ILTS School Psychologist (237) flashcards

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

Standard score of 85

On a scale with mean 100 and standard deviation 15, a score of 85 is exactly one standard deviation below the mean, corresponding to the 16th percentile.

Standard error of measurement

SEM equals the standard deviation times the square root of one minus the reliability coefficient; it estimates the variability of an individual's obtained score around the true score.

IDEA specific learning disability

A disorder in basic psychological processes involved in understanding or using language that may manifest in imperfect ability to listen, think, speak, read, write, spell, or do mathematics.

Severe discrepancy model

An identification approach comparing measured intellectual ability with academic achievement to find a statistically significant gap; IDEA permits but does not require states to allow it.

Adaptive behavior requirement

Intellectual disability under IDEA requires significantly subaverage intellectual functioning concurrent with deficits in adaptive behavior, manifesting during the developmental period and adversely affecting educational performance.

Percentile rank limitation

Percentile ranks express the percentage of the norm group scoring at or below a given score; because the scale is ordinal, percentiles cannot be averaged or subtracted arithmetically.

WISC-V primary indexes

The five primary index scores are Verbal Comprehension, Visual Spatial, Fluid Reasoning, Working Memory, and Processing Speed, with the Full Scale IQ derived from seven subtests.

T-score interpretation

Behavior rating scales report T-scores with mean 50 and standard deviation 10; scores of 70 or above generally indicate clinically significant elevations on problem scales.

Curriculum-based measurement

Brief, standardized, timed probes administered repeatedly to index academic fluency; the slope of improvement across administrations drives instructional decisions more than any single score.

Test floor effect

A floor effect occurs when test items are too difficult for the examinee, producing scores clustered at the low end and failing to discriminate the person's actual ability level.

Dynamic assessment

A pretest-mediate-retest procedure that measures learning potential and modifiability by comparing performance before and after structured adult mediation, reflecting the zone of proximal development.

Vineland-3 adaptive behavior

An informant-completed measure of adaptive behavior in communication, daily living, socialization, and motor domains, used to document deficits required for intellectual disability eligibility.

Cattell-Horn-Carroll theory

A hierarchical model of cognitive abilities with general intelligence at the apex, broad abilities such as fluid and crystallized reasoning beneath it, and narrow abilities at the base.

RTI tier structure

Tier 1 is universal core instruction for all students, Tier 2 is targeted small-group intervention for at-risk students, and Tier 3 is intensive individualized intervention with frequent progress monitoring.

Behavioral consultation stages

Bergan's model proceeds through problem identification, problem analysis, plan implementation, and problem evaluation, with the teacher consultee delivering the intervention in the classroom.

Functional behavioral assessment

A process identifying antecedents, behavior, and consequences to determine the function of behavior, such as attention, escape, access to tangibles, or sensory stimulation, which drives the behavior plan.

ABAB reversal design

A single-case experimental design alternating baseline and intervention phases to demonstrate that behavior change depends on the intervention rather than on maturation or other extraneous variables.

Interobserver agreement standard

The conventional criterion for accepting behavioral observation data is at least 80 percent agreement between two independent observers recording the same behavior in the same session.

Trend versus goal line

Progress monitoring decisions compare the student's trend line of performance against the goal line; a flat or rising-too-slow trend indicates the intervention needs intensification.

Conjoint behavioral consultation

A consultation model in which parents and teachers serve jointly as consultees, allowing interventions to be coordinated across home and school settings.

Tarasoff duty to protect

When a client poses a serious threat to an identifiable third party, the psychologist has a duty to take reasonable steps to protect the potential victim, which may include warning or notifying authorities.

Suicide risk assessment elements

Assessment addresses ideation, plan, intent, access to means, prior attempts, and protective factors; restricting access to lethal means is the most strongly supported preventive intervention.

Crisis response phases

School crisis planning follows prevention, preparedness, response, and recovery phases, with a team assigning roles for administration, mental health, security, and communication.

Postvention principles

After a student suicide, schools avoid glamorizing or detailing the method, provide accurate information, identify at-risk peers, and monitor for contagion among vulnerable students.

Threat assessment team

A structured, multidisciplinary process that evaluates whether a student poses a threat to others and identifies interventions; it is not a diagnostic or eligibility procedure.

IDEA evaluation timeline

Initial evaluation must be completed within 60 days of parental consent unless state law specifies another timeframe, and the IEP must be developed within 30 days of the eligibility determination.

Free appropriate public education

Special education and related services provided at public expense, under public supervision, meeting state standards, and conforming to the student's individualized education program.

Least restrictive environment

Students with disabilities are educated with nondisabled peers to the maximum extent appropriate; removal occurs only when education in regular classes with supplementary aids cannot be achieved satisfactorily.

Section 504 eligibility

A student qualifies under Section 504 with a physical or mental impairment that substantially limits a major life activity; the result is accommodations rather than specialized instruction.

FERPA records access

Parents and eligible students have the right to inspect education records within 45 days of request, to seek amendment, and to consent to disclosure, subject to legitimate educational interest exceptions.

NASP ethics principles

The ethical principles are beneficence and nonmaleficence, fidelity and responsibility, integrity, justice, and respect for people's rights and dignity.

Culturally responsive assessment

Distinguishing language or cultural difference from disability by examining acculturation, language proficiency, and educational history; standardized tests are not simply translated for administration.

Screening sensitivity specificity

Sensitivity is the proportion of true cases correctly identified; specificity is the proportion of non-cases correctly identified; both determine whether universal screening over- or under-identifies risk.