771 Exam basics 2023 with complete solution questions and answers

Major roles and functions of school psychologists Assessment, consultation, intervention function of assessment intellectual assessment (current intellectual functioning or predictor of how well students will perform) or assessment of academic skills (curriculum based or achievement) function of consultation working with a third party to create support, prevention, and problem solve to help students be successful function of intervention implementing evidence based practices to provide support, prevention or plans to help students be successful Steps to functional behavior assessment 1. Identify and define behavior of concern. 2. Identify antecedents of target behavior 3. obtain initial information about possible function of target behavior. 4. Identify behaviors that can be substituted for target behavior Data driven problem-solving model steps 1. Problem identification and validation (what is the problem) 2. Problem analysis (why is the problem occurring) 3. Intervention development and implementation (what should be done?) 4. Intervention evaluation and follow up (did it work?) Assessment in problem solving process steps 1. Receive referral question 2. Clarify and obtain additional details 3. Develop hypothesis 4.Choose Assessment procedure and details 5. Conduct Assessment 6. Review all data 7. Develop Intervention Plan 8. Implement intervention 9. Evaluate Intervention 10. If no Improvements, reassess problem What are the organizational principles on the practice model 1. Organization and evaluation of service delivery 2. climate 3. physical, personal, and fiscal support systems 4. professional communication 5. supervision peer consultation and mentoring 6. Professional development and recognition systems What are the differences between organizational principles and professional practices on the practice model? Organizational principles help to create the systems necessary to support effective service delivery. These principles are implemented into schools so that a school psychologist can be successful performing their job. The professional practices differ, they define what a school psychologist is supposed to do. They include skills, training, and knowledge used for a school psych to perform their job and describe knowledge, training, and skills school psychologists must have to meet needs of students, families, and schools. What is RtI a framework to enhance student learning through remediations separated into instructional tiers that can be implemented into general education classrooms Strengths of RtI effective when used correctly, gets students services faster than other models with no specialty teachers needed, can be implemented into regular education class, multitiered in service delivery with a problem solving approach Weaknesses of RtI children performing at grade level are often not identified, it is premature and lacks evidence, additional assessments are needed for SLD diagnosis, lacks standards between schools What is PSW An approach for identifying SLDs that examines students cognitive and achievement functioning through students basic psychological processes using range information gathered through standardized assessment to determine what can explain underachievement Strengths of PSW seeks to determine WHY student is performing poorly instead of simply IF a student is performing poorly, recognizes that many different things can cause poor achievement and looks at various cognitive processes that influence IQ instead of just looking at IQ Weaknesses of PSW mixed evidence of reliability and validity, low agreement with clinical judgments, more research needs to be done because it lacks evidence what is the Traditional Model focused on gathering information about presumed underlying learning processes that individual differences that might lead to diagnosis with assumption that diagnosis will inform treatment Strengths of Traditional Model uses high psychometric properties and does a good job of identifying SLD correctly (just not right away) and makes high stakes decisions with high stakes tests Weaknesses of Traditional Model fraught with measurement error and struggles to identify slow learning profiles, delays service by waiting for students to fail before providing services, deficit and pathology focused (makes a more negative experience for students and parents), more focused on diagnosis and less on student specific intervention. Steps in the Systems change process - Catalyst - campaign for change 1. creating readiness 2. Initial Implementation 3. Institutionalization 4. Ongoing Evaluation Catalyst Trigger for change What does the Campaign for change include targeting visible problems, establishing coalition of groups, finding leaders that ca ensure critical mass is built, staffing, assembling info, and launching Components of Creating Readiness Dissemingating the desired prototype and pursuing activities to build interest and consensus for change, negotiating a policy for engagement through defined roles and frameworks, modifying institutional infracstructure all while considering vision and leadership. Building critical mass of stakeholders for governance planning and implementation of specific organizational and program objectives, daily leadership, communication and info management Components of Initial implementation site based steering team with a change agent from a scale-up team working with stakeholders on the change team. Mentos and coaches are trained to model and teach elements of the prototype. Capacity is continuing to be built and formative evaluation procedures are emphasized. Components of Institutionalization making the change sustainable and creating long term ownership and integrating innovation components of ongoing evaluation continued collection of data and balanced accountability to measure results of systems change Pitfalls of system change failure to create readiness, establishment of temporary infrastructure Training models of school psychology programs (5) Scientist practitioner, practitioner, practitioner-scholar, Clinical scientist, Pragmatic Scientist practitioner Emphasizes research and scientific aspects of psychology and application of these foundations to the professional practice or application of the discipline practitioner emphasizes professional or clinical practice of discipline, does not include substantial requirements for research practitioner-scholar primary emphasis on professional or clinical practices of discipline, but also has extensive expectations for production of scholarly work, such as dissertation research Clinical Scientists Emphasizes scientific research in a areas of psychology that have direct application to a clinical practice, such as developmental science, prevention science, and child psychopathology Pragmatic main emphasis is on alignment with state department of education and/or NASP training standards to ensure that program meets all relevant criteria and receives program approval