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

# Domain 1: Data-Based Decision Making ## Understanding Data-Based Decision Making * School psychologists understand and utilize assessment methods to identify strengths and needs. * They develop effective interventions, services, and programs. * They measure progress and outcomes within a multiti...

# Domain 1: Data-Based Decision Making ## Understanding Data-Based Decision Making * School psychologists understand and utilize assessment methods to identify strengths and needs. * They develop effective interventions, services, and programs. * They measure progress and outcomes within a multitiered system of supports. * School psychologists use a problem-solving framework as the basis for all professional activities. * They systematically collect data from multiple sources as a foundation for decision-making. * Data is collected at the individual, group, and systems levels. * They consider ecological factors (e.g., classroom, family, and community characteristics) as a context for assessment and intervention. ## Key Constructs 1. **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. > (Number of data points in the treatment phase exceeding the most extreme point in the baseline phase) / (Total number of data points in the treatment phase) x 100 2. **Rate of Improvement:** * (Ending Score - Starting Score) / Total Number of Scores > Example: (65 (ending score) - 43 (starting score) / 9 (total number of scores in tx phase) > > 22/9= 2.44 rate of improvement ## Progress Monitoring * **Definition:** A form of assessment in which student learning is evaluated and tracked on a routine basis (e.g., weekly, every two weeks, monthly). * **Purpose:** * To identify and determine which students are not adequately responding to instruction. * To provide useful feedback to teachers and students about their performance. * To track students' academic progress. * To individualize/differentiate instruction to meet individual student needs. * **Tiers:** * **Tier 1:** Students are identified through universal screening measures and are continuously monitored. * **Tier 2:** Student progress is monitored to assess their responsiveness to Tier 2 interventions. * **Tier 3:** Student progress is monitored to track their responsiveness to Tier 3 intensive interventions. ## Response-to-Intervention (RtI) Model * **Definition:** Also known as a Multi-Tiered System of Supports (MTSS), RtI is a framework used to provide early, systematic, and consistent assistance and progress monitoring to students who are struggling academically or behaviorally. * **Tiers:** * **Tier 1: Universal Instruction:** High-quality, evidence-based instruction is delivered to all students in the general education classroom. * **Tier 2: Targeted Support:** Additional, targeted support for students not making adequate progress in Tier 1. * **Tier 3: Intensive Support:** Intensive, individualized support for students who have not responded adequately to Tier 1 or Tier 2 interventions. ## MTSS in Florida * In Florida, the MTSS framework is used to identify students with learning disabilities by following a multi-step process: * **Universal Screening:** All students are assessed to identify those who may be at risk for learning disabilities or lower academic achievement. * **Progress Monitoring:** Students identified as at risk are monitored more frequently to track their progress in response to the interventions. * **Tiered Interventions:** Students who do not respond to Tier 1 and Tier 2 interventions are provided with more intensive support at Tier 3. * **Data Collection and Analysis:** Detailed data from assessments and progress monitoring is collected and analyzed to determine if the interventions are effective or if the student needs further evaluation. * **Evaluation for Special Education:** If a student continues to struggle despite intensive interventions, a comprehensive evaluation is conducted. * **Eligibility Determination:** Based on the evaluation, a determination is made regarding whether the student meets the criteria for a specific learning disability. ## Conducting Child Interviews * Interviewing a child, especially for the first time, requires a thoughtful plan to create a safe, supportive environment. **Information to gather:** * **Establishing Rapport and Trust:** Basic personal details (name, age, favorite activities, likes, and dislikes). * **Understanding Context:** Reason for the interview (e.g., family dynamics, school behavior, or a specific incident). * **Family and Social Environment:** Family composition and relationships, living arrangements, social connections (friends, school environment). * **Developmental and Behavioral History:** Milestones (educational, social, emotional), patterns of behavior (e.g., reactions to stress, social interactions). * **Current Concerns:** Specific issues the child or guardian has expressed (e.g., bullying, conflict at home). * **Emotional and Physical Wel-lbeing:** Feelings about themseleves (self-esteem, confidence), physical health and any recent changes. * **Communication Style and Preferences:** How the child prefers to communicate, comfort level with the setting and interviewer. * **Safety and Risk Assessment:** Any signs of neglect, abuse, or unsafe situations, the child's sense of safety at home, school, or other environments. ## Ability/Achievement Discrepancy Model * **Definition:** Identifies students with a learning disability through identifying a significant difference in their cognitive and achievement assessment scores. * **Difference from SLD rule in Florida:** Florida uses the RtI model, which is providing increasingly intensive interventions to students who are not making adequate academic gains and monitoring their progress in those interventions. ## Intelligence Quotient (IQ) * **Definition:** A score derived from a standardized test designed to assess intelligence. * **Measurement:** Cognitive ability / intelligence assessments measure the different areas of intelligence. * **Accuracy:** Based on the full cognitive profile. * **Usefulness:** Predicting performance in school and reflecting the degree to which children have mastered middle class cultural symbols and values. * **Limitations:** The IQ only measures a portion of the competencies involved with human intelligence. * **Abuses:** * Used as sole determining factor for placement. * Used to sort children into stereotyped categories, limiting their freedom to choose specific fields of study. * Inappropriate testing for screening, placement, program planning can result in wasted time, wasted money, and inappropriate classification and labeling of students. * They are often found to be technically inadequate or the purpose for which they were used. * Misinterpreted, or are used in isolation to make decisions about a student's educational placement. **Role of IQ in Psychoeducational Diagnosis:** * Used to qualify for ESE programs that require a certain IQ. * The testing process provides the psychologist with an opportunity to observe the student's personality, interpersonal relations, attitudes, language usage, and visual-motor performance. * IQ is only ONE piece in the psychoeducational process, and should not be used alone for placement purposes. ## Invalid Assessments * **Critical Issues:** * **Testing environment/conditions:** Poor or inconsistent testing conditions can affect the validity of the assessment. * **Inaccurate or incomplete information:** The validity of an assessment can be compromised if the data used is incomplete or incorrect. * **Cultural bias:** If the assessment tools are not culturally appropriate for the student, it can lead to inaccurate conclusions. ## Preschool Assessments * **Limitations:** * **Developmental variability:** Preschool children can exhibit significant variability in their developmental profiles, making is challenging to establish clear norms and benchmarks for assessment. * **Contextual factors:** A child's performance on assessments can be heavily influenced by environmental and cultural factors, such as family dynamics, socioeconomic status, and language proficiency. * **Attention and engagement:** Preschool children may have difficulty maintaining attention and engagement during lengthy or complex assessment procedures. * **Reliance on caregiver report:** Many preschool assessments rely heavily on caregiver report, which can be subject to bias or limited observation. ## False Positives & False Negatives * **False Positive:** When results come back showing a problem when there isn't one. * **False Negative:** When a problem is present but failed to be detected by an assessment. * **Preference:** In educational decisions, it is often preferable to have a false positive. It is better to err on the side of caution and provide additional help even if it is not entirely necessary. ## Disadvantages of Falsely Labeling a Student with an ESE Disability * **Inappropriate Educational Interventions:** Falsely labeling a student with a disability could lead to the implementation of unnecessary interventions or accommodations that are not suited to the student's actual needs. * **Delayed or Missed Appropriate Diagnosis:** Falsely labeling a student with a disability could mask other underlying issues. * **Overburdening Educational Resources:** False labeling leads to misallocation of resources, such as special education teachers, aides, and financial support. ## Choosing an Assessment Tool **WJ Cog (Woodcock-Johnson Cog) vs. WISC (Wechsler Intelligence Scale for Children):** * **WJ Cog:** Provides a broad assessment of cognitive abilities, including fluid reasoning, crystallized intelligence, and short-term/long-term memory. * **WISC:** Provides a more traditional measure of general intelligence with a focus on different types of cognitive processing. **Stanford-Binet (SB) vs. Differential Ability Scales (DAS):** * **SB:** More suitable for a broader age range (2 to 85+ years). * **DAS:** More suitable for children ages 2.5 to 17 years. ## Testing-of-Limits * **Definition:** A method used during psychological assessments to explore the upper boundaries of an individual's abilities when standard procedures do not fully capture their potential. **How to conduct:** * Modifying the standard administration of a test, such as providing additional cues, altering time limits, rephrasing directions, or giving extra opportunities to solve problems. * Only be conducted after the standard test administration is complete. ## CHC Factors & Academic Performance **WISC-V Measures:** * Fluid Reasoning (Gf) * Crystallized Knowledge (Gc) * Processing Speed (Gs) * Visual-Spatial Abilities (Gv) * Working Memory (Gwm) * Long-Term Retrieval (Glr) * Quantitative Knowledge (Gq) **SB5 Measures** * Fluid Reasoning (Gf) * Crystallized Knowledge (Gc) * Quantitative Reasoning (Gq) * Visual-Spatial Processing (Gv) * Working Memory (Gwm) Each CHC factor is closely related to academic performance, supporting key cognitive skills required for success in school.