Q&A Hero

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: A risk-benefits analysis a. Considers the outcomes of the choices you have already made. b. Weighs the potential harm for the student against the cost savings for the school c. Enumerates the consequences of each decision. d. Considers various outcomes and their likelihood of occurring.

Q: The Council on Exceptional Children (CEC) code of ethics requires members to do all of the following except: a. Maintain challenging expectations to individuals with exceptionalities to develop the highest possible learning outcomes b. Promote meaningful and inclusive participation of individuals with exceptionalities in their schools and communities. c. Develop relationships with families based on the consultant as the expert. d. Protect and support the physical and psychological safety of individuals with exceptionalities.

Q: The Family Educational Rights and Privacy Act (FERPA) and the Health Insurance Portability and Accountability Act (HIPPA) involves all of the following except: a. FERPA stipulates that the school cannot release records on a student without parental permission in any circumstance. b. HIPPA protects patients' privacy by prohibiting the sharing of medical information in away that could be overheard by others. c. Consultants who provide mental health services may need to ensure that their procedures are HIPPA-compliant. d. School-based consultants should be sure that they are sharing information only with people who need to know.

Q: Which of the following is not an ethical code according the Council on Exceptional Children's Code of Ethics: a. Maintain average expectations for individuals with exceptionalities. b. Protect and support the physical and psychological safety of individuals with exceptionalities. c. Use evidence, instructional data, research, and professional knowledge to inform practice. d. Neither engage in nor tolerate any practice that harms individuals with exceptionalities.

Q: Describe how assertiveness can facilitate or inhibit consultation.

Q: Describe four of the eight methods for dealing with and overcoming resistance in consultation.

Q: Explain when resistance occurs, and describe four of its possible causes.

Q: Compare and contrast expert and referent power.

Q: What purposes do questions serve, and what are some types of questions that a consultant may pose?

Q: Describe 5 of the 10 suggestions for being goal-oriented.

Q: Describe the 4 types of resistance.

Q: Describe four of the six barriers to effective communication.

Q: Describe the 5 forms of power initially introduced by Raven.

Q: Describe the 6 skills needed for effective communication.

Q: Cultural competence requires ongoing learning and reflection.

Q: Formal interviews are more common than informal interviews.

Q: Resistance can be BOTH healthy and unhealthy.

Q: An example of referent power is when the consultant knows more about interventions related to the referral question than the consultee.

Q: Some of the essential components to an assertive message include an objective behavior description and a statement of purpose.

Q: Informational power derives from valuing scientific findings or the experiences of people who know about the topic.

Q: Communication skills are more likely to be successful if they are delivered in the context of a positive and professional interpersonal relationship.

Q: The form of social power, known as referent, refers to the ability to bestow benefits, valued praise, or awards on another person.

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