Term
| Why still focus on assessment in school psych training programs? |
|
Definition
| still spend greatest proportion of time in assessment and still going to do it on most of your students |
|
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Term
| Difference between test and assessment |
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Definition
| Test is a tool. Assessment is a process of planning, collection, evaluation of information relating to concern |
|
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Term
| Medical model vs ecological model |
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Definition
Medical model problems result of within-child disorders/disabilities
Ecological model takes multiple factors into account, problems due to external factors |
|
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Term
| What document is incredibly important in providing guidelines for assessment (full and short name) |
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Definition
The Standards for Educational and Psychological Testing (long name)
the Standards (short name) |
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Term
| When is parent consent not needed (3 situations)? |
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Definition
(1) review of existing data
(2) screening to determine appropriate instructional strategies for curriculum implementation
(3) Under child abuse/neglect issues or due process |
|
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Term
| What does informed consent include? |
|
Definition
(1) Reason for assessment
(2) Tests/procedures used
(3) Purpose of results and who will have access to results
(4) Nature and purpose of assessment instruments |
|
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Term
| Under what condition do parents retain right to refuse consent? |
|
Definition
| child's special education placement |
|
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Term
| 5 ethical-legal concerns in psychoed assessment (and brief description/definition) |
|
Definition
(1) Multifaceted: variety of types of information from different sources
(2) Comprehensive: assessed in all areas related to disability
(3) Fair: choose most appropriate instruments
(4) Valid: valid for the use you are using it
(5) Useful: relevant information that aids in instructional planning |
|
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Term
| Successive-levels model of assessment |
|
Definition
| Primary emphasis on scores/information from most reliable and valid sources for interpretation/decision making. Less reliable and valid sources may also play role in generating hypothesis about profile of abilities, skills, and needs. Hypotheses confirmed or abandoned by collecting additional information that verifies or disconfirms hypothesis. |
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Term
| 3 methods to evaluate technical adequacy |
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Definition
(1) Invasion of privacy
(2) Assessment conditions
(3) Test security |
|
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Term
| 5 purposes report-writing serves |
|
Definition
(1) making special ed decisions
(2) identifying instructional needs
(3) History of psychological performance, student progress or deterioration
(4) Communication tool to professionals outside school
(5) Documentation for legal proceeding |
|
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Term
| Re: ethnic/racial differences: “there is always more ______-group variation than ______-group variation.” |
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Definition
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Term
| 3 general types of bias do you need to evaluate instruments for use w/ student |
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Definition
(1) Test bias
(2) Bias in clinical application
(3) Fairness in consequences |
|
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Term
| 3 ethical-legal concerns re: personality tests |
|
Definition
(1) unwarranted invasion of privacy
(2) may not be valid for use in schools
(3) SPs may not be adequately trained in them |
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Term
| Why is it important to use only those instruments in which you are competent? |
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Definition
| Administration errors, validity of your results, validity of interpretations, mis-classify student, psychological harm |
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Term
| Minimally, when is parent consent required? |
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Definition
| Prior to provision of psychological treatment |
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Term
|
Definition
| for psychological interventions written in the IEP |
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Term
| In the case of teacher consultation, when is parent consent required for behavior change interventions? |
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Definition
| if consultation is specific child rather than classroom and child may be treated differently from others as a result of consultation with teacher |
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Term
| Under what conditions is parent consent not required when a student self-refers for counseling with the school psychologist? What does the text recommend with regard to counseling minors? |
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Definition
| Allow students one or two precounseling screening sessions without parental permission to ensure that child is not in danger and discuss need for parental consent for further counseling sessions |
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Term
| What 5 things should SPs need to do when working with students of a different background or culture than their own? |
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Definition
(1) Be aware of how own culture shapes values and beliefs and assumptions and biases of those who are different
(2) learn about student/client’s background, values, beliefs, and worldview and how those cultural experiential factors may influence development and behavior
(3) understanding and respect for cultural and experiential differences
(4) Seek knowledge of best practices in selecting, designing, implementing treatment plans
(5) assist students and parents to better understand culture of the school and community |
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Term
| Are SPs and their practices considered synonymous with private or non-school based psychologists/SPs? |
|
Definition
| viewed differently in law |
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Term
| What legal case dictated a federal responsibility of SPs to notify a potential target of harm from a client? |
|
Definition
| Tarasoff vs. Regents of California |
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Term
| Define “targeted violence”. How does it different from general violence potential? |
|
Definition
potential perpetrator and target(s) are identifiable prior to violent attack
(1) Result of interaction among student, situation, target, and setting
(2) distinction between one who makes threats vs. one who poses threat
(3) product of understandable pattern of thinking/behavior |
|
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Term
| According to Reddy et al. (2001) what 6 key questions do SPs or school personnel ask when assessing threat potential? |
|
Definition
(1) ideas/plans for targeted violence?
(2) interest in violence or weapons?
(3) engaged in attack behavior?
(4) cognitively/physically capable of carrying out plan of violence?
(5) recent loss of status that led to feelings of desperation/despair?
(6) factors in life might increase or decrease potential for violence? |
|
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Term
| Whose parents should be notified if a student is deemed to have risk of committing targeted violence? |
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Definition
| targeted person's parents and potentially violent person's parents |
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Term
| “Suicide is one of the ____ [insert number] leading causes of death among adolescents.” |
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Definition
|
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Term
| What critical questions do most methods of lethality assessment include? |
|
Definition
(1) preoccupation with death?
(2) suicide plan?
(3) previous suicide attempts?
(4) involved with drugs?
(5) precipitating event?
(6) why do they want to die? |
|
|
Term
| What steps should parents be advised to take when their student is at risk for suicide? |
|
Definition
| increased supervision and removal of weapons and other means of self-harm and refer to mental health professional |
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Term
| What is the role of the SP when dealing with students who they know are using illicit substances? |
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Definition
| notify parents and may need to notify other school authorities to ensure safety of others; school based substance abuse programs, educational programs for staff and parents, prevention and intervention programs for students, and developing liaisons with community resources. |
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Term
| In which states are school professionals required to report suspected child abuse? |
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Definition
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Term
| Which is deemed of greater importance – family’s right to confidentiality or responsibility to report abuse? What legal protections exist for SPs when reporting suspected cases of abuse? |
|
Definition
cannot be sued for damages that might arise from making report of suspected abuse as long as report made in good faith and procedures for filing a report under state law are followed.
Duty to protect children by reporting suspected child abuse outweighs any right to confidentiality of psychologist-client relationship. |
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Term
| Is parent notification or consent needed for a minor student to visit a family planning clinic to discuss pregnancy or birth control? |
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Definition
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Term
| What laws (if any) require school personnel to notify parents of a pregnancy? |
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Definition
| No law requiring school personnel to notify parents of pregnancy, but student should be encouraged to disclose pregnancy to a parent. In some circumstances may be necessary for school to inform parent about pregnancy to ensure student’s health and well being. |
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Term
| What should SPs do if they have concerns re: student’s health due to student sexual activity? |
|
Definition
referred to a public health clinic or area physician known to provide teens with sensitive care. Encourage student to discontinue sexual activity
knowingly transmitting an STD can result in legal action. SP may have duty to protect sexual partners from risk of HIV, and advised to seek guidance from state public agency regarding how to handle the situation. |
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Term
| What consequences (if any) apply to students if they continue sexual activity when knowing that they have STD (including HIV). |
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Definition
| Can result in legal action against him/her under most state laws. |
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Term
| What does your text suggest are the keys to dealing with most of the sticky situations that can be encountered when counseling with students? |
|
Definition
(1) Candid discussion of confidentiality and limits at onset of offering services
(2) Good working relationship with student
(3) Knowledge of state laws and regulations as well as school policies
(4) Familiarity with resources in community and how to access them
(5) Dealing openly and honestly with the student about your concerns and possible courses of action |
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Term
| Define behavioral intervention. |
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Definition
| The planned and systematic use of learning principles, particularly operant techniques and modeling theory, to change the behavior of individual students either by working with student directly or in collaboration with teacher or parent who serves as primary change agent |
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Term
| Name and define the two types of behavior assessment methodologies. |
|
Definition
1) Functional Assessment: based on naturalistic observations and involves direct observation and use of informants
(2) Functional Analysis: involves controlled observation, the factors that are believed to maintain behavior are experimentally manipulated |
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Term
| Define the 4 levels of acceptability of behavior-change principles. |
|
Definition
(1) Level I- First choice based on differential reinforcement (i.e. reinforcing appropriate behaviors incompatible with problem behaviors)
(2) Level II-Second choice based on extinction (withdrawing of reinforcement for undesired behavior)
(3) Level III-Third choice include removal of desirable stimuli (time-out procedures)
(4) Level IV-Least acceptable those that involve presentation of aversive stimuli |
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Term
| What are the minimal legal standards that must be adhered to in the use of behavioral interventions? |
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Definition
| Behavioral methods cannot deprive students of their basic rights to food, water, shelter, adequate heat and ventilation, sleep, and exercise periods; cannot violate constitutional rights of child involved |
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Term
| What is the distinction between legally appropriate and inappropriate behavioral reinforcers? |
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Definition
| Must be least drastic procedure that minimize risk of adverse side effects that are likely to be effective; IEP team consider positive behavioral interventions to address problem behaviors of children with disabilities. |
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Term
| Name and define the 3 types of time-out. |
|
Definition
(1) Nonexclusion: removing the child from reinforcing situation but still allowing child to observe ongoing activity
(2) Exclusion: removing child from reinforcing situation but not from the room
(3) Isolation: removal of child from the reinforcing situation and placing him/her in different area or room |
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Term
| Describe the general parameters for the use of timeout. |
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Definition
School personnel must monitor a secluded student to ensure his/her well being.
The room must have adequate ventilation.
The time-out room must not present a fire or safety hazard.
Students must be permitted to leave time-out for appropriate reasons.
The door to the time-out room must remain unlocked. |
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Term
| Are schools legally/ethically allowed to require psychotropic medications used to enhance academic performance? Are they allowed to recommend them? Are SPs allowed to recommend them? |
|
Definition
No, the law prohibits school personnel from requiring parents to obtain prescription for controlled substance as a condition for attending school. Decisions to prescribe must be made by physician and parents must be free to choose or refuse the use of such medication without pressure from the school.
SPs or school personnel are not allowed to recommend them. |
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Term
| According to your text, “_______ _________ may be needed to translate improved productivity into enhanced academic achievement.” |
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Definition
| Individualized instruction |
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Term
| How does your text define “consultation”? |
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Definition
| voluntary, nonsupervisory relationship between the consultant (school psychologist) and consultee (teacher or other school professional) established to remediate learning or behavioral problems of the student/client and/or to improve the professional skills of the consultee |
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Term
| What rights/responsibilities does a consultee have? |
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Definition
| autonomy, accept or reject recommendations, are the expert, responsible for decisions |
|
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Term
| What rights/responsibilities does a consultant have? |
|
Definition
| safeguard autonomy of client and consultee, self-determination, respect boundaries of confidentiality, consider client primary responsibility for decisions |
|
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Term
| What 4 topics should the discussion regarding consultative services include? |
|
Definition
(1) role definition
(2) goal setting
(3) responsibilities of consultant/consultee
(4) parameters of confidentiality |
|
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Term
| What 5 elements are recommended in the consultation contract? |
|
Definition
(1) goals and selection of goals
(2) time frame
(3) consultant responsibilities
(4) consultee responsibilities
(5) confidentiality rules |
|
|
Term
| Who is the primary client or person of focus in the consultative role? |
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Definition
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Term
| What are 4 initial considerations when consulting with teachers? |
|
Definition
(1) Sensitive to ethical issues of manipulation and control of consultee in providing services to teachers.
(2) Sufficiently understand the values of the community, institution, consultee, and clients with whom we work so that we will not impose our values on them.
(3) Work with teachers in a relationship based on mutual respect.
(4) Avoid stepping into the role of counselor/therapist to the consultee. |
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|
Term
| Describe the parameters of confidentiality when consulting w/ teachers. |
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Definition
| Teacher should understand what and how information will be used, by whom, and for what purposes. |
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Term
| When is breach of confidentiality appropriate? |
|
Definition
| When consultee chronically and stubbornly persists in unethical activities. Only appropriate when the consultee’s actions are harmful or potentially harmful to student/client. The consultee’s approach toward client must be detrimental to the child rather than a less than optimal approach. |
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Term
| Who are the clients/recipients of SP services? What problem does this pose? How can this be resolved? |
|
Definition
The student. Because consultation is an indirect service, impact of services raises practical difficulties for consultants.
Involving student as much as possible in selection of goals and change strategies and selecting goals to promote student self-management. Must also consider ethical adequacy of particular intervention approaches. |
|
|
Term
| What is the 4 stage model of teacher consultation? |
|
Definition
(1) entry phase (building rapport)
(2) exploration of problem
(3) propose possible solutions/interventions
(4) evaluate process |
|
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Term
| What are the 10 competencies needed for effective teacher consultation? |
|
Definition
(1) Knowledge of models of consultation
(2) Organizational theory
(3) Change strategies
(4) Skills in communication
(5) Skills in relationship building
(6) Skills in contracting
(7) Skills in mediating
(8) Skills in group leadership
(9) Judgmental competencies with regard to problem identification and solution
(10) Knowledgebale of the organization, philosophy, goals, methodology of their school |
|
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Term
| What 6 benefits are linked to effective family-school partnerships? |
|
Definition
(1) Improved student achievement
(2) Higher academic aspirations
(3) Higher rates of academic engagement
(4) Higher rates of attendence
(5) Reduction of suspensions
(6) Reduction of early school withdrawals |
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Term
| Contrast the roles of parents in schools from prior to the 1970s to now. |
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Definition
| Prior to 1970s parents expected to be passive recipients of decisions made by professionals, often considered source of their child’s problems and treated poorly. Today parents viewed as collaborative partners in parent-professional relationships. |
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|
Term
| How are social interactions with clients beneficial or harmful? |
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Definition
| may improve parent-school relations; can also blur professional boundaries and impair objectivity/effectiveness |
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Term
| According to Webb (2001), what are four themes related to strains and obstacles in culturally sensitive practice? |
|
Definition
(1) The practioner’s lack of understanding about the multidimensional reality and stresses of the client’s situation in the context of the client’s specific cultural and family environment
(2) Difficulties in engaging, communicating, and agreeing about the problem
(3) Different ideas about seeking help and dealing with the problem situation
(4) Different values and worldviews of the practitioner and the client |
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|
Term
| Name at least 10 cross-cultural competencies described in Lopez & Rogers (2001) – (posted on Bb) |
|
Definition
(1) Being aware of roles parents play in the child’s country of origin
(2) Understanding of differences in child rearing practices due to cultural differences
(3) Respecting values that clash with dominant culture
(4) Being aware of the value placed in education by the parents of the client
(5) Knowledge of language development
(6) Ability to work with interpreters
(7) Knowledge of bilingual education curriculum
(8) Skills in using intervention techniques with culturally and linguistically
diverse clients
(9) Professional competencies
(10) Cross-cultural counseling competencies |
|
|
Term
| What are some examples of SP role in school-level consultation? |
|
Definition
| Facilitating change in classrooms, grades, buildings, or at the district level |
|
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Term
| Define systems-level consultation. |
|
Definition
| Cooperative problem solving between school psychologist (consultant) and consultee(s) (e.g. principal, teachers, district-level administrators) with a goal of improving school policies, practices, and/or programs so as to better serve the mental health and educational needs of students. |
|
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Term
| According to Curtis & Stollar (2002), what are the 4 competencies SPs need to be effective at school consultation? |
|
Definition
(1) Expertise in understanding human behavior from a social systems perspective
(2) Need well-developed skills in collaborative planning
(3) Need well-developed skills in problem-solving procedures
(4) Knowledge of principles for organizational change |
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Term
| How can SPs use school consultation to improve schoolwide test performance on high-stakes measures? |
|
Definition
| By assisting districts in evaluating the consistency among their goals, curriculum, and the test demands; promoting quality evidence-based instructional practices; and providing consultation to improve student test-taking skills; also can identify reasonable test accommodations for students with disabilities |
|
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Term
| What 3 components must be met to ensure legal viability of minimum competency tests? |
|
Definition
(1) Whether adequate notice exists; phase-in period before the test is used to determine award of diploma
(2) Whether the school can document acceptable instructional validity (whether the students are taught what is outlined in the curriculum)
(3) Whether the test has adequate curricular validity (whether the curriculum of the school matches what is measured by the test) |
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Term
| What is the appropriate course of action in using data from developmental screening tests? What would be an inappropriate use of that data? |
|
Definition
Children classified as having potential school problems on basis of screening test results are referred for a more comprehensive evaluation to reject or confirm suspected problem and plan for appropriate intervention, if indicated.
Screening tests alone do not have technical adequacy for educational decision-making about students and should only be used for identifying children in need of further evaluation or for decisions that are tentative and easily reversed. |
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|
Term
| What does the research suggest are negative outcomes of pupil grade retention? Why is this important for SPs to know? |
|
Definition
Research suggests grade retention actually may be detrimental, especially in the areas of student self-concept and personal and social adjustment.
Method for assignment to particular grade must be reasonably related to the purpose of providing appropriate instruction and furthering education.
SPs play important role in promoting early identification and intervention for students with school difficulties and in ensuring that retention is not used inappropriately. |
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|
Term
| What landmark court case secured equal education for minorities and paved the way for arguments against the disproportionate assignments of minorities to lower ability educational tracks? |
|
Definition
| Brown vs. Board of Education |
|
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Term
| In what way are student-grouping practices permissible and in what way are they not? |
|
Definition
Permissible if school district can demonstrate that their grouping practices will remedy results of past segregation by providing better educational opportunities for children.
Not permissible if not able to show that the grouping resulted in better educational opportunities.
Research suggests that assignment to self-contained classes based on ability level does not improve school achievement and may result in lowered self-esteem and educational aspirations for students placed in the lower tracks. |
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Term
| In determining the constitutionality of school rules, what do the courts support? |
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Definition
| Courts have held that school rules and regulations must be a reasonable exercise of the power and discretion of the schools authorities, related to the purpose of maintaining order and discipline and enforced in a nondiscriminatory manner. Courts held that school rules should be clearly stated, and the consequences for conduct code violations should be reasonably explicit. |
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Term
| What 3 methods of school discipline have been most frequently scrutinized by the courts? |
|
Definition
(1) Corporal punishment
(2) Suspension
(3) Expulsion |
|
|
Term
| Define corporal punishment. |
|
Definition
| The infliction of pain on the body by the teacher or other school official as a penalty for conduct disapproved of by the punisher (i.e. spanking, beating, whipping, gagging, punching, shoving, knuckle rapping, arm twisting, shaking, and ear and hair pulling) |
|
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Term
| What does the 2009 FASP legislative platform say about corporal punishment in schools? How does your text suggest SPs can play a role in this? |
|
Definition
School psychologists should promote alternatives to corporal punishment.
Work to abolish by sensitizing teachers to negative consequences of corporal punishment, promote alternatives to its use through in-service and consultation and by advocating for state legislation and school board policies banning the use of corporal punishment for school disciplinary purposes.
May sensitize school staff to potential legal sanctions for the use of corporal punishment. |
|
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Term
| What are the specific grounds for disciplinary suspensions and expulsions in the U.S.? |
|
Definition
| Allow suspension or expulsion of students guilty of persistent noncompliance with school rules and directives, weapon and drug related offenses, repeated use of obscene language, stealing or vandalizing property on school grounds, and using violence or encouraging the use of violence. |
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Term
| What consequence is mandated by NCLB 2001 for a student who brings a firearm to school? |
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Definition
| Requires that each state have in effect law requiring schools to expel for a period of not less than 1 year a student who brings a firearm to school. Requires that incidents of students bringing firearms or weapons to school should be reported to the juvenile or criminal system. |
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Term
| What does your text say you must be careful of and must do when implementing the immediate removal of a student as a disciplinary action? |
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Definition
| Important to remember that suspension may trigger suicide attempts or violence against others. Parents should be notified if it is necessary to remove child from school, and students who are removed during the day should not be sent home to an empty house. |
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Term
| What is a manifest determination review and when is it needed? |
|
Definition
| When disciplinary action is contemplated as a result of weapons, drugs, or potential injury to self or others, of if a disciplinary action involving a change of placement is contemplated for a child with a disability who engaged in behavior that violated any school rule or code; manifest determination conducted to determine if conduct in question was caused by or had a direct and substantial relationship to the child’s disability or if the conduct in question was direct result of the district’s failure to implement IEP |
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Term
| 18. Under what 3 circumstances may school officials order alternative placement of a child with a disability, even if the behavior was deemed to be a manifestation of the child’s disability? What is the maximum number of days this child can be removed? |
|
Definition
Not more than 45 days
(1) if child carried a weapon to school or to school function
(2) inflicted serious bodily injury on another person while at school, on school premises, or at school function
(3) knowingly possessed or used illegal drugs or sold or solicited the sale of a controlled substance while at school or a school function
Can be made without regard to whether behavior determined to be manifestation of child’s disability |
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Term
| What protections exist for those students who may be eligible but not yet evaluated for placement in ESE? What 3 conditions constitute the school’s “knowledge” of a suspected disability? |
|
Definition
IDEA asserts protection if school knew child had a disability before behavior leading to disciplinary action occurred.
School has knowledge if:
(1) parents had expressed concern in writing that child is in need of special education
(2) the parents requested an evaluation of the child
(3) the teacher or other school personnel expressed concern about child to the special education director or by making a referral |
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Term
| What are 4 key concerns with regard to identifying students at risk for committing targeted violence? |
|
Definition
(1) Inappropriate labeling
(2) Stigmatization
(3) Invasion of student and family privacy without informed consent
(4) Misuse of results |
|
|
Term
| What is an appropriate use for “early warning sign” checklists of school violence? What is an inappropriate use for the same? |
|
Definition
When they are used as the basis for placement of students in an alternative education program or expulsion
When students come to attention because of warning signs should work with parents to ensure their child is seen for an evaluation by qualified professional. Intervention should be planned by professional in collaboration with the parents and the student. Removal of students from their regular education environment or denying school access on basis of checklist would likely be viewed as impermissible by court of law. |
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Term
|
Definition
| Oral, written, graphic, or physical conduct relating to an individual’s race, color, national origin, sex, or disability that is sufficiently severe, pervasive, or persistent so as to interfere with or limit the ability of an individual to participate in or benefit from the district’s programs or activities. |
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Term
| What is the SP’s role in a systems-level consultation model with regard to harassment? |
|
Definition
| Help ensure that all youth can attend school, learn, and develop their personal identity in an environment free from discrimination, harassment, violence, and abuse. At system-level can help to develop and implement school policies, procedures, and programs to protect students from harassment and discrimination. Through advocacy and education of staff and students can work to foster school climate that promotes understanding and acceptance and respect for and valuing of individual differences. |
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Term
| Is bilingual instruction mandated for each LEP child? If so, what does this look like? If not, how are these students afforded an appropriate education? |
|
Definition
| No, just ensure that children with LEP have access to meaningful education. No federal mandate requires bilingual education for LEP children. State provide funds to help children develop proficiency in English while meeting state academic content and achievement standards. Each state given flexibility to implement research-based language instructional programs it believes to be most effective for teaching English with goal of preparing students to enter all-English instruction settings. Requires schools to demonstrate increased English proficiency of LEP children each year. |
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Term
| What federal legislation requires specialized instruction for gifted and talented students? What else is done to afford these students an appropriate education? |
|
Definition
Jacob K. Javits Gifted and Talented Students Education Act
Identification and provision of services to gifted and talented students who may not be identified and served through traditional assessment methods is a funding priority (students with LEP and those from economically disadvantaged backgrounds). |
|
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Term
| What 2-step inquiry model was posed by the Supreme Court in determining whether a student with a communicable disease is entitled to public school education? |
|
Definition
(1) Evaluate whether student poses significant risk of transmission of the disease to others in the school setting (must be based on medical judgment, include nature, duration, and severity of risk and probabilities that disease will be transmitter and cause varying degrees of harm)
(2) Otherwise qualified in light of medical findings, whether school can reasonably accommodate individual |
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Term
| Is HIV/AIDS a protected communicable disease under Section 504? Under IDEIA? Under what conditions? |
|
Definition
Yes under Section 504.
Not under IDEA, unless adversely affects educational performance. |
|
|
Term
| How is information regarding the status of a student’s communicable disease treated? |
|
Definition
| Protected information and knowledge that student is infected should be confined to those persons with direct need to know. |
|
|
Term
| What is the SP’s role with regard to students with AIDS/HIV and other communicable diseases? |
|
Definition
| Work closely with school and community health professionals in promoting AIDS education and health education in schools. May develop expertise on psychological aspects of serious childhood disease such as HIV and provide consultation to teachers as well as supportive counseling to enhance psychological well being of infected children and their families. |
|
|
Term
| 7 Early Social Reform movements that led to change of adolescents |
|
Definition
(1) compulsory schooling
(2) emergence of juvenile courts
(3) child labor laws
(4) focus on mental health
(5) vocational guidance
(6) increased number of institutions serving children
(7) child focused programs and legislation |
|
|
Term
| What was the name of the judicial summary that impacted the development of APA’s Ethical Principles in the Conduct of Research with Human Participants and federal policies? From what ethical dilemma did this judicial summary emanate? |
|
Definition
| Nuremberg Code made at war trials of Nazi physicians who conducted medical experiments on war prisoners and were indicted for crimes against humanity. |
|
|
Term
| 10 Principles of the Nuremburg Code |
|
Definition
(1) Participants must be given opportunity for voluntary consent and quality of consent up to researcher
(2) Research must be deemed good for society
(3) Research informed by prior knowledge or deemed necessary if there is none
(4) Researcher must avoid unnecessary mental/physical harm
(5) Must not have reason to believe it will cause harm unless researcher serves as a participant
(6) Degree of risk never exceed benefit to society
(7) Must have proper facilities and procedures
(8) Must be qualified
(9) Participant has right to end participation at any time
(10) Researcher must terminate if degree of risk gets too high |
|
|
Term
| Protection of People Rights Act- necessary to notify parent if child being asked any of the following: |
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Definition
(1) Political beliefs
(2) Religious beliefs
(3) Mental/Psychological problems
(4) Sensitive information about family members
(5) Illegal or anti-social behavior
(6) sexual behavior
(7) anything about legally recognized relationships
(8) anything about income except FRL |
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Term
| What 2 charges were given to the Ntn’l Commission for the Protection of Human Subjects of Biomedical and Behavioral Science Research? |
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Definition
(1) Identify the basic ethical principles that should underlie the conduct of research involving human subjects
(2) Develop guidelines to assure that research involving human participants is conducted in accordance with those principles |
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Term
| What 3 broad ethical principles with regard to human subjects were established in The Belmont Report? |
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Definition
(1) Respect for persons: the obligation to respect the autonomy of individuals and protect individuals with diminished autonomy
(2) Beneficence: obligation to do no harm, to maximize possible benefits and minimize possible harm
(3) Justice: obligation to ensure that all persons share equally in the burdens and benefits of research |
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Term
| What type of institutions are legally required to comply with federal policy established by the National Research Act? |
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Definition
| Institutions receiving federal research support; everyone regardless if participating on behalf of school |
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Term
| According to Koocher & Kieth-Spiegel (1998), what negative consequences are likely to result from poorly designed research and what longer-term effect can this have? |
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Definition
| Result in invalid and misleading findings; misleading findings can result in introduction or continuation of ineffective practices and potential disservice to children, teachers, parents, and others; also unfair to research participants who volunteer in hopes of contributing to the knowledge base of psychology and education |
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Term
| What are the 5 major types of potential risks to human subjects? |
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Definition
(1) Physical
(2) Psychological
(3) Social
(4) Legal
(5) Economic |
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Term
| Do public schools share a consistent set of policies and procedures regarding conducting research? |
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Definition
It varies. Some districts have research review boards. SPs advised to consult with principals, teachers, and others about acceptability of proposed studies and obtain formal district approval of proposed research through appropriate administrative channels.
Peer review of research to ensure multiple perspectives (schools and districts) |
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Term
| What are the 3 key elements of informed consent to participate in research? |
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Definition
(1) It must be knowing
(2) Competent
(3) Voluntary |
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Term
| Define informed consent. Can it be verbal? If so, how should the form be amended? |
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Definition
Written agreement between researcher and research participant that outlines obligations and responsibilities of each party. Informs the participant of all aspects of the research that may be expected to influence willingness to participate and answers all questions about nature of research project.
Yes, but should be witnessed by a third party. Must be presented in understandable language to participant or guardian and researcher may not include language that implies a release from ethical/legal responsibility to the subjects of the study. |
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Term
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Definition
| The child’s affirmative agreement to participate in research. Child agrees to participate without necessarily comprehending the full significance of the research necessary to give informed consent. |
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Term
| Complete this sentence: “The SRCD [Society for Research in Child Development] suggests that the informed consent of ________________ ____________________________________________________ also be obtained.” |
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Definition
| any person whose interaction with the child is the subject of the study |
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Term
| In general, under what circumstances is informed consent not legally necessary when conducting research in schools? |
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Definition
Minimal risk where information recorded and reported in a way that individuals cannot be identified and little likelihood of invasion of privacy, exposure to stress or psychological harm, or physical harm as a result of participation in the study.
Research conducted in established or commonly accepted educational settings involving normal educational practices and research involving the use of educational tests if information taken from these sources is recorded in such a manner that subjects cannot be identified.
when you are not altering standard educational practices |
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Term
| Name the 8 components of an informed consent agreement. |
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Definition
(1) Description of the nature and purpose of the research and procedures and expected duration of participation
(2) Description of any reasonably foreseeable risks or discomforts
(3) Description of any potential benefits to participant that can reasonable be expected
(4) Description of available alternative treatments that might be advantageous
(5) Instruction concerning who may be contacted to answer questions about the research
(6) Statement that participation is voluntary and that participant may discontinue study at any time without penalty
(7) Description of any compensation and medical treatment available if injury occurs as a result of participation
(6) Description of extent to which confidentiality of information will be maintained |
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Term
| Under what research conditions is psychological discomfort likely to result for participants? |
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Definition
| Failure experiences; temptations to lie, cheat or steal; if the investigator asks the participant to reveal personal information that is embarrassing, or perform disturbing tasks such as rating parents |
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Term
| How do concealment and deception in research differ? |
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Definition
Concealment occurs when investigator gathers information about individuals without their knowledge or consent. Subject may not know he/she has participated in research study. Often involve covert or hidden or unobtrusive observation.
Deception is more controversial and refers to studies in which participants are misinformed about the purpose of the study or the meaning of their behavior. Carefully evaluate whether the use of deception is justified by the value of the study and consider alternative procedures. |
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Term
| What is the SP required to do when planning research investigations of the effectiveness of new treatments or interventions? |
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Definition
| Obligated to select an alternative treatment known to be beneficial (a contrast group), rather than using a no-treatment control group. If new or experimental treatment found effective, contrast or control group participants should be given access to the new treatment. |
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Term
| When assessing potential risks and discomforts to human subjects, with whom specifically do your authors suggest that you talk? |
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Definition
| Seek advice of others and consider whether potential benefits of study outweigh the risks (risk-benefit analysis) |
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Term
| Define scientific misconduct and the potential legal ramifications of such. |
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Definition
Refers to reporting research findings in a biased or misleading way, fabricating or falsifying data, plagiarism, or taking credit for work that is not your own.
Can potentially result in harm to others and legal ramifications. |
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Term
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Definition
| When words, ideas, contributions of others are appropriated in writing or speech without proper citation or acknowledgment. |
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