Q&A Hero

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?

Q: The main goal of mental health consultation is a. Following the problem-solving process b. Increasing the client's capacities c. Increasing the capacity of the consultee d. Identifying evidence-based interventions.

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: What is the purpose of an IEP team? a. For all professionals to discuss a student's weaknesses compared to his/her peers. b. To discuss a child's progress throughout the year/ reporting period, and determine next goals and programs/ resources needed. c. To conduct interviews for a FBA on the student's behavior. d. To determine how building funds should be allocated.

Q: Describe the different methods a consultant may use to coach a consultee.

Q: Poor classroom management skills, failure to engage students and _________________ are the common reason for attrition with teachers. a. Many students with learning disabilities in a classroom b. Lack of support by the principal c. A belief of fixed intelligence d. Feeling of isolation

Q: Describe three core features of intensive technical assistance.

Q: What are the four lacks that a consultee might have concerning their client? a. Expertise, confidence, skill, objectivity. b. Classroom management, teacher relationships, confidence expertise. c. Knowledge, skill, confidence, objectivity. d. Knowledge, skill, teacher relationships, objectivity.

Q: What are some differences between elementary and high schools? How might these organizational or structural differences affect systems change?

Q: What are the 4 stages in the behavioral consultation interview, in order? a. Problem identification, problem analysis, plans implementation, plan evaluation. b. Plan evaluation, problem analysis, and plan implementation, problem identification. c. Problem identification, FBA, problem solving, plan evaluation. d. FBA, problem identification, plan evaluation, problem solving.

Q: Describe a system you are involved with and how it has changed over time. Compare these changes with the concept of episodic or continuous change.

Q: Discuss the concept of treatment fidelity in the consultation process.

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: Discuss how collaboration and consultation are alike and how they are different.

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: The consultant must have the content expertise to be effective.

Q: Mentoring is generally short-term and focused on accomplishing specific tasks.

Q: Well-validated treatments will naturally be found acceptable to consultees.

Q: Without ownership of the solutions, educators and other practitioners may lack the sense that they are personally needed to see that these solutions are carried out correctly or successfully.

Q: In a collaborative model, the role of "expert" may shift from one participant to another.

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: There is a preponderance of empirical support the effectiveness of school consultation.

Q: Any person with the skills and knowledge to serve in a staff development capacity should be encouraged to do so.

Q: Districts prevail in most due process cases.

Q: Systems involved in episodic change were identified to be more successful than those engaged in continuous change.

Q: NCLB a. Requires teachers to have a master's degree b. Discourages consultation because of its expense c. Is the reauthorization of the Elementary and Secondary Education Act. d. Has been credited with closing the gap in achievement among all students.

Q: Effective schools are too rigid or too open in their response to external pressures and engage in episodic change.

Q: Transition planning is a. Preparing youth with disabilities for adult life b. The right to participate in the least restrictive environment c. Assessing whether an student's disability caused him to break a school rule d. Preparing a general education teacher to serve a student with disabilities in her classroom.

Q: Edmonds (1979) identified highly effective schools with having 7 characteristics that include: clear and focused school mission, safe and orderly environment, high expectations of students and staff, opportunity to learn/time on task, instructional leadership, frequent progress monitoring, and positive home-school relations.

Q: The law that protects the rights of students with disabilities to attend public school is a. No Child Left Behind b. Individuals with Disabilities Education Act c. Common Core State Standards d. Response to Intervention

Q: Charisma is one of the most important qualities of being a good leader.

Q: MTSS stands for a. Multiple Treatments Standards System b. Math Tertiary System of Services c. Multiplication, Times, Subtraction and Substitution d. Multi-Tiered System of Services

Q: Many of the leaders of HP2 schools describe their leadership style as governed by a sense of moral responsibility that evokes in their staff and students a feeling that they are part of something important and bigger than themselves.

Q: Which one of the following is NOT an expectation about the nature of collaborative consultation: a. The consultant is a trained professional. b. Establishing a relationship based on mutual respect and trust is essential for successful consultation. c. The problem lies within the child. d. The referral concern should direct the problem-solving process.

Q: Like academic or behavioral interventions provided at a school, technical assistance can occur in multi-tiered system of service.

Q: The two factors affecting cognitive functioning of students with TBI are the extent of the injury and: A. The age at the time of injury B. The location of the injury C. Cause of the injury D. Size of the injury

Q: An overwhelming attack resulting in rapid heartbeat, dizziness, and/or other physical symptoms is: A. Obsessive-compulsive disorder B. Phobia C. Separation anxiety disorder D. Panic disorder

Q: Weakness, fatigue, and which of the following are common side effects of TBI? A. Sleeplessness B. Coordination problems C. Immobility D. Repetitive movements

Q: Excessive and intense fear associated with being away from home, family, and others whom the child has a close attachment is: A. General anxiety disorder B. Phobia C. Separation anxiety disorder D. Panic disorder

Q: The term for lost or reduced muscle strength is: A. Rigidity B. Ataxia C. Atrophy D. Spacticity

Q: Each of the following is a type of emotional or behavioral disorder except: A. Repressive disorder B. Mood disorder C. Oppositional defiant disorder D. Schizophrenia

Q: What percent of TBIs are classified as "mild?"A. 80-90%B. 10-20%C. 50-60%D. 30-40%

Q: What percent of students are classified as having emotional or behavioral disorders according to the U.S. Department of Education? A. About 6% B. Nearly 21% C. Fewer than 5% D. Over 35%

Q: Students with TBI often share similar characteristics with students who have: A. Autism B. Visual impairments C. Learning disabilities D. AD/HD

Q: Each of the following is a part of the definition of emotional disturbance except: A. An inability to learn that cannot be explained by intellectual, sensory, or health factors B. An inability in one or more of the basic psychological processes C. Inappropriate types of behavior or feelings D. A general pervasive mood of unhappiness or depression

Q: Which of the following is least likely to sustain a TBI? A. Children birth to age four. B. Children 4 to 8. C. Adolescents age 15-19. D. Senior citizens over the age of 65.

Q: Discuss the importance of collaboration when providing services for students with communication disorders in the context of facilitative language strategies.

Q: What percent of all students are classified as having a traumatic brain injury? A. About 2% B. About 5% C. More than 5% D. Approximately 0.4%

Q: How should a speech and language pathologist (SLP) assess bilingual or multilingual students?

Q: An injury that does not involve penetration or fracture of the bones of the skull but results from an external blow or from the brain being whipped back and forth rapidly is which of the following? A. An open head injury B. A closed head injury C. Encephalitis D. A congenital injury

Q: Summarize the causes of speech and language disorders.

Q: Inflammation of the brain is: A. Encephalitis B. Meningitis C. Epilepsy D. Congenital

Q: Describe the four types of articulation disorders and give an example of each.

Q: The definition of traumatic brain injury includes all of the following aspects except: A. TBI must be a acquired after a child is born B. TBI must be caused by an external force C. TBI applies to both closed and open head injuries D. TBI is acquired during the birth process

Q: Describe the social interaction theory and how it evolved.

Q: Why do the authors of your textbook emphasize driver's education for secondary students with physical or other health impairments? What other young adult issues do you think should also be included in secondary and transition education for these students and why?