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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

Review Scherr (2014) chapter “Best Practices in Working With Children Living in Foster Care” and discuss recommendations for this case based on the best practices discussed in the chapter. (D7, D8, D10)
Review the Kendrick-Dunn et al. (2020) article Infusing Social Justice into Tiered Service Delivery for Low-Income and Economically Marginalized Students in Foster Care and discuss recommendations for this case based on the reading. (D7, D8, D10)
In the scenario, there was no plan to monitor the progress of the gum chewing intervention after the SST meeting. What assessments would you suggest for progress-monitoring? (D1)
Review the research on gum-chewing and on-task behavior? Is there any evidence to support that practice? What evidence-based interventions would be better to suggest besides gum chewing? (D3, D4, D9)
What could the school have done to try to identify if the math accuracy and fluency issue were due to attentional difficulties or math skills? What assessments would you recommend? (D1, D3, D4)
What are the parents’ rights to request meeting minutes be redacted or revised? When should we make requested revisions versus when should a parent addendum be added? (D7, D10)
What other supports might be needed for this family in addition to academic problem-solving? (D3, D7)
How is the school helping to close the gap for students with a significant background of trauma or for students of color? What barriers might they be putting in place for the family? (D7, D8)
What is the school psychologist’s role in consulting with the teachers before or after the meeting? If you were the school psychologist, how would you have followed-up with the teachers or staff after each meeting? (D2, D3, D4, D7, D10)
Assuming the school psychologist was at this meeting, what could they have done differently to maintain relationships? (D7, D10)
How did communication in the meetings or after the meetings affect parent and school relationships? (D7)
Review the “Best Practices in Bullying Prevention” chapter (Felix et al., 2014). Based on their suggested practices, what else should the school be working on to decrease the problem of bullying within the school?(D5, D6)
What ideas might be used to allow parents/families to get more involved in creating a positive school climate? (D7, O2)
Create a short presentation to present at a school staff meeting to present this data and solicit feedback about what might be causing these differences in perspective between students and teachers. (D1, D2, D6, O4)
Identify evidence-based resources and programs that this school might use to create a more positive school climate. (D5, D9)
Review bullying assessment tools available (e.g., Hamburger et al., 2011).Compare and contrast at least two different measures to identify the advantages and limitations of each.
According to Bradshaw et al. (2007), teachers may not always respond to a bullying report if there is a perceived lack of administrative support, lack of a school-wide policy regarding bullying, or if the culture of the school does not promote bullying prevention. This can lead to a passive
Staff members’ perceived efficacy for resolving a bullying situation is highly related to their likelihood of intervening effectively (Bradshaw et al., 2007; Nicolaides et al., 2002). What is the school psychologist’s role in working to increase staff efficacy to handle these issues? (D2)
For those in field placements, do these data already exist at your field placement site and is anyone analyzing and discussing it? What does that look like? If not, what is the school psychologist’s role in working with the school to review, select, and adopt similar screening measures? (D1)
According to Bradshaw et al. (2007), this issue is common. What is the school psychologist’s role in understanding these differences in perception in their own schools and making decisions about prevention, intervention, and response? (D6)
Review Cornell (2014) Best Practices in Threat Assessment in Schools. Summarize Cornell’s major points regarding best practices in threat assessment and apply these practices to this case.
How might this school’s specific climate have contributed to how the situation was eventually handled? How could the school focus on the issues of climate in the future to avoid this type of outcome? (O2)
What are best practices for utilizing School Resource Officers in schools?(D6)
Research a threat assessment that might have been productive for use in this situation. Why did you select this assessment (pros/cons)? (D6)
Brendan’s parents did not seem to be included in these discussions about the concern from his teacher about the angry outbursts. When should his parents have been brought into the discussion? How might this have changed the outcome? (D7)Advanced Applications
What are the ethical implications of various decisions that were made in this situation? (D10)
How should the school balance the needs of Brendan and the safety of Ava? (D6)
What are the controversies related to the potential concern of “overpolicing” in schools? (D6)
What are the implications of using zero tolerance policies in schools? (D6)
This situation escalated to the point where the police were called. Review the steps taken by the school and indicate the points in which the school staff could have made different decisions to diffuse this situation. (D6)
Review and summarize the Best Practices in Suicide Prevention and Intervention chapter (Lieberman et al., 2014). According to the practices set forth in this chapter, what should Mr. Davies have done differently? How should he respond now? (D4, D6)
What types of professional development do you recommend for Mr.Davies to assist him in better understanding best practices for future situations such as this one? (O6)
Mr. Davies decides to immediately follow up with Jessie and his family.Research an appropriate suicide risk assessment that could be utilized in this situation. (D1, D4)
What specific ways should Mr. Davies follow up with Christina and her family that day and also the following day in school? (D4, D6, D7)
Should Mr. Davies be reprimanded for his actions in this case by the principal at the school? By his own supervisor? Why or why not? (O1)Advanced Applications
Mr. Davies motives are to establish a relationship with Christina to assist her during counseling. What are some other ways that he could have gone about trying to establish a relationship with her so that he could assist her? (D4)
What steps should Mr. Davies immediately take now to ensure the safety of both students involved? (D4, D6)
What concerns are the most pressing for Mr. Davies at this point? (D4, D6)
What are Mr. Davies ethical obligations in this situation? (D10)
Quite a few things went wrong with Mr. Davies handling of this situation. What ethical mistakes did Mr. Davies make in this situation? (D10)
Review and summarize the chapter by Heath (2014) Best Practices in Crisis Intervention Following a Natural Disaster. Based on these practices, what else should the school consider doing in response to this storm? (D6)
Suppose that by November of the next school year, your Child Study Team is reporting a much higher than usual referral rate for special education evaluation and eligibility due to increased academic concerns of both teachers and parents. How would you handle this situation? What data might you need
Design potential survey questions that could be used to evaluate the crisis response from this school for various stakeholders (parents, students, school staff ). Include at least 5 survey questions that could be asked of each stakeholder group. (D7, D9)
Using Table 6.1, create lists that detail specific areas that the crisis team should focus on in both the short-term (acute stage of this crisis) and in the long-term recovery efforts for the school community efforts. (D6)
If some of the teachers report feeling overwhelmed upon the return to school, is it appropriate for the school to provide support for the adults who work in the building? Why or why not? If yes, what types of support for staff could be recommended? (O2, O4)Advanced Applications
The importance of school-family collaboration and communication is evident in a community crisis such as this. What suggestions would you give the school-based safety and crisis teams at Simpson Elementary School about how they could have/should have fostered communication with families before and
What sort of support might be necessary for the school staff from Simpson Elementary School? (D6)
In evaluating their response to this crisis, what parts of their response should they reflect upon? In what areas could the school have been better prepared? (D6)
How might the reactions vary depending upon proximity to the event, long-term family impact (i.e., family displacement), academic impacts, and the age of children? What sorts of mental health supports might be needed for these children? (D4)
What different types of traumatic responses might you expect from children from this elementary school? (D4)
The school safety and crisis teams at Simpson Elementary School were active, well-prepared teams; however, the significant impact of the hurricane on the entire community was overwhelming for all involved. Discuss how you would prioritize the school’s response in the immediate aftermath of the
The specific topic of this PD session was related to academic interventions. Design a plan for the participating school psychologists to turnkey this information back to their individual schools. What specific elements should be included in turnkey trainings to ensure success? What types of ongoing
What leadership opportunities are available for school psychologists who work in medium/large-size districts for developing programs to support the practice of school psychology? Provide ideas of how to develop programs and resources for school psychologists (PD opportunities, collaboration, case
What are possible reasons the school psychologists are so enthusiastic about increased opportunities for collaboration across the district? Why is it important for school psychologists to continue to collaborate with other practicing professionals? (O5)Advanced Applications
In this case, Stacey purposefully seeks out guidance from a colleague who is currently attending a doctoral program to ensure that they design a needs assessment that is in keeping with the latest research on survey design. In what ways are collaboration between Universities (faculty and students)
Stacey was motivated to create a needs assessment for distribution to her fellow school psychologists but understands that she may have limited or outdated information about best practices in survey design. Why was it important that she consulted the professional literature and other professionals
School psychologists often report that general PD sessions are not particularly helpful to them. What are the advantages and disadvantages of having various professionals come together for PD as an entire building?(O4, O5)
Role play a consultation session between Ms. Williams and the school principal to practice administrative consultation around an issue identified in this case. (D2, D5, D8)
Research and describe at least one evidence-based practice to address one of the issues you identified in this case. Provide rationale for why you selected this intervention. (D5, D9)
Review the literature on developing an equity team and best practices on how to facilitate needs assessment and school-wide intervention on diversity climate issues in a school. Develop a list of steps and strategies that a school psychologist, who is in a similar position as Ms. Williams, could
Research and list specific school culture and climate tools that a school psychologist could use to analyze diversity and equity issues at the school-level. (D1, D5, D8, D9)
Ms. Williams appears to be doing much of this work alone. How could she enlist the support of others to do this work with her? Why might it be important to include others? (D2, D5, D8)Advanced Applications
What types of assessment activities have been important for Ms. Williams to conduct in her first months in the school? Why? What other assessment activities might you recommend for her to understand the school diversity culture and climate better? (D1, D5, D8)
What are some of the protective and positive features of the school culture and climate? What are the concerning aspects? What would you prioritize as needs? Explain your rationale. (D5, D6, D7, D8)
What is the school psychologists’ role regarding exploring the diversity and climate issues as seen in this case? What are ethical and legal considerations? (D5, D8, D10)
Review the phoneme-grapheme mapping intervention (e.g., Earle &Sayeski, 2016). Create an intervention script and fidelity checklist to use to consult with a teacher like Ms. Applegate to implement a similar strategy. (D2, D3)
What assessments would you have conducted if you were the school psychologist and consultant for this case, to better understand the students’reading skills and needs? (D1, D3)
Review the concept of the skill-by-treatment interaction (Burns et al., 2014) to describe why each intervention may have been the best fit for each group. What might have happened if the students in Ms. Applegate’s group been placed in the fluency intervention program? Would they have made
Research the evidence base for Read Naturally (Institute of Education Sciences, n.d.). What reading skills are the most likely to improve using this intervention? (D3, D9)
Read and discuss Erchul’s (2011) School Consultation and Response to Intervention: A Tale of Two Literatures in relation to this case. Compare and contrast the advantages and disadvantages to both approaches, the Standard Protocol Approach the MTSS Team took for the Tier II “Strategic” group,
In looking at the outcomes for this case, is it appropriate to call the groups or students, “intensive” and “strategic” after all? Why or why not?(D8, D10)
What were some of the limitations of this MTSS Team’s approach to problem-solving? What might have happened if Mr. Beery was not involved in offering consultative services? (D1, D2, D3, D9)
Why might this group of students have progressed more rapidly than the students receiving the Tier II intervention? What could this mean in terms of improvements needed in the Tier II intervention stage?(D1, D5)
What is the school psychologist’s role in working with a school-wide MTSS team? What were the benefits of Mr. Beery’s involvement with this team? (D1, D2, D3, D5, D10)
Imagine that you are a part of this PBIS Team Meeting. Upon reviewing this data, develop an action plan. Include a measurable goal for the year and activities to support that goal. (D2, D5)
Assuming that the teachers in the scenario are interested in engaging in consultation about their classroom management, what would be your first steps in establishing the consultation relationship? What model would you follow and why? (D2)
After more exploration, you notice that most repeat referrals are coming from one or two classrooms. Role play a conversation with one of the teachers to discuss this concern and offer consultation or coaching services. (D2)
Based on the data in Table 5.1, what were the demographics of the students who were receiving repeat office referrals? In other words, who was excluded from the rewards and incentives? How might the school psychologist help the school analyze and address this to provide more culturally responsive
What types of services would you recommend for the areas of prioritized need? (D5, D6)
If you were a member of this team, what areas would you recommend prioritizing in the school’s action plan? (D1, D5)
What is the school psychologist’s role in working with this team to analyze this type of fidelity or equity data? A school psychologist was not mentioned in the case. Should they be part of the team? Why or why not? (D1, D8, D5, D10)
After reviewing all of the data presented, what is working well in this school? What needs to be improved? (D1, D5)
What additional professional development, specific to school psychologists, might need to happen to ensure that they have the skills to support children during this pandemic? (O6)
Some believe that one of the positive side effects of the pandemic might be the reimagination of how we educate our children, which has not been critically changed in generations. One example includes an increase in investment in technology-based education that may have benefits for children long
The pandemic completely upended the educational system in the entire country. What were some of the immediate and long-term negative impacts of the pandemic on students’ learning? How about on students’ mental health? How should schools continue to respond to these impacts? (D5)
Research and design an intervention plan to provide support to Jason and his mother. (D3, D4, D7, D9)
Design an assessment plan to better understand some of Jason’s particular needs. (D1)
Review some of the references that Ms. Nguyen initially consulted about teleconsultation. Using that information, how might you approach teleconsultation for this case? What steps would you take? What practical and legal considerations would be needed? (D2, D10)
Now that Ms. Nguyen is ready to offer teleconsultation, who should be her consultee? Why? (D2)
While the switch to virtual instruction seems to have negatively impacted Jason’s grades and is the trigger that caused the school to reach out to Jason’s mother, there is some evidence to suggest that Jason may have needed additional support from the school prior to this. What are some
Jason is referred to as unmotivated throughout this case. What may be a more positive conceptualization of the areas of concern? (D4)
What hypotheses do you have regarding Jason’s academic performance during virtual instruction? How are Jason’s academic and social/emotional concerns related? (D3, D4)
Why was it important for Ms. Nguyen to consult the relevant literature and research around teleconsultation? (D9)
Jason is clearly struggling with virtual learning during the pandemic.Name some ways that the school could have been more proactive early on in offering support to Jason and his family. (D3, D4, D7)
How can the school psychologist ensure that the school administration sees value in her participation in class-wide interventions such as the one described? What data should be presented to document that this is an effective use of the school psychologist’s time? (O1, O3, O4)
This data represents whole-class data. Suppose that the analyses of data find that the continued calling out behavior is mostly from one child in the class who has not adapted to the classroom routine. If the majority of the continued calling out is from this one child, what individual intervention
The interventions put into place in this classroom were designed to update classroom management/procedures so that they work better with younger children. Thus, the intervention plan was quite general.If more specific interventions were needed, research some possible evidence-based interventions
During this class-wide intervention, Ms. Kay has been conducting the weekly observations to determine the effectiveness of the interventions.She comes to the class for 60 minutes each week to collect the data in all categories. This may not be feasible for all school psychologists. Design a more
Ms. Carter was open to suggestions to assist her behavior management in class as she seemed to realize that she needed some assistance with updating her classroom procedures/management to younger grades.How did her openness to consultation with Ms. Kay influence the outcomes in this case? How might
What might you suggest next in this case? What should be prioritized and why? (D4)

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