Praxis School Psych 5403 flashcards

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

Standard Error of Measurement

An index of score unreliability computed as the test's standard deviation multiplied by the square root of one minus its reliability coefficient; used to build confidence intervals around an observed score.

Dual Discrepancy Model

An RTI identification criterion requiring a student to be both significantly below classroom peers in level of performance and significantly slower in rate of growth than those peers.

Sensitivity and Specificity

Sensitivity is the proportion of true cases a screener correctly identifies as at risk; specificity is the proportion of non-cases it correctly identifies as not at risk.

Curriculum-Based Measurement

Brief, standardized, timed probes of basic academic skills given repeatedly to index student growth; used for universal screening, goal setting, and progress monitoring within multi-tiered systems.

Progress Monitoring Trend Line

A line of best fit drawn through a student's graphed progress data; its slope estimates weekly rate of improvement and is compared against the goal line to judge responsiveness.

BICS and CALP

Cummins's distinction between basic interpersonal communication skills, acquired in roughly two years, and cognitive academic language proficiency, which typically requires five to seven years to develop.

Acculturation

The process of change in cultural practices, values, and identity that occurs through contact with a new culture; it is distinct from language proficiency and must be assessed separately.

Significant Disproportionality

An IDEA determination that a district identifies, places, or disciplines students of a racial or ethnic group at markedly disproportionate rates, requiring review and coordinated early intervening services.

Cultural Reciprocity

A collaborative stance in which the school professional examines the family's explanation of a problem, acknowledges personal cultural assumptions, and negotiates shared recommendations with the family.

Nondiscriminatory Assessment

The IDEA requirement that evaluation materials and procedures be selected and administered so as not to be racially or culturally discriminatory and be provided in the child's native language when feasible.

Functional Behavioral Assessment

A systematic process of identifying antecedents, setting events, and consequences surrounding problem behavior to determine its function and to guide development of a behavior intervention plan.

Functional Communication Training

A differential reinforcement procedure in which the student is taught an appropriate communicative response that reliably produces the same consequence currently maintaining the problem behavior.

Extinction Burst

A temporary increase in the frequency, intensity, or variability of a behavior shortly after reinforcement is withheld; behavior then declines if extinction is applied consistently.

SWPBIS Tier Distribution

Approximately 80 to 85 percent of students are expected to respond to universal supports, 10 to 15 percent to targeted supports, and 1 to 5 percent to intensive individualized supports.

Threat Assessment

A fact-based team process for judging whether a student's communication or behavior constitutes a substantive threat, emphasizing intervention and support rather than criminal profiling.

Differential Reinforcement of Other Behavior

A procedure in which reinforcement is delivered after a specified interval during which the target problem behavior did not occur, thereby strengthening alternative or absent behavior.

Explicit Instruction Sequence

A teaching sequence of modeling the skill, guiding practice with corrective feedback, then having students practice independently, with high response rates and frequent checks for understanding.

Concrete-Representational-Abstract Sequence

A mathematics instructional progression moving from manipulatives to drawings or diagrams to abstract symbols and algorithms, used to build conceptual understanding before procedural fluency.

Data-Based Individualization

A Tier 3 process in which a validated intervention is delivered with fidelity, progress is monitored regularly, and the program is systematically individualized when student response is insufficient.

Self-Regulated Strategy Development

A writing intervention in which students learn planning, drafting, and revising strategies along with goal setting, self-monitoring, and self-reinforcement to improve written expression.

Phonemic Awareness

The ability to detect and manipulate individual sounds in spoken words; a strong early predictor of later reading achievement and a frequent target of kindergarten and first-grade intervention.

Cognitive Load Theory

The principle that working memory capacity is limited, so instruction should manage intrinsic load and minimize extraneous load through worked examples, faded supports, and integrated text and diagrams.

Conjoint Behavioral Consultation

A structured, data-based problem-solving partnership among parents, teachers, and a consultant that progresses through needs identification, problem analysis, plan implementation, and plan evaluation.

Epstein's Six Types of Involvement

Parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community: a framework for organizing comprehensive family and community involvement programs.

Home-School Note

A brief daily communication card on which teachers rate a small set of observable target behaviors so that caregivers can deliver consistent home-based reinforcement.

Wrap-Around Services

Individualized, community-based planning that coordinates services across schools, agencies, and natural supports around a student and family, typically for those with complex needs.

Teach-Back Method

Asking families to restate information in their own words to verify understanding, often used with interpreters and in meetings that involve technical or legal terminology.

Manifestation Determination Review

A meeting required within 10 school days of a disciplinary change of placement that decides whether the misconduct was caused by or substantially related to the student's disability.

Child Find

The IDEA obligation of states and districts to identify, locate, and evaluate all children with disabilities residing in the jurisdiction, including private school and homeless students.

Section 504

A federal civil rights law barring disability discrimination in programs receiving federal funds; it requires a free appropriate public education and accommodations but not specially designed instruction.

Informed Consent

Parental agreement to evaluation or services given after full disclosure of purpose, procedures, risks, and alternatives, with capacity and voluntariness, and revocable in writing at any time.

NASP Ethical Principles

Four broad principles: respecting the dignity and rights of all persons, professional competence and responsibility, honesty and integrity in relationships, and responsibility to schools, families, communities, the profession, and society.