Professional Practices that Permeate All Aspects of Service Delivery

Structured interviews

standardized and formal. The same questions are given to each child.

• Advantages: highly validity and reliability. Responses are compared with other children’s responses.

• Limitations: interviewer is unable to modify questions to the needs of the interviewee. The interview follows a strict format

Unstructured interviews

No structure.

• Advantage: Can be adapted to the needs of the interviewee.

• Limitations: Child responses can be difficult to interpret. The responses cannot be compared with other responses

Semi- structured interviews

both structured and flexible, and allows follow-up questions.

Momentary time sampling

Behavior is scored as present or absent only during the moment that a timed interval begins. This is the least biased estimate of behavior

Whole-interval recording

Behavior is only recorded when it occurs during the entire time interval. (This is good for continuous behaviors or behaviors occurring in short duration.)

Frequency or event recording

Record the number of behaviors that occurred during a specific period

Duration recording

the length of time the specific behavior lasts

Latency recording

Time between onset of stimulus or signal and initiation of a specific behavior.

Time-sampling interval recording

Select a time period for observation, divide the period into a number of equal intervals, and record whether or not behavior occurs. Time sampling is effective when the beginning and end of behavior are difficult to determine or when only a brief period is available for observation.

Partial-interval recording

Behavior is scored if it occurs during any part of the time interval. Effective when behaviors occur at a relatively low rate

Benefits of universal screening

Cost effective, time efficient, easy to administer

Limitations of universal screening

Misclassifying some students (false positives or false negatives)

Level of collecting progress-monitoring data via Subskill mastery measurement (SMM)

determine whether the specific intervention for the target behavior is effective. Collected frequently/daily

Level of collecting progress-monitoring data via General outcome measurement (GOM)

determine whether the student is making progress toward long-range goals. Collected once a week or longer

Three levels of analysis for progress monitoring graphs:

a. variability

b. level

c. trend

ICEL Framework

Uses Ecological assessments to evaluate the 'goodness of fit' between the student and their learning environment by considering Instruction, Curriculum, Environment, and Learner.

Extinction

Eliminating the reinforcers or rewards for the behavior terminates the problem behavior

Establishing Operation

An antecedent that temporarily increases the effectiveness of a consequence, making a behavior more likely to occur (e.g., food deprivation increasing motivation to eat).

Abolishing Operation

An antecedent that temporarily decreases the effectiveness of a consequence, reducing the likelihood of a behavior (e.g., satiation reducing motivation to seek more food).

Immediacy

Consequences (e.g., rewards) should occur immediately after the behavior in order to be an effective reinforcement.

Fixed ratio reinforcement

A specific number of behaviors must occur before a reinforcer is given.

Variable ratio

The number of behaviors needed in order to receive the reinforcer varies. Behavior becomes resistant to change

Shaping

Reinforcing approximations of the desired target behavior

Positive reinforcement

Adding a desirable stimulus after a behavior to increase the likelihood of it occurring again.

Negative reinforcement

Removing an aversive stimulus after a behavior to increase the likelihood of it occurring again.

Positive punishment

Introducing an aversive stimulus after a behavior to decrease the likelihood of it recurring.

Negative punishment

Removing a desirable stimulus after a behavior to decrease the likelihood of it recurring.

Four functional units of brain processes (PASS)

1. Planning

2. Attention

3. Simultaneous processing

4. Successive processing

Phonology

System of sounds

Phoneme

smallest/basic unit of sound. Example: / s/

Morpheme

smallest units of meaning. Example: “pre” in the word “preheat”

Semantics

word meanings and combinations. Example: phrases, clauses, and sentences

Syntax

a set of rules for phrases, clauses, and sentences.

Pragmatics

A set of rules that specify appropriate language for particular social contexts.

Broca’s area

Located in frontal lobe; supports expressive language

Wernicke’s area

Located in the medial temporal lobe; supports receptive language

Fluid Intelligence (Gf)

solve new problems, patterns, relationships 

Crystallized Intelligence (Gc)

accumulated knowledge, experience, and verbal skills

Short-Term Memory (Gsm)/Working Memory

hold and manipulate information

Processing Speed (Gs)

quickly and efficiently complete familiar/simple cognitive tasks

Auditory Processing (Ga)

differentiate, and make sense of sounds

Visual Processing (Gv)

analyze,and manipulate visual information

Long-Term Storage and Retrieval (Glr)

store information over time and recall or retrieve it

Percentile rank

Average ranges from 16-84

T-score

Average ranges from 40-60, with a mean of 50 and a standard deviation of 10

Standard Score

Average ranges from 85-115, with a mean of 100 and a standard deviation of 15

Scaled Score

Average ranges from 7-13, with a mean of 10 and a standard deviation of 3

For effective consultation and building rapport (Consultant Personal Characteristics):

-Openness, approachability, and warmth

-Sincerity and genuineness

-Trustworthiness and confidentiality

-Empathy, and Self-disclosers

Student or Client Traits and Factors Influencing Consultation:

-Student’s age and developmental stage

-Coping styles

-Personality traits

Consultee-Centered Model

Focus on improving and enhancing competence and skills of the consultee. This indirectly helps the client by building the skills of the consultee. The consultant is considered as a problem-solver

Behavioral Model (problem solving consultation)

Basic steps of the behavioral model

▪ Identify problem (critical stage to target efforts and interventions)

▪ Implement plan

▪ Monitor effectiveness

▪ Evaluate and make needed changes to plan

Client-Centered Model

This model is not as favored as the consultee-centered model. Not effective for groups and is time intensive

Primary neurochemicals implicated in depression are:

serotonin, dopamine, and norepinephrine

Dopamine

associated with reward, pleasure, and novelty seeking. It is implicated in Parkinson’s disease and ADHD

Endorphins

Induces opiate; reduces pain

Serotonin

associated with relaxation, sleep, and mood

Glutamate

is an excitatory neurotransmitter; plays an important role in learning and memory; is related to neurodegenerative diseases

Frontal lobe

Executive functions; houses the motor cortex

Parietal lobe

Perception, making sense of the world, arithmetic, and spelling; houses the sensory cortex

Temporal lobe

Memory, understanding, and language

Occipital lobe

Vision

Sensory cortex

Sensations

Motor cortex

Movement