SPED 206 Exam #2

Essay: List four or more types of questions that should be used very cautiously as they run the risk of making the person being asked feel defensive:

Closed questions, multiple questions, presupposition, (you could assume the wrong thing), advisory

Essay: What are prefatory statements and what is the primary purpose in using them?

Prefatory statements are carefully structured statements that establish the context and expectations for the desired response. “Setting up a question” Either remind the person of certain information or let them know you will be changing the topic.

Essay: What are three suggestions presented in the text for effectively asking questions?

Use pauses effectively, monitor info-seeking interactions, attend to the cultural context, assess the situation and adjust expectations as appropriate

Essay: Explain the difference between reactive problem solving and proactive problem solving.

Reactive problem solving is used when a problem has already occurred such as a student acting out in class. Proactive problem solving takes place when an issue is assumed could happen and the team creates a solution prior to a problem. Ex. creating schedules so that all services can effectively be provided.

Essay: Describe three reasons why a group of professionals may decide not to solve a problem

Not enough resources

Not enough time

The problem doesn’t merit a response

The people involved are not committed to solving the problem

Give three examples of points to consider as you work to incorporate information about problem solving into practice:

The care with which problem solving steps are implemented depends on the seriousness of a problem at hand: complex problem requires steps to be followed in more detail

When working with colleagues who are not familiar with the problem solving process, use your knowledge to guide the problem solving process.

Group problem solving relies on collaboration, can be enhanced or constrained when people are from different cultures.

Participants individual styles and depth of experience and trust in the group can affect the process and outcome of problem solving

Be aware that a person will try to convince another that their solution is the right one and call it “problem solving”

Essay: Discuss two ways to incorporate teachers’ commitment to prereferral teams.

Team members are aware of their team membership, roles and responsibilities.

Team members have unique skills and perspectives.

Team interactions are regulated by shared norms.

Essay: List and explain two barriers to the effectiveness of special education teams as presented in the text

Mandatory: narrow purpose that cannot be expanded

Lack of availability of universal screener

Lack of staff and limited time

Essay: Compare the three models of team interaction. Contrast the three models concerning the role of the family, philosophy of team interaction and lines of communication.

Multidisciplinary: families meet with team members separately by discipline. contribution from different disciplines is important, services are independent. Members exchange info about independent work, and may not feel a part of the team.

Interdisciplinary: families may meet with a team, individual team members report by discipline, share responsibility in disciplines but the individual is primarily responsible for specific discipline. Teams meet regularly for conferences

Transdisciplinary: families are member of team and decide their roles, members work across disciplines, teams meet regularly for info sharing, learning across disciplines, team building

Purpose of questioning

obtaining information

Well-defined problem

specific and straight-forward, easily identified and understood

Partially defined problem

the goal is clear and some guidelines exist for addressing it, but the specific means for reaching it are varied

Ill-defined problem

does not have clear parameters, nor is it easily resolved

Examples of interpersonal problem solving

IEP teams

Cohort teachers

MTSS

Brainstorming

accept all ideas that are offered without evaluation, propose solutions freely, even if they seem impractical, have someone write down the ideas, “play” with the ideas to generate even more ideas

Brainwriting

when open discussion is not working, everyone writes down their ideas (3-4), place their list on the table, grab someone else's and use those ideas to form new ideas, this happens multiple times, (often used in large groups)

Nominal Group Technique

groups of four or five, individually generate and write down as many solutions as they can, ideas are shared by one person stating an idea and writing it where everyone can see, then the next person shares an idea, this goes until all ideas are shared, the the list is discussed to identify the most potential solutions, each person then rates the solutions themselves, these ratings are used to find the most popular solutions

Performing

starting to accomplish goals, working together and accomplishing things

Forming

everyone is trying to figure out their roles on the team

Storming

most challenging, everyone wants their opinion to count, creating good communication so everyone feels valued

Norming

trust is built, the calm after the storm

Role of Multidisciplinary Team

* IEP, special education process
* Includes an administrator, gen ed teacher, parents, sped teacher, at 16 a student must be there

Role of Interdisciplinary Team

Grade level teams, content area teachers, PLC (Professional learning communities, different schools)

Transdisciplinary Team

Newest, different disciplines get together, can be community members, consultative (giving advice), complementary

Prefatory statements

precede your question with a carefully structured statement to establish the context and expectations for the desired response, “setting up” a question

Presuppositions

specific question content that conveys to respondents an expectation of what they already know or believe and thus helps focus their responses, can vary from little to great

Open questions

More conversational, less predictable responses

Closed questions

less conversational, explicit answer, very simple (yes or no)

Direct

inauraguative, looking for very specific information, focused, usually go with closed questions

Indirect

responder can think and reflect, less predictable response, less offensive, if you don’t get a response you may need to re-ask the question

True or False: evaluative questions are always negative.

False

What is advice often seen as?

Intrusive and arrogant

When should advice be used?

Mostly when it is requested by the recipient

When are explanations used?

For unclear questions or points

Steps to problem solving process

* Identifying the problem
* Generating potential solutions
* Evaluating potential solutions
* Selecting the solution
* Implementing the solution
* Evaluating the outcome

Instructional teams

focus on delivery of instruction or other interventions, found in both gen ed and special ed

Problem-solving teams

focuses on students and addresses their educational needs, but these typically exist within gen ed

Special education teams

makes decisions about eligibility for, and delivery of, special education and related services