Q&A Hero

Q: Offering advice and false reassurances could inadvertently act as a barrier to effective communication.

Q: Questions serve the following three main purposes: gathering information and data, to seek opinions, and to solve the consultee's problem.

Q: Consultants should always strive to be empathetic and engage in therapy.

Q: Empathy is one of the most important skills that school consultants need to acquire.

Q: When attending in consultation it is important to ask your consultee to cut to the chase, so you can get a faster and accurate perception of the problem.

Q: Power and resistance may occur simultaneously during the consultation process.

Q: Reframing a problem in a positive way promotes problem solving.

Q: Cross-cultural competency involves a. Seeking social justice, excellence, and equity b. Understanding variations in actions, communication patterns, and worldviews across cultures c. Understanding social justice issues, and variations communication patterns d. Seeking out cross-cultural education, and training experiences

Q: Sources of resistance to effective collaboration with families include all of the following EXCEPT a. Feelings of inadequacy b. Previous bad experiences with schools c. Limited interest in consultation d. Limited knowledge about school policies

Q: Methods to overcome resistance include a. Making the consultee feel comfortable and establishing a clear plan b. Reducing the threat and amount of effort required by the consultee c. Developing positive expectations and offering incentives d. All of the above

Q: When a consultee refuses to try a new approach because his or her approach works "just fine," the consultant is experiencing this cause of resistance: a. Habit strength b. Too much work c. Philosophical belief conflicts d. All of the above

Q: When a consultee shows no interest in consultation and simply stonewalls the whole process, the consultant is experiencing this type of resistance: a. "I did it, but it didn"t work" b. "Yes, but..." c. Direct block d. None of the above

Q: All of the following are causes of resistance EXCEPT: a. Habit strength b. Direct block c. Lack of skills d. Poor planning

Q: Competent consultants will try to strike a balance between __________ and ___________ power bases. a. Informational and coercive b. reward and coercive c. referent and expert d. empathetic and referent

Q: A consultant can make a valuable contribution by being everything but: a. pessimistic b. optimistic c. data-based d. flexible

Q: Consultation is essentially a problem-solving process that is dependent on _______________ and _________________. a. Interpersonal skills and Questioning b. Effective communication and interpersonal skills c. Questioning and effective communication d. Effective communication and active listening

Q: Which type of social power is characterized by the ability to dispense or withhold benefits from another person? a. Reward b. Coercive c. Legitimate d. Expert

Q: Referent power comes from being trusted and respected, while expert power comes from a. Having a position of power b. One's experiences, skills, or knowledge c. Threatening others d. All of the above

Q: General guidelines for electronic communication etiquette include a. Use the consultee's preferred mode of communication b. Maintain professionalism c. Re-read messages before sending and double check address d. All of the above

Q: The following are potential barriers to effective communication EXCEPT a. Advice and false reassurances b. Misdirected questions and wandering interaction c. Problem-solving d. Interruptions and credibility gap

Q: What types of consultation questions are more efficient and effective? a. Single questions b. Assertive questions c. Multiple questions d. Empathetic questions

Q: Questions serve all of the following purposes EXCEPT a. to gather information b. to seek opinions c. to detect attitudes d. to gain influence

Q: The most important and delicate skill applied during consultation is a. Active listening b. Questioning c. Sympathy d. Examining existing data

Q: Roadblocks to active listening include a. Ordering, commanding, directing b. Advising, offering solutions, or suggestions c. Name-calling, stereotyping, labeling d. All of the above

Q: Attending skills are characterized by a. eye contact b. head nods c. squinting or lifting of the eyebrows d. All of the above

Q: Effective communication includes any of the following a. Attending, active listening, reframing, and empathy b. Attending, active listening, reflective listening, and directing c. Active listening, empathy, directing, and attending d. All of the above

Q: Communication has been defined in a variety of ways, all of which include a. the message, the meaning, and a receiver b. the sender, the message, and a receiver c. the sender and a receiver d. the sender, the meaning, a receiver

Q: Why is it important for a consultant to follow-up with the referring teacher soon after an initial SST? What are possible scenarios if follow up does not occur?

Q: Describe the differences between the problem-solving stage of "problem identification" and "problem analysis". Provide examples of data that may be collected during both stages.

Q: Describe the qualities of a "Good" goal. Provide examples and non-examples.

Q: What is the difference between RTI and SWPBS?

Q: Name and define the four steps to follow in consultation process?

Q: According to Erchul (2011), MTSS and school consultation are closely aligned because they both involve problem solving and emphasize prevention, evidence based interventions, and treatment integrity.

Q: The National Association of School Psychologists (NASP) recommended not using assessments that directly address the referral questions because the consultant may find other areas of need.

Q: The goal of an ecological assessment is to further define the problem in terms of a gap between the student's developing capabilities and the demands of the environment.

Q: Treatment integrity data can be collected through self-report, direct observation, and permanent products.

Q: A "cognitive-achievement discrepancy" model refers to considering a student's achievement level and rate of learning.

Q: Multi-tiered system of support is a term for organizing school resources to provide empirically supported prevention and intervention programs proportional to student need.

Q: Progress monitoring system can help identify and modify ineffective plans.

Q: Consultation ends only when the consultant can no longer assist the consultee.

Q: The best way to obtain baseline data is to measure a skill 3 times, using the same assessment, and averaging out the scores of the 3.

Q: The primary purpose of brief experimental analysis method is to determine whether a student exhibits a skill or performance deficit.

Q: In a collaborative model, the consultant decides the roles and responsibilities for the intervention.

Q: The person who should ultimately choose which strategy to implement to resolve an identified problem is the administrator.

Q: One of the elements of a "good" goal is including the program or strategy that will be used to attain the goal.

Q: The problem identification stage is the most important step in ensuring a successful consultation outcome.

Q: During the problem identification stage, the consultant should examine intervention integrity data and progress monitoring data, and decide whether to discontinue, continue or modify the intervention.

Q: Data collected using a "dual discrepancy model" includes: a. achievement level and cognitive functioning b. cognitive functioning and psychological processing c. rate of learning and cognitive functioning d. achievement level and rate of learning

Q: What tool can be used to measure the quality of a targeted intervention implemetation? a. brief experimental analysis checklist b. treatment-integrity checklist c. intervention assessment d. progress monitoring scale

Q: ___________ is the process in which consultants follow up with consultees and provide data on how well an intervention is working. a. treatment integrity b. consultee evaluation c. student observation d. performance feedback

Q: The term "treatment integrity" refers to: a. The degree to which the intervention is implemented as planned. b. The degree to which an intervention is evidence-based. c. The degree to which an intervention goal is attained. d. The degree to which the progress monitoring measure is valid and reliable.

Q: In an MTSS model, a student who has not produced sufficient results following a targeted intervention may be referred to a: a. after-school tutoring program b. Tier 3 intervention c. Tier 2 intervention d. Tier 1 intervention e. Resource teacher

Q: _______________is central to MTSS because it helps identify students who are exhibiting academic or behavior problems early on. a. progress monitoring b. universal screening c. functional behavior analysis d. treatment integrity

Q: What type of referral should an observation ALWAYS take place? a. reading problem b. behavior problem c. math problem d. health problem

Q: What does NOT warrant moving from Tier 1 to a Tier 2 or 3 intervention? a. referral to the student study team b. failing the reading benchmark in the fall. c. remaining in the bottom 15% of his/her class after 2 consecutive benchmarks and receiving small group supplemental instruction. d. Failing to respond to a targeted intervention implemented with good integrity.

Q: What are the three tiers of an MTSS in a school? a. Universal, Targeted and Intensive b. Progress monitoring, Student Study Teams and Treatment Fidelity c. Primary Education, Secondary Education and Special Education d. Evidence-based interventions, Problem-solving, Curriculum-based measurement

Q: It is recommended that an MTSS consultant not spend time analyzing problems on an individual level for all students in a school, rather use a _____ rule of thumb for the percent of students served at each level. a. 70-20-10 b. 50-40-10 c. 80-15-5 d. 50-30-20

Q: What are the two types of Multi-Tiered Systems of Support in schools? a. Special Education, and IDEA (Individual's with Disability Act) b. SWPBS (school wide positive behavior support and RTI (response to intervention) c. SST (student support team) and PLC (Professional Learning Communities) d. Behavioral intervention plans (BIP) and Brief Experimental Analysis (BEA)

Q: Which is NOT a criteria that make a progress monitoring measure effective? a. Sufficient evidence of reliability and validity. b. Used by the school's RTI or PBIS support. c. Capacity to model growth. d. Feasibility.

Q: Progress monitoring is a. A process of obtaining on-going information regarding a student's responsiveness to an implemented intervention, and whether the student is on-track to meet his or her intervention goal. b. The extent to which the essential intervention components are delivered in a comprehensive and consistent manner by an interventionist trained to deliver the intervention. c. Is a method is to determine whether a student exhibits a skill or performance deficit. d. A collaborative consultation in which involves a teacher, parents, administration, and consultant planning an effective intervention for the student.

Q: The process of brainstorming are the following EXCEPT: a. Evaluate strategies as they are being generated. b. Consider redistributions of resources. c. Generate as many interventions as possible. d. Creativity and novelty are at a premium when generating a list of possible interventions.

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: What is a common misstep that consultants engage in during the problem identification stage? a. Seeking feedback from an experienced consultant. b. Admiring the problem. c. Giving the consultee little time to identify the problem. d. Discussing the conditions in which the student does better.

Q: Elements of a "good" goal include all of the following EXCEPT: a. measurable b. attainable c. meaningful d. intervention

Q: When several client concerns are identified by the consultee, it is recommended that the consultant: a. And consultee randomly choose a concern to target. b. Assist the consultee in identifying the concern that is most disruptive to the achievement of others in his or her class. c. Assist the consultee in prioritizing concerns; the top concern is selected to target first. d. Choose the concern that he or she believes is the most severe.

Q: Which of the following problem-solving steps is the most important in ensuring a successful consultation outcome? a. Problem identification b. Problem analysis c. Plan implementation d. Plan evaluation

Q: What is a SST?

Q: What are the four main activities of a school-based consultation?

Q: What are some strategies a consultant can use when working with a paraprofessional?

Q: Describe one of the functional consultation models. Summarize the main focus/difference of this model.

Q: What is the mental health paradigm and how does it differ from the behavioral paradigm?

Q: What are the underlying basic beliefs of a behavioral approach to consultation?

Q: What is a Model? What are some questions a consultant will ask him/herself before choosing a model?

Q: When a school has a pullout model, general education teachers learn more about working with students with special needs than when the school uses a push-in model.

Q: Currently, consultation within the mental health model adopts a more pyschodynamically orientated approach.

Q: According to Caplan, when a consultant works with a consultee, the consultant should understand that he/she is entering the world of the consultee.

Q: A critique that a consultant may face when collaborating with a teacher who is not trained in behaviorism would be that a child should be intrinsically motivated to follow rules, and should not be bribed.

Q: Name and define the five system-change phases used in the MTSS example.

Q: The current state of behaviorism only takes into consideration external and observable reasons that are driving a person's behavior.

Q: Name the 5 of the 9 leadership characteristics that Porras and Hoffer (1986) identified as promoting change. What is a leadership characteristic/style that many leaders in high-performing, high-poverty school have and why is it important?