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social science
psychology 2e
Case Studies In School Psychology Applying Standards For Professional Practice 1st Edition Stephanie A. Rahill, Lauren T. Kaiser - Solutions
Laurie was concerned because the principal is involved in her annual evaluation. Skalski and Myers (2014) advocate for using the NASP Practice Model as a basis for the evaluation of school psychologists. How might using the teacher evaluation tool potentially negatively impact school psychologists
What are the social justice and equity issues that might be occurring in this case? What are the potential social power differences at play regarding race and gender and how might these factors influence how each participant reacted? (D8)
When the principal indicates that “if we reported every instance like this, we wouldn’t have any teachers left,” what potential system-wide issues does this signal for the school as a whole? What might the school psychologist need to do to follow up on this potential school-wide issue?(D4,
Discuss the difficulties involved with establishing professional relationships as a school psychologist when assigned to multiple buildings. How might this lack of relationships have influenced what occurred in this situation? (D2, O4)
What are some different choices that Laurie should have considered in this situation? Apply an ethical decision-making model (e.g., Liang et al., 2017) to this dilemma. (D10)
What are the potential legal issues associated with this case? Research the mandatory reporting laws in your state and policies in your school district(s) to assist in answering this question. (D10)
What are the ethical issues associated with this situation? Use the APA Code of Ethics (American Psychological Association, 2017b) and the NASP Principles for Professional Ethics (2020) to guide your discussion. (D10)
As indicated in this case, there are many variations of models related to restorative practices. Research the various models and their evidence base. (D9)
Create a training and ongoing coaching plan for the sustainable implementation of this program for future years. (D2, D5, D9, D10)
Create a plan for the program evaluation that this committee could implement to evaluate the effectiveness of RJ at this school. (D9)
Based on your understanding of implementation science, what types of ongoing evaluations should be put into place to begin to evaluate this school-wide program? (D9)
The principal of this school was very receptive for additional assistance in the implementation and evaluation of this program. However, she may not have adequately estimated the amount of time or resources for Janice to work on a major project like this with her daily responsibilities. How can
Janice has some initial data regarding the program that she presented.Discuss what this data demonstrates. What do we know so far based on this data? (D9)
Janice agrees to lead the program evaluation of this program. What would you suggest that she do first in terms of engaging stakeholders to create a team to work with her? How can she ensure that she has a collaborative team to work with on the evaluation? (D2)
What are some initial concerns regarding the implementation of this program at the middle school? (D5)
The case mentions zero tolerance policies. What is meant by zero tolerance policies? Why is the use of zero tolerance policies in schools an area of concern? (D5)
What is the rationale behind implementing restorative practices? (D5, D6)
If the results suggest that there are many students who are at risk for depression and/or suicidal ideation, what might this say about the school climate? Are there school-wide programs that should be considered? Research school-wide programming designed for social-emotional learning and present
If the school team analyzes the results of the depression screening and finds that many students are expressing that they have feelings of depression and/or may be at risk for suicidal ideation, what should happen next? What should be immediate and long-term next steps for interactions with
Review the research on depression screeners. Select a screening tool to suggest to this team given the concerns listed. Critically review the screener that you have selected. What are the advantages and limitations of the screener that you selected? (D1, D9)
What potential concerns related to the use of this screener exist regarding the large percentage of EL students at this school? Has the school done enough to consider their ability to access this screener? What else should be done? (D8)Advanced Applications
Keith (2008) discusses the issue of access to research as a potential barrier for school psychologists in being effective consumers of research. What are ways to increase access to research as practicing school psychologists?What avenues should be explored to ensure consistent access to up-todate
Given that the team did not have the time to adequately research the selection of the screener, it seems unlikely that they will have the necessary time to devote themselves to intervention. How did the team not adequately plan for the intervention piece of this process? What should have been done
This case highlights the concept of “if you screen, you must intervene.”What is meant by this concept? (D4)
What process should the team have engaged in instead of what happened in this case? (D1, D2)
What are the cornerstones of measurement that should have all been evaluated prior to the selection of the depression screener? (D9)
What are the issues involved with the selection of this depression screener? (D1, D9, D10)
This case focused on Tier III interventions. However, given the problems noted with effective implementation integrity, what additional suggestions do you have for the team in terms of ensuring appropriate Tier I and Tier II intervention implementation. (D2, D3)
Create an implementation fidelity checklist for the teacher (self-evaluation) and for the school psychologist (class observation) to utilize. (D1, D2, D3, D9)
Using the intervention strategy selected for question 1, list some options for how the school psychologist might monitor the implementation of this intervention. (D1, D2, D3, D9)
Research an intervention for math that might be used for early numeracy intervention at the Tier III level. Once you have selected the intervention, create an intervention script for a teacher utilizing this intervention. (D1, D3, D9)
The teachers report frustrations about the perceived lack of communication about these intervention plans. What might have gone wrong here and how can this be improved? (O4)Advanced Applications
What are potential needs related to the professional development of staff within the building? What skills might be needed to better implement planned instruction? (D5, O6)
What should the school psychologist do in terms of consultation and collaboration for this case and other similar cases moving forward? (D2)
What should be the next steps for this team? (D3, D10)
What other data should have been collected and analyzed in conjunction with the student progress monitoring? (D1, D9)
Are the data presented, sufficient for understanding happened with Tier III math instruction at the school? What were the flaws with this evaluation approach? (D1, D9)
Within the academic and educational community, there have been specific concerns that the science of reading is not effectively or adequately applied within schools. What are some reasons for this “research to practice gap”? What are some strategies that a school can use to ensure the
Select an area of reading to research and present your findings to the group. (D3)
Research some of the programs and approaches to reading instruction that are mentioned in the case. What are research findings on some of these approaches (balanced literacy, whole-language instruction, guided reading)? (D3)
Ms. Johnson indicated that she did some research to find out that the school may not be applying best practices in reading instruction and effective Tier III interventions. What are some sources that school psychologists might want to use to conduct such research? Create a chart of options for
How is her research an important step in legal and ethical decision-making? (competence, making decisions about ruling out the lack of appropriate instruction) (D10)
What are the legal criteria for an SLD reading qualification in your state/district? How can you apply that definition to this case? (D1, D9)
What is the school psychologist’s role regarding decisions around curriculum and instruction? (D3, D5)
What other data might she need to explore potential equity issues that might also be present in her referral patterns? (D1, D8)
How will her shift from evaluating individual students to looking at this problem with a systems-level school-wide lens affect student and staff outcomes? Her time/role in the school? (D5)
What implications could her research have for academic services and outcomes at the school? (D3)
Ms. Johnson is primarily working in isolation as she comes to these realizations, other than her observations and interviews. How might this be problematic? What should she do to involve and empower others in her problem-identification, analysis, and search for solutions? Which key stakeholders
What data did Ms. Johnson use to help analyze this problem? What other data might be helpful to analyze this problem further and plan solutions? (D1)
Why is it important for a school psychologist to continue attending trainings and professional development sessions, reviewing scholarly research, and utilizing evidence-based intervention clearinghouses? (D9, O6)
How did Ms. Johnson become an avid consumer of research and how did this help inform her practices at the school? (D9)
The football coach feels that the other players have a right to know that Corey is transgender due to the issue with the shared use of the locker room. Is this accurate? Why or why not? (D10)
Dr. Linnez mentioned that there were six transgender teens in the school. What might mental health services look like for those teens as individuals or a group? Research evidence-based approaches for supporting LGBTQ+ teens. (D4)
Dr. Linnez mentioned that the school had practice with transgender teens. What if they did not? What school-wide interventions might be needed to develop a safe climate for LGBTQ+ youth? (D6)
Research community resources in your area for LGBTQ+ students and parents. Create a handout that could be presented to Corey’s parents. (D7)
Role play the conversation between the school psychologist and school personnel. Have someone take the role of Dr. Linnez and the coach, the classroom teacher who has the name wrong on the roster. (D2)
Role play the intake conversation with the parents. Have someone take the role of Dr. Linnez, the parents, and Corey. (D2)
What supports might the parents need? What types of resources could the school provide to the parents to navigate their own concerns and needs as they attempt to support Corey? (D7)Advanced Applications
With at least 6 students identifying as transgender, what other supports, services, or professional development might be needed school-wide?(D7, O5, O6)
What other supports might this student need from the high school? (D5)
What consultation and collaboration are needed for the teacher and coaches? (D2, O5)
What ethical issues are involved in this case? (D10)
Legally, what are the student’s rights in this situation? (D10)
What is the school psychologist’s role in helping Corey and his family?Has the school psychologist provided enough support to Corey and his family? Why or why not? (D10)
Reflect on the use of cognitive assessments in gifted identification processes. What are the potential issues with the use of cognitive assessments? If they are not utilized, how should gifted students be identified in equitable ways? (D1, D9)
Review the Card and Giuliano (2016) article. What organizational principles ended up affecting equitable services? How could the school psychologist serve as an organizational consultant to advocate for a return to the equitable practices? (D2, O3)
Research evidence-based practices for gifted education. Now that Ms.Esposito has more equitable representation in gifted, what does research say is the best way to provide academic services for this group? (D3)
How did Dr. Esposito use research to approach this problem? What implications did that have for the outcomes? (D9)
In what ways were consultation and collaboration important in this case?What else might have Dr. Esposito had to do from a consultation/collaboration perspective to bring about and maintain this change? (D2)
How was data-based decision-making critical to equity for diverse populations in this example? (D1)
What implications might this have on the representation of diverse groups in the gifted category? (D8)
What are the policies and procedures for gifted education referrals in your state or school district? (D10)
Review best practices for threat assessment (e.g., Cornell, 2014). Provide recommendations for the school psychologist to aid the school in determining if Ramon possesses a legitimate threat to the school that would warrant removal. (D1)
Review best practices for making manifestation determinations (e.g., Kubick Jr. & Lavik, 2014). Provide recommendations for the school given best practices. (D10)
Role-play a conversation with the principal where you express your concerns and explore alternatives to suspension or expulsion. (D2)
Research the evidence-based for or against zero tolerance policies and alternatives to suspension and expulsion. What would you recommend based on this research? (D5, D6)
Use an ethical decision-making model (i.e., Liang et al., 2017) to think about a better course of action that Ms. Hartley should have followed.(D10)
In this case, there was no mention of parent communication or involvement. How might Ms. Hartley have engaged the family more? (D7)Advanced Applications
How did the principal’s perception of Ramon as a threat affect this case?Similarly, how did the school’s zero tolerance policy affect this case? (D5, D6, D10)
What legal issues are involved in this case? The student received special education services for an “other health impairment.” According to IDEIA Part B (e.g., 34 CFR §300.530), what procedures should be put in place if a long-term suspension or expulsion is being considered for a student with
Did Ms. Hartley have any responsibility to intervene immediately once Ramon shared that he was using marijuana? Why or why not? (D10)
Did Ms. Hartley have a responsibility to intervene immediately once Ramon provided her with information that suggested there was a potential for harm to others? What should she have done at that point? (D10)
What ethical dilemmas does this case pose? (D10)
What was Ms. Hartley’s level of competence? How did this impact on the decisions that were made? (D10)
What are your own reactions to this case? How competent do you feel to handle a similar situation? What training or supports would you need, if any? (D10, O5)
If you are in a field-placement now, ask to review this type of data for your school. Does the school have this type of data readily available? Do they regularly meet to analyze this data, develop action plans, and share the data with staff ? Discuss why or why not and the related implications.(D1,
What interventions or next steps should be considered to address this problem school-wide? (D5, D6)Advanced Applications
Regarding collaboration and consultation, what should Mr. Shields next steps entail? What process skills should Mr. Shields use? (D2)
How is Mr. Shields’ involvement as an active member of this PBIS important for equity for diverse populations? (D2, D8, O2)
What might you do as a school psychologist in a school that doesn’t have a data system like this already in place? (D2, D3, D4, D5, D6, D7, D8, D9)
What other data would you want to collect given what you see here? (D1)
Why is data-based decision-making like this critical to equity for diverse populations in this example? (D1, D8)
After reviewing the data, what issues do you see regarding equity for diverse populations? (D1, D8)
When concerns about Kenny’s performance first arose in first grade, the school indicated that he would likely “catch-up” and that he was just immature for his age. Discuss the major problems with this type of approach to children who are beginning to fall behind academically in first grade.
Review some of the best practices presented in Minke and Jensen’s chapter “Best Practices in Facilitating Family-School Meetings” (2014).What strategies presented in this chapter could have applied in this case? (D7)
Role play an efficient way to present assessment results in meetings that are brief yet leave time for collaborative conversations between school professional and parents. (D7)
Integrated, theme-based, or referral-based reports may be more easily understood as well as more practical for parents/teachers and may more easily lend themselves to recommendations. Find examples of one or more of these types of reports and analyze the differences between this style of report and
Review some of the research on report-writing, including Best Practices in Writing Assessment Reports (Walrath et al., 2014). What are the major findings related to best practices in presenting results to parents? (D7)
If you were to recommend that an FBA be completed, what steps would you take to complete this FBA? Review the chapter by Steege and Scheib(2014) entitled “Best Practices in Conducting Functional Behavioral Assessments” to assist in your response.
Is an FBA warranted in this case? Why or why not?
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