tag:blogger.com,1999:blog-2342183583593135010.comments2023-04-25T23:02:43.964-07:00Outside the BoxDr. Silvia C. Pastorhttp://www.blogger.com/profile/08005059889094847451noreply@blogger.comBlogger1116125tag:blogger.com,1999:blog-2342183583593135010.post-19188758916126422802017-03-24T09:48:39.507-07:002017-03-24T09:48:39.507-07:00Plus know a child's background entirely. My s...Plus know a child's background entirely. My son did not attend preschool or Pre-K, so the transition into kindergarten was a bit tough. His teacher assumed he had sensory related issues because he would twirl his hair or bite his nails. He no longer does either. I saw it as a stress behavior, getting used to a new situation. Kids are expected to transition and settle in quickly. With the pressures to teach a curriculum designed for standardized testing, there are many 'quick to judge' moments. Understand the child as a whole and get a refresher in childhood development.El9186https://www.blogger.com/profile/01890953391608763598noreply@blogger.comtag:blogger.com,1999:blog-2342183583593135010.post-1671710308329189132013-12-11T20:29:25.097-08:002013-12-11T20:29:25.097-08:00During my practicum experience I have witnessed de...During my practicum experience I have witnessed decisions being made quickly. So far, I have noticed that test results are readily available because he does not need to send them anywhere until he is done using them. However, it is questionable whether the decisions he makes are always based on evidence-based data. In one IEP meeting I sat in on, the CST created a plan for a student from brain storming and working together to come up with the best possible plan of action. They did mention that it is not a path typically traveled and I do not believe there is any evidence data to support it. However, they were primarily concerned with the child’s best interest and did what they full hearted thought was best for his specific situation.<br /> In response to the question of which part of the problem-solving model is most important, I would have to say the first question is the most influential. If we do not know what the exact and correct problem is, we cannot form a proper plan of action from there. In order to provide the best care and services, we must accurately understand what the problem is we are dealing with. Once we know what the problem is we can determine why it is occurring, what should be done about it and if what we choose to do is working. Knowing what the problem is in the foundation to figuring out the rest of the questions in this method.<br />Kerinoreply@blogger.comtag:blogger.com,1999:blog-2342183583593135010.post-7607373017737211832013-12-09T11:16:14.858-08:002013-12-09T11:16:14.858-08:00Relative to all the shared response, it seems that...Relative to all the shared response, it seems that we can all agree on the fact that fast-paced environments make it difficult to ascertain most informative data. As we previously discussed in class, it sometimes seems that interventions are discussed informally, as a quick fit to the problem. At my placement, I often saw teacher come into the office of the school psychologist, and present a problem. The school psychologist would suggest different things that could be done to address the issue. The teacher and school psychologist would agree that they would discuss progress/lack of profess if any changes were noted. Throughout this process I saw, I didn't see any documentation noted, although the school psychologist did eventually obtain information on the student's status. Therefore, I think that school psychologist seem to adapt to this fast pace to the best of their ability. However, I could see how easily it could be to not follow up with teacher, or undermining the students that don't cause any overt behavioral issues.Anonymoushttps://www.blogger.com/profile/13556421686154833884noreply@blogger.comtag:blogger.com,1999:blog-2342183583593135010.post-63438004286914139552013-12-09T08:41:59.748-08:002013-12-09T08:41:59.748-08:00It seems as though I am late to the party for this...It seems as though I am late to the party for this thread, but better late than never, right? As usual, everyone's responses are insightful and well-developed, but I would like to respond to Lawrence's entry. As a teacher, I think that everything he said is great. The majority of teachers do not take workshops seriously. Unfortunately, workshops have really become something that many teachers perceive as an annoyance and a waste of time. Teachers are very structured and become creatures of habit so when something like a workshop is introduced into the mix it becomes something that many oppose. I have been to multiple workshops where teachers will sit there for the allotted time, leave, and learn nothing. Now, the teachers in this situation are not completely at fault. Many of the workshops teachers are presented with are nothing to write home about. It seems the worst case is when outsiders come in to present information that clearly have no education experience. Many teachers do not want to listen to someone speak about what they should be doing in the classroom when the speaker has never been in a classroom themselves. This speaks to Lawrence's point that the school psychologist he shadows hardly ever talks to the teachers because she knows they will just do what they want. Unfortunately, it seems as though there is a disconnect between the teachers and the child study team. This could be due in part to the members of the child study team not being teachers in the past. My school psychologist also does not frequently speak with teachers, but does have a good rapport with the ones she does speak with. As a current teacher and potential school psychologist I believe that my classroom experience will be a great asset in the future. Only time will tell. Craig Barrialenoreply@blogger.comtag:blogger.com,1999:blog-2342183583593135010.post-47863386658613605292013-12-07T16:45:16.117-08:002013-12-07T16:45:16.117-08:00School psychologist should approach teachers not w...School psychologist should approach teachers not willing to participate in one or more professional development workshop by finding ways to connect what is being taught in the workshop to what is going on in the classrooms. School psychologists should try to convince teachers that these workshops are important and connected to the ever-changing technology, laws, research, techniques and reforms that are constantly being implemented. The times and students are also always changing, which means the workshops will be used to stay ahead of the curve and on top of our games with the smart, technology savvy kids we’re trying to be a step ahead of. If the teachers still aren’t interested in attending the professional development workshops then the school psychologist should forget about it and continue to work on all the other tasks they are expected to do. The school psychologist shouldn’t have to babysit teachers and ask them over and over to attend workshops because it is not the school psychologist’s responsibility. It would be nice if they attended and learned something new about handling and dealing with their students, but if not, they should be facing their boss, who is the principle. The principle should be responsible for getting the teachers to attend the professional development workshops, and the school psychologist should just be encouraging it. The principle should make all or most of the meetings mandatory, so the teachers are guaranteed to continue to learn and become better educators. When teachers miss lots of helpful workshops, it shows how much they really care about being the best teacher they can possibly be. At my practicum, Ms. Crowley (the school psychologist) hardly talks to the teachers about anything. She primarily communicates to the child study team, and communicates to the teachers through written documentations on students (IEP’s), but never on workshops; I guess she knows at the end they will do what they want anyway.Lawrencehttps://www.blogger.com/profile/00855796724976335839noreply@blogger.comtag:blogger.com,1999:blog-2342183583593135010.post-81859332151542835052013-12-05T21:11:38.848-08:002013-12-05T21:11:38.848-08:00As everyone has made excellent points, I also agre...As everyone has made excellent points, I also agree with a couple points made in this blog. As Rifka and others mentioned, the school psychologist earns respect. The relationships within the school staff, school psychologist, and parents need to be solid because the manner in which the relationships develop determines how seamlessly the teamwork process unfolds. The school psychologists is part of a team and every team needs a leader which in this case would be the school psychologist. Although everyone is held responsible, the school psychologist is the initiator and information gatherer and interpreter. Through my practicum experience, I've encountered many teachers who claim they are willing to stay after school and work with other staff to improve the educational environment. So if the teachers are willing why isn't this occurring? Well, there is no one willing to initiate such meetings. It may sound unfair for the school psychologist to gather, interpret, and present the data but the school psychologist is part of a team where collaborative effort helps ease this process. There will be staff who are not willing to participate in the professional developmental workshops but making those meetings mandatory will help solve that issue as you all have mentioned. Teachers need the ongoing support of the school psychologist and having such meetings will allow for the support to be present. Not only will the students benefit but so will the teachers by acquiring knowledge which will then be translated through their teaching methods. School psychologists would not bare the weight of collecting all data, this would be the teachers' responsibility since it is the teachers who interact with the students the most. They’re the front line people who identify social, emotional, or behavioral concerns. A school psychologist will collect data gathered by teachers, interpret it, then present the data before teachers and how to go about implementing methods in the classroom. I personally don't see it as one person doing all the work, it is more like one person initiating and guiding others towards finding a solution.<br />EstelaLopezhttps://www.blogger.com/profile/15453566671357659139noreply@blogger.comtag:blogger.com,1999:blog-2342183583593135010.post-31728116406516393162013-12-05T14:00:16.320-08:002013-12-05T14:00:16.320-08:00In response to your question regarding the impleme...In response to your question regarding the implementation of the problem-solving model, I believe the most important question would be "what is the problem." To determine the assistance that a child needs within an academic setting, the most influential step would be to first determine the exact problem that the child is facing. Without this particular information, the questions that follow this question would not be able to be answered adequately. An appropriate intervention needs to be implemented and an informed decision about the selection of an intervention could not be accomplished if the child's problem is not identified. <br /><br />I also believe that all of the questions are essential in the problem-solving model, and one without the other would not be efficient. For example, we can find out what the problem is, but then we would need to know why the problem is occurring, and then what to do about the problem. If we skipped over any of the questions, that could be detrimental to the decision that is made about a child.<br /><br />-Danielle Territoblog<br />drkitziehttps://www.blogger.com/profile/07316658082659828288noreply@blogger.comtag:blogger.com,1999:blog-2342183583593135010.post-48734794698632904822013-12-05T13:59:48.363-08:002013-12-05T13:59:48.363-08:00Author:
Lisa Kleitsch
Posted Date:
December 2, 201...Author:<br />Lisa Kleitsch<br />Posted Date:<br />December 2, 2013 12:13 PM<br />The majority of the decision making at my practica site is largely based on what is required of a child's individual IEP. The CST works diligently to make sure every child is getting what he or she needs. However, they are well-prepared to handle a new issue, and often do in the course of a day. What is exceptional about my internship is the school only goes to second grade. They generally deal with a very young population. Therefore, there can be a lot of change developmentally for these students. Improvements can be seen in a matter of months or weeks,and, naturally, sometimes incrementally very small. They consistently re-test to see in which direction the child is headed. Hence, a lot of their decision making is evidence-based using assessment tests such as the Batelle and the WISC. I have only been a part of one schoolwide intervention, and that was a mandated anti-bullying program.<br /><br />I believe the most important question in the problem solving model is What is the problem. Accurate Identification of the issue is critical to the other questions but also for administering help to the student in need as quickly as possible. Additionally, identifying the problem accurately saves time in trying several interventions. That's why the screening process is so important. <br /><br />I think what is positive about the Heartland approach is the collaborative nature inherent in the process. It is already an element of the CST system but one that needs to be continually refined and developed. However, there not being specific rules for students to move from one phase to the next is not very productive. Additionally, there is little opportunity for the Heartland model to have a more global function, whereas RTI is designed to support this issue. It seems to me the goal of RTI is to implement interventions that have more than one immediate application, wherein improvements can be seen and measured in more than one educational environment, and not only the student's classroom. Heartland does not seem to address this. <br /><br />Lisa Kleitsch<br />Rozanna Shindelman<br />Posted Date:<br />December 2, 2013 7:10 PM<br /> Every question in the problem solving approach is equally important because you cannot go to the next step without answering the previous question. I agree with everyone who said that defining the problem is the most important step because without knowing what the problem is how will we know what to do about it and what interventions to implement? For example if the problem is disruptive behavior in a classroom it is important to operationally define this issue so that you (the school psychologist) or another person will know exactly what to look for when observing the child and when deciding whether an intervention is effective or not. I also think understanding the reason why the problem is happening is equally as important. As we talked about in class, two children who are exhibiting the same behavior do not necessarily have to be doing it for the same reasons. It is important to not simply assume the cause of a problem and to really understand the situation of each student in order to tailor an intervention to his or her individual needs. <br />The school I did my practicum in used the RTI method where students were identified at the universal level and given group and individual interventions. This school is divided into different academies so every Tuesday morning the Child Study Team meets to discuss the students with IEPs. Information is gathered from each of the personnel on whether they have seen any improvement and a decision is made whether to take away an intervention, keep it as is, or make adjustments to it.drkitziehttps://www.blogger.com/profile/07316658082659828288noreply@blogger.comtag:blogger.com,1999:blog-2342183583593135010.post-62024658608426532712013-12-05T13:58:06.480-08:002013-12-05T13:58:06.480-08:00Author:
Sean Latino
Posted Date:
December 1, 2013 ...Author:<br />Sean Latino<br />Posted Date:<br />December 1, 2013 8:52 PM<br />I would have to say that a fast paced atmosphere causes more effective results and disagree with Udoka. If we take too long of a time to make a choice for an intervention, we may risk allowing a child to fall further behind or become more entrenched in his/her mal-adaptive behavior. By having quick paced decision making then professionals on the CST, parents and teachers have less time to over-think and over-analyze the problem and are forced to choose an already established intervention rather than attempting to come up with their own, un-tested intervention. Also, by following the problem solving model step by step and utilizing the efficiency of RTI, one can swiftly implement well researched and well documented interventions. I have not witnessed such efficiently in my practicum, however, I feel that if the CST focused more on using evidence-based models they would save time and help their students more as they would be receiving the latest and greatest in school psychological services. A matter of weeks could mean the difference of a child's developmental course, his/her self esteem, and overall well being therefore decision must be made fast and effectively.<br /><br />Author:<br />Udoka Nwigwe<br />Posted Date:<br />December 1, 2013 9:24 PM<br />I agree as well that all decision making should be evidence-based. Evidence-based decisions allow for the best chance in supporting the students who need help. Unfortunately, time is our biggest enemy when trying to implement a plan. My practicum site practices using evidence-based decisions, but certain teachers at the school make it difficult for CST to do their job effectively. Teachers want a quick fix and demand that their problems get solved within a week, but they fail to realize that this is unreasonable. I witnessed a teacher threatening CST members at my practicum site that if they do not fix the problem in her class within the week, she will go to the principal and demand that this particular student get removed. Luckily,CST had the support of the principal because he understood that the teachers request were unrealistic and encourage the teacher to wait for CST to make the appropriate plan for this particular student. The teacher was upset, but because the principal understood that decision should not be rushed, this student would now get an appropriate plan that will based on his needs.<br />Author:<br />Jessica Maneri<br />Posted Date:<br />December 1, 2013 9:31 PM<br />Just to play devils advocate, I agree with but also disagree with a few things mentioned here -- I agree that the fast paced atmosphere aids in reducing the amount of time adults and CST members go back and forth and therefore reduces the amount of time allowed for the child to fall even further behind, however the fast paced atmosphere may mean adults and CST members look at the problem at a first quick glance and say "this is it, this is what's causing it" where as if they were to look more closely and not be in such a rush, the findings may be a bit different. So, yes to less time over-analyzing a problem, but rushing through some steps may lead them to falsely define an issue or even why the issue may be occurring. <br />Additionally, utilizing RTI does not always mean swiftly implementing interventions. The RTI model does take time, since it requires universal screening, then moving to tier 2 if necessary, and finally tier 1 if needed. Depending on how quick the psychologist works, a couple of months could have gone by before a student is actually receiving the support he/she needs. If you think a matter of weeks means the difference of a child's developmental course, self-esteem, and overall well being, what about a couple of months?! Depending on a psychologists caseload, there may be students who end up waiting for their intervention. Just posing another perspective! <br />drkitziehttps://www.blogger.com/profile/07316658082659828288noreply@blogger.comtag:blogger.com,1999:blog-2342183583593135010.post-76725753686911475512013-12-05T13:56:17.497-08:002013-12-05T13:56:17.497-08:00Author:
Rachel Schneider
Posted Date:
December 1, ...Author:<br />Rachel Schneider<br />Posted Date:<br />December 1, 2013 5:51 PM<br />Udoka, I agree with you that ineffective data can be produced in a fast-paced atmosphere but based on what I have been seeing at my practicum, fast-paced is in high demand. The majority of decision making I have seen at my practicum is not based on evidence-based data. Most issues come up during meetings with parents and teachers who want a quick fix to the students problems. There has been times when an intervention idea has been brought up and it is mentioned in the future we will check the child's grades, homework, attendance, etc. to see if the intervention is working but the actual decision is not based on data. The school year is not very long so using a fast-fix intervention that is not based on data can be detrimental. Sure, the intervention might work but if it doesn't then more time has been wasted and the student is falling behind when we could have been helping them if we took the time to discuss evidence-based data with parents and teachers.<br />Author:<br />Jessica Maneri<br />Posted Date:<br />December 1, 2013 8:17 PM<br />It is definitely interesting to see how districts have their own ways of functioning/operate very differently. Most of the decision making that I have seen at my practicum comes from test results/consulting with the students/parents on their feelings of what they believe would work best -- whether to put a child into special education, to use replacement subjects as a resource, the SIL program as a resource, transition strategies class as a resource, etc. Most of the meetings I have seen with parents, teachers, and CST seem to have the long term goal listed as the most important goal -- they are interested in what is happening along the way, but the real focus is their hope for the student by the time the end of the school year comes. While this is a great vision, I agree with Rachel that the decision making must be evidence based. So far at my practicum I have seen evidence based practice being used. Without evidence based resources it becomes somewhat of a trial and error game, and time can certainly be wasted. I have seen how the fast-paced atmosphere pressures CST members, guidance counselors, etc. to act quickly, but I think (specifically in the district I shadowed in), the interventions have been effective and the decision making has been more so evidence based than not.<br />Author:<br />Sean Latino<br />Posted Date:<br />December 1, 2013 8:40 PM<br />Udoka, I would have to agree that picking out the problem and eliminating all other variables is the most important factor in the problem-solving model because without understanding the root of the child's scholastic issues then all data-analysis becomes moot. An evidence based intervention would be of no help if the problem was not clearly identified, however this can take some trial and error and with the entire problem-solving-model this trail and error process is made easier and more effective.drkitziehttps://www.blogger.com/profile/07316658082659828288noreply@blogger.comtag:blogger.com,1999:blog-2342183583593135010.post-46051280742027554292013-12-05T13:55:06.871-08:002013-12-05T13:55:06.871-08:00Author:
Udoka Nwigwe
Posted Date:
December 1, 2013...Author:<br />Udoka Nwigwe<br />Posted Date:<br />December 1, 2013 7:59 AM<br />I think the most important process is defining what the problem is with the student. Without defining the problem, it would be difficult to continue on to the next step. Each step has to be done in sequential order to produce effective results. I also think that all questions should be added into the problem-solving model. Taking one question out of the model will again produce ineffective results. Each questions has its own way of contributing to the problem-solving model and when all questions are answered it will produce effective results for the student.<br />Author:<br />Udoka Nwigwe<br />Posted Date:<br />December 1, 2013 8:27 AM<br />I feel that the fast-paced atmosphere produces ineffective data. The reason why is because there is a process to everything we do in school and some steps take longer than others to complete due to the type of information being collected. If we are rushing through each step because people want it ASAP, then we will have individuals who cut corners just to get that information in quickly. In the fast-paced environment the data will most likely be there due to strict deadlines, but is the data really showing effective results or results that were just rushed? Everybody wants results and they want it fast, but understanding how the results are obtained should put things in perspective when evaluating the data. There are so many steps that we must follow in order to get the results that we want and this process takes time. Having time to complete each step will produce effective results, which will then allow you to be a lot more confident when sharing the data with colleagues and parents. <br />Author:<br />Jessica Maneri<br />Posted Date:<br />December 1, 2013 11:02 AM<br />Danielle, I agree that all questions must be followed in sequential order for the intervention to be effective for the student. I also see step number two just as important as step one. Although we cannot make any type of plan without knowing what the problem actually is, it is extremely important to know why it is that this problem occurs, for example, what stimuli may be enhancing certain problem behaviors. Like we talked about in class with baby-sitting children, problem behaviors may occur in specific environments and/or in the presence of specific adults, etc. We definitely need to identify the problem, but if we better understand why the problem is occurring or what is contributing to the cause of this issue, the more likely the intervention plan we create will work to target those problem behaviors. <br />Author:<br />Jessica Maneri<br />Posted Date:<br />December 1, 2013 11:13 AM<br />Udoka, I agree that taking out one question of the model would produce ineffective results. As I told Danielle, I think step two, if not as important as all other steps, is one of the most important, since it allows for problem-solvers to focus on what stimuli may be enhancing certain problem behaviors. If specific stimuli can be identified, you are already on your way to knowing what it is that needs to be reduced/altered in the environment, and will be more likely to construct an effective intervention plan.drkitziehttps://www.blogger.com/profile/07316658082659828288noreply@blogger.comtag:blogger.com,1999:blog-2342183583593135010.post-49888717842930438552013-12-05T13:15:20.939-08:002013-12-05T13:15:20.939-08:00I would have to agree with Roseann about the respo...I would have to agree with Roseann about the responsibilities that a school psychologist has in ensuring that team members (mainly teachers) understand the skills taught to them in any professional development. However, going back to the last question posed by Flor, I believe these workshops and development opportunities should be made mandatory and not fall under the many responsibilities of a school psychologist. Musch like teachers are required to attend curriculum and related discipline workshops throughout the year, the same should hold true for those that are psychological/behavioral in nature. The school psychologist perhaps might function as a leader within these meetings and certainly provide clarity and support in the days/weeks/months that follow. Sure it requires an investment of time to attend these continuing education workshops, yet the potential positive results that come from them is certainly well worth it. In the end the teachers will be more educated, maintain a better learning environment within their classrooms, and create an ongoing collaborative culture with school psychologists and all stockholders. Most importantly, the children will reap the ultimate benefits.Anonymoushttps://www.blogger.com/profile/00031198743409983245noreply@blogger.comtag:blogger.com,1999:blog-2342183583593135010.post-66979590669979618262013-12-05T11:38:28.750-08:002013-12-05T11:38:28.750-08:00I would like to answer the question about how shou...I would like to answer the question about how should a school psychologist approach a situation in which one or more teachers are not willing to participate in professional development workshops. Professional development will give a teacher the skills and knowledge for both personal development and career advancement. It is import to try to get the teacher to understand how the professional development will benefit the teacher within the classroom. The psychologist will need to help the teacher clarify the value of skills and concepts of the professional development workshop and how it will help the teacher deal with certain situations. They will also have to help the teacher find personal meaning regarding the information discerned in the workshops.roseann brizanoreply@blogger.comtag:blogger.com,1999:blog-2342183583593135010.post-80069779309759016812013-12-04T15:17:30.404-08:002013-12-04T15:17:30.404-08:00Rifka makes a good point in her comment. She does...Rifka makes a good point in her comment. She doesn't disagree with the different things the school psychologist has to do, but accepts it as their responsibility in working toward what best suits the child's educational and emotional needs. I agree that school psychologists should have the respect of their peers, administration, teachers, students, and student's parents to have them participate in interventions that may need their assistance. Even though the school psychologist is in charge of gathering the data, implementing the data, and communicating the data and intervention between so many different people, they still can't do it alone. They will need the support of administration, parents, and teachers in order to give the intervention she's implemented a chance for success. This is where her respect and credentials come in handy. If she is respected, all of these people will be more ready to participate and help in the success of the child. Also, if the data she gathers and explains to them are valid and relevant to a well thought out intervention, they will be more likely to do everything they are suppose to do knowing that they are involved in something that was well designed, researched, investigated, and likely to be successful.Lawrencehttps://www.blogger.com/profile/00855796724976335839noreply@blogger.comtag:blogger.com,1999:blog-2342183583593135010.post-89344399726754337532013-12-04T14:27:59.504-08:002013-12-04T14:27:59.504-08:00Rifka mentions how her experiences within her prac...Rifka mentions how her experiences within her practicum and the literature highlight the role of the school psychologist as the bridge between stakeholders. Indeed collaboration and consolation are two facets within the field that are critical to the success of any school psychologist. We are advocates for the children we aim to help and must therefore coordinate the team that will inevitably affect the appropriate change. We must remember that each person within this team has his/her own set of skill sets and responsibilities they bring to the table. As psychologists, we focus on the scientific method when problem solving as well as gathering and interpreting data. This skill is essential to not only collecting actionable data but also, and just as importantly, its interpretation. We are therefore called upon to be the leader in data gathering and dissemination to produce positive and measurable results, and justifiably so. Look at it this way; administrators wouldn’t come to us when they need answers about payroll, building management, who to fire or hire, and (to a certain extent) what curriculum the fourth grade should be using. These questions are best answered by those professionals that have the necessary skills to address these matters. <br /><br />However, we also occupy a unique position within a school system in that our role is not static and contained to just one domain. That is, we must work hand in hand with administration, teachers, parents, students, and others. Communication then becomes (after we properly gather and interpret data) our most potent tool. As is detailed in the table on page 556 of the text, we must remember and adhere to a set number of guidelines for communicating data. The most point to take away from this table is that we must be clear, concise, and free of confusing language so that every person involved has an understanding of what the data says and how it directs our subsequent actions/interventions. Admittedly, this is something I have some trouble with and has come to light as I write my cognitive assessment reports. Our training is heavy of technical definitions, procedures, and jargon. We are taught within the bubble of a guiding paradigm. We communicate with professors, peers, and professionals with the understanding that we share a familiarity with these technicalities and the specialized language we use to communicate them; yet we aren’t confined to this bubble. We must convey what are oftentimes complex and dynamic procedures and findings in a clear and effective manner. This is certainly a challenge I will face and I wonder if I am alone in this assessment. Am I alone?Anonymoushttps://www.blogger.com/profile/00031198743409983245noreply@blogger.comtag:blogger.com,1999:blog-2342183583593135010.post-69030836399409490452013-12-03T13:55:31.984-08:002013-12-03T13:55:31.984-08:00Lisa brings up a good point about the availability...<br /><br />Lisa brings up a good point about the availability of frequent re-testing in her practicum. For school psychologists with heavy case or schools with a large popular loads it is difficult to test often and therefore difficult to track progress so accurately. In a situation such as the school Lisa is in, the CST is able to answer the 4th question, "Is what we are doing working" with accurate and current data. <br /><br />Rozanna brings up an an important issue: operationally defining the problem. All problems not only need to be identified, but defined in a systematic way so the progress can be accurately evaluated. It's not enough to simply answer the 1st question, "What is the problem" but define it in a way that the entire child study team, teacher, and parents, are working with the same definition of the problem so a clear intervention can be planned. <br />drkitziehttps://www.blogger.com/profile/07316658082659828288noreply@blogger.comtag:blogger.com,1999:blog-2342183583593135010.post-44497130668853920112013-12-02T21:32:10.927-08:002013-12-02T21:32:10.927-08:00When I think of the school psychologist as the one...When I think of the school psychologist as the one person responsible to gather, interpret, and present data, this thought becomes quickly an overwhelming one. <br />However, I think it is necessary to realize that school psychologists perform their roles as part of a team. Work in schools is often conducted by teams, and school based teams are commonly used in initiatives to implement data-based decision making in multi-tiered service delivery (p.559). The role of the school psychologist within a system is to be effective system consultants contributing and assisting in team formation. This involves determining who is going to do what in the team and how members are going to interact in the task of managing and using data for problem solving at a systems level. I visited an elementary school today where the teachers were in charge of gathering data for the students. Each student has a folder that contains reading, writing, and math test results, copies of e-mails with the parents, as well as any other piece of information that may affect the child’s academics. When a student is identified to be at risk these data is passed on to the I&RS for further evaluation and intervention design. I think the function of the school psychologist in this situation would be to provide teachers with the support and the tools necessary to collect data in an efficient and unbiased manner, and to assist and guide the I&RS to develop data driven interventions. I don’t think it is the school psychologists sole responsibility to gather, interpret, and present data. I think their responsibilities include to act as consultants to aid in the training and development of team members so they can also perform these tasks. <br />One of the main tasks of the school psychologist is to train school personnel to be able to function within the RTI problem solving framework. If certain school personnel refuses to attend to professional development workshops I would try to design a framework that encourage them and motivate them to participate. Below are some ideas:<br />1- The workshops need to be relevant to the problematic teachers or other school personnel are likely to experience, or have been experiencing, in the classroom. It’s important to make them see the connection between skill acquisition and job effectiveness where, through skill acquisition, they will not only gain control over the classroom but they will also be able to better contribute to the academic development of the students. <br />2- Create a point system where each workshop allows the participants (educators) to earn points towards the end of the semester evaluation. <br />3- Make certain workshops mandatory<br />Florencia Torreshttps://www.blogger.com/profile/18168905419495987732noreply@blogger.comtag:blogger.com,1999:blog-2342183583593135010.post-8180391552283281682013-12-02T19:25:48.457-08:002013-12-02T19:25:48.457-08:00In my practicum experience and from the literature...In my practicum experience and from the literature, amongst the many responsibilities of the school psychologist, another is being the bridge that communicates between the many relevant people in each case. Often times, it is the school psychologist who sets the I&RS or CST meetings, making sure that the parents and the school-based teams are properly communicated with. If there is a need for out-of-district appointments, it is the school psychologist who must marshal the resources to make sure that the meeting is successful and relevant. The school psychologist is the advocate for the child, their family, and the school. It is an interesting position to be in. They must work in the best interest of the child and their family while maintaining the policies set forth by the district and state that employs them. There will be times when the best interest of the child will conflict with the statements made by teachers, parents and administration, it is the responsibility of the school psychologist to make the responsible decision that best suits the child’s educational and emotional needs. I believe that the school psychologist, by the nature of the rapport they establish in the school system earns the respect of their peers and is able to work through difficult situations with teachers and administration as they arise.Anonymoushttps://www.blogger.com/profile/11287133978629314259noreply@blogger.comtag:blogger.com,1999:blog-2342183583593135010.post-66398048335684939572013-11-14T15:20:29.576-08:002013-11-14T15:20:29.576-08:00During my school practicum, I have seen an effecti...During my school practicum, I have seen an effective intervention take place. It is a school wide intervention that takes away the electronics from the students every morning to reduce antagonizing, instigation, and bullying that happens via internet and social media. I don't think school psychologist are over or under utilized, I think they are used appropriately for the children who needs them with the support of the child study team and the learning consultant. The school psychologist plays a huge role in implementing interventions because they are the ones who are dealing with the students with IEP's, social problems, behavioral problems, and academic problems; while having the responsibility of helping them achieve success despite their difficulties. Like Fabio mentioned, we all are going through different and unique experiences at our practicum sites that we all can gain and learn from. Each school is unique, and each school psychologist is different; so the intervention my school psychologist may pick or suggest will most likely be different from the interventions other school psychologists from other practicums would suggest, due to its level (high school middle school, or elementary school), resources, S.E.S, number of classified students, etc. In my particular practicum setting, the school psychologist does implement interventions on a singular level, but most of the interventions of the school are targeted to the entire student body for reasons that are specific and most helpful for my particular school building. Major disadvantages a parent and school psychologist may experience while attempting to implement interventions are lack of communication, lack of critical attention to details and instruction, and indifference. I feel these subtle missteps can be the reason that an intervention isn't working as planned. As a future school psychologist, I would recommend a specific at home intervention without offending the parents by having great communication with them, explaining how important their child's success is to me, and how imperative this in-home intervention is for his or her child's development. Once I fully explain the benefits of the intervention while keeping the lines of communication open, I feel they won't be offended with the intervention; just anxiously waiting the first signs of their child's improvement and future success.Lawrencehttps://www.blogger.com/profile/00855796724976335839noreply@blogger.comtag:blogger.com,1999:blog-2342183583593135010.post-90043141663839411202013-11-13T12:18:35.715-08:002013-11-13T12:18:35.715-08:00Although yelling at the child could grab their att...Although yelling at the child could grab their attention, the chapter finds that highly punitive tactics are reductive, so the child is more likely to increase avoidance and escape behaviors, as opposed to learning any new adaptive skills. If the goal is highly socialized and optimally educated behavior, this is a huge step backwards in our efforts. High levels of emotional arousement can diminish cognitive functioning. I think it is most important to educate to a child's conservation, which allows different experiences to pertain to a central rule. The book gave an example of always, keyword, always, looking both ways before you cross the street. If we develop a child's sense of conservation, the child can actively apply these methods to a range of scenarios, rather than viewing the single session as an isolated, "island" experience I would call it. <br />I think it is imperative to be actively aware, as a parent, teacher, or team to be aware of when you are using positive and strengths-based approaches, like Giselle mentioned.Jenny Pagonisnoreply@blogger.comtag:blogger.com,1999:blog-2342183583593135010.post-87070059994905271332013-11-10T21:50:36.682-08:002013-11-10T21:50:36.682-08:00I believe that everyone, as usual, has brought up ...I believe that everyone, as usual, has brought up some valuable points pertaining to the blog post, which was very well-written, by Estela and Roseann. I definitely agree with Fabio and Rivca that we can all learn a lot about our potential fields by sharing what we learn in our shadowing experiences. This course is definitely one of my favorites because we get to see what really goes on in the profession rather than just reading about it from a textbook. I also like Rivca's point about the school psychologist being the bridge between the schools and the students and families. I have definitely seen this bridge role take effect in my shadowing experience and also in my professional experience as a teacher. Sometimes there are issues that are going on that only the school psychologist can really take care of and handle when it comes to dealing with not only the students but the parents as well. Based on the readings, it seems as though there is a big push for more RTI in schools. Also based on the readings and our discussions it seems like that would great to use, but sometimes it just is not possible in certain districts. Additionally, I believe that school psychologists, students, and professors alike would all agree that evidence-based practices are wonderful to use in practice, but sometimes it just is not in the cards. That being said, I believe it is important for us, as students, to research various evidence-based practices that we can hopefully implement when we become school psychologists. Craig Barrialenoreply@blogger.comtag:blogger.com,1999:blog-2342183583593135010.post-14661330911365601442013-11-08T15:19:20.021-08:002013-11-08T15:19:20.021-08:00Keri, in response to your question, I think testin...Keri, in response to your question, I think testing in a situation where the child is doing well academically but is showing behavioral issues could be a waste of time. I think this is done often and is blatant example of over-testing. I think if there are obvious behavioral issues it would be more effective to implement a behavioral intervention instead of wasting your time testing the child. If testing is done it should be used as a supplement but other steps should be taken to make sure the student is getting help efficiently and quickly.Anonymoushttps://www.blogger.com/profile/13701263573468823694noreply@blogger.comtag:blogger.com,1999:blog-2342183583593135010.post-78251826611017177062013-11-08T09:17:40.504-08:002013-11-08T09:17:40.504-08:00Udoka, I agree with your take on testing. Testing...Udoka, I agree with your take on testing. Testing is there as a resource for school pyschologists. It is a tool that will we use to interpret the help and support children will need. However, as Udoka said, it is completely ineffective if the correct steps are not taken after the testing is done. <br /><br />On the other hand, do you think testing is always required? For example- For a child who has behavioral issues and is completely capable of doing well on their academics, yet their behavioral issues get in the way, do you still believe testing is necessary in order to implement effective interventions?Kerinoreply@blogger.comtag:blogger.com,1999:blog-2342183583593135010.post-35058089578957658562013-11-08T07:42:08.192-08:002013-11-08T07:42:08.192-08:00I agree with you guys that children who are abused...I agree with you guys that children who are abused at home are more likely to act out in the school setting. I believe this goes back to them getting used to punitive consequences. Children who are abused at home hold on to so many emotions that when they are placed in an environment that supports individualism, such as a school, they are likely to let everything out and it does not always come out in the appropriate manner. Of course, as Danielle said this depends on the child. Some children will get shutdown by the abuse and internalize their feelings. <br /><br />I worked at an outpatient substance abuse clinic over the summer. There was one girl who used drugs due to her anger issues. It turns out her mother lost custody of her at a young age because she lit her eyebrow on fire as a way to wake her up in the morning. This girl is only 14 years old but dealt with a lot of abuse from her parents both verbally and physically therefore it is no surprise to me that she is angry and acts out on a regular basis. Rozannanoreply@blogger.comtag:blogger.com,1999:blog-2342183583593135010.post-82019454261635443752013-11-08T07:25:13.448-08:002013-11-08T07:25:13.448-08:00Rozanna in response to your question regarding if ...Rozanna in response to your question regarding if children get used to punitive consequences, I think that they do depending on the child. For example, an older child whose parents regularly use task based grounding will know that they still have the freedom to take part in negative behaviors with only the consequence of not being able to do anything leisurely for a set time limit. Some children will only see this time limit as a road block, and when this road block has ended they will continue to take part in the negative behavior.<br /><br />In my opinion, if children are not effected by punitive consequences at home, they are probably more likely to be defiant to punitive consequences in an academic setting. For them, they believe they can get away with anything with their own parents, so why would they listen to a teacher? It is essential that parents learn to use effective punitive consequences at home, and if possible with the help of a school psychologist.Danielle Territonoreply@blogger.com