Praxis School Psych 5403 key terms

Brief, repeated probes of basic academic skills scored for speed and accuracy. Educators use the results to estimate growth and adjust instruction rather than to compare a student with a norm group.

Frequent, brief measurement of a student's academic or behavioral performance over time. The data show whether an intervention is working and help teams decide whether to continue, modify, or discontinue support.

A brief assessment given to all students to identify those who may need additional support. It is not a diagnosis; positive results lead to further evaluation and, if needed, intervention.

An assessment in which a student's score is compared with the scores of a representative group. Results are often reported as standard scores or percentile ranks and help describe relative performance.

An assessment administered and scored according to fixed procedures so results are consistent across students and settings. Standardization supports comparability but does not by itself guarantee that a test is valid for every purpose.

The consistency of scores across items, occasions, or raters. A reliable test yields similar results under similar conditions, but reliability alone does not show that the test measures the intended construct.

The degree to which evidence and theory support the interpretations and uses of test scores for a specific purpose. Validity is about the meaning of scores, not a fixed property of the test itself.

An index of the average amount of error in a test score, expressed in the same units as the score. It helps interpret score bands and shows how much a student's observed score may vary.

The percentage of people in a norm group who scored at or below a given score. It is an ordinal rank, not the percentage of items answered correctly.

Using student data systematically to identify needs, choose interventions, monitor response, and adjust services. Decisions are based on evidence rather than intuition alone and are reviewed as new data become available.

A systematic process for identifying environmental events that trigger and maintain challenging behavior. The results guide development of a behavior intervention plan tailored to the student's needs and context.

A written plan that specifies proactive supports, teaching of replacement skills, and responses to challenging behavior. It is based on functional assessment data and is monitored for effectiveness.

A school-wide framework that teaches and reinforces expected behavior, uses data to guide decisions, and provides increasingly intensive supports for students who need them.

A comprehensive framework that uses data to match academic, behavioral, and social-emotional supports to student need across multiple tiers. It emphasizes prevention, early intervention, and frequent progress monitoring.

A tiered approach that provides increasingly intensive academic interventions based on student response data. It can support early intervention and is sometimes used within eligibility decisions, depending on state and district policy.

The process of developing skills such as self-awareness, self-management, social awareness, relationship skills, and responsible decision making. Schools may teach and reinforce these skills through explicit instruction and supportive environments.

Approaches that recognize how trauma affects learning, behavior, and relationships. They emphasize safety, predictability, trust, choice, and avoiding practices that may re-traumatize students.

Approaches that build community and repair harm through dialogue, accountability, and relationship-focused responses to conflict. They are often contrasted with purely punitive discipline and require consistent implementation.

Immediate, coordinated support for a student experiencing an acute safety or mental health concern. It includes assessing risk, connecting with caregivers and appropriate services, and documenting follow-up steps.

A structured process for gathering information about suicidal thoughts, plans, intent, and protective factors. It informs immediate safety planning and referral and is not a substitute for professional clinical judgment.

Planning instruction with varied content, process, products, or environment so diverse learners can access the same essential goals. It responds to readiness, interests, and learning needs rather than giving some students different standards.

A teacher-directed approach that clearly models skills, provides guided practice, checks understanding, and gradually releases responsibility to students. It is especially useful for introducing new or complex academic content.

Temporary support that helps a student perform a task they cannot yet do independently. Supports are gradually removed as competence grows, with the goal of independent performance.

Awareness of the sound structure of spoken language, including syllables, rhymes, and individual phonemes. It is a foundational skill for decoding and is often assessed and taught in early reading instruction.

The ability to read text accurately, at an appropriate rate, and with suitable expression. Fluency connects word recognition with comprehension and is often monitored with brief timed reading passages.

The amount of time a student actively attends to and works on academic tasks. It is influenced by classroom management and instructional design and is associated with learning gains.

Practices that recognize and incorporate students' cultural backgrounds, values, and experiences into assessment, instruction, and relationships. It involves examining one's own biases and adapting services to diverse contexts.

Overrepresentation or underrepresentation of a racial, ethnic, language, or disability group in particular educational categories or disciplinary actions relative to expectations. It signals a need to examine policies, practices, and bias.

Instruction and assessment accommodations designed to help students who are developing English proficiency access grade-level content. Decisions should distinguish language acquisition from disability and avoid inappropriate special education referral.

Agreement to services or assessment given after a person receives understandable information about purpose, procedures, risks, benefits, and alternatives. Consent must be voluntary and can be withdrawn, subject to legal exceptions.

The ethical and legal duty to protect private student information from unauthorized disclosure. School psychologists share information only with appropriate consent or when law or safety requires it.

A federal law that protects the privacy of student education records and gives parents or eligible students rights to inspect and amend records. It governs when schools may disclose personally identifiable information.

A legal requirement for designated professionals to report suspected child abuse or neglect to the proper authorities. It applies even when confidentiality might otherwise limit disclosure.

A legal entitlement for eligible students with disabilities to receive special education and related services at public expense that meet their needs and conform to an individualized education program.

The requirement that students with disabilities be educated with peers without disabilities to the maximum extent appropriate. Placement decisions must consider supplementary aids and services before considering more restrictive settings.

A written plan for a student eligible for special education that describes present levels, goals, services, accommodations, and placement. It is developed by a team and reviewed at least annually.

A plan under Section 504 of the Rehabilitation Act that provides accommodations so a student with a disability can access school programs and activities. It does not require specially designed instruction like an IEP.

The legal obligation of schools to identify, locate, and evaluate children who may need special education or related services, including children who are homeless or attend private schools.

Procedural safeguards that allow parents and schools to resolve disagreements about identification, evaluation, placement, or services for students with disabilities, often through mediation or a hearing.

Systematic error that causes a test or assessment process to unfairly advantage or disadvantage a group. Bias can arise from content, language, norms, administration, or interpretation and must be examined.