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THE SCHOOL PSYCH TOOLBOX: EMOTIONAL AND BEHAVIORAL Although the legal educational term is Emotional Disturbance (ED), these students are often referred to as having Emotional and Behavioral Disorders (EBD) due to the substantial impact their behaviors have on their education as well as the link between behaviors and disorders described in the Diagnostic and Statistical Manual - fifth edition (DSM-5). THE SCHOOL PSYCH TOOLBOX: CHALLENGING PERSPECTIVES AND The 4 factors holding the foundation of negative perceptions regarding the inclusion of students with behavioral challenges in general education classrooms: 1) Additional Knowledge - Teachers across the nation report feeling overwhelmed and under trained to appropriately teach this population of students. 2) Positive Experiences - Research THE SCHOOL PSYCH TOOLBOX: LET THE BLOGGING BEGIN! It was cheap ray ban wayfarer sunglasses so much to bulging full, splendor ah. cheap simple comment to the angle of looking at the beautiful teacher's breasts, cheap ray ban sunglasses australia cheap ray ban sunglasses australia very ray ban sunglasses outlet australia cheap with their own hands infer a bit finding his cheap ray ban sunglasses australia hands with it pales in comparison THE SCHOOL PSYCH TOOLBOX: THE MOVE TO APPLICATION BASED The Trainers of School Psychologists – New York (TSP-NY) recently released an open letter to Pearson Assessments indicating 4 major concerns associated with the use of Q-Interactive: 1) Cost prohibitive for graduate programs and students, 2) Cost prohibitive for practitioners and school districts, 3) Confidentiality of assessment data, and 4) Limited research to support validity and THE SCHOOL PSYCH TOOLBOX: FEBRUARY 2013 The Least Restrictive Environment is a term used in education to describe where on the continuum a student's need can be met, while keeping in mind that it is best practice to allow access to the general education setting as much as possible. THE SCHOOL PSYCH TOOLBOX: DECEMBER 2013 Although the legal educational term is Emotional Disturbance (ED), these students are often referred to as having Emotional and Behavioral Disorders (EBD) due to the substantial impact their behaviors have on their education as well as the link between behaviors and disorders described in the Diagnostic and Statistical Manual - fifth edition (DSM-5). THE SCHOOL PSYCH TOOLBOXMEET MEIEP GOAL BANKBEHAVIOR SYSTEMSSELF & MATCHLET THE BLOGGING BEGIN The Trainers of School Psychologists – New York (TSP-NY) recently released an open letter to Pearson Assessments indicating 4 major concerns associated with the use of Q-Interactive: 1) Cost prohibitive for graduate programs and students, 2) Cost prohibitive for practitioners and school districts, 3) Confidentiality of assessment data, and 4) Limited research to support validity and THE SCHOOL PSYCH TOOLBOX: IEP GOAL BANKMEET MEBEHAVIOR SYSTEMS IEP Goal Bank. As School Psychologists, it becomes second nature to ensure that everything we do and write is legally defendable. When that comes to IEP goals we want to make sure we are writing S.M.A.R.T. goals! 2) Measurable - You can count or observe it, basically you THE SCHOOL PSYCH TOOLBOX: THE "SELF & MATCH" SYSTEM The "Self & Match" system is an evidence-based self-monitoring intervention that is firmly grounded in principles of Applied Behavior Analysis.What is so unique about this system is that students learn to rate their own behavior and are rewarded both for THE SCHOOL PSYCH TOOLBOX: CREATING DATA-BASED AND Tips: Creating a Data-Based Inclusion or Behavior Transition Plan. Step one: Track student behavioral progress for at least 8 consecutive weeks before beginning any transitions, but many students will need longer. Those who have made both significant and consistent progress as well as reaching pre- determined behavior goals should beconsidered
THE SCHOOL PSYCH TOOLBOX: EMOTIONAL AND BEHAVIORAL Although the legal educational term is Emotional Disturbance (ED), these students are often referred to as having Emotional and Behavioral Disorders (EBD) due to the substantial impact their behaviors have on their education as well as the link between behaviors and disorders described in the Diagnostic and Statistical Manual - fifth edition (DSM-5). THE SCHOOL PSYCH TOOLBOX: CHALLENGING PERSPECTIVES AND The 4 factors holding the foundation of negative perceptions regarding the inclusion of students with behavioral challenges in general education classrooms: 1) Additional Knowledge - Teachers across the nation report feeling overwhelmed and under trained to appropriately teach this population of students. 2) Positive Experiences - Research THE SCHOOL PSYCH TOOLBOX: LET THE BLOGGING BEGIN! It was cheap ray ban wayfarer sunglasses so much to bulging full, splendor ah. cheap simple comment to the angle of looking at the beautiful teacher's breasts, cheap ray ban sunglasses australia cheap ray ban sunglasses australia very ray ban sunglasses outlet australia cheap with their own hands infer a bit finding his cheap ray ban sunglasses australia hands with it pales in comparison THE SCHOOL PSYCH TOOLBOX: THE MOVE TO APPLICATION BASED The Trainers of School Psychologists – New York (TSP-NY) recently released an open letter to Pearson Assessments indicating 4 major concerns associated with the use of Q-Interactive: 1) Cost prohibitive for graduate programs and students, 2) Cost prohibitive for practitioners and school districts, 3) Confidentiality of assessment data, and 4) Limited research to support validity and THE SCHOOL PSYCH TOOLBOX: FEBRUARY 2013 The Least Restrictive Environment is a term used in education to describe where on the continuum a student's need can be met, while keeping in mind that it is best practice to allow access to the general education setting as much as possible. THE SCHOOL PSYCH TOOLBOX: DECEMBER 2013 Although the legal educational term is Emotional Disturbance (ED), these students are often referred to as having Emotional and Behavioral Disorders (EBD) due to the substantial impact their behaviors have on their education as well as the link between behaviors and disorders described in the Diagnostic and Statistical Manual - fifth edition (DSM-5). THE SCHOOL PSYCH TOOLBOX: LET THE BLOGGING BEGIN! It was cheap ray ban wayfarer sunglasses so much to bulging full, splendor ah. cheap simple comment to the angle of looking at the beautiful teacher's breasts, cheap ray ban sunglasses australia cheap ray ban sunglasses australia very ray ban sunglasses outlet australia cheap with their own hands infer a bit finding his cheap ray ban sunglasses australia hands with it pales in comparison THE SCHOOL PSYCH TOOLBOX: JUNE 2013 The "Self & Match" system is an evidence-based self-monitoring intervention that is firmly grounded in principles of Applied Behavior Analysis.What is so unique about this system is that students learn to rate their own behavior and are rewarded both for THE SCHOOL PSYCH TOOLBOX: MEET ME Dr. Smithey is a School Psychologist, Educational Researcher, and Writer specializing in the prevention, early intervention, and treatment of students with Emotional and Behavioral Disorders. THE SCHOOL PSYCH TOOLBOX: BEHAVIOR SYSTEMS BEP is a daily check-in, check-out intervention for students at risk of exhibiting severe behavior problems. This program can be utilized as a self-evaluation tool paired with staff reinforcement. The students attend daily meetings before and after school with an adultto
THE SCHOOL PSYCH TOOLBOX Useful tips, tools, strategies, and topics for School Psychologists, Special Educators, Teachers, Administrators, and Parents of students at-risk and with disabilities.PAGES
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THURSDAY, NOVEMBER 20, 2014 THE MOVE TO APPLICATION BASED ASSESSMENT As School Psychologists we have front row seats to watching technology shape the future of learning, but how is this change impacting ourscope of practice?
For students, several districts in the area employ the use of tablets for learning, and some have made the transition to technology so vast that they provide a tablet for each child. For School Psychologists, we have slowly moved away from hand scoring to computer based scoring, and even to online rating scales. Who wants to spend an hour half hand scoring a 150 question rating scale when you can spend 15 seconds running a full online report? There is no doubt that technology has the capacity to increase the efficiency of our jobs, but there is a big difference between using online behavior rating scales and creating a full shift to application-based testing. There has been a lot of buzz lately about our assessment tools becoming available through an application called Q-interactive. Pearson assessments created Q-Interactive with the promise to eliminate the need for chunky test kits. As someone who welcomes technology with open arms, I immediately researched the program, attended a training, and began using it. It was promptly apparent that while Pearson still has some work to do, there is potential for an abundance of benefits to evaluators. The two leading issues I encountered with the actual use of Q-Interactive were simple technical glitches (as with any technology, sometimes it just doesn't work and you can’t figure out why), and the time commitment it takes tolearn.
Although I knew and understood that administering subtests on the iPad would be different, I still had this senseless expectation that it would remain somewhat automatic and effortless. When I attempted to administer a subtest on the iPad for the first time, one that I have given countless times the traditional way, I found it to be uncomfortable and confusing. I was relearning HOW to administer assessments and essentially attempting to break old habits to learn new ones, which is not what I expected. Just as with learning anything new, after practice it does start to come with ease. However, the obstacle Pearson is faced with is whether or not assessors are able and/or are willing to take the time to relearn the way they administertests.
The Trainers of School Psychologists – New York (TSP-NY) recently released an open letter to Pearson Assessments indicating 4 major concerns associated with the use of Q-Interactive: 1) Cost prohibitive for graduate programs and students, 2) Cost prohibitive for practitioners and school districts, 3) Confidentiality of assessment data, and 4) Limited research to support validity and reliability of assessments administered using Q-Interactive. The last two points are consistent concerns indicated by users of this assessment trend. However, I don’t necessarily agree with the concerns regarding cost, as the cost effectiveness of the program is highly situational at this point. Many districts already provide iPads to their students and employees, many practitioners already utilize application-based technology for their business, and everyone else will eventually move toward technology, as its future in education is inevitable. With the high cost of traditional test kits, many districts could save money purchasing the yearly license for Q-Interactive and paying per subtest use, as an alternative to ordering several test kits and paper protocols. They also offer graduate student access options for school psychologist training programs. Overall, I am impressed with the initial release of Q-Interactive, as the need to work out kinks should be expected. While the shift to application-based testing will be a gradual one, I anticipate traditional assessment tools to remain a key part of our evaluation process. There are benefits and downfalls to both traditional and application-based assessments. So, why not use both to your advantage? Based on my experience and use of Q-Interactive over the past several months, I created a quick pros and cons list for those contemplatingthe shift:
_Pros_: Has potential to be time effective; lessens need for big test kits/uses less space; using an iPad for assessments can be highly motivating for children; Can be cost effective long term in some situations; Charged per subtest rather than pay for entire protocol (great for cross-battery assessment); Once you purchase a full yearly license, it includes all future test kits added to Q-Interactive; Access to full manuals online. _Cons_: Several questions about confidentiality of data; Currently there is limited research for assessments given on iPad; Is cost prohibitive short term; Can be cost prohibitive long term in some situations; Requires large time commitment to learn; Technical glitches; Currently only available on the iPad.By,
Ashley Smithey
Posted by Dr. Smithey on Thursday, November 20, 2014184 comments:
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FRIDAY, DECEMBER 6, 2013 EMOTIONAL AND BEHAVIORAL DISORDERS, AN INTRODUCTION This is both my area of interest and expertise, so you can expect several blogs in the future focusing on aspects of this disability targeting an audience with varying knowledge levels. This particular blog is to be considered an introduction and focuses on characteristics, risk factors, and cultural/economic factors with more in depth topics to come. Although the legal educational term is Emotional Disturbance (ED), these students are often referred to as having Emotional and Behavioral Disorders (EBD) due to the substantial impact their behaviors have on their education as well as the link between behaviors and disorders described in the Diagnostic and Statistical Manual - fifth edition (DSM-5). These terms will be considered interchangeable in my posts. Although we do not diagnose from the DSM-5 in the educational world, it is necessary knowledge for educators considering students who are identified as ED often obtain clinical diagnoses, including: Bipolar Disorder, Anxiety Disorders, Major Depressive Disorder, Oppositional Defiant Disorder, Conduct Disorder, Intermittent Explosive Disorder, and Adjustment Disorder. Why jump right into EBD? Through direct observation and research, I have found that students with EBD are among the most difficult for teachers to serve. These students simply have needs that not only go beyond the traditional training of an educator, they often quickly exhaust resources readily available on a public school campus, and they are frequently placed in self-contained classrooms that can become warehouses for their behavior rather than remediation and reentry in to general education. Simply put, serving students with EBD in the most appropriate way possible calls for a more proactive than reactive model, which I will present in later posts;)CHARACTERISTICS
Students with EBD display a wide range of characteristics with a disproportionate representation of African American students and males. Overall, they are identified later than students with other disabilities and are placed in settings with more restrictions. Studies suggest that students with EBD display worse social, behavioral, and academic outcomes than any other disability category (Yell, M., Meadows, N., Drasgow, E., & Shriner, J., 2009). Students with EBD have among the lowest graduation rates and college attendance(Kaufman, 2001).
TIPS: COMMON CHARACTERISTICS OF EBD Cognitive abilities in the average to above averagerange
Performance in school much lower than ability suggests Comorbid conditions such as ADHD, Learning Disabilities, and Language Deficits Higher rates of grade retention Higher rates of school dropout Often rejected by peers and adults Common problem behaviors- without effective intervention, these often increase Assaultive (hitting, kicking,biting)
Self-injurious (scratching,cutting, hitting)
Property damage (breaking/throwing objects) Defiance (non-compliance, work refusal, verbal protests) Eloping (leaving designated area without permission, running from staff or off campus)RISK FACTORS
Research has not been able to show a direct cause of EBD, but there are clear relationships found between students who become identified and environmental factors that educators should become aware of. Risk factors can change based on the varying stages of development and the chances of EBD increase with an abundance of risk factors present. In order to predict and prevent behavior problems, we must first understand the risk factors associated withthem.
TIPS: RISK FACTORS FOR EBD Internal: concentration problem, hyperactivity, restlessness, risk taking, poor social skills/no or limited peer groups, early involvement in antisocial behavior, and poor problemsolving skills
Family: parental criminality, harsh/ineffective parenting, lack of parental involvement, family conflict, child abuse/neglect, rejection by parents, and poverty School: absence of clear rules and policies regarding behavior and low rates of praise Community: high crime neighborhoods, high turnover of residents, few adults to supervise and monitor behavior CULTURAL AND ECOLOGICAL FACTORS A student’s environment and culture should always be considered when looking at problem behavior as a possible disability in the area of Emotional Disturbance. The student could have endured a traumatic event or have reoccurring stressors in their environment, such as violence in the home. In this case, the behaviors observed in the school setting may be protective in nature, which is not a disability. There are cultural groups that are over represented under the ED category, most often African Americans. Educators must take a special consideration to students of differing cultures than their own when looking at problem behavior. It is important to remember that what is inappropriate in one culture, may actually be normal in another. For example, close proximity when speaking to someone, level of eye contact, loud speaking, and tone when speaking. TIPS: CAUTIONS WHEN CONSIDERING CULTURAL INFLUENCES ON BEHAVIORPATTERNS
Some behaviors are demonstrated more so in some cultures than in others, but all behaviors are found in all cultural groups Individuals within a particular culture display the traditional traits and cultural markers of that group to varying degrees… from “not at all” to “exclusively and intensely”. These variations can be due to ethnic group differences with the larger culture, socio-economic status, degree of acculturation to the mainstream society, gender, religion, and myriad other factors. If a student displays a behavior that is common and accepted within his/her cultural group, it should be viewed as “a difference” from the ways of the mainstream society that are promoted in the schools; NOT as a “deficiency” or “disorder”. Posted by Dr. Smithey on Friday, December 06, 201377 comments:
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