Praxis 5302 flashcards

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

Standard score mean and SD

Most individually administered cognitive and achievement tests use a mean of 100 and a standard deviation of 15; a score of 85 is one standard deviation below the mean.

T score

A standard score with a mean of 50 and a standard deviation of 10, commonly used on behavior rating scales and adaptive behavior measures; a T of 60 is one SD above the mean.

Standard error of measurement

SEM equals the standard deviation times the square root of (1 minus the reliability coefficient). It estimates how far a single obtained score is expected to vary from a person's true score because of measurement error.

IDEA initial evaluation timeline

Under IDEA, a school must complete an initial full and individual evaluation within 60 calendar days of receiving parental consent, unless the state has established a different timeframe.

IDEA reevaluation interval

A child receiving special education must be reevaluated at least once every three years, unless the parent and the school agree that a reevaluation is unnecessary.

FERPA access timeline

FERPA requires schools to let parents or eligible students inspect and review education records within 45 days of a written request and to provide copies when inspection is not feasible.

Informed consent requirements

Valid consent requires that the person have legal capacity, receive full information about the proposed actions in understandable language, and agree voluntarily without coercion.

Duty to warn

A legal and ethical obligation, rooted in the Tarasoff case, to take reasonable steps such as notifying an intended victim or authorities when a client poses serious danger to an identifiable person.

Instructional hierarchy stages

Learning proceeds through acquisition, fluency, generalization, and adaptation; interventions must match the current phase, so a student who cannot yet respond accurately needs modeling rather than speed drills.

Explicit instruction components

A structured teaching sequence using clear explanations, teacher modeling, guided practice with high response rates, corrective feedback, and independent practice until students reach mastery.

Skill versus performance deficit

A skill deficit means the student cannot perform the behavior and needs instruction; a performance deficit means the student can perform it but does not, so reinforcement or antecedent changes are indicated.

Behavioral objective components

A well-written objective states the conditions under which the behavior occurs, an observable and measurable behavior, and the criterion for acceptable performance.

Tier 2 intervention features

Supplemental small-group instruction for students not responding to core instruction, typically three to five sessions per week, with student progress monitored every one to two weeks.

Accommodation versus modification

An accommodation changes how a student accesses material or demonstrates learning without altering expectations; a modification changes the content, level, or required performance standard.

Function-based replacement behavior

A replacement behavior serves the same function as the problem behavior but is socially acceptable, such as teaching a student to request a break instead of disrupting in order to escape tasks.

Positive reinforcement

Presenting a desired stimulus after a behavior that increases the future likelihood of that behavior; it is defined by its effect on behavior, not by whether adults find it pleasant.

Progress monitoring decision rule

After at least four to six data points, compare the trend line to the goal aimline; four consecutive points below the aimline signal that the intervention should be changed.

Sensitivity and specificity

Sensitivity is the proportion of true cases correctly identified by a measure; specificity is the proportion of non-cases correctly identified as not at risk.

Positive predictive value

The probability that a student flagged by a screener truly has the problem; it rises as the base rate in the population rises, even when sensitivity and specificity stay constant.

CBM score aggregation

For curriculum-based measurement, administer two to three brief equivalent probes over one to two minutes and use the median score to reduce measurement error when making decisions.

Criterion-referenced assessment

Measures performance against a defined standard or set of skills rather than against a norm group, answering whether a student can perform a specific task.

Concurrent versus predictive validity

Concurrent validity is the correlation with a criterion measured at the same time; predictive validity is the correlation with a criterion measured in the future, as with screening instruments.

Standard error of the difference

A statistic used to test whether two scores from the same person differ significantly; it combines the standard errors of both scores and is smaller when the two tests correlate highly.

Percentile rank interpretation

Percentile ranks show the percentage of the norm group scoring at or below a given score; they are ordinal and not equally spaced, so differences between them cannot be averaged.

Behavioral consultation stages

Bergan's four stages are problem identification, problem analysis, plan implementation, and problem evaluation, with the consultee carrying out the intervention in the natural setting.

Consultee-centered case consultation

Caplan's model that aims to improve the consultee's skills, confidence, or objectivity so the consultee can handle similar cases in the future, rather than focusing only on the current client.

Conjoint behavioral consultation

A structured, data-based consultation model involving parents, teachers, and the consultant as equal partners who jointly define problems, design interventions, and evaluate outcomes across home and school.

Using trained interpreters

Interpreters should be trained and neutral, never the student or a sibling; the practitioner speaks directly to the family, avoids jargon, and allows extra time for two-way interpretation.

Facilitated IEP meeting

A voluntary, family-centered process in which an impartial facilitator helps the team communicate, stay focused on the student's needs, and reach consensus without deciding the outcome.

Need-to-know confidentiality

Student information may be shared with school staff only when they have a legitimate educational interest and need it to serve the student; all others require written parental consent.

Cultural reciprocity

A practice of making one's own implicit cultural assumptions visible, learning the family's perspective and explanatory model, and negotiating an agreed plan that respects both sets of values.

Mediation versus due process

Mediation is a voluntary, confidential negotiation assisted by a neutral third party; a due process hearing is a formal proceeding before an impartial hearing officer who issues a binding decision.