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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
What sort of support might be necessary for the school staff from Simpson Elementary School? (D6)
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
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
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)
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)
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
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)
Quite a few things went wrong with Mr. Davies handling of this situation. What ethical mistakes did Mr. Davies make in this situation? (D10)
What are Mr. Davies ethical obligations in this situation? (D10)
What concerns are the most pressing for Mr. Davies at this point? (D4, D6)
What steps should Mr. Davies immediately take now to ensure the safety of both students involved? (D4, D6)
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)
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
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)
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 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)
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)
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)
What are the implications of using zero tolerance policies in schools? (D6)
What are the controversies related to the potential concern of “overpolicing” in schools? (D6)
How should the school balance the needs of Brendan and the safety of Ava? (D6)
What are the ethical implications of various decisions that were made in this situation? (D10)
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
Research a threat assessment that might have been productive for use in this situation. Why did you select this assessment (pros/cons)? (D6)
What are best practices for utilizing School Resource Officers in schools?(D6)
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)
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.
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)
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)
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)
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
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.
Identify evidence-based resources and programs that this school might use to create a more positive school climate. (D5, D9)
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)
What ideas might be used to allow parents/families to get more involved in creating a positive school climate? (D7, O2)
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)
How did communication in the meetings or after the meetings affect parent and school relationships? (D7)
Assuming the school psychologist was at this meeting, what could they have done differently to maintain relationships? (D7, D10)
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)
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 other supports might be needed for this family in addition to academic problem-solving? (D3, D7)
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 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)
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)
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 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)
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)
Is an FBA warranted in this case? Why or why not?
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.
What is the school psychologists’ role to support the Community Resource Coordinator in supporting the linguistically diverse families of this school? (D7, D8, D10)
What teacher supports and services are needed? (D2, D7, D8)
In what ways might the school staff need to develop their own multicultural competency? Review the chapter from Miranda (2014) entitled“Best Practices in Increasing Cross-Cultural Competency” and discuss the ideas listed within the chapter about how to begin the process of increasing
What are the ethical and/or legal issues present in this case? What is the school psychologists’ role in addressing these issues? (D8, D10)
What academic equity issues are evident in this case? (D1, D3, D8)Advanced Applications
What assessment steps might you recommend to better understand the academic equity issues at this school? (D1, D3, D8)
Research evidence-based practices for working with linguistically diverse families for improving academic outcomes for students. (D2, D3, D7, D8, D9)
Develop a list of recommendations and guidelines for working with translators and interpreters in your school, based on best practices. (D7, D10)
Review the chapter by Vanderwood and Socie (2014) entitled “Best Practices in Assessing and Improving English Language Learners’ Literacy Performance.” Based on their recommendations, what factors would you suggest that this school needs to be considered to improve academic scores for all
Review “Best Practices in Working With Children From Economically Disadvantaged Backgrounds” (Mulé et al., 2014). According to these authors, what are some of the risk and protective factors that should be considered when working with children from economically disadvantaged backgrounds? How
The school initially was concerned that they may not have the necessary expertise to support a child moving into their district with a visual impairment. What specific steps did they take to ensure that they learned what was necessary to create a sound plan for Daphne’s education? (D7)
The case shows the value of effective collaborations with families as well as community agencies. What was the positive outcome of these collaborations? What if the team had not been as proactive in reaching out to the family and community agencies with the expertise needed? What could have been
What types of ongoing collaboration with outside agencies would you suggest to ensure that the team continues to understand and respond to Daphne’s needs? What types of ongoing professional development would you suggest? (D8, D10, O6)
In this case, the parent becomes the consultant to the school, in that she provides them with necessary information both about her daughter and about the potential needs in general of students with visual impairments. The school is receptive to receiving this information from Daphne’s mother.
Contrast how the school collaborates with Daphne’s mother with how the school collaborates with Jamal’s mother in Case One. How does the school value the parent’s expertise differently in these two cases? (D7)
Research the available resources in your community for students with visual impairments. Create a list of community supports/agencies that are available to potentially provide support to schools. (D7)
Research available resources for at least two other low-incidence disabilities and create a list of these resources. (D7)
Conduct a literature review about best practices for supporting children in schools with low-incidence disabilities. Summarize best practices for school-based teams. (D7)
While all children with visual impairments will have different strengths/needs as well as differing levels of support needed to progress academically in schools, research some common technologies and services that may be used in schools for children with visual impairments. (D8)
According to Bradley-Johnson and Cook (2014) in their “Best Practices in School-Based Services for Students With Visual Impairments” chapter, schools must be aware of and respond to various potential needs of visually impaired children in several areas, including academic development, social
The title of this case is “Who Is This Report Written For?” Why do you think the case has this title? In your opinion, who should reports be written for? (D7)
There are several areas of concern related to the way that this process unfolds in this situation. What are the areas of concern? Why are these concerns? Are there any ethical concerns? (D7, D10)
In what specific ways, could the school team make changes to ensure more effective school-family collaboration? (D7)
School teams may often indicate that the reports will be explained at the meeting to discuss findings. What are the barriers to doing this effectively? What sort of procedural changes in schools might be necessary to ensure that meetings are more parent-friendly? (D7, O3, O2)
In what specific ways can school-based teams reflect on how they present results to parents in meetings? What are specific ways to make changes to evaluation findings meetings to make them more parent- and childfocused? (D7, O3)
In all stages of this evaluation process, this case highlights ways in which Ms. Linus attempted to collaborate with the school regarding her concerns about her son’s academic and behavioral performance.List the ways in which she tried to collaborate and the results of those efforts. (D7)Advanced
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)
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
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)
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)
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.
After reviewing the data, what issues do you see regarding equity for diverse populations? (D1, D8)
Why is data-based decision-making like this critical to equity for diverse populations in this example? (D1, D8)
What other data would you want to collect given what you see here? (D1)
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)
How is Mr. Shields’ involvement as an active member of this PBIS important for equity for diverse populations? (D2, D8, O2)
Regarding collaboration and consultation, what should Mr. Shields next steps entail? What process skills should Mr. Shields use? (D2)
What interventions or next steps should be considered to address this problem school-wide? (D5, D6)Advanced Applications
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,
Research evidence-based practices for school-wide interventions to reduce disproportionate office referrals. (D5, D6)
Role-play a team meeting where you review the data, assign roles such as school psychologist, teachers, administrator. (D1, D2)
Create a presentation of this data, including its implications, to include a professional development session for teachers (and administrators). Consider how to best utilize this data for full faculty and/or staff discussions.(D5, D8)
Discuss the potential socio-cultural mismatches evident in this case and how they may have affected the outcomes. (D8)
What are some of the ways that the school and community system failed Ramon? What should the individuals involved have done differently to advocate for Ramon? (D8)
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)
What was Ms. Hartley’s level of competence? How did this impact on the decisions that were made? (D10)
What ethical dilemmas does this case pose? (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)
Did Ms. Hartley have any responsibility to intervene immediately once Ramon shared that he was using marijuana? Why or why not? (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
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)
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