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Question
A "cognitive-achievement discrepancy" model refers to considering a student's achievement level and rate of learning.Answer
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Related questions
Q:
During problem analysis, ecological assessments may be conducted to:
a. Test if the student has a discrepancy between achievement and cognitive ability.
b. Test different hypotheses for why a problem may be occurring.
c. To further define the problem in terms of a gap between the students developing capabilities and demands of the environment.
d. Determine if the problem can be resolved within the school.
Q:
Name and define the five system-change phases used in the MTSS example.
Q:
Describe the different phases of systems change, including what is ideally accomplished at each phase and how the consultant can help to make that happen.
Q:
Describe three core features of intensive technical assistance.
Q:
Compare and contrast some potential positive and negative outcomes to implementing a district value added modeling program.
Q:
Describe consultation at each tier of MTSS.
Q:
Describe three of the 9 questions Parrett and Bundge (2009) suggest effective schools continuously examine. How might a school consultant help promote best practices in this area?
Q:
High-poverty, high-performing schools (HP2) teach reading across the curriculum because poor literacy skills are a significant barrier to accessing information in textbooks and other resources.
Q:
Well-validated treatments will naturally be found acceptable to consultees.
Q:
Professional development can consist of any formally established approach that has an agenda, a structured set of goals and activities, and a method of evaluation.
Q:
Challenges yet to be addressed in current transition programs include
a. Narrowing of curriculum, limited access to postsecondary education, and lack of collaboration
b. Narrowing of curriculum, lack of collaboration, and lack of legal mandates
c. Limited access to postsecondary education, lack of collaboration, and lack of legal mandates
d. None of the above
Q:
Compare and contrast "differentiated instruction" and" tracking."
Q:
Empirical observations may include counting how many times a behavior occurred.
Q:
According to the National Association of School Psychologists, school psychologists must have written parental permission to observe a student in his classroom.
Q:
School personnel such as school psychologists can recommend and require that students with ADHD be treated with medication.
Q:
Differentiated instruction and adaptive instruction are basically the same concept.
Q:
An effective strategy for teaching English Language Learners is
a. Total immersion with little to no use of their first language
b. Avoid drawing parallels between their first and second language, like words that look the same, because it will further confuse them
c. Minimize the amount of time ELLs speak and maximize the amount of time native English speaker's model speaking English well
d. Judge students' answers based on content, not English grammar and pronunciation
Q:
One of the What Works Clearinghouse suggestions for assisting students with ADHD is
a. Provide explicit, structured and high quality instruction matched to the student's learning style (probably kinesthetic)
b. Increase the amount of time the student has to take a test
c. Provide behavioral interventions
d. All of the above
Q:
VanDerHeyden and Witt (2008) found that _______________ of students identified as having academic learning problems actually had performance, not skill, deficits.
a. 35% to 50%
b. 7% to 15%
c. 27% to 50%
d. 50% to 65%
Q:
The popular belief that teachers need to teach student according to their specific modality is known as:
a. Aptitude-by-Treatment interactions
b. Instructional match
c. Cognitive emphasis
d. Relevant practice
Q:
How can consultants assist in helping students with Traumatic Brain Injury?
Q:
Emotional disturbance is covered under IDEA (2004), while social maladjustment is not.
Q:
School climate can be determined by observing one teacher in one classroom.
Q:
Koocher and Keith-Spiegel designed a problem solving model to assist consultants in determining if and ethical violation has occurred. Name the five of the ten components of this model.
Q:
List and briefly describe the principles of ethical behavior.
Q:
Issues of confidentiality do not apply when consultants discuss or observe teaching practices.
Q:
Some areas consultants can continue to develop in order to become better ethical problem solvers include
a. Knowledge of one's on world and cultural view and how these values may differ from others.
b. Identifying the cleanest, easiest solution to an ethical problem.
c. See potential unintended negative effects as extraneous and part of the "cost of doing business' in schools.
d. Increase confidence that they have the most ethical response.
Q:
What purposes do questions serve, and what are some types of questions that a consultant may pose?
Q:
Describe the 4 types of resistance.
Q:
An example of referent power is when the consultant knows more about interventions related to the referral question than the consultee.