intensive Support (correct)
  • Tier 1: Universal Instruction
  • Tier 2: Targeted Support
  • All tiers provide individualized support

What can compromise the validity of an assessment significantly?

  • Caregiver involvement
  • Bias in the assessment tools
  • Overly complex procedures
  • Incomplete or incorrect information (correct)

Which of the following is a limitation of preschool assessments?

<p>Preschool children’s attention and engagement (D)</p> Signup and view all the answers

What is a key factor in determining if a student is eligible for special education?

<p>Results of a comprehensive evaluation after intensive support (C)</p> Signup and view all the answers

Which of the following is NOT a component of conducting a child interview?

<p>Evaluating the child’s academic performance (A)</p> Signup and view all the answers

What is preferable in educational decisions regarding assessment outcomes?

<p>False positives (A)</p> Signup and view all the answers

What type of support is provided in Tier 2 of the MTSS framework?

<p>Targeted assistance for students not making adequate progress (B)</p> Signup and view all the answers

What is a potential disadvantage of falsely labeling a student with an ESE disability?

<p>Improperly allocated educational resources (C)</p> Signup and view all the answers

Which aspect of a child's background is important to understand during an interview?

<p>The child's family and social environment (C)</p> Signup and view all the answers

Among the following, which assessment tool provides a broad assessment of cognitive abilities?

<p>WJ Cog (B)</p> Signup and view all the answers

What environmental factors can influence a child's performance on assessments?

<p>Cultural background (A)</p> Signup and view all the answers

What is involved in Progress Monitoring within the MTSS framework?

<p>Frequent tracking of at-risk students’ responses to interventions (D)</p> Signup and view all the answers

What kind of outcomes occur when a false positive is present in assessment results?

<p>Identification of non-existent issues (D)</p> Signup and view all the answers

Which of the following would be a current concern to gather during a child interview?

<p>Expressions of bullying or conflict at home (D)</p> Signup and view all the answers

Which of the following does not constitute a limitation for preschool assessments?

<p>Uniform age-based assessment (A)</p> Signup and view all the answers

What is the primary purpose of progress monitoring in education?

<p>To identify students who are struggling with instruction (B)</p> Signup and view all the answers

What does the Percent Non-Overlapping Data measure?

<p>The percentage of treatment phase data points exceeding baseline phase (D)</p> Signup and view all the answers

In the Response-to-Intervention (RtI) model, what characterizes Tier 3 interventions?

<p>Intensive interventions for students who need substantial support (B)</p> Signup and view all the answers

How is the Rate of Improvement calculated?

<p>Ending score minus starting score, then divided by total number of scores (A)</p> Signup and view all the answers

What does the Ability/Achievement Discrepancy Model primarily seek to identify?

<p>Students with a significant difference between cognitive and achievement scores (A)</p> Signup and view all the answers

Which ecological factors should be considered during assessment?

<p>Socioeconomic status and parental education level (A)</p> Signup and view all the answers

Which of the following accurately represents a limitation of IQ testing?

<p>It is often misinterpreted or used in isolation (A)</p> Signup and view all the answers

What is the goal of using a problem-solving framework in school psychology?

<p>To systematically approach professional activities based on data (D)</p> Signup and view all the answers

What role does IQ testing play in psychoeducational diagnosis?

<p>It provides insights into a student's full cognitive profile (B)</p> Signup and view all the answers

What distinguishes Tier 1 from Tier 2 interventions in the MTSS model?

<p>Tier 1 is intended for all students, while Tier 2 targets specific students (C)</p> Signup and view all the answers

Which of the following best describes the concept of assessment methods in school psychology?

<p>Assessments designed to identify both strengths and needs (C)</p> Signup and view all the answers

What critical issue can affect the validity of assessments?

<p>Poor or inconsistent testing environment conditions (C)</p> Signup and view all the answers

How does Florida's approach to identifying Specific Learning Disabilities (SLD) differ from the Ability/Achievement Discrepancy Model?

<p>It requires ongoing progress monitoring and interventions (B)</p> Signup and view all the answers

What is a key aspect of effective communication style preferences for children during assessments?

<p>The child's comfort level with the assessment setting and interviewer (A)</p> Signup and view all the answers

What is one potential abuse associated with IQ testing?

<p>Used as a sole factor for sorting children into categories (B)</p> Signup and view all the answers

Which of the following best defines the concept of 'Safety and Risk Assessment' in a child's environment?

<p>Identifying neglect, abuse, or unsafe situations in various settings (C)</p> Signup and view all the answers

Flashcards

Tier 1: Universal Instruction

Providing high-quality, evidence-based instruction to all students in the general education classroom.

Tier 2: Targeted Support

Offering additional, targeted support to students who aren't progressing at the expected pace in Tier 1.

Tier 3: Intensive Support

Providing intensive, individualized support for students who haven't responded to Tier 1 or Tier 2 interventions.

False Positive

An assessment tool that identifies a problem when there isn't one.

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MTSS (Multi-Tiered System of Supports)

A systematic process used in Florida to identify students who may have learning disabilities.

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False Negative

An assessment tool that fails to detect a problem that is actually present.

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Universal Screening

The initial step in MTSS, where all students are assessed to identify those who may be at risk for learning disabilities.

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False Positive Preference

In educational settings, it is generally better to have a false positive than a false negative, as it's better to err on the side of caution and provide support even if it's unnecessary.

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Assessment Validity

The ability of a test to measure what it intends to measure accurately and reliably.

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Progress Monitoring

Ongoing monitoring of students identified as at risk to track their progress in response to interventions.

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Cultural Bias in Assessment

Assessment tools may not accurately reflect a child's abilities due to various factors like family background, language skills, or cultural differences.

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Conducting Child Interviews

Creating a safe, supportive environment to interview a child, especially for the first time.

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Information to gather in a child interview

Gathering information to understand a child's family dynamics, social environment, developmental history, and current concerns.

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Contextual Factors in Assessment

Assessment results can be affected by factors like a child's attention span, engagement level, and the complexity of the assessment.

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Developmental Variability in Preschoolers

Preschool children vary in their development, making it challenging to set standardized benchmarks for assessment.

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Inappropriate Educational Interventions

Providing unnecessary interventions or accommodations to a student who doesn't actually need them.

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Ability/Achievement Discrepancy Model

Identifies students with a learning disability through identifying a significant difference between their cognitive and achievement test scores.

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Intelligence Quotient (IQ)

A score that is derived from a standardized test that attempts to quantify an individual's intelligence.

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Cognitive Ability Assessments

The practice of using tests to assess intelligence, typically to determine a student's academic potential.

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Assessment Accuracy

The extent to which a test actually measures what it intends to measure.

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Usefulness of IQ Tests

IQ scores can help predict academic achievement and reflect how well a child understands middle-class societal norms and values.

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Limitations of IQ Tests

IQ tests only measure a limited range of intelligence, leaving out important factors like creativity and emotional intelligence.

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Role of IQ in Psychoeducational Diagnosis

Using the results from IQ tests to determine a child's placement in specific academic programs.

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Invalid Assessments

Poor testing conditions, such as distractions or inconsistent procedures, can negatively impact the validity of the assessment.

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Percent Non-Overlapping Data

The number of data points in the treatment phase exceeding the most extreme point in the baseline phase, divided by the total number of data points in the treatment phase, and multiplied by 100.

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Rate of Improvement

The rate at which a student is improving, calculated by subtracting the starting score from the ending score and dividing by the total number of scores in the intervention phase.

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Response-to-Intervention (RtI)

A problem-solving framework used to provide early, systematic, and consistent support to students struggling academically or behaviorally. It involves identifying students at risk, providing interventions, and monitoring their progress.

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Problem-Solving Framework

School psychologists utilize a problem-solving framework that involves gathering data, identifying the problem, developing interventions, implementing, measuring, and evaluating interventions.

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Data Collection in School Psychology

School psychologists gather data from a variety of sources to inform their decisions about students' needs and interventions. These sources include individual student data, group data, and system-level data.

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Ecological Factors

School Psychologists look at the different contexts in which a student lives (family, school, and community) to understand how these factors might be affecting their development and learning.

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School Psychologists and Assessment

School psychologists use assessments to identify students' strengths and weaknesses and to develop interventions that meet their needs.

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Study Notes

Data-Based Decision Making in School Psychology

  • School psychologists use assessment methods to identify student strengths and needs.
  • They develop effective interventions, services, and programs, measuring progress and outcomes within a multi-tiered support system.
  • Professionals use a problem-solving framework for activities.
  • Data is collected from diverse sources (individual, group, systems levels) considering factors such as classroom, family, and community contexts.

Non-Overlapping Data

  • Calculated by dividing the number of data points in the treatment phase that exceed the most extreme baseline score by the total number of data points in the treatment phase, then multiplying by 100.

Rate of Improvement

  • Calculated by subtracting the starting score from the ending score, then dividing by the total number of scores (excluding baseline data).

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Domain 1: Data-Based Decision Making in School Psychology PDF

Description

This quiz explores the principles and practices of data-based decision making in school psychology. It covers assessment methods, intervention development, and how data from various sources inform student support. Understand the critical calculations like non-overlapping data and rate of improvement for effective practice.

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