SPSY 574

Mid Term Quiz Study Guide (based on Kampwirth & Powers)

Chapter 1

• Nature of Collaborative Consultation

- a process in which trained, school-based consulate, working in an egalitarian,
nonheretical relationship with a consultee, or as member of a team, assits that
person or team in efforts to make decisions and carry out plans that will be in
the best educational interests of student's
• MTSS
- Multi-Tiered System of Support is a proactive and preventative framework that
integrates data and instruction to maximize student achievement and support students
social, emotional, and behavior needs from a strengths-based perspective. (TIER
ONE STARTS TO TIER 3)
• IDEA
- Individuals with Disabilities Education Act (2004), Requires schools to provide
individualized education to students with disabilities, emphasizing the need for
collaboration between professionals to meet students' needs
• Transition Planning
- In special education, when the focus is providing services and supports when
students are moving from one setting to the next (e.g., high school to post-
secondary, early childhood to kindergarten).
• Similarities and Differences of collaboration and consultation
- Both involve working with others to solve problems, but collaboration typically
involves equal partnership, while consultation often involves one party providing
expertise.

Chapter 2

• Stages of Consultation (memorize class handout model)

- Problem identification (assessment), problem analysis (diagnosis), intervention
implementation (treatment, behavioral strategies), and plan evaluation.
• Consultee lacks…
- 1. knowledge is lacking, the consultee needs to know more about a targeted
student or about techniques that can be used to assist the student

2. lack of skill is diagnosed when the consultee has the requisite knowledge but
doesn't seem to know how to apply it successfully. The best way to diagnose
 this condition is to watch the consultee apply his knowledge to solve a particular
problem.

3. Third, lack is confidence. Some teachers and parents simply lack confidence
to try things they know how to do or could easily learn

4. The fourth lack, objectivity, is the most common "in a well-organized

institution or agency" (p. 107). If consultees have the knowledge, skill, and
confidence it takes to deal with their work-related problems but are still having
difficulty, they may be letting subjective perceptions and judgments impair their
ability to deal with issues involving students who present with difficult problems
• IEP team purposes
- Works to develop a plan tailored to the individual needs of students with
disabilities, often addressing academic, behavioral, and social goals
• Behaviorism
- Focuses on observable behavior and its modification through reinforcement, often
used in consultation to address classroom behaviors.
• SST
- General education initiative aimed at addressing student difficulties within the
general education, before referring students for special education.
• Main activities of school-based consultation
- Problem identification, gathering data, developing and implementing interventions,
and evaluating the outcomes.

Chapter 3

• What is a good goal?

- A good goal in consultation is specific, measurable, attainable, relevant, and time-
bound (SMART).
• Stages as reported in Chapter 3
1) problem identification-
- A. Prioritize and identify target behavior. (b) Define target behavior (frequency,
accuracy, duration, intensity, latency) operationally, which may include discussion of
what behaviors are and are not examples of the target behavior. (c) Collect baseline
data. (d) Establish intervention and long-term goals.
(2) problem analysis-
- Through functional observations and interviews (behavioral concern), examine
possible antecedent and consequent events that maintain the behavior. (b)
Conduct brief experimental analysis to determine if the student has a
 performance or skills deficit and whether the student needs to learn
(acquisition), practice (fluency), generalize (apply in a new setting), or maintain
(use over time) the skills. (c) Look for patterns in errors or behavioral disruptions.
(d) Generate a hypothesis about why the problem is occurring (which
environmental demand[s] is[are] greater than what developing skill?).
(3) plan implementation-
- A. Brainstorm interventions that are related to the target behavior and are
consistent with hypothesis. (b) Select the interventions that are feasible,
evidence-based, and indicated by the problem behavior. (c) Delineate who will
provide what intervention, and describe the intervention in enough detail to
monitor, including what will occur, how often it will occur, and what resources
are needed. (d) Identify the method and person for conducting intervention
integrity checks. (e) Identify the method and person for collecting progress-
monitoring data. (f) Establish a date and a time for the follow-up meeting.
- (4) plan evaluation- ) Examine intervention integrity data. (b) Examine progress-
monitoring data relative to the intervention goal. (c) Apply a decision-making
rule to determine whether to discontinue, continue, or modify the intervention.
• Progress Monitoring
- is the process that enables all parties to have current information about the student's
response to the interventions, including whether he is on track to meet his
intervention goal. Progress-monitoring data must consist of repeated measures of the
same behavior over time in order to detect changes in the target behavior.
• Types of MTSS
1. RTI- RtI is most often discussed in terms of assisting students facing academic
challenges even though a solid Tier 1 (i.e., effective general education instruction) is
the foundation of the system.
2. schoolwide positive behavior support (SWPBS) implementation seems to have
adopted a more proactive approach, with teams often spending a year or more
developing the rules, routines, and rewards that prevent behavior problems.
• What warrants moving between Tiers?
- Students move in and out of interventions based on their academic and
behavioral functioning. Consider a student who needs more support in one area
(reading) for a period of time but is profiting from general instruction in all other
areas (math, writing, compliance, academic engagement, etc.)
• Tools for targeting intervention implementation
- Ongoing progress-monitoring data are collected and graphed, and changes to
the intervention are made if a lack of growth over baseline is apparent
• Dual Discrepancy Model
 - in which a student would qualify for indicated interventions if her relative
standing and rate of learning are below the level and rate of her classmates
given quality general and supplemental instruction

Chapter 4

• 4 types of Resistance
- Direct Block-
- Some teachers have no interest in consultation, ignore any efforts to get them to
change their minds or behaviors, and simply stonewall the whole process. Or
they may engage in the process up to the point of implementation and then
decide that they don't want to participate any longer.
- YES BUT -
- The consultee always seems to have some reason not to try anything. Although
she may agree that an idea has merit, she concludes that it is not worth trying
because it might not work, it might be too much work, or there are not enough
resources to make it work. She may give some of the following reasons: "I tried it
before with a different student, but it didn't work."
- I did iT but it didnt work-
- The consultee has (or claims to have) tried the recommended interventions and
found them wanting. If you are not engaged in routine treatment integrity
checks, you often don't find out that this has happened until you inquire about
the effectiveness of the intervention. If the consultee calls to tell you that an
intervention isn't working and asks for further help, she probably isn't resisting.
Resistance occurs after a plan has been developed, time has gone by, and the
consultee supposedly has tried the plan and been unsuccessful but hasn't
bothered to tell you
- HABIT STRENGTH-
- I've been teaching for 12 years and this is the way it works for me." Teaching and
parenting are supported in part by the usefulness of habit, or consistency.
Teachers and parents tend to do today what they did yesterday, last week, and
last year.
• 6 skills for effective communication
- ATTENDING- Nothing is more annoying in a conversation than having a listener
who isn't paying attention. Attending skills are characterized by good facial
mannerisms such as eye contact, head nods, and squinting or lifting of the
eyebrows as appropriate.

ACTIVE(Reflective Listening) - Active listening shows the speaker that you have
 heard both the subject content and the emotional content of her message.

REFRAMING- Reframing a problem in a positive way promotes problem solving.

One of the enduring concerns of school-based consultants is the necessity of
keeping consultees and other involved constituents in a positive, problem-
oriented frame of mind.

EMPATHY- Empathy is implied by active listening, but we highlight it because it

is crucial to the consultant's general style and demeanor

KEEPING A GOAL ORIENATAITON-Consultees are generally very busy and have

to deal with a lot of competing demands. Consultants should be considerate of
the consultee's time by trying to understand the concern and identify some
potential solutions as efficiently as possible

ASKING QUESTIONS- This is the most important and most delicate skill in the
consultative interaction because questions, by their very nature, can be both
inviting and threatening

• 5 Forms of Power by Raven

Coercive
- Involves forcing someone to do something against their will, usually by
punishing them for non-compliance. Coercive power is the only power base with
a negative influence.
Legitimate
- Based on electoral mandates, social hierarchies, cultural norms, and
organizational structure. Examples of people with legitimate power include
presidents, prime ministers, monarchs, CEOs, religious ministers, and fire
chiefs.
Reward
- A power base that is considered relatively positive by both the influencer and
influencee.
Expert
- The ability to influence because you possess superior skills or knowledge.
Referent
- A power base that includes soft power, which is based on identification and
attraction.
 • 6 barriers of resistance
-POOR PLANNING/ DELIVERY
-LACK OF SKILLS,
-PSYCHOLOGICAL DEFICITS WITHIN THE CONSULTEE

Habit strength, a perceived threat to role image or security, too much work,
philosophical belief conflicts, poor planning and/or delivery, psychological
deficits within the consultee, lack of skills, and the so-called principal's office
are among the most common causes for resistance.

• 10 suggestions for being goal oriented

- 1. Use an "I" message instead of a "you" message
2. Say "and" instead of "but."
3. State behavior objectively
4. Give feedback not advice
5. Name your own feelings
6. Say what you want to happen
7. Offer something they can walk away with
8. Express concern for others.
9. . Use assertive body language.
10. . Facilitate rather than dominate
• Assertiveness
- Involves clear, direct communication of needs and boundaries without being
aggressive.

Chapter 5

• Review basic ethical codes and principals

- National Association of School Psychologists (NASP) ethical principles most
applicable to school-based consultation are (a) privacy and confidentiality; (b)
fairness and justice; (c) responsible assessment and intervention practices; (d)
forthright explanation of professional services, roles, and priorities; (e)
respecting other professionals; and (f) multiple relationships and conflicts of
interest.

- PRINCIPLES
1. Competence: No person should extend her services as a consultant unless
 she is competent to do so by training and experience. Working beyond your level
of competency could result in harming the student
2.Principle 2: Protecting the Welfare of Clients - This principle is usually
regarded as the most important ethical principle in support service work
3. Maintaining confidentially
4. social and moral responsibility- Consultants need to make sure that their
behavior and statements are governed by the best interests of the constituents,
not by their own needs or agendas.
5. Integrity in professional relationships
• What are the basic principles of Family Educational Rights and Privacy Act (FERPA)?
- FERPA secures parents' rights over their child's records, including the right to read
all of their child's records and the right to request that a record be changed or
amended. FERPA also stipulates that schools cannot release records on a student
without parental permission except in a few situations, such as sharing records with
school officials who have legitimate educational interests and to comply with an
audit or judicial order
• What are the basic principles of Health Insurance Portability and Accountability Act
(HIPPA)?
- FERPA secures parents' rights over their child's records, including the right to read
all of their child's records and the right to request that a record be changed or
amended. FERPA also stipulates that schools cannot release records on a student
without parental permission except in a few situations, such as sharing records with
school officials who have legitimate educational interests and to comply with an
audit or judicial order
• What are the Council on Exceptional Children (CEC) code member requirements?
- 1. Maintain challenging expectations for individuals with exceptionalities to
develop the highest possible learning outcomes and quality-of-life potential in
ways that respect their dignity, culture, language, and background
2. Maintain a high level of professional competence and integrity, and exercise
professional judgment to benefit individuals with exceptionalities and their
families.
3. Promote meaningful and inclusive participation of individuals with
exceptionalities in their schools and communities.
4. Practice collegially with others who are providing services to individuals with
exceptionalities.
5. Develop relationships with families based on mutual respect, and actively
involve families and individuals with exceptionalities in educational decision
making.
 6. Use evidence, instructional data, research, and professional knowledge to
inform practice.
7. Protect and support the physical and psychological safety of individuals with
exceptionalities.
8. Neither engage in nor tolerate any practice that harms individuals with
exceptionalities.
9. Practice within the professional ethics, standards, and policies of CEC;
uphold laws, regulations, and policies that influence professional practice; and
advocate for improvements in laws, regulations, and policies.
10. Advocate for professional conditions and resources that will improve
learning outcomes of individuals with exceptionalities.
11. Engage in the improvement of the profession through active participation in
professional organizations.
12. Participate in the growth and dissemination of professional knowledge and
skills.
• What is a Risk-benefits analysis?
- Weighs the potential benefits of an intervention against possible risks, ensuring
that decisions prioritize the student's well-being.
• How can consultants develop to be better ethical problem solvers?
- identify the problem or situation. 2. Define the parameters of the situation. 3.
Define the potential ethical and legal issues involved. 4. Consult federal and
state codes and regulations, ethical guidelines, professional standards, and
district policies. 5. Consult with trusted colleagues. 6. Evaluate the rights,
responsibilities, and welfare of all affected parties. 7. Generate a list of
alternative decisions possible for each issue. 8. Enumerate the consequences
of making each decision. Consider both short- and long-term consequences for
each possible decision. Consider the possible psychological, social,
educational, and economic costs to each stakeholder. 9. Conduct a risk-benefit
analysis by speculating on the likelihood that each potential consequence will
occur and the severity of harm that may ensue. 10. Make the decision

EXTRA:

Pre-entry Stage: Referral Entry: Contract (who, what, where, when) Exploration: Baseline
Data, Observations, Bx Outcome Goals & Objectives Strategies Development and
Implementation: interventions, empirical-based, literature, single-subject designs, what
has worked in the past Maintenance: did we reach our goals, how do we maintain it, and
what do we change, use a graph to show progress Termination: Linking past, present, and
future
ABC MODEL :

Antecedents Behaviors (Bx): Covert - thinking subjectively Respondent - involuntary or

Flight or Fight, physiological behavior - hungry tired, cold, hot, etc. Operant - voluntary,
learned Consequences: Functions Of Behavior (FOB) - Sensory, Escape, Attention,
Tangible

Functions Of Behavior (FOB)

Sensory, Escape, Attention, Tangible