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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
Upon reviewing the progress monitoring data, are the interventions put into place working? Why or why not? (D1)
How might Ms. Kay and Ms. Carter better operationalize the behaviors of concern (safety concerns, inability to follow directions, calling out)?Write out operationalized definitions for each of these categories. (D4)
Ms. Kay and Ms. Carter decided to focus on safety concerns as the target of intervention. Do you agree with this decision based on the baseline data collected? Why or why not? (D1)
Review Huberty’s (2014) Best Practices in School-Based Interventions for Anxiety and Depression and apply the relevant elements to this case. What would you recommend be done to assist Christopher based on your review of this chapter?
Research some of the best practices and controversies/concerns regarding policing in schools. What are best practices for involving school resource officers in situations such as the one described in this case?What are the potential problems and how can they be managed? (O4)
What type of information should the school psychologist provide to the teachers regarding how best to handle Christopher in the classroom?What types of information is it appropriate to share to ensure that they don’t inadvertently escalate similar situations as they occur? (D2, O4)
It might be helpful to also include consultation with Christopher’s parents, his teachers and even the school administrators regarding intervention planning for Christopher. What would be the goal of these consultation sessions? Role play how you could engage in consultation with each of these
Select three different specific counseling techniques that might be considered for use with Christopher at some point in the counseling relationship. (D4)
Select three counseling theories and explore how counseling sessions might proceed when using those theories in counseling Christopher. (D4)
What are potential cultural considerations or issues in this case? Should cultural variables be considered? Why or why not? (D8)Advanced Applications
By your sixth session with Christopher, he is comfortable expressing that he feels enormous pressure to get into an elite University. He reports that some of this pressure comes from the expectations of his parents since they are both successful in their chosen fields, but it mostly comes from the
Christopher has already reported to the school psychologist that he doesn’t feel that anybody understands him. How might this be used in the initial counseling sessions to further understand how Christopher is currently feeling? (D4)
Thus far, the focus of the school and his parents seem to be disciplinary and punitive in nature. How effective do you think the disciplinary actions taken by the school will be in improving Christopher’s behavior? Why? (D5)
What are some hypotheses that the school psychologist might have regarding the nature of Christopher’s sudden behavioral problems?What might be the source of his behavioral issue at school? (D4)
Provide some ideas of how the counseling session with Christopher can be started. What would be some goals for the first session? (D4)
What additional information might the school psychologist want to gather prior to her first counseling session with Christopher? (D1)
Review the “Best Practices in Group Counseling” chapter by Herbstrith and Tobin (2014). Apply some of the practices suggested for use in this case.
What specific types of professional development for the teachers, administrators and mental health professionals in the school might be necessary to ensure effective service delivery of this new program? (O6)
Research some anger management counseling programs that might be implemented with whole-classes, small groups or even a whole school approach. Identify some programs and provide information about the pros and cons of each program (D4). Consider cultural implications for each. (D8).
The school’s original idea to focus on reducing disciplinary issues related to verbal and physical aggression is a potentially positive one. Design a plan for how the school teams should go about assessing factors associated with the disciplinary problems in the school. What types of needs
Review the research by Pas et al. (2020) about attendance patterns with Tier II and Tier III interventions. How might the school psychologist and school counselor use these findings to conceptualize the attendance problems that they are facing in their groups? (D4, D9)Advanced Applications
How should the school psychologist and school counselor connect with families to gain consent, engage, and promote skill generalization? (D7)
What should the school psychologist do to engage teachers in intervention efforts and to promote skill generalization? (D2, O4)
What might the screening data suggest about teacher perceptions about student aggression in the school? What alternate ecological hypotheses could be made about the aggressive behavior? How might changing the hypothesis, alter your decisions about interventions? (D8)
What cultural considerations are needed prior to selecting and implementing an intervention such as this one? (D8)
What process should the school psychologist and the school counselor have taken for identifying the best intervention for this group? (D9)
Specifically, how might the few females have identified for participation in these groups fare as participants? What hypotheses do you have about their potential willingness to be part of these groups? (D8)
What might be some iatrogenic effects of grouping students together?(D10)
What are some of the issues presented here regarding passive consent for the teacher ratings of aggressive behaviors? Is active consent from parents needed for students to be involved in the actual anger management groups? (D10)
What are the ethical considerations for running this group? (D10)
Scholars have written about the over-identification of Black students in the category of Specific Learning Disability, as well as the potential underrepresentation of research on Black students in reading intervention research (Proctor et al., 2012; Robinson, 2013). Review the research on this and
Review the eligibility criteria for a Specific Learning Disability in your state. Would you have qualified this student for special education services, given this information? If no, why not? If yes, using which model, the discrepancy model, response to intervention, or patterns of strengths and
Discuss and determine what a more effective IEP goal would be for this case, for the phonics concern. What are the limitations of the current goal? Write a new goal that addresses those concerns. What measure would you recommend for progress monitoring? What frequency would you suggest this data to
Review the research on phonics intervention, specifically for the phonics skills indicated as a need in the later assessment in this case. What interventions or programs are evidence-based and meet the needs presented in this case? (D3, D9)
Review the research on computer-assisted interventions for reading.What programs are evidence-based and meet the needs presented in this case, if any? (D3, D9)
Evaluate how the data was presented in the report tables. What recommendations would you make for revisions to the data report format?(D1)
Read information on the use of age versus grade equivalencies (e.g., Reynolds, 1981; Smith, 2009). Which should the school psychologist have reported and why? (D1)
If you were the school psychologist for this case, what assessment steps would you have taken? What specific assessments would you recommend? Why? (D1)
Discuss the cultural considerations in this case. How might racial bias of the team members have played a role here? What actions may have contributed to disproportionate special education placement for students of color at this school? What could have been done to prevent a potentially unnecessary
In almost every meeting throughout the years, Ms. Chapman feels unsure and/or unheard. She consistently tries to advocate for her daughter, yet she hits many roadblocks from school-based team members. In what specific ways did the team members contribute to these roadblocks? What specifically could
How did communication in the meetings or after the meetings affect parent/school relationships? How might listening to the parent have improved student outcomes? (D2, D7)
What is the school psychologist’s role in consulting with the teachers before and after the meeting in this case? If you were the school psychologist, how would you have followed-up with the teachers or staff after each meeting? (D2)
Kenya was receiving reading intervention services in a separate class from Language Arts. She was failing Language Arts. What other supports might have been needed in addition to a reading intervention class?What is the school psychologist’s role in connecting those dots? (D2, D3, D10)
What intervention issues are present in this case? (D3)
What is the role of the IEP Team in regards to determining specialized instruction? (D3, D10)
Was the school psychologist correct in saying it is not the team’s job to dictate instruction? Why or why not? (D3, D10, O4)
What legal issues are present in this case? (D10)
What assessment issues are present in this case? What are concerns about some of the specific assessment measures used in this evaluation? (D1)
Within the case, there is a mention of the long-term process associated with acquiring a second language with proficiency in cognitive and academic language. Research the process of second language acquisition.With knowledge of that long-term process, analyze how schools should consider second
Plan a faculty in-service session introducing your role as a school consultant, supporting academic interventions and instructional support.Include rationale for the importance of a problem-solving approach prior to or during the special education referral process (D5, D10, O1, O4, O5)
Role play the conversation with the teacher around the data plateau, her concerns, and next steps. (D2)
Create an intervention script and treatment fidelity measure for the folding-in or “drill sandwich” intervention (Gickling et al., 2016). (D1, D3)
Discuss the legal aspects of this case. What are the inclusionary and exclusionary criteria of specific learning disability? (D10)Advanced Applications
Discuss the cultural aspects of this case. Why was it important that Ms.Eager introduce a problem-solving approach for this case in particular?Why might it have been more effective to switch to working on words rather than letters/sounds for this student? (D8, D3)
Why was it critical that Ms. Eager visually displayed intervention phase lines on the graph to indicate when the intervention stopped and started? (D1)
What did the teacher’s reactions at the team meeting indicate about the culture of the school regarding beliefs around student problems and/or how academic problems are solved? What about the teacher’s quickness to refer for special education evaluation after lack of progress? What can be done
How did Ms. Eager have to repair potential relationship damage from the initial perceived misstep at the meeting? (D2)
Although Ms. Eager asked an innocuous question, what went wrong in her first interaction? (D2)
It would be helpful to be able to evaluate how consultative and indirect service delivery models impact student outcomes. How might the service delivery in this school be evaluated? (O1)
Role-play a consultation conversation between Ms. Dewmore and Mrs.Key. In the role of Ms. Dewmore, plan to address the teacher multitasking in an open, but non-confrontational way, and to try to shift from more direct service to indirect service. What communication skills or motivational
Using that same intervention, create a method to assess intervention fidelity (e.g., an observation checklist, a teacher self-assessment checklist, permanent product review). (D1, D2, D3, D9)
Review the Graham et al. (2000) research article and create an intervention script for a teacher based on the description of the intervention in the article. (D3, D9)
The parent seemed to be easily persuaded to view this as a special education or disability concern from the parent-teacher conference but was also equally open to trying other options first once presented by Ms.Dewmore. What does this mean for the role of school psychologist in educating parents
Teachers judge students’ writing content more negatively if there are significant legibility concerns (Graham et al., 2000) and handwriting is often not taught explicitly in schools as it once was. What is the school psychologist’s role in sharing handwriting development and intervention
What could the consultant have done differently from an indirect service delivery perspective? What could be done in a future case with this teacher to emphasize the teacher outcomes of the case? (D2, O1)
What might have happened if the school psychologist did not offer a collaborative consultation approach for this case? How might the outcomes for this student be different? (D2)
Role play a multidisciplinary meeting to review the progress-monitoring data and benchmark data to determine if further evaluation for special education services is needed. If yes, discuss what disability is suspected and what assessments or data would be needed given the referral concern. (D1, D10)
Plan the next step for assessment. What curriculum-based measurement probes would you utilize next? Explain your rationale. (D2)
Role play a conversation between the school psychology intern and the math teacher, reviewing the data graph, to determine the next steps.(D1, D2, D3)
Ms. Jenkins is an intern so she continues to have access to supervision from both her university-based and site-based supervisors. However, once she completes her internship, she will likely not have access to the same types of mentorships. Why is it important to seek out mentors as a new school
Are there cultural and language considerations that should be taken into consideration in this case? If yes, what should the team and Ms. Jenkins consider? (D7)
Given the data at the end of the case and teacher concerns, what should be the next steps? Is a special education evaluation warranted here? Why or why not? (D1, D2, D3, D10)
At the conclusion of the case, the teachers are excited about the intervention strategy. How should the intern proceed if she wants to begin moving this case from direct services to indirect services to help give away the skills of the intervention and assessment? (D2, D3)
In this case, the intern provided direct service for the interventions. What are the advantages and disadvantages of direct academic service provision versus indirect? (D2, D3)
How might the team view the student differently if they only had the benchmark data, fall and spring, to review at their meetings and not the weekly progress monitoring data? (D1)
How did the use of assessment inform intervention decisions for this case? What types of assessment data were the most helpful for making intervention decisions? (D1, D3)
Sean’s academic progress has not been explicitly discussed and/or evaluation thus far in this case. Moving forward, what steps can be taken to evaluate Sean’s academic performance in the virtual environment, given Mrs.Jackson’s stated concerns that she does not feel like he is making adequate
Research and suggest at least interventions that could possibly be used to assist Sean in becoming more independent from his mother in proceeding through his virtual day. (D4)
In looking at the data thus far, do you feel like the comparison peer also could improve upon their reaction time to teacher requests? Is it possible that a class-wide intervention by the teacher might be needed to increase understanding of instructions for all students in order to increase
Sara’s next step is to collaboratively decide upon goals with Mrs. Jackson.What might be reasonable goals for Sean in the virtual environment?How did you arrive at this decision? (D1, D2, D7)
In their best practices chapter, Sullivan et al. (2014) discuss the importance of school-based supervisors understanding the research on supervision standards and practice. They also discuss the idea that interns appreciate when their supervisors are organized and deliberate in providing
Sara does not seem to get much supervision from her school-based internship supervisor on this case. Why might that be? How and why might their priorities be different in this case? As the supervisor, what additional supervision would you have provided Sara? (D10, O5)
Sara decides to use the number of times the camera is turned off during lessons as a measure of whether Sean can follow teacher instructions. She assumes that the number of times that the camera is turned off is indicative of the number of times that he seeks assistance from his mother. Is this an
Parent consultation seems to be increasingly in demand during virtual instruction and the ongoing pandemic. What are some best practices in how parent-based consultation sessions should proceed? Do you agree with Sara’s decisions thus far in how she has proceeded with this parent consultation
How did the collaborative culture of this school system allow for peer consultation and mentoring to occur? What would happen if the school system did not have a collaborative culture that allows for open dialogue about how to improve practices? (O2, O5)
Practice collecting observation data on teacher praise and reprimands.See the Classroom Check-Up training module for observation examples and practice (The Classroom Check-Up, 2020). (D1)
What might the school psychologist do differently if this problem appeared to be shared by multiple teachers in the school? (D2, D5, D6)
Review the research on methods to improve teacher praise. Based on that research, what might you suggest the coach try next if the modeling does not produce consistent increases in praise? (D2, D4)
In the research on the efficacy of the Double Check model, Bradshaw and her colleagues (2018) found that coaches often prioritize positive behavior intervention goals but did not explicitly set cultural proficiency goals as frequently. How is that evident in this case? In this case, were the class
What was the ethical dilemma faced by the school psychologist in this case? How did she navigate those issues? What might have happened if she handled it differently? (D10)
Why was it important that the school psychologist did not view this as resistance, but from a different perspective? (D2)
What consultation and collaboration skills did this school psychologist use to enhance teacher and student outcomes? (D2)
If you were the school psychologist, what would the multicultural consultation constellation be (see Ingraham, 2000)? What might you need to do to explore your own cultural identity in relation to this case? How might you explicitly talk with Mr. Taylor about the racial aspects of the case that he
Think of this case from a multicultural consultation perspective (see Ingraham, 2000). What is the consultation constellation in this case?How might that have affected the consultation relationship? (D8)
What limitations are there to this data collection or graphing approach?What other data might you like to collect for this case to determine if the students are making adequate progress in reading comprehension?Pick at least one other measure and describe its advantages and limitations. (D1)
In this scenario, the elicit-provide-elicit strategy (Reinke et al., 2011) was particularly helpful. In this strategy the consultant starts by asking the teacher what strategies they have in mind for the goal. Then, the consultant asks if the teacher would be interested in hearing a few other
Review the research on evidence-based reading comprehension interventions. Select three that you would propose to a teacher if you were in a similar situation as the school psychologist in this case. (D3)
This diverse group of students were in a remedial reading intervention group. What might have happened to the students if the consultant and teacher did not use a problem-solving process such as this? How was this an important step in the prevention of inappropriate referrals to special education?
How might the data collection in this case have facilitated the positive teacher and student outcomes? (D1)
NASP (2020) advocates the use of effective and appropriate interpersonal skills to serve as a change agent and lead to more provision of more effective services. What communication and collaborative skills did this school psychologist use to do this? (D2)
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