CPS 6040 Study Guide Fall 2024 PDF

**CPS 6040 Study Guide for Final** **Fall 2024** **[Chapter 8]** 1\. Define the following terms: - Reliability - **the extent to which the measure is consistent** - Standard error of measurement - **amount of error associated w a score** - Confidence interval - **ran...

**CPS 6040 Study Guide for Final** **Fall 2024** **[Chapter 8]** 1\. Define the following terms: - Reliability - **the extent to which the measure is consistent** - Standard error of measurement - **amount of error associated w a score** - Confidence interval - **ranges of scores that are likely to contain an individual's "true" score** - Validity - **the extent to which a test measures what it is intended to measure.** - Content validity - **are items on the test representative of the domain they are intended to evaluate** - Criterion validity: - **the relationship between the score on the measure and an outcome, such as a classification.** - There are two types of criterion validity: - concurrent validity (which examines the test score as it relates to some currently available outcome) - predictive validity (which examines the test score as it relates to future performance). - Construct validity: - considered to be the overarching or superordinate form of validity. This notion refers to whether the test measures the particular construct it is intended to measure. - Measures what it is suppose to measure - When evaluating construct validity, both convergent validity (whether the test correlates with other measures of the same or similar construct) and discriminant validity (whether the test does not correlate with measures of unlike constructs) are evaluated 2\. Should all forms of reliability be expected to be high? Under what circumstances might you have reliability coefficients that are not highly correlated? - ***No, interrater reliability is a great example because agreement between parents and teachers on a behavior rating scale can be expected to be low-to-moderate.*** 3\. What is the primary difference in focus between the dominant theories of IQ? - ***Belief in the notion of a general factor of intelligence and multiple factors of intelligence. General factor (g) can be split into specific skills/abilities while multiple factors are distinct from one another.*** 4\. What are the common elements found in definitions of IQ, as identified by Sattler (and mentioned in this chapter)? ( - ***The ability to adapt to the environment, to learn, and to think abstractly.*** 5\. What are the more traditional cognitive assessments identified by the authors of your text and with what theory are they most closely aligned? - ***All assessments mentioned in the chapter align with the Cattell-Horn-Carroll (CHC) Theory. Tests mentioned in the text are: WISC-V, Stanford-Binet, Woodcock-Johnson, & KABC (plus Luria)*** 6\. What are the newer trends for standardized, norm-referenced achievement tests? - several achievement tests have been developed to match the IDEIA 2004 - achievement tests have been increasingly co-normed with parallel IQ tests (Achievement Discrepancy Analysis) 7\. Define the terms CBE, CBA, and CBM and discuss how they fit together. (Pgs. 175-177) - ***Curriculum-based Evaluation -- procedure developed to help educators solve learning and behavior problems by making decisions about* [what] and [how] *to teach.*** - ***Curriculum-based Assessment -- occurring within CBE, aligning assessment procedures and content with curriculum or standards*** - ***Curriculum-based Measurement -- standardized general outcome measure (GOM) that consists of standard administration, scoring rules, and a set of materials representing the contents of the curriculum, with explicit criteria for scoring and interpreting performance.*** - ***School Psychologists need understand the data obtained from all three processes in order to make service-based decisions for children in school. These processes are an integral part of identifying children who may need more help; these processes can be applied to the 3-tiered system of support.*** 8\. What are the 5 reasonable hypotheses that Daly and colleagues discuss about why students perform poorly from a functional perspective? - ***1) the student does not want to do the work*** - ***2) the student has not spent enough time on the work*** - ***3) the student has not had enough help to successfully complete the work*** - ***4) the student has not previously had to do the work in the requested manner*** - ***5) the work is too hard for the student*** 9\. Best practices for social/emotional/behavioral assessment recommends data collection that is... what? (pg. 180) - ***Data collection should be* [multimethod], [multisource], & [multisetting. ]** 10\. Briefly describe (\@2-3 sentences each) the 8 methods for assessment of social-emotional, behavioral, and mental-health functioning presented in your text. *Which is most commonly used?* - ***1) Behavior rating scales (most commonly used, pg. 179)--* The most commonly used method for assessment of social-emotional, behavioral, and mental health functioning. Even though they have been used since the early 1900s, they have become increasingly popular. They are generally divided into two categories broadband (measures behavior in a variety of domains and includes subscales that evaluate both internalizing and externalizing difficulties) and narrowband (assesses functioning in only one domain).** - ***2) Projective measures --* Projective measures include drawing techniques, thematic techniques, and sentence completion techniques. They have created the most controversy in the field and are still used by approximately 1/3 of school psychologists. In the authors' opinion, they provide little to no useful information.** - ***3) Interviews -- Interviews are a commonly used method of obtaining information related to a child's social-emotional, behavioral, and mental health functioning, with informal interviews being the most common method. Different types of interviews include clinical interviews, structured interviews, and semistructured interviews. The textbook authors argue that the use of interviews should be standard practice.*** - ***4) Observations -- Through observations, school psychologists can collect information on the child's behavior, the context in which the behavior occurs, and the antecedents and consequences of the behavior. However, they can be time-consuming and require extensive training.*** - ***5) Direct Behavior Ratings (DBRs) -- DBRs are a hybrid assessment method that mix features of behavior rating scales with direct observations, balancing the strengths and limitations of both methods to create a more feasible and practical assessment approach. Similar to direct observations, DBRs are flexible, repeatable, occur in the place and moment of interest for intervention, and require low inferences about the nature of assessment results.*** - ***6) Self-Report Measures -- Include both rating scale-type measures and measures of "personality." Self-report measures cannot be administered to children under 8. However, they can be generally useful because they allow clinicians to assess children's perceptions of their problems.*** - ***7) Functional Behavior Assessment -- FBA procedures are a broad group of procedures that are based on the concept of identifying the function, or purpose, of behavior. When conducting an FBA, the antecedents and consequences of the behavior are identified, with the goal being to understand the environmental conditions that maintain the behavior in question.*** - ***8) Universal Screening -- Due to increased implementation of MTSS, universal screening has gained more attention. Universal screening techniques are used in school settings to help identify students who may benefit from increased prevention/intervention services above what is being provided as part of Tier 1 services in the schools.*** **[Ortiz Chapter (Best Practices in Non-Discriminatory Assessment)]** 1\. What does Ortiz say about the application of his model in current times? (see page 149 under Overview: "In effect\...", and page 150, Basic Considerations) **The original model by Ortiz was for assessing students who are culturally and linguistically diverse, but he is shifting the application to all students because whether it is acculturation, COVID-19, or other experiences that impact children, we need to think about the unique characteristics and experiences that impact all of our evaluations. COVID-19 brought that to light. This also applies to school psychologists, not just school psychologists with bilingual endorsements, because following COVID-19 we saw that we were assessing students with diverse experiences.** 2\. What is the role of exposure in non-discriminatory assessment? (see pages 153, under Step 1: "School psychologists can be leaders\...") **Exposure matters because a lack of acculturation does not equate to needing special education services, but in educational spaces evaluators often make this conclusion. Ortiz argues that non-discriminatory practices need to consider multiple factors: cultural and linguistic backgrounds as well as a child's "exposure" or relationship to academics, their school, and other experiences that would impact their assessment performance. If a student has not been exposed to a particular language or cultural practice that is reflected in an evaluation (such as an English-language standardized test), this lack of exposure might lead to an unfair assessment of the student\'s abilities or needs, and we need to be careful to not do this.** **What do students need to be exposed to:? Exposure includes both formal (e.g., education in a specific language) and informal (e.g., cultural experiences or home environments) elements.** 3\. What is a 'true peer' in this model? (see page 153, under Step 2) - **True peers are other students with similar backgrounds and similar levels of opportunity to the student being assessed. They have all had similar levels of opportunity to learn and comparable developmental experiences. True peers should be used for comparison to prevent discriminatory assessment practices.** 4\. What are the logical actions in *Step 3: Evaluate the Impact of Differences on Validity of Additional Data*? - **1. Begin testing in English *unless* a clear rationale suggests otherwise; if all scores are considered average, cease testing.** - **Specifically: If a multilingual student does perform at an average level on an English-based test, this result is considered strong evidence that the student does not have a language deficit or dysfunction. If they can demonstrate average performance in English, it suggests that any concerns about learning disabilities or dysfunctions are unlikely, especially because the test was not conducted in their native language. If they perform at an average level in English, there is no need for additional testing in their heritage language because there is no indication of a significant learning issue that needs further investigation.** - **2. Evaluate the impact of cultural and linguistic factors on the test scores; if likely invalid, cease testing; if likely valid, continue testing.** - **3. Reevaluate only weak areas in the heritage language to provide additional supporting validity evidence through linguistic confirmation.** - **This step may require additional support from professionals outside of the school psychologist depending on the school psychologist's capabilities (e.g., whether or not they are bilingual). Logical options in this step include: use of native language tests administered by a multilingual evaluator or an interpreter, Use of English tests by a multilingual evaluator or with the assistance of a trained interpreter, or use of developmental/dynamic assessment (test batteries, careful observation, error analysis) with an interpreter's assistance.** 5\. What does Ortiz mean with use of the term "ecological validity"? - **Interpreting test score data remembering the context that best reflects the reasonable expectations of progress, growth, and performance levels consistent with what is known about a student's development. There needs to be consistency between what is believed to be the cause of a student's learning problems and the actual observed learning problems, and this is coupled with the context of their developmental experiences. All this information is later used to inform instructional needs and to support the possibility that the student has a disability.** - **From PowerPoint: Using contextual factors, ensure deficits cannot be attributed primarily to differences in experience or development** **[Chapter 9]** 1. What do Burns et al. (2014) identify as the 5 components that should be present in all interventions? - ***Explicit Instruction*** - ***Appropriate Level of Challenge*** - ***Frequent Student Response Opportunities*** - ***Targeting Skills based on Instructional Hierarchy*** - ***Consistent Feedback to Student*** 2. Describe the two primary tasks of the teacher related to effective instruction. 1. ***Structuring the classroom, specifically in ways that promote active participation and discourage disruptive behavior*** 2. ***Structuring Learning tasks, specifically taking things like a student's prior knowledge and skill development into consideration*** 3. Describe the strategies presented to improve engagement, motivation, self-regulation, and problem solving. (What are contingency management interventions and what are self-regulated and self-management interventions?) - ***Contingency Management Interventions: Contingent praise and reinforcement as a means of positively impacting attending to tasks and studying behavior in students; can be applied to an individual student or a group.*** - ***Good behavior game: students*** ***are divided into groups and marked as a group for rule infarctions, groups with the least infarctions get access to predetermined reinforcer*** - ***Self-Regulated Learning and Self-Management: Implementation os takes where students must plan and organize at various stages of learning.*** - ***Interventions also focused on elf-perception of the student(s); working towards having them see themselves as competent, efficacious, and autonomous.*** - ***Self-monitoring (self-observation and documenting of one's own behavior) with adult feedback*** 4. What are some pros and cons of evidence -based interventions? - ***Pros:*** - ***EBIs are manualized, scripted, explicit, provides step-by-step instructions, can*** ***be easily duplicated, and are working from*** ***a previous research base*** - ***Cons:*** - ***Manualized EBIs cannot always*** ***be generalized to specific situations that you may*** ***encounter as a SP; lacking cultural relevance, positive outcomes of group efficacy data may not apply to any one student, untransferable research setting results to school setting, & effectiveness of EBI or prevention not known until evaluation time*** **[Chapter 10]** 1. What is the jingle-jangle fallacy? What does it lead to? a. ***Jingle: Confusion that results from using a single term to represent many or multiple constructs*** b. ***Example: "Soft skills" to describe things like interpersonal skills, which is something different entirely*** c. ***Jangle: confusion that results from using different terms to describe the same or similar constructs*** d. ***Example: "Academic enablers: & "Student engagement" are describing the same thing*** e. ***Leads to lack of coordination for progressing research and practice*** 2. Define the following: f. ACEs- ***Adverse childhood experiences*** i. ***large numbers of youth experiencing traumatic events.*** g. EBP -- ***Evidence-based Practices*** ii. ***emphasizes the general process of identifying, disseminating, promoting, and adopting empirically supported practices.*** h. Integrated supports iii. Horizonal and vertical integration of PBIS and SEL into MTSS (within and btw tiers); how to best integrate multiple types of services that are derived from different theoretical and empirical literatures. i. PBIS -- ***Positive Behavior Interventions and Supports*** iv. ***teach behavioral expectations and then to enhance environmental supports, typically focusing on changing how adults at school respond to student behavior.*** j. SEL -- ***Social-Emotional Learning*** v. ***intentionally train self-regulation, responsible decision making, and relationship skills to decrease psychological distress, improve psychological well-being, enhance interpersonal relationships, and increase academic success.*** k. CC -- **Collaborative Care** vi. **a framework or model that advocates for interprofessional, interagency, interdisciplinary, and multidisciplinary health providers working together to support students with complex or severe behavioral and mental health concerns for the purposes of facilitating both higher-quality and more equitable care.** 3. What is PMT and with what conditions has it been found to be effective? - ***Parent Management Training; effective with Oppositional and Aggressive Disorders*** - ***The majority of approaches emphasize teaching parents to use contingency management techniques, which are based on basic behavioral principles of punishment and reinforcement, to effectively manage their child's problem behaviors.*** **[Chapter 11]** **1. What is consultation?** - Voluntary, indirect service - involves the consultant (e.g., psychologist) working with the consultee (e.g., teachers, parents), and then the consultee implementing new strategies/tools with the child, classroom, or school. **2. What is the collaborative consultative problem-solving process?** - an integral part of the response to intervention (RTI) and multi-tiered systems of support (MTSS) models of service delivery, as this process is applied at the level of the larger system (e.g., school or district) and the smaller system (e.g., grade level, classroom, or group), as well as the individual child; a collaborative consultative problem-solving process can be defined as involving two or more individuals who are working together to apply the problem solving process to improve outcomes for students. **3. What impacts the effectiveness of this process?** - Interpersonal interaction and communication skills **4. What are the key factors impacting implementation presented in chapter 11?** - Characteristics of the intervention or EBP - Implementer/provider characteristics and competencies - Community factors - Organizational capacity - Training and technical assistance - Implementation process 5\. What is systems theory? How does it impact our work in schools? What are the assumptions? **Systems theory provides the theoretical foundation for systems-level intervention. Assumes everything is interrelated and interdependent. In schools, the classroom is related to and dependent on the larger systems of the school and the school district. Subsystems within schools include classrooms, intervention assistance teams, and school improvement teams. Impacts schools because both school-level and subunit decisions do not occur in isolation and have broader, more comprehensive implications for other units. Taking a vertical approach within schools (where everything is independent) can also increase competition across units.** 6\. What does Rogers suggest about strategy for intervention implementation in terms of who to target first? **Key opinion leaders (innovators), who are individuals within an organization, are perceived as having some level of social power, as others may go to them for advice, or their opinions may influence others. May not have formal power (hold administrative roles) but have opinions that are valued because they are experienced, have taught longer, and are liked by their colleagues. Examples include teachers and school support staff.** **[Chapter 13]** 1\. What are the four forces identified by the authors of your text that will continue to have a major impact on the evolution of school psychology? 1. Changing social conditions/challenges both domestic & international 2. Evolving legal aspects of education and psychology 3. Increased diversity and need for culturally responsive practices 4. Current trends in the literature, including a focus on implementation science 2\. The authors of your text outlined what they see as important trends in the field moving forward. After reviewing the chapter, which **3** of these trends do you see as the most important and why? Which do you see as the least important and why? 14 TOTAL List of Predictions for reference - Serving increasingly diverse populations - Diversity of professionals will match diversity of population being served - Emphasis on the promoting social justice - More involvement in the delivery of mental health services and supports - Roles in crisis prevention and response will increase - Continued short supply of practitioners - General role expansion - Increase access to new & effective technologies and digital tools - New federal & state initiative will continue to practice in the field - Assessment will become more useful for intervention - More collaborative practice with other educational staff - School psych training impacted by accreditation of health services psych programs - Unknown challenges and frequent adaptation - Bright future