ABPP School Psychology flashcards

32 cards. Read the term and the definition here. The deck at the top of this page is optional.

Ecological systems theory

Bronfenbrenner's model describing nested environmental layers, including microsystem, mesosystem, exosystem, macrosystem, and chronosystem, that shape a child's development and are targets for school-based assessment and intervention.

Larry P. v. Riles

1979 California federal ruling that standardized intelligence tests used to place Black students in educable mentally retarded classes were culturally biased and discriminatory, limiting IQ-only placement decisions.

NASP Practice Model

Framework organizing school psychological services into ten domains of practice delivered across comprehensive, integrated multitiered systems, emphasizing data-based decision making, consultation, and direct intervention for all students.

Standard score metric

A norm-referenced score with a mean of 100 and standard deviation of 15, so a range of 85 to 115 captures about 68 percent of the population.

Diana v. State Board

1970 California consent decree requiring that students be tested in their primary language when feasible and that intelligence tests be renormed on the populations to which they are applied.

Criterion-referenced assessment

Measurement that compares a student's performance to a defined skill standard or mastery criterion rather than to the performance of a normative peer group of similar age.

Standard error of measurement

An index of score instability equal to the standard deviation times the square root of one minus the reliability coefficient, used to build confidence intervals around an observed score.

CHC theory

Cattell-Horn-Carroll hierarchical model of cognitive abilities comprising general intelligence, about ten broad abilities such as fluid and crystallized reasoning, and many narrow abilities that guide cross-battery assessment.

Pattern of strengths and weaknesses

Specific learning disability identification approach requiring documented low achievement, a related cognitive processing weakness, and an empirical or logical link between that weakness and the academic deficit.

Positive predictive value

The proportion of students who screen positive on a measure and actually have the condition; it depends heavily on the base rate, unlike sensitivity and specificity.

Curriculum-based measurement

Standardized, brief, timed probes of basic academic skills such as words read correctly per minute, administered repeatedly to index growth and evaluate response to intervention.

Functional behavior assessment

Systematic process of identifying antecedents, behaviors, and consequences to determine the function of challenging behavior and then constructing a function-based behavior intervention plan.

ABAB withdrawal design

Single-case design alternating baseline and treatment phases and then returning to baseline to demonstrate experimental control; powerful but requires that the target behavior be reversible.

Cohen's d benchmarks

Standardized effect-size index expressing the difference between groups or phases in standard deviation units, conventionally interpreted as small 0.20, medium 0.50, and large 0.80.

Behavioral consultation stages

Bergan's four stages, namely problem identification, problem analysis, plan implementation, and problem evaluation, conducted through structured interviews with the teacher or parent serving as consultee.

Consultee-centered case consultation

Caplan's model in which the consultant works indirectly by improving the consultee's professional skills, confidence, or objectivity rather than directly resolving a specific client's problem.

Conjoint behavioral consultation

Sheridan's family-school model in which parents and teachers jointly participate in structured problem-solving interviews with a consultant to design and evaluate a shared intervention plan.

Treatment integrity

The degree to which an intervention is delivered as designed; low integrity threatens internal validity and can make an effective intervention appear ineffective during consultation.

Collaborative consultation

Model in which consultant and consultee meet as equal partners with shared expertise to identify problems and co-construct solutions, rather than as expert and passive recipient.

Active listening skills

Techniques including paraphrasing, reflecting feeling, summarizing, and asking clarifying questions that build consultee trust and sharpen the definition of the presenting concern.

Child find

IDEA mandate that states identify, locate, and evaluate all children with suspected disabilities residing in the jurisdiction, including those enrolled in private schools or experiencing homelessness.

Manifestation determination

Team review held within ten school days of a disciplinary change of placement exceeding ten days, deciding whether the misconduct was caused by or substantially related to the disability.

Least restrictive environment

IDEA requirement that students with disabilities be educated alongside nondisabled peers to the maximum extent appropriate, with removal only when supplementary aids and services cannot support satisfactory progress.

PREPaRE model

NASP crisis framework with two training workshops, one on prevention and preparedness and one on response and recovery, including psychological triage and evaluation of crisis response efforts.

PBIS tiers

Multitiered behavioral framework with universal supports for all students, targeted group interventions for roughly 10 to 15 percent, and individualized intensive supports for 1 to 5 percent.

Section 504

Federal antidiscrimination law requiring schools to provide accommodations and services to students with a physical or mental impairment that substantially limits a major life activity.

FERPA

Federal law giving parents the right to inspect and amend education records and generally requiring written consent before disclosure of personally identifiable information from those records.

Tarasoff duty to protect

Legal obligation, arising from a 1976 California case, for clinicians to take reasonable steps to protect identifiable third parties from a client's serious threatened violence.

Test qualification levels

Classification scheme in which Level A requires only the manual, Level B requires technical training, and Level C requires doctoral training or licensure for instruments such as intelligence tests.

Informed consent with minors

Obtaining parental permission plus the child's developmentally appropriate assent, disclosing purpose, procedures, risks, benefits, confidentiality limits, and the right to withdraw without penalty.

Scope of competence

Ethical boundary requiring practitioners to provide only services for which they have adequate education, training, supervised experience, or consultation, and to refer when competence is lacking.

Mandated reporting

Legal obligation in every state to report reasonable suspicion of child abuse or neglect to designated authorities; school psychologists do not investigate but must report promptly.