Term
| Over ____ of children in SPED are classified as ___ |
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Definition
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Term
| Over ____ referrals are for reading disabilities. |
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Definition
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Term
| Meta-analyses show SPED is very effective for "high incidence" disabilities like LD. True or false? |
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Definition
| FALSE. (this is not the same for low-incidence like blind or deaf) |
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Term
| School classification decisions within a state vary greatly even though technically under the same laws. |
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Definition
Id rates vary widely depending on the school's level of achievement --> How theyre doing relative to other kids in the class.
- Many children with LD don't meet eligibility criteria but are still having significant problems (variability in classifcations)
Lots of kids classifed as LD actually met criteria for MR/ID - false positives and negatives. |
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Term
| Purposes of Classification |
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Definition
1) Advocay - get services for them, be able to voice together
2) Get services
3) Research - helpful to have groups formed
- note that you get large differences b/t research that uses school identified vs research identified samples. Be careful when interpreting research (esp meta-analyses) |
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Term
| Between SLD and ADHD you have ___ of school population. |
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Definition
| 10%. (~5% for each group) |
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Term
| Many kids with ADHD have a ___ instead of an IEP |
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Definition
| 504 - gives supports to the kids but not the same as an IEP |
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Term
| Geographical differences in LD and MR rates |
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Definition
Southeastern states have higher prevalence rates of MR than other states.
NE states have higher rates of LD relative to SE. |
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Term
| Premise of the paradigm shift in psychoed assmt to RTI model |
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Definition
| We don't know how many kids are ABT (ain't been taught!!) or LD. Hence RTI to find out. |
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Term
| Larry P v. Riles case (1971-1979) |
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Definition
made it illegal to use IQ testing to classify an African American as MR (said tests were biased). Came from concerns about overrepresentation of AA in MR.
- A mean IQ difference existed (exists?) between AA and Caucasians, therefore you will identify more AA as MR - basis of the ruling out of using IQ tests |
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Term
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Definition
| made opposite decision of Larry P case. Said there was no IQ test bias or overrepresentation of AA in MR |
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Term
| Marshall v. Georgia and S-1 v. Florida |
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Definition
Same issue of overrep of AA in MR - decisions came down on side of no overrepresentation or bias in IQ tests.
- Marshall case noted other programs with racial overrep such as Headstart and Title 1 programs - nobody's complaining about those. |
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Term
| Referral process is TEACHER DRIVEN - how might this be bad? |
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Definition
| Could be influencing false positive/negative rates. Obviously teachers refer the kids that stick out to them the most (i.e. might be referring most problematic or difficult to control kids, but not the quiet kid who has SERIOUS learning issues) |
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Term
| Aptitude X Treatment Interactions |
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Definition
Cronbach proposed.
Studies processing strengths and weaknesses. Advocated auditory based tx for auditory learners etc.
BUT we see a main effect for tx like phonics-based reading interventions and NOT an ATI |
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Term
| Between _____ of kids improve when you give them interventions. |
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Definition
85-100%
This is the basis for RTI. Uses universal screening which helps reduce referral biases of teachers. |
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Term
Between 1976-1996, number of SLD students increased ____.
In the same time period, the prevalence of students classified as MR decreased by ____ |
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Definition
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Term
| SLD according to IDEIA (2004) |
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Definition
Specific learning disability means a disorder in one or more of the basic
psychological processes involved in understanding or using language,
spoken or written, that may manifest itself in the imperfect ability to
listen, think, speak, read, write, spell, or do mathematical calculations,
including conditions such as perceptual disabilities, brain injury, minimal
brain dysfunction, dyslexia, and developmental aphasia.
Disorders not included. Specific learning disability does not include learning
problems that are the primary result of visual, hearing, or motor disabilities,
of mental retardation, or emotional disturbance, or of environmental,
cultural, or economic disadvantage. |
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Term
| New criteria in IDEIA (2004) for SLD |
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Definition
must not require the use of severe discrepancy b/t intellectual ability and achievement for determining whether a child has an SLD
Must permit use of process based on child's response to scientific, research-based intervention
May permit the use of alt research-based procedures for determining whether a child has an SLD |
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Term
| Analysis of current classification practices |
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Definition
Schools often classify SLD based on absolute level of low achievement
Overwhelming majority of students classified as SLD
Small minority of students classified as MMR
Many classified as SLD do not meet eligibility criteria
Some unknown proportion of students avoid detection (false negatives)
Referral historically has been a teacher-driven process |
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Term
| Referral (Relativity) in terms of competing paradigms |
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Definition
Based on teacher tolerance of individual differences in learning & perception of "teachability" of students
Based on student performance relative to classmates.
False negatives exist (not referred-not placed)
Ethnic minorities more often referred
Boys referred more frequently than girls
Teachers use LOCAL NORMS and PRIOR EXPERIENCE as a basis for referral |
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Term
| Assessment (Acceptability) |
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Definition
Cognitive paradigm to detect within child problems
Eligibility determined via assessment
Decision rule based on discrepant low achievement
98% of states use some form of discrepancy for eligibility for SLD
Overwhelmingly based on results from standardized, norm-referenced tests
Discrepant low achievement versus nondiscrepant low achievement
Discrepancies calculated in different ways
Absolute discrepancy (Achievement lower than IQ)
Regressed discrepancy (predicted achievement based on SEE)
Grade level discrepancy (grades level performance below grade placement |
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Term
| Placement Committee Deliberations (Profitability) |
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Definition
Interdisciplinary team determines eligibility & placement
Brings referral source & assessment source together
Involves considerable amount of team judgment
Clash between local norms & national norms
Team decisions may vary even in face of identical information
Placement depends on availability of programs at the school |
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Term
| What causes a paradigm shift? |
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Definition
Anomalies occur which cannot be explained by current paradigm
When enough anomalies accrue for a given paradigm, a scientific discipline is in a state of crisis
Eventually, a scientific revolution occurs or what is known as a paradigm shift
Paradigm shifts are not evolutionary but rather spasmodic
Old Paradigm: Refer-Test-Place
New Paradigm: Data-based decision making based on RTI |
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Term
| Cronbach's 2 disciplines of scientific psychology |
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Definition
Correlational Model
Assessment of natural variations in cognitive, physical, & social-emotional areas
Measures of individual differences (ability-cognitive processes-personality)
Individual differences correlated with actual performance (e.g., reading or behavior)
Individual differences viewed as unchangeable
Experimental Model
Goal is to create higher levels of performance
Focus on implementing best interventions to change behavior
Emphasis on experimental control
Different treatments contrasted & effect sizes evaluated |
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Term
| Aptitude by Treatment Interactions (ATIs) |
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Definition
Cronbach argues for merger of 2 models (correlational + experimental)
ATI involves the study of
- differences among tx
- aptitude differences among persons
- interactions of aptitudes and treatments
Some persons perform better with some tx, but not others = ATI |
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Term
| Paradigm shift in school psych and Parallels to Cronbach's Discipline |
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Definition
Refer-Test-Place Paradigm = Correlational Model
School psychologists spend 2/3 of their time in SPED classification activities
Over half of this time involves standardized assessment activities
Model does not produce expected outcomes
RTI Paradigm = Experimental Model
School psychologist prefer to spend more time on interventions
Prefer both indirect (consultation) & direct (counseling) interventions
Over past 10 years--Paradigm shift has occurred |
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Term
| Meta-Analytic Findings for Interventions |
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Definition
Applied Behavior Analysis: +0.9 - 1.0
CBA + Graphed Results + Goal Setting: +0.7 - 1.0
Explicit Instruction (DI) & Problem Solving: +0.7 - 1.5
Reading Comprehension Strategies: +1.0
Math Interventions: +0.6 - 1.0
Writing Interventions: +0.5 - 0.8
Learning Strategy Instruction: +0.5 - 1.0 |
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Term
| Consensus on RTI-driven practice |
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Definition
Scientifically-based instruction to replace weak/philosophically-driven intervention practices
Universal screening to reduce reliance on flawed referral -based model
Promotion of early identification & early intervention approaches to avoid "wait to fail" approach
Progress monitoring with formative evaluation to ensure commitment to improved outcomes with individual students
Integrated accountability model acknowledging interdependence of general remedial, & special education programs rather than stand-alone & isolated services |
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Term
| Why did the paradigm shift? |
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Definition
Failure of ability-achievement discrepancy model
Failure to reliably distinguish discrepant from nondiscrepant low achievers
Research on school-identified SLD students
Failure of processing approaches to identify and remediate SLD
Failure of cognitive assessments to inform instructions |
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