tag:blogger.com,1999:blog-23421835835931350102024-03-05T09:20:03.060-08:00Outside the BoxHow could we think outside the box, when we don't even fit in it anymore?!?!Dr. Silvia C. Pastorhttp://www.blogger.com/profile/08005059889094847451noreply@blogger.comBlogger75125tag:blogger.com,1999:blog-2342183583593135010.post-58252058914700857832013-12-02T09:34:00.000-08:002013-12-02T09:34:13.388-08:00Going Beyond Data...We have learned how useful evidence-based data can be to a School Psychologist. This chapter discusses how the School Psychologist plays an essential role in assisting other school staff in understanding and using that data. School Psychologists are described as “knowledge brokers” (Schaughency, 548) because they communicate information about evidence-based assessments. <br />
<br />
Data based decision making is key to improving outcomes and it is essential to the RTI model. Evaluation data supports delivery of services and decision making by aiding with communication to parents and teachers, known as internal stakeholders, as well as administrators, known as external stakeholders.. To evaluate evidence-based competence-building practices summative and formative evaluations are used. Summative evaluations are used after the intervention to answer the question “was the intervention effective?” Formative Evaluations are conducted during the intervention to evaluate if the intervention is having the desired effect so that plan can be adapted to accomplish the outcome. <br />
<br />
The interpretation of the data is essential. The person presenting the information needs to be cognizant of the audience who will be presented with the data. When explaining data it is important to remember that basic statisticial concepts known to psycholigists may not be easily understood by other school personell or parents. The information should be conveyed in a way that is understood by all involved. It is suggested that the school psychologist eliminate jargon and utlize graphs to convey information. <br />
<br />
While data can be very useful, it is only useful if it is readily available. The availability of data at the time of decision making is essential. The authors cite the example of a student's achievement tests being sent out for processing and not returning until after the school year has ended, rendering the data useless. <br />
<br />
During your practicum experience you have probably witnessed decisions having to be made quickly. How does the fast-paced atmosphere of a school (including demanding teachers and parents) allow for evaluation data? What is the likelihood of the data being available when you need it? Is the majority of decision making that you've seen in your practicum been based on evidence-based data?<br />
<br />
There are two major foundational elements that underlie implementation of the problem-solving model; the problem solving methods and the problem-solving framework. In the problem solving method, four main questions posed are: 1. “what is the problem?” which involves exploring the discrepancy between what is expected of the student and what is occurring, 2. “Why is the problem occurring?” which is referred to as the problem analysis, 3. “What should be done about the problem?” relating to reducing problem magnitude, and 4. “Is what we are doing working?” which examines data on the student’s progress over time and the degree to which the problem has lessened over time. Out of these questions, which do you think is the most important/influential in the process? Do you think that there is any one question, that without, the problem-solving model would not be able to function efficiently?<br />
<br />
In the late 80’s and early 90’s, a problem-solving framework used was called The Heartland approach. This approach had no specific rules for students to move from one phase to the next, and the problem-solving logic was applied to individual cases, based on the student’s educational environment (Tilly III, Niebling, Rahn-Blakeslee, p.583). This model had limitations; it was reactive rather than proactive, teachers had trouble implementing a large number of individual plans while also teaching a class, and teachers viewed the model as a way to place students into special education. The new framework that supports the problem-solving method is systems framework, the model we are all familiar with, RTI. The systems framework encourages psychologists to hold five assumptions, which are: 1. the scientific method guides decision making, 2. direct, functional assessments provide the best information for decision- making, 3. learning is an interaction between curriculum, instruction, and the environment, 4. all students can learn, and 5. effective interventions are matched to unique student needs. After reading about Heartland approach and the systems framework and encouraged assumptions, do you think there are any positives that the Heartland approach exhibited that you would like to see implemented into the systems framework/RTI approach? In your practicum experiences, have you seen a model with characteristic of the Heartland approach implemented, or does the school psychologist stick more closely to the RTI method? <br />
<br />
Daly, E.J., Ervin, R.A., Merrell, K.W., & Peacock, G.G. (2010). Practical Handbook of School Psychology. New York, NY: The Guilford Press.<br />
<br />
This Blog was created by: Alison Stratthaus & Jessica Maneri <br />
Dr. Silvia C. Pastorhttp://www.blogger.com/profile/08005059889094847451noreply@blogger.com8tag:blogger.com,1999:blog-2342183583593135010.post-41708180028874826132013-12-02T09:32:00.001-08:002013-12-02T09:32:24.179-08:00Crunching Numbers<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwTvs1btGlPAtnwEq16w0enPlu0qkZsA6N6n3PCxT0tMPCkXqCsujVfhuIevC3_oLq2E2gt4NBz8B1RsvTBCNPV1ql_Wh-jBuKa4psIo8CD5I96EDf2MPrYN2oYJEHOtvQzynY-byjbf0/s1600/crunching_numbers_620.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwTvs1btGlPAtnwEq16w0enPlu0qkZsA6N6n3PCxT0tMPCkXqCsujVfhuIevC3_oLq2E2gt4NBz8B1RsvTBCNPV1ql_Wh-jBuKa4psIo8CD5I96EDf2MPrYN2oYJEHOtvQzynY-byjbf0/s320/crunching_numbers_620.jpg" /></a></div><br />
This blog describes the school psychologist’s role in using data collection and interpretation to support the implementation and evaluation of interventions. For example, why data should be used, what data should be used, and how data should be gathered and utilized. Important to note is that idea that simply gathering the data is not sufficient. Interpreting the data and determining how it should be presented and used is the focal point. Specifically, two types of data should be collected: data related to “student’s functioning in the academic or social domain of interest and, the instructional or socialization contexts relevant to those domains” (p. 551). Technology can be used to gather data either at an individual, group, or school-wide level. For example, databases containing student’s data be updated as soon as the data becomes available so that data-based decisions can be made in a time efficient manner. Teachers, principals, parents, and other stakeholders may not have a heavy statistical background and therefore it is the job of the school psychologist to present that data in a way that is easy to understand. This allows all team members to be more likely to support the data-based decision to implement an intervention. <br />
<br />
In addition to collecting and interpreting data, as always, the school psychologist is responsible for understanding the different team members involved in the intervention. The characteristics of the user and the context of the intervention must not be overlooked; “professional development and support for implementation should be integrated into the organization” and “school psychologists can facilitate organizational development via activities such as educative and skill-building professional development, problem and systems analysis, and team development” (p. 556). However, other’s willingness to embrace such training depends on their individual experiences with interventions, the school climate, and their own responsibilities. In general, once the data has been collected and interpreted, the psychologist’s “challenge is to maintain focus on the relationships between indices of student performance, strategies implemented to target performance, and systems and routines for examining these data in problem solving” (p.562). <br />
<br />
Given the information presented in the chapter the following questions arose in our minds and we would like to get your thoughts:<br />
1.) Do you think it is fair or even feasible to task the school psychologist with gathering, interpreting, and presenting data and also getting everyone onboard with using the date to make decisions?<br />
<br />
2.) How do you think a school psychologist should approach a situation in which one or more teachers are not willing to participate in professional development workshops?<br />
<br />
3.) Do you think the school is making a good decision by putting all the responsibility on one person to interpret data? <br />
<br />
The problem-solving method gives psychologists a data based framework when identifying problems and solutions. The problem-solving framework promotes the application of the problem-solving method. The problem-solving method is driven by answering a set of four questions; <br />
1) What is the problem? <br />
2) Why is the problem occurring? <br />
3) What should be done about the problem? <br />
4) Is what we are doing working? The point of the problem-solving framework is to reinforce problem-solving behaviors. <br />
<br />
Problem solving cannot be successful without basic skills. Psychologists need to be trained in both tool skills and the thinking process, be knowledgeable in the use of data from not only students but staff skills as well, and lastly, it is recommended that the school psychologist have an ongoing support system for implementation. <br />
<br />
There are two frameworks; a framework that is very effective for individual cases and a framework that is helpful in larger, school wide cases. The second framework can also be geared towards individual cases but also can be a preventative method. There are pros and cons to each of these frameworks. Can you think of a situation where you might use one over the other? <br />
<br />
Daly, E.J., Ervin, R.A., Merrell, K.W., & Peacock, G.G. (2010). Practical Handbook of School Psychology. New York, NY: The Guilford Press.<br />
<br />
This Blog was created by: Alicia Marie Balkjy & Olivia MounetDr. Silvia C. Pastorhttp://www.blogger.com/profile/08005059889094847451noreply@blogger.com9tag:blogger.com,1999:blog-2342183583593135010.post-46080639199660627442013-11-04T09:56:00.001-08:002013-11-04T09:56:09.854-08:00Who are we leaving behind?No Child Left Behind (NCLB) requires those working in education to use evidence-based interventions. Interventions that research has determined to be effective in an educational setting include: one-on-one tutoring by qualified tutors for at risk readers in grades 1-3; life-skills training for junior high students; reducing class size in grades K-3; instruction for early readers in phonemic awareness and phonics; and high-quality educational care and preschool for low-income children.<br />
Further identification of evidence-based interventions and supports is ongoing. Educational institutions no longer wish to waste precious time trying various programs without scientific evidence behind them. Due to a slower than expected rise in achievement levels in public schools, the U.S. Department of Education is looking to advance evidence-based policy in its own department and the broader policy community. Therefore, evidence-based practices have emerged out of the NCLB mandates that have not only effected how the Department of Education approaches educational strategies but also how practitioners in the schools will manage intervention policies from a school-wide to classroom perspective.<br />
<br />
In order to create effective evidence based curricula and interventions, children need to be tested to establish which approach is most effective. While education should strive to implement programs and interventions that have been shown to work over time, many are not in favor of children being tested multiple times -- pre-tests, post-tests and standardized tests -- in order to establish the statistical information needed. What is your opinion regarding the implementation of evidence-based interventions? The effect of multiple-testing scenarios with elementary age and older public education students?<br />
<br />
One of the most critical functions a school psychologist performs is the selection of effective interventions. As school psychologists we must follow certain guidelines and criteria to examine research support of interventions before choosing the ones we will implement. There are four main categories which are recommended when examining the evidence base to support an intervention and determining if interventions are flexible and sensitive to realities of schools and school-based practice. These categories consist of scientific basics, key features, clinical utility, and feasibility and cost-effectiveness. <br />
<br />
Scientific basics relates to the empirical/theoretical basis, general design qualities, and statistical treatment of the prevention or intervention under review. Key features relates to the internal and construct validity criteria. Clinical utility relates to external validity and how appropriate an intervention is for a person’s specific needs. Lastly, feasibility and cost-effectiveness relate to the simplicity and compliance of others to put an intervention into place, as well as budget related factors. As a school psychologist, do you think that meeting all four of these guidelines is necessary? Which of the guidelines do you find to be the most or least important and why?<br />
<br />
There has been an increased emphasis on parent teacher partnerships in schools due to the significant relationship between home environment and school behavior. The school psychologist often takes on the role of a ‘broker” in these partnerships. Chapter 3 analyzes appropriate actions that a school psychologist must take and knowledge that he or she must possess in order to consult to parents. Consistent with this chapter, it is the duty of the school psychologist to educate parents on issues such as rule-governed behavior, child development, and child learning, and others. <br />
<br />
It is up to the school psychologist to guide parents to perceive certain behaviors through the eyes of their child and in this way to understand why they do what they do and what can be done to change the behavior. The chapter talks about different treatment applications that parents typically practice such as time out and task-based grounding. It also mentions negative effects of punitive consequences that some parents use. A common example is a child running into the street when a car is approaching; the parent gets scared and as a result yells at the child. Many people believe that the parent is wrong for yelling at the child while others believe this method will in fact teach the child not to run into the street again. What do you think about punitive consequences? Are there ever situations when they are appropriate? As a school psychologist, what would you recommend the parent do instead of, or in addition to, punitive consequences? <br />
<br />
Coalition for Evidence-Based Policy. (2002). Bringing evidence-driven progress to education: A recommended strategy for the U.S. Department of Education.<br />
<br />
Coalition for Evidence-Based Policy. (2003). Identifying and implementing education practices supported by rigorous evidence: A user friendly guide.<br />
<br />
Daly, E.J., Ervin, R.A., Merrell, K.W., & Peacock, G.G. (2010). Practical Handbook of School Psychology. New York, NY: The Guilford <br />
Press.<br />
<br />
This Blog was created by: Lisa Kleitsch, Rozanna Shindelman, and Keri GeorgewitzDr. Silvia C. Pastorhttp://www.blogger.com/profile/08005059889094847451noreply@blogger.com22tag:blogger.com,1999:blog-2342183583593135010.post-78284987048458193082013-11-04T09:53:00.002-08:002013-11-04T09:53:20.441-08:00Interventions that WORKIn education, multiple interventions such as retention, ability grouping, after-school programs and school wide reform programs have been attempted to improve educational outcomes. However, such interventions were not supported by rigorous evidence. As a result there has been no progress in raising elementary and secondary school achievement the past 30 years according to the National Assessment of Educational Progress. This lack of progress has occurred despite a 90% increase in spending per student for the same time period.<br />
<br />
Since the enactment of the No Child Left Behind Act educators have been encouraged to use “scientifically-based research” to guide their decisions about which interventions to implement. The belief is that with the implementation of scientifically–based interventions there will be advances in the effectiveness of education in America. School psychologist play an important role in assisting school personnel with the implementation of interventions for students. <br />
<br />
<b>• What evidence based interventions have you seen being used in your practicum placements? <br />
• What role does the school psychologist play in the implementation of these interventions?<br />
• Do you feel that schools over, under or appropriately utilize school psychologists’ in the implementation of evidence based interventions?</b><br />
<br />
There is a need for school psychologists to function as evidence-based practitioners who apply evaluation procedures in conjunction with intervention implementation. Unfortunately most research that's available does not address some of the most important issues being faced in real world educational settings. As raised in our midterm, there are a number of factors interfering with school psychologist’s ability to apply interventions. These factors vary in the degree to which they affect the ways interventions are selected and applied at the individual and systems level (Peacock, Ervin, Daly III, & Merrell, 2010). Evidence-based guidelines have been developed in order to educate school professionals with the purpose of promoting the implementation of effective practices. These guidelines were created to help professionals, in our case school psychologists, work through the process of "systematically finding, appraising, and using research findings as the basis for selecting and implementing interventions" (Peacock et al., 2010). <br />
<br />
An intervention will not guarantee success. Intervention success does not simply rely on the effectiveness of the intervention but rather on the characteristics of the student or the district one is working with. Although we have learned the importance of research support in selecting interventions, it is evident every child has individual needs and what may be successful for one child may not be for another. An intervention that is based on a group's success may not necessarily produce success for an individual student.<br />
<br />
The School Psychology Task Force on Evidence-Based Interventions has established four categories that will examine the evidence base to support an intervention. The four categories are as follows: scientific basis, key features, clinical utility aspects, and feasibility, and cost-effectiveness (Peacock et al., 2010). Do you believe these categories are sufficient in proving the effectiveness of an intervention? Which criteria do you think are most or least important?<br />
<br />
Based on the four set of criteria, two interventions were mentioned in the chapter, parent-child interactions therapy (PCIT) and the Incredible Years series. PCIT focuses on direct interaction with the child and parent while the Incredible Years series includes child, parent, and teacher interaction. Although both are supported by a great deal of evidence, which would you recommend to a parent with a child experiencing behavioral concerns? What factors would guide your decision?<br />
<br />
Some applications of behavior intervention methods discussed in the chapter were time-out (TO) and time-in (TI), task-based grounding (TBG), the classroom pass program, and home-school notes. All applications have shown successful outcomes and aid in the partnership between the school psychologist and parents. TO is commonly used by parents but if not implemented correctly, it will prove to be ineffective. TO will almost always require professional input (Peacock et al., 2010). TBG should encourage children to complete the tasks given by their parents rather than encourage inappropriate behavioral issues. The classroom pass allows children an escape option in an aversive situation which provides a sense of control while home-school notes facilitate communication between the home and school settings (Peacock et al., 2010). <br />
<br />
<b>• Of the previously mentioned applications, which do you think result in long lasting results? <br />
<br />
• What are major disadvantages a parent and school psychologist may experience while attempting to implement such applications? <br />
<br />
• As a future school psychologist, how would you recommend a specific at home intervention without offending parents? </b><br />
<br />
<br />
<br />
<i>References:<br />
<br />
Coalition for Evidence-Based Policy (2002). Bringing evidence-driven progress to education: A recommended strategy for the U.S. Department of Education. http://www.excelgov.org/usermedia/images/uploads/PDFs/coalitionFinRpt.pdf<br />
<br />
Coalition for Evidence-Based Policy. (2003). Identifying and implementing education practices supported by rigorous evidence: A user friendly guide. http://excelgov.org/usermedia/images/uploads/PDFs/User-Friendly_Guide_12.2.03.pdf <br />
<br />
Peacock, G. G., Ervin, R. A., Dally III, E. J., Merrell, K. W. (2010). Practical handbook of school psychology: Effective practices for the 21st century. New York, NY: The Guilford Press.</i><br />
<br />
This Blog was created by: Estela Lopez & Roseann Brizan<br />
Dr. Silvia C. Pastorhttp://www.blogger.com/profile/08005059889094847451noreply@blogger.com11tag:blogger.com,1999:blog-2342183583593135010.post-88985558494288494972013-10-07T08:28:00.001-07:002013-10-07T08:31:55.522-07:00New IDEAs for a Brighter Education<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_C6LI5vGHuWUTUjA0bpMFO_XgbvyYWxncGj_MsdFFR8aeX82PgU__AEyqE6QXRq_7ezY48uupfFjoXUBWiw3x5pLqkyXu_Pv4r4lTtJjkkkcO83J0uEG2p9H2XHsq5Pe0AIso_Aoq8BM/s1600/IDEA_logo.gif" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh_C6LI5vGHuWUTUjA0bpMFO_XgbvyYWxncGj_MsdFFR8aeX82PgU__AEyqE6QXRq_7ezY48uupfFjoXUBWiw3x5pLqkyXu_Pv4r4lTtJjkkkcO83J0uEG2p9H2XHsq5Pe0AIso_Aoq8BM/s400/IDEA_logo.gif" /></a></div><br />
IDEA was originally enacted by Congress in 1975 to ensure that children with disabilities have the opportunity to receive a free appropriate high quality public education, just like any other children in the United States. The law has been subject to revision many times throughout the years.<br />
<br />
This reform was made to shed light on special education, and help with the problems they face every day. The new law promotes excellence in special education with reforms based on academic results for students, early intervention, parental choice, and paperwork reduction. <br />
NASP, National Association of School Psychologist has been highly involved with the new reform by helping policymakers develop new state regulations, advocating for provisions that will improve the lives of children with disabilities, and promoting the significant contributions the school psychologists make in the school system.<br />
<br />
The most recent amendments were passed by Congress in December 2004, with final regulations published in August 2006 (Part B for school-aged children) and in September 2011 (Part C, for babies and toddlers). So, in one sense, the law is very new, even as it has a long, and powerful history.<br />
<br />
IDEA 2004 continues to follow the problem solving models of early intervention and disability identification that have been in place for the past twenty years. However, there is a stronger support in the law for the use of a process that determines whether the child responds to scientific, research based intervention as part of the evaluation procedures. Also, states no longer require districts to consider an IQ/Achievement discrepancy criterion. These changes in the law present new challenges and opportunities for school personnel working with special needs populations. With the implementation of the new regulations, new roles and responsibilities have started to emerge for the school professionals; especially for the school psychologists. <br />
• Taking in consideration the above mentioned changes in the law, can you discuss some of the strategies developed to help implement them?<br />
• We often see how working “straight from the books” differs significantly from working in the applied field. How do you think the IDEA 2004 changes affect the practice of special education?<br />
• As a school psychologist one of the main focus of training to help identify a learning disability is cognitive testing. What are your thoughts on the new law that allow educational agencies to eliminate the IQ/Achievement discrepancy requirement? Do you think it is detrimental to the school psychology practice? <br />
<br />
Under IDEA, no state or local educational agency personnel can require a child to obtain a prescription for a substance covered by the Controlled Substances Act as a condition of attending to school, receiving an evaluation under subsection (a) or (c) of section 614, or receiving services under this title. <br />
• Do you agree with this? Also, do you think teachers and school psychologist should be able to tell a child or his/her parents that the child should take medication in order to succeed academically? <br />
<br />
The new IDEA reform requires that local educational agencies “take measurable steps to recruit, hire, train, and retain highly qualified personnel to provide special education and related services.” The reform focuses on early intervention to prevent over- identification of the students who may need additional academic and behavioral support to succeed in general education from the students in need of special education services.<br />
• Do you think over-identification and false diagnosis have been a problem? Do you think that early intervening services can help?<br />
<br />
Chapter 12 of the Practical Handbook of School Psychology focuses on functional behavior assessment (FBA). The text defines FBA as “a systematic process for identifying variables that reliably predict and control problem behavior. Functional behavior assessments came to the forefront in 1997 after the inception of Individuals with Disabilities Act of 1997 (IDEA). IDEA requires schools to review or conduct FBA before a child with a disability is disciplined. FBA’s are important because two different children can display the same behavior, but the function of the behavior may serve two different purposes. For example, two children scream and yell out consistently in class despite the teacher’s requests for quiet. One student may be screaming because they do not like the teacher or they are trying to impress their friends. Another student may be yelling because he or she has Asperger Syndrome (AS) and is having difficulty communicating. When something like this occurs, it is important for the teacher to be aware that the student has a disability and to let the school psychologist know about the behavior. <br />
<br />
Even though there is not a universal framework or model to conduct an FBA, the text provides a framework that seems useful. It includes the following steps:<br />
1. Clarify the purpose of assessment.<br />
2. Define the problem.<br />
3. Develop a progress monitoring system.<br />
4. Identify variables that are functionally related to targeted responses.<br />
5. Design interventions.<br />
6. Evaluate interventions. <br />
<br />
• How do you feel about FBA? Do you believe it is effective? Why or why not?<br />
<br />
This Blog was created by Florencia Torres, Craig Barriale and Lawrence Carter.<br />
Dr. Silvia C. Pastorhttp://www.blogger.com/profile/08005059889094847451noreply@blogger.com12tag:blogger.com,1999:blog-2342183583593135010.post-68021372142963216822013-10-07T08:24:00.003-07:002013-10-07T08:24:44.350-07:00Re-Defining Behavior...<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEie12ELzEL4r2-fOIAZUdLLqoNEOx7biff4l8ZzD_Tpt2WEYA6HouYistxTGA3L5WEN7_34e06JbzVqf_L9QKP7imVXxOn78uZkZi6EqMAgdmWsp8X3mXcuGfihy6sNsuL3H0w-FBSMLxw/s1600/functional+behavioral+assessment+aspergers.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEie12ELzEL4r2-fOIAZUdLLqoNEOx7biff4l8ZzD_Tpt2WEYA6HouYistxTGA3L5WEN7_34e06JbzVqf_L9QKP7imVXxOn78uZkZi6EqMAgdmWsp8X3mXcuGfihy6sNsuL3H0w-FBSMLxw/s400/functional+behavioral+assessment+aspergers.jpg" /></a></div><br />
A functional behavioral assessment (FBA) is defined as “a systematic process for identifying variables that reliably predict and control problem behavior. The purpose of FBA is to improve the effectiveness, relevance, and efficiency of behavior intervention plans by matching treatment to the individual characteristics of the child and his or her environment” (Peacock, Ervin, Daly III, & Merrell, 2010, p.192). Most behaviors exist within their context, as behaviors often result from what is happening in the students’ environment, warranting more time to be spent assessing the environment, rather than the child (Peacock et al., 2010). It is presumed that identifying antecedents and consequences, and linking these components to treatment, can most effectively treat target behavior, enabling goals to be met. Each student must be approached individually, tailoring FBAs to their personal applicable domains. There are six main components which coexist in the conceptualization of an FBA: clarify the purpose of assessment, define the problem in an objective manner, develop a progress monitoring system such as response to intervention (RTI), identify variables that are functionally related to target response, design interventions, and evaluate interventions (Peacock et al., 2010). There are seven identified interventions including: skill acquisition through teaching interactions, improving fluency through increased opportunities to respond, altering establishing operations to address performance deficits, differential reinforcement to address performance deficits, altering established operations to reduce performance excess, differential reinforcement to decrease performance excesses, and extinction of either positive or negative punishment (Peacock et al., 2010). Ultimately, the purpose of conducting an FBA is to enhance student outcomes, utilizing a positive behavior support plan, utilizing interventions that address skill deficits, performance deficits, and performance excess. Of the interventions discussed, which do you believe is the most effective? <br />
<br />
Framed by the Individuals with Disabilities Education Act of 2004 (IDEA) , FBAs are a mandated practice, prior to the formulation of an individualized education plan (IEP) (Peacock et al., 2010). The IDEA had no prior requirements for FBAs and behavior intervention plans (BIP) until its revisions in 1997 and 2004. IEP teams had the option to consider when it was appropriate to them to use positive behavioral interventions in addressing problem behaviors that impeded on the students learning (Zirkel, 2011). The language in the 1997 IDEA was vague and left for the IEP team to determine appropriate interventions for problem behaviors. It was not until IDEA 2004 revisions, where the earlier requirements of addressing behavior was strengthened by the establishment of a more straightforward approach, mandating all IEP teams to “consider the use” of FBAs and BIPs at all times when dealing with problematic behavior (Zirkel, 2011). An FBA was deemed necessary in order to determine if the child warranted an alternative educational setting due to what is called a manifestation of determination. A manifestation of determination is a meeting for student with special needs, who accumulate ten out of school suspensions within a school year. The Child Study Team and administrators, meet with the parent(s) of the student to determine the student’s educational future, in relation to their current school setting. This past class we discussed ethical issues and our role as school psychologists, upholding ethical guidelines. Prior to mandating FBAs and BIP in the 2004 act, school districts had the option to consider if the behavior being exhibited warranted an FBA or BIP. As future school psychologist, we must use FBAs and IBP at all times when dealing with chronic problematic behaviors, which impede a student from learning to their full potential. If we fail to complete FBAs and BIP when warranted, it would be unjust, as it could negatively affect the student. How important do you think it is to conduct an FBA in the school setting? Do you think the functions of an FBA assist in determining whether interventions are deemed necessary?<br />
<br />
<br />
Peacock, G. G., Ervin, R. A., Dally III, E. J., Merrell, K. W. (2010). Practical handbook of school psychology: Effective practices for the 21st century. New York, NY: The Guilford Press.<br />
<br />
Zirkel, P. (2011). State special education laws for functional behavioral assessment and behavior intervention plans. Behavioral Disorders, 36(4), 262-278.<br />
<br />
This Blog was created by Giselle Batista and Udoka Franklin Nwigwe.<br />
Dr. Silvia C. Pastorhttp://www.blogger.com/profile/08005059889094847451noreply@blogger.com28tag:blogger.com,1999:blog-2342183583593135010.post-80534204288613035652013-09-17T08:07:00.001-07:002013-09-17T08:07:40.424-07:00"I have not failed. I have just found 10,000 things that do not work." Thomas Edison<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKcK8rLMbXTwJrXtR3qFzt7yhnEPIsD_33GaOmvxNduPipfkXPz25jLpc2tXyERW5_97Ufwi7SY2mDqzPPpMZAhO6nEtYlDR8nRQ0IUDGt45FSTrznjDBvXJC7shfHl5lWT3WvOtOYJ4A/s1600/images.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKcK8rLMbXTwJrXtR3qFzt7yhnEPIsD_33GaOmvxNduPipfkXPz25jLpc2tXyERW5_97Ufwi7SY2mDqzPPpMZAhO6nEtYlDR8nRQ0IUDGt45FSTrznjDBvXJC7shfHl5lWT3WvOtOYJ4A/s640/images.jpg" /></a></div><br />
The preceding quotes, although taken from individuals of different disciplines, share a common and pertinent thread that is very much relevant to the field of School Psychology. This field we seek to learn, and ultimately influence, requires us to not only balance a multitude of dynamic responsibilities, it demands that we seamlessly incorporate the needs of students, parents, school administrators, and binding legislation into one cohesive and pragmatic whole. Within the whirlwind of these oftentimes opposing responsibilities, however, we must not loose sight of what lies at the core of a school psychologist’s identity: as both Edison and Pavlov speak to above, we are first and foremost guided by the principals of the scientific method. That is, we seek answers through a systematic implementation of empirically based theory and knowledge which requires us to be self-critical, learn from failures, and delve beneath the data we so meticulously collect. <br />
<br />
Using this simple philosophy as a backdrop, the question becomes whether school psychologists are able to reconcile their guiding professional principals with the demands set forth by local, state, and federal laws. Perhaps to better understand the burdens placed by both distinct entities, it behooves us to delineate their major influences and concerns. <br />
<br />
In respect to data driven and empirically based practices, school psychology currently employs a multi-tiered approach grounded in the Response to Intervention (RTI) theory coupled with functional behavioral assessment. The former employs universal screening and progress monitoring, strategically selected interventions, and data-based decision making (Peacock, Ervin, Daly III, & Merrell, 2010). The latter attempts to determine the function of a problem behavior by gathering information about the relationship between their antecedents and consequences (Peacock et al., 2010). Both of these problem-solving approaches require deft assessment measure selection, data interpretation, and intervention selection. All the while, the school psychologist must remain vigilant in his or her attention to different hypothesis that can garner the most effective course of action to each child’s unique sensibilities. Moreover, it is imperative that ultimately the intervention be implemented with fidelity, integrity, and in a timely manner for time spent in the process is lost in instruction (Peacock et al., 2010).<br />
<br />
Legislative influences are just as important, if not more so, in driving the. Within Chapter 14 of the New Jersey Special Education Administrative Code, Title 6A, the legal responsibilities of school psychologists are methodically detailed. Expectations and rights ranging from school psychologists’ responsibilities, parental involvement and consent, special education classifications, Child Study Team (CST) duties, etc. are disseminated. The New Jersey Parental Rights in Special Education (PRISE) provides a more reader friendly version of the statutes, specifically focusing on all parental and child rights and applicable courses of action. Although the two are meant to clearly elucidate both the internal mechanisms and procedures for providing special services, along with the rights and avenues available to parents, they can at times more closely resemble the format of confusing tax forms. <br />
<br />
The National Association of School Psychologists (NASP) in its Professional Conduct Manual outlines attempts at dovetailing school psychologists’ professional ideals with legislative responsibilities. Ethical guidelines are provided which are part and parcel with providing professional services emphasizing empathy, cultural sensitivity, confidentiality, and overall proper conduct. What is most interesting, however, are the Guidelines for the Provision of School Psychological Services, which provide the underlying goals and direction of school psychology and all its supportive systems. They serve as a model of “good practice” for the field as a whole, as well as aspirations that should be striven for. <br />
Utilizing a synapsis of the relevant literature, theories, and guidelines that dictate the current and potential future practice of school psychology, we now draw your attention to some specific and salient issues and the questions they command. <br />
<br />
• The demographics of the United States are changing at a pace that rivals any other time in our history. Together with these changes in the social makeup of our communities, are the ever-increasing financial and acculturative pressures born by minorities in particular. With these realities in mind, are the explanations provided with PRISE sufficient for all parents? That is, are they clear to all cultures, socio-economic statuses, and education levels? Are further supportive measures necessary to ensure all parents fully understand the rights their children and they deserve?<br />
<br />
• Procedures are set in place to guide school psychologists and CST’s from referral, to assessment, to intervention, and beyond. Throughout this processes, data-driven decision-making is stressed and employed. IEP’s stipulate that reevaluations are to be conducted every three years, yet RTI’s ongoing progress monitoring can be weekly, even daily, to ensure relevant data are collected and confirm efficacy of interventions. Shouldn’t these evaluation schedules be more proportional to each other if they seek to produce the same theoretical outcome? That is, is a three-year gap between evaluations conducive to effective IEP implementation?<br />
<br />
• NASP’s ethical and “good practice” guidelines possess strong ideals that should be anchored in all school psychologists’ underlying principals. It fails, however, in suggesting how to effectively balance its ideals with practical implementation in school districts, which oftentimes do not possess the resources, structures or values for effective problem-solving methodologies to flourish. In fact, NASP states, “Ethical behavior may occasionally be forbidden by policy or law…” (NASP, 2000). Therefore, how might state legal guidelines set forth in Chapter 14 of the New Jersey Special Education Administrative Code, Title 6A be congruent or in opposition with those within NASP’s Professional Conduct Manual? Does the former impose limitations that erode the spirit of the latter? If so, how would you suggest one could more harmoniously bring the two together? <br />
<br />
• In a functional analysis of behavior, antecedent and consequence variables are experimentally manipulated to verify the function of behavior, and the effects are compared to increase the validity of intervention selection decisions. In this way functionally significant target variables linked to interventions can be clarified (Peacock et al., 2010). With laws and codes for the performance of school psychology, under NJ Administrative Code Title 6A, delineating actions of school psychologists to the point of diagnosis, along with school districts’ budgets being slashed every year, do you as a future school psychologist feel that you will be able to implement a functional analysis approach? Do you feel state statutes, as they stand, limit your ability to fully utilize your skills as a professional? Furthermore, who do feel is, or should be, the ultimate arbiter that dictates the field’s future direction?<br />
<br />
• According to PRISE, parents have rights to refer their children for assessment and according to NJ Administrative Code Title 6A, school psychologists have a professional right to determine what type of assessment is appropriate, and if an assessment is warranted. Peacock (2010) details 3 principles for selecting high-quality academic intervention (p.116): <br />
<i>• Know why and when academic intervention strategies work.<br />
• Select intervention components that match the student's instructional needs.<br />
• Prove that the intervention is valid for the student.</i><br />
<br />
Clearly, not all referrals necessitate the same type of assessment and intervention. It would be your task to effectively apply the steps above in your determination. As a school psychologist, how will you explain to the parent that you do not believe a "full assessment" is appropriate for their child, or that a simpler and less intrusive action is appropriate based on your professional evaluation? What alternative actions beyond formal assessment are available for suggestion?<br />
<br />
<br />
"Don't become a mere recorder of facts, but try to penetrate the mystery of their origin." Ivan Pavlov<br />
<br />
This BLOG entry was created by Fabio Simao & Rivca Modiano Zacharia.Dr. Silvia C. Pastorhttp://www.blogger.com/profile/08005059889094847451noreply@blogger.com23tag:blogger.com,1999:blog-2342183583593135010.post-75447316619492125952013-09-17T07:04:00.001-07:002013-09-17T07:04:50.306-07:00A Practical Means to a Sometimes Unpractical End: School Psychology<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPPQclLNmE5pX_MU0248W6F7iLA6Udf-Y80nH9wDBzhefi9bkuKZvxUYItKcH2NV7MeswujLNS85oz4tupcDAEhKRPu9PEFvyeoc7njHndnS62oBOAULP638GjyFCeLsvbHtPNel9U17o/s1600/job.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPPQclLNmE5pX_MU0248W6F7iLA6Udf-Y80nH9wDBzhefi9bkuKZvxUYItKcH2NV7MeswujLNS85oz4tupcDAEhKRPu9PEFvyeoc7njHndnS62oBOAULP638GjyFCeLsvbHtPNel9U17o/s400/job.jpg" /></a></div><br />
The school psychologist may have a <i>romanticized</i> vision of themselves and their job description. A central role of a school psychologist is to “stand up” for the needs and rights of the student/client, particularly when this may be challenging. In reality the modern school psychologist works within the confines of federal, state, district and professional guidelines, and many times struggle if they do not have the support of the principle, teachers, and parents. A school psychologist may feel constrained and even strangled by the political and bureaucratic aspects of the position, yet, must practice harmoniously with federal, state, and district guidelines, laws, and mandates. What problems do you see arising from the restrictions set on school psychologists by the “N.J.A.C. 6A:14, SPECIAL EDUCATION.? In order for interventions to be successful they need to be endorsed by the principal and followed through by the teacher. What could happen when this support system breaks down? We like to think that school psychologists get to make creative choices and unique interventions. When looking at the NASP guidelines do see an opportunity to use your own ideas? Are the NASP guidelines too strict?<br />
<br />
The guidelines of NASP address such issues as professional competency, professional relationships, professional practices, and practice settings - including independent practice. Principle number five under professional relationships states, “School psychologists are responsible for the direction and nature of their personal loyalties or objectives. When these commitments may influence a professional relationship, school psychologists inform all concerned persons of relevant issues in advance, including, when applicable, their direct supervisor for consideration of reassignment of responsibilities.” What are some of the implications of this principle? How and why do you think this is a relevant issue in professional ethics? <br />
<br />
It is key to remember that parents are a valued member of the child study team, who contribute to making determinations and developing their child’s IEP. Parents are most empowered when they maintain an active role in their child’s education. To obtain the most from this process, the State of New Jersey has outlined Parental Rights in Special Education for the parents. It details the steps of the special education process, from making a referral, to resources for educational transitions. <i>How familiar are you with the PRISE guidelines? What do you think the extent of the parent’s role is? Too much involvement? Too little involvement? What types of conflicting interests exist between the parent, the district, and the school psychologist?</i><br />
<br />
New Jersey Department of Education. (2012). Parental Rights in Special Education.<br />
<br />
National Association of School Psychologists. (2000). Professional Conduct Manual.<br />
<br />
“School Psych as a Gatekeeper” (Peacock, G. G., Ervin, R. A., Daly, E. J., & Merrell, K.W.2009) <br />
<br />
Peacock, G. G., Ervin, R. A., Daly III, E. J., & Merrell, K. W. (2010). Practical handbook of school psychology. New York, NY: The Guilford Press.<br />
<br />
<br />
This BLOG entry was created by: Sean Latino, Rachel Schneider, Danielle Territo & Jenny Pagonis.Dr. Silvia C. Pastorhttp://www.blogger.com/profile/08005059889094847451noreply@blogger.com13tag:blogger.com,1999:blog-2342183583593135010.post-12756305999620152042012-12-05T06:56:00.000-08:002012-12-05T07:01:39.836-08:00I'm sorry...can you just speak English?<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj17QbxX7RMxIDOm0EFAOtOEsC1lJGGLqTmtk0QdsVBwppl03Ya-jNlqCGvEh875_vuHJSTcOvrvS7jOni2drIt3vx_jOrtZnAHdgLiUZ3qu4hul3jmiqATjK2j3L2z5S6UNg-jGy-gYFc/s1600/000011871244XSmall.jpg" imageanchor="1" style="margin-left:1em; margin-right:1em"><img border="0" height="265" width="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj17QbxX7RMxIDOm0EFAOtOEsC1lJGGLqTmtk0QdsVBwppl03Ya-jNlqCGvEh875_vuHJSTcOvrvS7jOni2drIt3vx_jOrtZnAHdgLiUZ3qu4hul3jmiqATjK2j3L2z5S6UNg-jGy-gYFc/s400/000011871244XSmall.jpg" /></a></div><br />
<br />
<br />
The population of culturally and linguistically diverse (CLD) students is growing within the United States. The education of CLD students is controversial both within the United States and across the United Kingdom, Canada, South Africa, China, Singapore, Australia, and New Zealand as well (Rhodes, 2010). When CLD students fail to meet expected learning outcomes, educators may question the student’s ability to learn the material. These students are often referred to Child Study Team for suspected learning disabilities. With more than 400 different languages in the United States alone (Kindler, 2002) and 1 in 10 student born in other countries (U.S. Census Bureau, 2001), there is more room for misrepresentation of CLD students within special education. Furthermore, “students who are English language learns (ELLs)...often display characteristics and behaviors that are similar but unrelated to disorders and disabilities that require special education intervention” (Rhodes, 2010, p. 566). Difficulty understanding instruction and mental fatigue of learning a new language are associated with the appearance of inattentiveness, impulsivity, distraction, disruptiveness, and disorganization (Ortiz, 2005).<br />
<br />
Few methods of assessing difference (in language acquisition) versus disability exist for CLD students. Witt (2002) proposed the Screening to Enhance Equitable Placement (STEEP) model which a uses problem-solving model to develop intervention strategies and screen students for additional evaluation. Intervention procedures are adjusted and effectiveness is evaluated through progress monitoring. Overall, a problem-solving model is suggested for differentiating deficits in language acquisition from disability. Stages of the problem-solving model may be used to identify cultural and linguistic demands of the curriculum, educational and language history, previous exposure to ESL instruction, and level of acculturation resulting in culturally and linguistically appropriate interventions (Rhodes, 2010). Rhodes (2010) suggests that school psychologists implementing the problem-solving model should be “proficient in providing consultative services in a multicultural and oftentimes multilingual environment” (p.575).<br />
<br />
Unfortunately, models such as these, which consider the unique cultural and linguistic experiences of CLD students are not widely used in school systems. If this knowledge is available to school psychologists, why aren’t more of them taking preventative measures to assess cultural and/or linguistic differences before accepting CLD student referrals? Should there be a required procedure for teachers to follow before referring CLD students to the Child Study Team? What is the school psychologists role, if any, in preparing teachers to effectively distinguish language differences before referring? <br />
<br />
References<br />
Kindler, A.L. (2002). Survey of the states’ limited English proficient students and available educational programs and services 1999-2000 summary report. Washington, DC: National Clearinghouse for English Acquisition and Language Instruction Educational Programs.<br />
<br />
Ortiz, S.O. (2005). Language proficiency assessment: The foundation for psychoeducational assessment of second language learners, In R. L. Rhodes, S.H. Ochoa, & S.O. Ortiz (Eds.), Assessing culturally and linguistically diverse students: A practical guide (pp. 137-152). New York: Guilford Press.<br />
<br />
Rhodes, R.L. (2010. Implementing the problem-solving model with culturally and linguistically diverse students, In G.G. Peacock, R.A. Ervin, E.J. Daly III, & K.W. Merrell (Eds.), Practical handbook of school psychology: Effective practices for the 21st century (pp. 566-578). New York: Guilford Press.<br />
<br />
Witt, J.C. (2002). STEEP RTI--response to intervention. Retrieved December 4,2012,from http://www.isteep.com/steep_rti.html.<br />
<br />
This Blog was created by Denise Annecchino, Gabrielle Centra and Sherlyne Dalupang.<br />
Dr. Silvia C. Pastorhttp://www.blogger.com/profile/08005059889094847451noreply@blogger.com31tag:blogger.com,1999:blog-2342183583593135010.post-47995569943287950262012-11-19T08:25:00.001-08:002012-11-19T08:25:30.595-08:00How do you solve a problem without evidence? <div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJSQX6CEOSPZtatAI4tJlOQLI1e7isLg382JAqKaETQ5GLsz9rB8fLICroj-Pm6tIWl0D54mrb0-C3p6ZJzUvAoN-xiMwRbPGq2ZWTV_BE57FKeJyvnIYFM18xmxj3BfnY05IzX28AKNo/s1600/search.jpg" imageanchor="1" style="margin-left:1em; margin-right:1em"><img border="0" height="387" width="310" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJSQX6CEOSPZtatAI4tJlOQLI1e7isLg382JAqKaETQ5GLsz9rB8fLICroj-Pm6tIWl0D54mrb0-C3p6ZJzUvAoN-xiMwRbPGq2ZWTV_BE57FKeJyvnIYFM18xmxj3BfnY05IzX28AKNo/s400/search.jpg" /></a></div><br />
<br />
As the trend of role expansion in school psychology continues, the role as “problem solver” has created a dilemma for school psychologists. According to Ysseldyke et al. (2006), “school psychologists should possess the ability to use problem-solving and scientific methodology to create, evaluate, and apply appropriately empirically validated interventions at both an individual and systems level” (p.14). School psychologists are increasingly being held accountable for the intervention programs they choose. More than ever, the pressure for school psychologists to effectively and efficiently choose an intervention is increasing; school administrators expect school psychologists to make these decisions as quickly and accurately as possible. <br />
<br />
Fortunately, organizations such as the APA and the US department of Education have created guidelines and criteria to help facilitate this decision making process. The guidelines serve to help school psychologists and other school personnel distinguish effective vs. ineffective intervention programs. The documents provide criteria that determines what an effective intervention entails. Below are links to the guidelines in detail: <br />
<br />
● http://www.apa.org/practice/guidelines/evaluating.pdf<br />
● http://www2.ed.gov/rschstat/research/pubs/rigorousevid/rigorousevid.pdf<br />
● http://evidencebasedpolicy.org/docs/Evid-based_educ_strategy_for_ED.pdf. <br />
<br />
<br />
The guidelines and criteria provide school psychologist with assistance in choosing effective interventions. However, the guidelines do not guarantee that the program will be implemented in the school. At the school and district level, there are other influences that affect how an intervention is implemented and if it is applied effectively. According to Peacock (2010) teacher acceptance, commitment, and site-based administrative support can impede on intervention implementation (p. 214, p.228). Why would teachers and administrators be opposed to implementing effective interventions? In regards to implementing an intervention program, how can a school psychologist advocate their case and what evidence can they provide to teachers and administrators to prove their plan is beneficial? <br />
<br />
Unfortunately, some of the most effective interventions can be costly and difficult to implement in schools, especially with limited resources. These poorer school districts may shy away from effective interventions and opt for an inexpensive program with less efficacy. On the contrary, costly programs such as DARE are still being used in schools even after being proved ineffective years ago. How do you feel about these decision on implementation? What would you do if you were the administrator in a poor school district? Do these decisions worsen school and student outcome or provide some kind of benefit? Have you seen or know of any programs scientifically proven ineffective yet still utilized within a school? How much accountability should be put on school personnel-who implement these programs whether they agree with them or not- when programs fail to produce positive results?<br />
<br />
References:<br />
<br />
Peacock, G. G., Ervin, R. A., Daly III, E. J., & Merrell, K. W. (2010). Practical handbook of school psychology. New York, NY: The Guilford Press.<br />
<br />
Ysseldyke, J. E., Burns, M., Kelley, B., Morrison, D., Ortiz, S., Rosenfield, S., et al. (2006). School psychology: A blueprint for training and practice: III. Bethesda, MD: National Association of School Psychologists.<br />
<br />
This Blog was created by: Tanushree Mehta, Heather Newman, Krista Johnson, Derrick Wilson, and Amanda Elliott<br />
Dr. Silvia C. Pastorhttp://www.blogger.com/profile/08005059889094847451noreply@blogger.com16tag:blogger.com,1999:blog-2342183583593135010.post-5278084171283623392012-10-09T07:48:00.001-07:002012-10-09T09:18:48.364-07:00When Do We Draw the LINE...<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhrIdgruuZaOGDzEz-7DQUyWxoqOLdjLEt_0aucFOwnvkDReiKCTuIQgnmmCOxsTbkymS4XDsEqDSReelWtjUlJr1VkIQFl0OIvsd1Qo3jkQ0K3WlJcYVyu1Fe6LU5FQjCWlqhMk11KG4s/s1600/this_is_where_i_draw_the_line_.jpg" imageanchor="1" style="margin-left:1em; margin-right:1em"><img border="0" height="400" width="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhrIdgruuZaOGDzEz-7DQUyWxoqOLdjLEt_0aucFOwnvkDReiKCTuIQgnmmCOxsTbkymS4XDsEqDSReelWtjUlJr1VkIQFl0OIvsd1Qo3jkQ0K3WlJcYVyu1Fe6LU5FQjCWlqhMk11KG4s/s400/this_is_where_i_draw_the_line_.jpg" /></a></div><br />
When a student disobeys one of the school codes of conduct, it results in disciplinary action as a consequence of the violation. What happens when it’s a student that has a disability? According to the Individuals Disabilities Act of 1997 (IDEA), a functional behavioral assessment (FBA) has to either be reviewed or conducted by the school psychologist before the school authority can take disciplinary action against a student with a disability. An FBA is a problem solving process that addresses a problem behavior that a child is exhibiting. It uses techniques to identify what triggers the specific behavior and interventions are created in order to directly address the behavior. A student with a disability should NOT be disciplined without the consideration of their FBA. <br />
<br />
Two different children can display the same behavior, but the function of the behavior may serve two completely different meanings. For example, let’s say one child throws a chair across the classroom because they do not like the teacher. Now lets say a child with Asperger Syndrome (AS) throws a chair across the room, not because they do not like the teacher, but because he/she is having difficulty with trying to communicate what they want to say. Individuals with AS often have a hard time managing their emotions. One of the reasons why is because they have difficulties expressing what they want to say, which is known as Alexithymia. It is easier to use physical action as a release from their emotional energy. So in this case, would it be fair to serve both children with the same disciplinary action? Absolutely NOT!! In this instance, it is the job of the school psychologist to address the behavior according to the student’s FBA, not the school authority. When any student that has a disability violates a school code of conduct, it would appropriate for the school psychologist to intervene. It is their job to review the student’s FBA or conduct one in order to come up with an appropriate disciplinary action. <br />
<br />
The utilization of FBAs has proven to be a successful way to produce a desirable behavior over a maladaptive one. Although there is no universal way in conducting a FBA, there are several areas that are considered in the process such as the purpose of the assessment, the definition of the problem, designing/evaluating interventions, etc. An FBA is a well thought out process that consists of beneficial information on a student with a disability. The interventions are carefully considered according to the student’s strengths and weaknesses. Our point? Are schools taking the necessary steps and using the FBA when determining what type of disciplinary action should be taken with a child that has a disability? <br />
<br />
From personal observations and feedback from schools, it is unclear if school psychologists are getting the opportunity to intervene all the time. Is this fair to the student with a disability? Do you see the school authority consulting with the school psychologist before making a decision? Do they even feel as if these considerations should me made? If not using the FBA as a guide, what measures are they taking to consider the type of disciplinary action that should take place? In your opinion, do you think a FBA is even necessary to review when taking disciplinary action? <br />
<br />
<br />
This Blog was created by: Cassie Porter, Jovanna Ossa, Nicole I. Sánchez & Preeti Patel<br />
<br />
Dr. Silvia C. Pastorhttp://www.blogger.com/profile/08005059889094847451noreply@blogger.com31tag:blogger.com,1999:blog-2342183583593135010.post-83595119810438012712012-09-19T06:49:00.001-07:002012-09-19T06:53:12.968-07:00How Much Progress is Enough?<br />
<br />
<div class="separator" style="clear: both; text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiY5ACjPzDZvwLozm4_SaqFZPaFQyUSt9oLKQJVMo2zNFpJmhpfJD7QZE9dA3NPNIv-yDOPRKrG8U_Eud1CnNB5N5gbPXtcvQo5MxWWg6aSbD2fFjrbVHAskF2u1_pfMnGhjRZh8c-Zx2g/s1600/time-for-change.jpg" imageanchor="1" style="margin-left:1em; margin-right:1em"><img border="0" height="319" width="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiY5ACjPzDZvwLozm4_SaqFZPaFQyUSt9oLKQJVMo2zNFpJmhpfJD7QZE9dA3NPNIv-yDOPRKrG8U_Eud1CnNB5N5gbPXtcvQo5MxWWg6aSbD2fFjrbVHAskF2u1_pfMnGhjRZh8c-Zx2g/s400/time-for-change.jpg" /></a></div><br />
<br />
<i>“The quality of a school as a learning community can be measured by how effectively it addresses the needs of struggling students”<b></b></i> (Wright, 2005). <br />
<br />
School psychologists must be cognizant of what is in the child’s best interest and responsive in order to communicate interventions that will benefit or impact a child’s schooling. Every child requires different modalities and is entitled to the right to learn and the right to an education. One can keep educating parents to be informed on how to advocate for their children; however, a collaborative approach is needed to determine the most appropriate level of success. As school psychologists, regardless of the diagnosis, each child should be given an appropriate intervention; no child should be singled out based on his or her disability. <br />
<br />
One of the greatest challenges of a school psychologist is time management and how time is delineated among individual cases. Unfortunately, it may not be feasible for school psychologists to be directly involved in every aspect of the process. How, then, is time prioritized for each child and is the Response to Intervention (RTI) approach fair? <br />
<br />
The role of a school psychologist is to ensure that students with disabilities receive accommodations and modifications in the general education classroom. We have an obligation to assess and use our clinical expertise in order to make recommendations. Based on one of the ethical guidelines, “School psychologists make decisions based on multiple theoretical perspectives and translate current scientific information to develop effective behavioral, affective, or adaptive goals for all students” (NASP Professional Conduct Manual, 2000, p. 44). However, how are we supposed to be effectively monitoring the progress of each student equally? What is the process and is it enough? What does the law require us to do as professionals versus what can we do? <br />
<br />
While the law requires us to follow a procedure, we can only do so much as professionals to make certain each child receives an adequate plan of intervention. Realistically, a school psychologist must manage their time effectively to ensure that students will not be overlooked. The multi-tiered model should be implemented into classroom instruction in order to successfully facilitate and monitor each child’s progress. But in the end, time is of the essence. <br />
<br />
<br />
<i>This Blog was created by Brittany Silverman and Katie Wiseman </i> <br />
<br />
<br />
References: <br />
<br />
National association of school psychologists professional conduct manual. (2000, July 15). Retrieved from http://www.nasponline.org/standards/professionalcond.pdf <br />
<br />
Wright, J. (2005). Five interventions that work. NAESP [National Association of Elementary School Principals] Leadership Compass, 2(4) pp. 1,6.<br />
Dr. Silvia C. Pastorhttp://www.blogger.com/profile/08005059889094847451noreply@blogger.com21tag:blogger.com,1999:blog-2342183583593135010.post-65907493375608754892011-11-09T12:23:00.000-08:002011-11-09T12:32:24.497-08:00Parenting Styles and Modes of Discipline across Cultures<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBV1htEGZoHD9wEIARvgVoEytbmfOaHUZhfW3Jfo0g5cmgvSqAqtcZ125AWg-nqixBmfqnwvnEJxyefnJN83XWbjWtbiJm5IF0y89HdK-d7iKCtzFbN3jPn5pLzOJVReXa1t_7-rTD90U/s1600/images.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 232px; height: 218px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBV1htEGZoHD9wEIARvgVoEytbmfOaHUZhfW3Jfo0g5cmgvSqAqtcZ125AWg-nqixBmfqnwvnEJxyefnJN83XWbjWtbiJm5IF0y89HdK-d7iKCtzFbN3jPn5pLzOJVReXa1t_7-rTD90U/s400/images.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5673095203572878930" /></a><br /><span style="font-style:italic;">“Study finds every style of parenting produces miserable, disturbed adults. A study released by the California Parenting Institute Tuesday shows that every style of parenting inevitably causes children to grow into profoundly unhappy adults. "Our research suggests that while overprotective parenting ultimately produces adults unprepared to contend with life's difficulties, highly permissive parenting leads to feelings of bitterness and isolation throughout adulthood.” The Onion, October 26, 2011</span><br /><br />While the above quote from the Onion is satire, it does introduce some important questions about parenting styles. What are the various styles of raising children throughout the world and are any of them really effective? Parenting styles vary between households, families, and cultures; each having different ways of raising their children. According to Diana Baumrind there are three different parenting styles. Do they differ cross-culturally, and if so are they considered to be acceptable in the current culture the family is living? <br /><br />One common parenting style is called authoritarian parenting. In this style of parenting, children are expected to follow the strict rules established by the parents. Failure to follow such rules usually results in punishment. Authoritarian parents fail to explain the reasoning behind these rules. If asked to explain, the parent might simply reply, "Because I said so." These parents have high demands, but are not responsive to their children. According to Baumrind, these parents "are obedience- and status-oriented, and expect their orders to be obeyed without explanation" (1991).<br /><br />In contrast to authoritarian parents, those with an authoritative parenting style establish rules and guidelines, however; they tend to be more democratic. Authoritative parents are responsive to their children and willing to listen to questions. When children fail to meet the expectations, these parents are more nurturing and forgiving rather than punishing. Baumrind suggests that these parents "monitor and impart clear standards for their children’s conduct. They are assertive, but not intrusive and restrictive. Their disciplinary methods are supportive, rather than punitive. They want their children to be assertive as well as socially responsible, and self-regulated as well as cooperative" (1991).<br /><br />A permissive parent, unlike authoritarian or authoritative parents are less likely to establish rules for their children. Permissive parents, sometimes referred to as indulgent parents, make very few demands of their children. These parents rarely discipline their children because they have relatively low expectations of maturity and self-control. According to Baumrind, permissive parents "are more responsive than they are demanding. They are nontraditional and lenient, do not require mature behavior, allow considerable self-regulation, and avoid confrontation" (1991). Permissive parents are generally nurturing and communicative with their children, often taking on the status of a friend more than that of a parent.<br /><br />The parenting style adopted by a parent, and the nature of the relationship that they choose to establish with their children is greatly influenced by culture. Societal norms define parenting (although they are modified to accommodate personal style or preference). Across all cultures, the most basic premises of parenting are uniform; parents are expected to nurture and provide for their children, and to educate them. What does in fact differ across cultures is the approach that parents choose to employ while educating their children. The areas of parenting incorporated in this variation include roles, parent-child relationships, and practices related to raising and educating children (Bornstein & Bohr, 2011). <br /><br />Although approaches to parenting differ cross-culturally, it is important to note that these variations must fall within the normal parameters of parenting. In other words, differences in parenting style, detailed in Baumrind's parenting typology (introduced above) do not include "deviant parenting, such as might be observed in abusive or neglectful homes (Darling, 1999)". Baumrind's typology, rather, references different parenting styles with regard to the level of control exerted by parents over their children. For example, authoritative-style parents would typically exert a greater level of control over their children than would permissive parents, the parent-child relationship would be more intensive, and parents' expectations of their children would be higher. This higher level of parental control, however, is unrelated to the level to which parents care for and educate their children; Darling posits that regardless of parenting style, parents are expected to "influence, teach and control their children (1999)". This in effect suggests that although approaches to parenting vary between cultures, acceptable parenting approaches include only parenting behaviors that fall within the normal variation spectrum of parenting. The normal range, therefore, does not include abusive or neglectful parenting behaviors - regardless of cultural dictates.<br /><br />That being said, it is important to define what constitutes the normal range of parenting behaviors? Which parenting styles can be classified as abusive or neglectful? Are there cultures that include deviant parenting styles or practices in their definitions of the cultural norm?<br /><br />As families immigrate to the United States they undergo the process of acculturation, which requires cultural and psychological changes. As immigrant parents interact with other parents, teachers, and professionals they gain different views of parenting as well as strategies that may depart from what has been ingrained in them. Most parents will then adopt some of these new strategies while also keeping some from their old culture. However, the practices they choose to adopt or modify varies from person to person and usually any changes that occur will be those in the public domain. Cultural maintenance of customs from the old culture with often be maintained in the private domain, which affects the home and family.<br /><br />Educators may not be aware of the many practices that are common in different cultures. The American middle-class culture is one of the few cultures that uses positive reinforcement procedures while limiting punishment. Usually discipline is approached as isolating the misbehaving child and withdrawing love and affection for a period of time, which we see as more humane than those who incorporate physical punishment. The lack of knowledge that most educators have regarding child abuse and cultural differences in raising children results in misjudging the appropriateness of parental actions. Teachers often end up finding different practices as being abusive. Some culturally diverse parents may prefer to use quick physical punishment rather than ever hinting at emotional separation from their child that may create feelings of rejection. <br /><br />A few of the many incidents that may arise are listed below:<br /><br /> -A novice teacher in a poor urban school district is distressed when upon seeking advise from colleagues regarding discipline, is told by them to use physical punishment. This coincides with the advise of the students in his class who tell him to "Hit `em upside the head". In fact, physical punishment is more accepted in the low socio-economic classes (Gollnick & Chinn, 1990; Horton & Hunt, 1968; Persky, 1974; Spinetta & Rigler, 1972; Hanna, 1988), and educators who teach these students are more likely to approve of corporal punishment (McDowell & Friedman, 1979; Bauer, Dubanoski, Yamauchi & Honbo, 1990), perhaps believing that one must "use what they know".<br /><br /> -A teacher phones a student's parents to inquire as to how that pupil came to have welts on his body. She is given a religious defense based on the biblical book of proverbs that promotes the use "the rod". Indeed, Fundamentalists, Evangelists, and Baptists respond more punitively in disciplinary situations than people who are affiliated with other major religious orientations (Hyman, 1988).<br /><br /> -A teacher wrestles with the issue of whether to report a poor student's parents who are, in her mind, neglectful. She is aware that in low income areas, early independence with limited guidance or training is the norm (Horton & Hunt, 1968; Miller, 1959), as is the use of inconsistent and harsh physical punishment whereby children are taught to obey rather than reason (Farrington, 1986; Hanna 1988; Stack, 1974). However, these practices violate her beliefs regarding proper child-rearing.<br />Culture not only affects how a child is disciplined but also the bond that may exist between parent and child. Some cultures may value a very close relationship, some more distant but controlling, and some may prefer to leave the child in the hands of others such as teachers or professionals. For example Bornstein and Bohr found that “Chinese Canadian transnational parents opt to allow grandparents to care for their infants, based on expectations of their culture of origin, despite emotional hardship and disapproval within the receiving culture” (2011).<br /><br /><span style="font-style:italic;">With the complications that arise from each culture and society’s definition of abuse at what point would you determine that a family only needs information or assistance? At what point do children need to be removed?<br /><br />How will you personally determine the difference between someone knowingly committing abuse or neglect and someone only going along with the type of behavior that they have been exposed to in their culture.</span><br /><br />This blog was created by Natalie Wiggins, Kimberly Schielke, Rachel O'Hara, Penina Abraham, Wendy Fine, and Steve Barosi.Dr. Silvia C. Pastorhttp://www.blogger.com/profile/08005059889094847451noreply@blogger.com50tag:blogger.com,1999:blog-2342183583593135010.post-80483980795930206792011-10-05T10:36:00.000-07:002011-10-11T14:43:15.173-07:00Anti-Bullying Law...NOW WHAT?!?<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_KV4Hfp-GhA0E0NUC62-1wjGtgPd-RYIjHqC28CBzLppyN8CsoOD0NDudbIzSPJbIdPfZXIwYx3JTvrrZJ-N9pKRadaC2ywRbYwU8KHX4-hNS1ToGcSGv8X7dofB9eu6CJln8YnPF9nk/s1600/bully.gif"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 350px; height: 328px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg_KV4Hfp-GhA0E0NUC62-1wjGtgPd-RYIjHqC28CBzLppyN8CsoOD0NDudbIzSPJbIdPfZXIwYx3JTvrrZJ-N9pKRadaC2ywRbYwU8KHX4-hNS1ToGcSGv8X7dofB9eu6CJln8YnPF9nk/s400/bully.gif" border="0" alt=""id="BLOGGER_PHOTO_ID_5660111950700251170" /></a><br /><span style="font-style:italic;">"A person is bullied when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more other persons, and he or she has difficulty defending himself or herself."<br /> - Dan Olweus</span><br /><br /> <br /><span style="font-weight:bold;">Bullying</span><br />Bullying is one of the most important issues children are faced with during their school career. The four main types of bullying in school are physical bullying, verbal bullying, social bullying, and cyber bullying. Physical bullying is any unwanted physical contact intended to cause bodily harm which includes punching, kicking, or shoving. Verbal bullying includes things like insults, name-calling, and racial slurs. Social bullying is the spreading of rumors and gossip or the outright exclusion or isolation of another. Cyber bullying is any form of bullying through the use of the Internet or other electronic devices such as cell phones. Bullying can affect more than just the bully and the victim. It can affect the bystanders, the general atmosphere of a school, school faculty and staff, the families of all involved, and the entire community. Kids are bullied every day in almost every school all around the world and many of them do not know where to turn for help or even if help is available. <br /> <br />• What should a victim do? Report to someone? What if gets worse? Fight back?<br />• What should a bystander do? Help? How?<br />• If a victim fights back against the bully, should there be consequences? If so, what? If not, why?<br /><br /><span style="font-weight:bold;">Statistics</span><br /><br />• "Over half, about 56 percent, of all students have witnessed a bullying crime take place while at school." www.bullyinstatistics.org<br />• <span style="font-style:italic;">According to Cyber bullying statistics from the i-SAFE foundation</span>: Over half of adolescents and teens have been bullied online, and about the same number have engaged in cyber bullying.<br /> • More than 1 in 3 young people have experienced cyber threats online.<br /> • Over 25 percent of adolescents and teens have been bullied repeatedly through their cell phones or the Internet.<br /> • Well over half of young people do not tell their parents when cyber bullying occurs.<br /><br />• Bullycide is a term used to describe suicide as the result of bullying. New bullying statistics 2010 are reporting that there is a strong connection between bullying, being bullied and suicide, according to a new study from the Yale School of Medicine. Suicide rates are continuing to grow among adolescents, and have grown more than 50 percent in the past 30 years. www.bullyingstatistics.org<br /><br />It is important that we realize what damage bullying has done to every aspect of a student’s life. Whether it be a small or large instance of bullying, it is always an issue that needs to be addressed. New Jersey has decided to prove that their zero tolerance for bullying has reached an ultimate high. The new Anti-Bullying Law is hoping to change these statistics for the better.<br /><br /><span style="font-weight:bold;">NJ Anti-Bullying Law</span><br />New Jersey enacted its public school anti-bullying statute in 2002. In 2007, the law was amended to include cyber-bullying and in 2008 the law required that each school district posted its anti-bullying policy on its website as well as distribute it annually to the parents or guardians of the students from their district. The most recent amendment, known as the “Anti-Bullying Bill of Rights Act”, has been touted by many to be the toughest in the nation. Below are the most significant changes that are intended to strengthen the procedures that occur after incidents of harassment, intimidation, and bullying of students that occur in school and off school grounds.<br /><br />• Information regarding the district’s policy must be incorporated into the a school’s employee training program and must be provided to all staff, volunteers who have significant contact with students, and those persons contracted by the district to provide services to students.<br />• Board members, whether newly appointed, elected, re-elected, or re-appointed, need to complete a training program on harassment, intimidation, and bullying in schools (but only once).<br />• Training on harassment, intimidation, and bullying in schools shall be provided by the New Jersey School Boards Association, through the consultation from a myriad of recognized experts in school bullying<br />• The principal must notify the district superintendent of schools of all the action taken, which the superintendent must then report twice a year to the board of education.<br />• The reports will then be used to grade each school in their effort, and the averaging of the schools will result in the district’s grade. The grade received will then be posted on the district’s website within 10 days.<br />• Acts of harassment, intimidation, or bullying must be reported verbally to the school principal on the same day and in writing within 2 days. The principal must then inform the parents or guardians of all involved parties of the incident and the available intervention services. This excludes cases when the incident occurs between students in the special services school district, students in special education, or students with disabilities, in which case, the school employee will have the discretion to determine if the incident merits a formal report.<br />• The principal must then initiate an investigation within 1 school day of the report which shall be conducted by a school anti-bully specialist. The investigation must be completed within 10 days of the written report. The results of the investigation will then be reported to the superintendent of schools within 2 days of the completion of the investigation. After this, the results of the investigation must be reported to the board of education and the parents of guardians of the involved students.<br />• The parents or guardians need to receive the results within 5 days of it being reported to the board. They may then request a hearing before the board and this request must be met within 10 days.<br />• The parent, student, guardian, or organization may file a complaint with the Division on Civil Rights within 180 days of the incident.<br />• The school’s response to the incident can be defined by the principal in conjunction with the school anti-bullying specialist.<br />• The school district must conduct a re-evaluation, reassessment, and review of its policy, making any necessary revisions and additions.<br /><span style="font-weight:bold;"><br />Positives/Negatives of NJ Anti-Bullying Law</span><br />The passing of the new Anti-Bullying law has put into action a whole new group of responsibilities on the school systems. The law has successfully spread a greater awareness of bullying in schools and the effects it has on all students. This comes at a time when bullying related suicides are being increasingly reported in the media. The law has even named the first school week in October as “Week of Respect”, if schools were not previously motivated to deal with harassment, intimidation, and bullying they most certainly are now. The law imposes many consequences onto school districts if they are not following through with reporting and setting up intervention and prevention plans. <br /><br />The Anti-Bullying law lays out steps that the school must follow from the moment they are informed of a bullying incident until the investigation and report are completed. With the good intentions of the law also come many flaws. It requires training of teachers and staff members in the district, however, where are the workshops and training programs? Are we responsible for setting them up ourselves, and with what resources? The law also states that each public school’s principal is require to appoint the currently employed school counselor, school psychologist or other similarly trained individual as the school anti-bullying specialist. This is a great idea and there should be an anti-bullying specialist at each school but being similarly trained does not help when the training is not about bullying. Most school psychologists would be uncomfortable being labeled as a specialist in a field they are not trained in. School districts will also be graded on their efforts to “implement policies and programs consistent with the ‘Anti-Bullying Bill of Rights Act’ not on their efforts to identify harassment, intimidation, or bullying.” <br /><br />The law gives no guidelines to what intervention and prevention plans need to be implemented besides the fact that they need to address bullying, so on what guidelines will they be grading districts? The grade is then required to be posted on the district website, what happens if a school receives a low or failing grade? Will funding be affected? This can become another situation similar to the No Child Left behind Act where schools who need funding the most, in order to set up and implement programs, are not the ones who receive it and are instead punished.<br /><br />• Should we already be prepared to handle these issues?<br />• Will grading districts motivate them to do better or only hurt them? <br />• Should it be the state or the individual school districts who are responsible for setting up training programs? Is it not each district that knows their children and the way their system works best?<br /><br />This blog was created by:Nick Pomponio, Karena Ferrera, Ifat Sade, Dennis Chae, Charlotte O'Hara, Michelle CervinoDr. Silvia C. Pastorhttp://www.blogger.com/profile/08005059889094847451noreply@blogger.com54tag:blogger.com,1999:blog-2342183583593135010.post-25032786578474046032011-09-26T08:34:00.000-07:002011-09-26T08:42:33.508-07:00Over Classification and Misdiagnosis of Students<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgN6PJBxmdughcC00gIBCPr2JNqzxhmg96N5IAXaF2K1uq2XnWCHp4Q_ZZ0Dw3Gq3e9FBMVJHpA9pwDR6tMa5MLSce97l3p3hiWoe6jvMx7KHV1su1AVBL_w59FtmBXT_wBaXPJ3H_xSeo/s1600/overcrowded%252Bclassroom.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 400px; height: 293px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgN6PJBxmdughcC00gIBCPr2JNqzxhmg96N5IAXaF2K1uq2XnWCHp4Q_ZZ0Dw3Gq3e9FBMVJHpA9pwDR6tMa5MLSce97l3p3hiWoe6jvMx7KHV1su1AVBL_w59FtmBXT_wBaXPJ3H_xSeo/s400/overcrowded%252Bclassroom.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5656694020977359298" /></a><br /><span style="font-style:italic;">"There's an excessive tendency to apply biological and psychological labels rather than view them as challenges kids face growing up – challenges like self-discipline, self-control, or a variance in learning style, information processing, or how individual children learn best…"</span> <br />-Brock Eide<br /><br />New Jersey has the 4th highest percentage of students with disabilities in the nation. The number of students receiving special education services is increasing yearly and school district budgets are decreasing. Despite suffering huge budget cuts, districts have to allocate more money every year to accommodate students with special needs. <br /><br /><span style="font-style:italic;">Are these funds being inappropriately managed by being spent on students who may not necessarily qualify for Special Education Services? <br />How many of these students are truly in need of services? </span> <br /><br />Today the classroom is more diverse. Students come from different backgrounds, which impact academic, emotional, and social needs. Teachers need to be mindful of students’ unique learning styles and multicultural backgrounds. Recent research supports hands- on learning as a beneficial learning technique for all students. For example, activities that encourage active involvement among students are preferred instead of sitting and listening in a lecture-based style. Before teachers refer students to school psychologists for diagnosis, it is essential for teachers to try interventions on their own. If these interventions are successful, it can prevent students from being misdiagnosed and inappropriately labeled. Students who are misdiagnosed may be prone to stigmatization by teachers, parents, and peers. As a result, the stigma affects students’ growth, as they may become defined by their label.<br /><br /><span style="font-style:italic;">Is the child truly in need of services or are teachers not fully equipped to meet students’ individual needs in the classroom? <br />Why are teachers allowed to dump students on school psychologists before initially trying problem-solving techniques on their own? </span><br /><br />One of the culprits of overclassification stems from teachers’ responses to student behaviors. For example, a teacher may view an active child who misbehaves in the classroom as having a behavioral disorder and refer him/her to the school psychologist, when in fact it may be an environmental factor, such as the lack of structure reinforced in the home. Parenting greatly impacts a student’s behavior and readiness to learn. Children who do not experience structure and limits at home may have difficulty complying with rules and expectations in school. These students are less prepared for the structured setting within a classroom. It is essential for professionals to not assume there is a biological or psychological issue before an environment problem is ruled out. <br /><br /><span style="font-style:italic;"><br />Are professionals too quick to diagnose children before trouble shooting other interventions?<br />What is the impact of parenting on student progress?</span><br /><br />Not only are teachers overwhelmed and frustrated but parents are as well. Some parents look to receive services when they see their child struggle in school. Parent’s frustration and their expectations for their child to succeed results in school districts feeling impinged to comply with parental requests.<br />In some cases, school districts comply with parental requests in order to avoid legal ramifications. When these students do not meet the criteria for a specific learning deficit, they are grouped in the classification of Other Health Impaired (OHI). This allows school districts to appease parents by allowing their children to receive accommodations and modifications. <br /><br /><span style="font-style:italic;"><br />Is it ethical for school districts to use funds to appease parents when their child is not eligible for Special Education Services?<br />Should parent satisfaction take precedent over a child’s legitimate need?<br />How does this affect the students whose parents do not push for additional accommodations? </span><br /><br /><br />This Blog was created by:<br />Dana Koplik, Gene Zannetti, Jennifer Fandino, Lauren Riker, Nicholas Vitaro, & Sergio OlivaDr. Silvia C. Pastorhttp://www.blogger.com/profile/08005059889094847451noreply@blogger.com53tag:blogger.com,1999:blog-2342183583593135010.post-43288798507263221692010-11-30T08:21:00.000-08:002010-11-30T08:27:29.263-08:00I'm sorry...I didn't understand you.<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-H98jcEe7HxnUFgCQgOgLljLK-NGSLDQk-f6NvWmI_7rBGaqOHQBjPCRDwa5KnB4MtyopOsd865dqp4ScPg38wsTPyDnOHOBlXl3kZXXPaDy8HPRV0VZLaLaY7ARc_qzQO7XG-4gqxs0/s1600/what.jpeg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 289px; height: 229px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-H98jcEe7HxnUFgCQgOgLljLK-NGSLDQk-f6NvWmI_7rBGaqOHQBjPCRDwa5KnB4MtyopOsd865dqp4ScPg38wsTPyDnOHOBlXl3kZXXPaDy8HPRV0VZLaLaY7ARc_qzQO7XG-4gqxs0/s400/what.jpeg" border="0" alt=""id="BLOGGER_PHOTO_ID_5545380172180097570" /></a><br />While the overall student population, kindergarten through twelfth grade, has only increased by 2.6%, the ELL (English Language Learners) population has increased by 60.8% (Rhodes, 2010). This increase is also evident in the special education population where culturally and linguistically diverse (CLD) students are believed to be overrepresented.<br /><br />The problem here is that many of these students who are being placed in special education may not need it at all. What professionals are identifying as a disability may simply be difficulty with language acquisition. School psychologists should be knowledgeable about language acquisition and the impact that it has on a student's response to instruction and intervention (Rhodes, 2010).<br /><br />The problem-solving model or Intervention & Referral Services (I&RS) is a problem solving method attempting to provide us with a method to meet the needs of ALL our students. It enables us to intervene when possible with evidence-based and documented interventions. Referral for special education evaluation is made only AFTER all interventions fail.<br /><br />So where are we falling short in regards to CLD students?<br /><br /><span style="font-style:italic;">•Is enough emphasis being placed on the gathering and analyzing information process for CLD students?<br />• How necessary is it for CLD cases to be handled by trained bilingual specialists?<br />•Is monitoring progress for CLD students too challenging due to a lack of evidence-based interventions?</span><br /><br />From our understanding of the I&RS, it is the teacher's responsibility to monitor student's progress.<br /><br /><span style="font-style:italic;">•Should practitioners determine how progress reporting is done, how it is measured, and how the results are managed?</span><br /><br />We can see that it is important to have school psychologists working<br />in our districts who are knowledgeable on CLD students. According to<br />Rhodes (2010), professionals should be able to “examine academic and behavioral concerns in the context of language, culture, and disability”.<br /><br /><span style="font-style:italic;">• Is it necessary to hire bilingual school psychologists?<br />•Should CSTs have at least one bilingual or trained specialist on the team?<br />•What other options do school districts have when it comes to providing interventions and assessing CLD students?</span><br /><br />In most districts, school psychologists barely have enough time for consultations as it is.<br /><br /><span style="font-style:italic;">•How effective would the implementation of a MSC (multicultural school consultation) framework be?</span><br /><br />The increase in CLD students brings a need, now more than ever, for school psychologists competent in cultural and linguistic diversity. It is important for them to recognize all of the factors affecting CLD students and to be able to distinguish between a student with a disability, and a student with academic difficulties due to acculturation and language acquisition issues. CLD students are being placed into special education programs unnecessarily and methods need to be put into place in order to prevent this. The problem-solving model, when implemented thoroughly, has the potential to help us, as future practitioners, better serve the CLD student population.<br /><br /><br />This blog was created by Cyndi Raia and Kasandra Aristizabal.Dr. Silvia C. Pastorhttp://www.blogger.com/profile/08005059889094847451noreply@blogger.com23tag:blogger.com,1999:blog-2342183583593135010.post-36219755066551738662010-11-30T08:15:00.000-08:002010-11-30T08:20:09.616-08:00What's the Problem????<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjLt-ptrWUVY2YRIUE8pIXJ0PNER3q2qazuuHKnW-ujTDLYqdt7ibUin-reUXRKFb7EKFYXvJZ_5Tq1o2mXsHu5AMF2ui7hsBpgCWYK4obvSRxEWrubWEzmTyF83Gwyh5sXQnrNfakuA48/s1600/sbPuzzled.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 349px; height: 322px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjLt-ptrWUVY2YRIUE8pIXJ0PNER3q2qazuuHKnW-ujTDLYqdt7ibUin-reUXRKFb7EKFYXvJZ_5Tq1o2mXsHu5AMF2ui7hsBpgCWYK4obvSRxEWrubWEzmTyF83Gwyh5sXQnrNfakuA48/s400/sbPuzzled.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5545378271975391426" /></a><br />The problem-solving strategy in school psychology is made up of 5 components including a 4-step problem-solving method and a problem-solving framework detailing 4 levels of intensity of intervention. Peacock et al. (2006) stress the interdependence of these two components. A basic understanding of these factors is not enough; it takes intense training and experience for school professionals to become proficient in implementing these strategies in their practice. In addition, there are specific assumptions that a proficient school psychologist needs to adopt in order to reap the full benefits of the problem-solving model. These assumptions are that the scientific method guides decision making; that direct, functional assessments provide the best information for decision making; that learning is an interaction between curriculum, instruction, and the environment; that all students can learn; and finally, that effective interventions are matched to unique student needs. The problem-solving model also requires intensive training of all school professionals in tool skills, data collection skills, and ongoing support for implementation. Finally, sound implementation of problem-solving strategies requires aligning all the key components to ensure that they work together as effectively as possible.<br /><br />Given the current trend in school psychology of full inclusion, RTI, etc., which emphasize interventions at every level of instructional need (the entire school population), would the rigorous training necessary to implement problem-solving strategies be something you would support?<br /><span style="font-weight:bold;"><br />Do you think any one component of this model can stand on its own, or is the problem-solving strategy an all-or-nothing approach?</span><br /><br />This Blog was created by Kyra Labisi and Amber Porzio.Dr. Silvia C. Pastorhttp://www.blogger.com/profile/08005059889094847451noreply@blogger.com13tag:blogger.com,1999:blog-2342183583593135010.post-75388455765427936662010-11-09T10:21:00.000-08:002010-11-09T10:24:29.114-08:00Mo’ Strategies, Mo’ Problems?????<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiEn-XPsHKjxK5yQYt6X1AqWTxoyus-9jgSEqEHAa_FSLjGMiD2cLCwXW05V18kTktjwjIUk6dvaapaM1ML2gtKudO482ILhXmo7TXoi56k458v9j85OmFYJmiSRlo5l_qH2ZFH8bo_NP4/s1600/a"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 400px; height: 283px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiEn-XPsHKjxK5yQYt6X1AqWTxoyus-9jgSEqEHAa_FSLjGMiD2cLCwXW05V18kTktjwjIUk6dvaapaM1ML2gtKudO482ILhXmo7TXoi56k458v9j85OmFYJmiSRlo5l_qH2ZFH8bo_NP4/s400/a" border="0" alt=""id="BLOGGER_PHOTO_ID_5537617539324699090" /></a><br />The time a teacher spends in front of the classroom utilizing traditional instructional methods may set a more rigorous pace, with more time allotted for covering curriculum content in-depth. However, time spent in front of the classroom dos not necessarily mean that the students are mastering the material or learning more quickly. <br /><br />Teachers have to be aware of mixed method approaches for maximizing student learning. Some ways to do this is through the implementation of Peer Mediated Interventions (PMI) and Self Management Interventions (SMI). As human beings, we need social interaction and can learn a lot from our environment. Likewise, we need to have the ability to self-evaluate and self-monitor. If these skills are not mastered early on in life, it could have detrimental implications for the child academically and in social settings.<br /><br /><span style="font-style:italic;">With the increasing demands on educators due to No Child Left Behind Laws and other tasking duties due to testing requirements, what time is allotted for teachers to implement programs such as these that require a lot of time management and organization?</span><br /><br />Some districts offer professional development and consultation services, however, what support do school districts have in place for teachers to utilize PMI and SMI strategies.<br /><br />Teacher education programs are also criticized for not providing enough in-class experiences for students prior to graduation. With the amount of time and expertise required for implementing PMI and SMI strategies, how are novice teachers prepared to perform the role of a researcher? <br /><br /><span style="font-style:italic;">Should teachers compensated for the extra work that goes into implementing such a rigorous curriculum? </span><br /><br />With the amount of empirical research showing the effectiveness of PMIs and SMIs and with the added fact that it is one of the most cost effective ways of improving student learning, it seems like a rational decision to support the execution of such programs in school districts. The school psychologist can play a pivotal role in supporting such causes. <br /><br />This Blog was created by Toyin Adekoje and Monique Garcia.Dr. Silvia C. Pastorhttp://www.blogger.com/profile/08005059889094847451noreply@blogger.com25tag:blogger.com,1999:blog-2342183583593135010.post-36054183710866501762010-11-09T10:08:00.000-08:002010-11-09T10:20:58.309-08:00A Parent's Role<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhb2_1dATM8lADrh-AWfDwwyDPMhkBQGGdMP8uy0_C_CL_D-QdCK7O1hJvt53r6e0x7n11dQc9v4r7hFuZKxRFVTuyreu32OZtxdFVIqX1ZdvzIDqOhUW0EsXHQsyPFy4cJ3zfWlYI49RE/s1600/Kids"><img style="display: block; margin: 0px auto 10px; text-align: center; cursor: pointer; width: 400px; height: 187px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhb2_1dATM8lADrh-AWfDwwyDPMhkBQGGdMP8uy0_C_CL_D-QdCK7O1hJvt53r6e0x7n11dQc9v4r7hFuZKxRFVTuyreu32OZtxdFVIqX1ZdvzIDqOhUW0EsXHQsyPFy4cJ3zfWlYI49RE/s400/Kids" alt="" id="BLOGGER_PHOTO_ID_5537615251169220962" border="0" /></a>
<br /><meta equiv="content-type" content="text/html; charset=utf-8">Parents and school psychologists should maintain a solid connection to optimize their child's education and socialization in the school. Before any interventions can take place, the two parties must be on somewhat of the same page when deciding the best course of action for the child.
<br />
<br /><span style="font-style: italic;">-Are strong ties between the parents and school psychologist a necessity for achievement in the academic setting?</span>
<br />
<br /><span style="font-style: italic;">-What happens if at home the parents are not a strong influence in their child's life? What can the school psychologist do?</span> <span style="font-style: italic;">
<br />
<br />-What are some ways to strengthen the relationship between parents and school psychologists?</span> <span style="font-style: italic;">
<br />
<br />-How do you go about differentiating opinions between parents and school psychologists when deciding interventions and recommendations for a child?
<br />
<br /></span><span style="font-style: italic;">-What are some ways that we as school psychologists can educate and simplify the procedures and information given to parents new to the child study team process so they can better understand?</span>
<br />
<br />In our experience, we have found that some parents' ideas for the direction their child should take in school seem to be in direct opposition to what the school psychologists know from years of experience and training. Other times, a parent really has no opinion on the matter and lets the school psychologist take control of the situation with little to no objections. Many times, the parents fall between these two extremes. When working with someone's child, school psychologists must be sensitive to parents' thoughts and feelings about their child because we may present a piece of information that they do not want to hear. How can we as school psychologists effectively work with parents to help their child exceed to the best of their capabilities?
<br />
<br />This Blog was created by Joey <meta equiv="content-type" content="text/html; charset=utf-8">Schweighardt and Julian Castellanos.Dr. Silvia C. Pastorhttp://www.blogger.com/profile/08005059889094847451noreply@blogger.com26tag:blogger.com,1999:blog-2342183583593135010.post-23000899016783380212010-09-21T11:07:00.000-07:002010-09-21T11:29:54.765-07:00Can You Please Tell Me Who is in Charge Here????<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEha9zmgRUWwNDmCLYnEoW8Eh3RyUqHuroQwXncvfuLlkLByn7sGycoh5vhAGU_ih8zK-2y8r6Vntx8hTKhTXMr4EshOgLP_woBevvstIiL2kf1s7s2j0nvkNy0Bm1DsHccePDWeGyT6sMQ/s1600/boss_cartoon.jpg"><img style="float: left; margin: 0pt 10px 10px 0pt; cursor: pointer; width: 237px; height: 239px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEha9zmgRUWwNDmCLYnEoW8Eh3RyUqHuroQwXncvfuLlkLByn7sGycoh5vhAGU_ih8zK-2y8r6Vntx8hTKhTXMr4EshOgLP_woBevvstIiL2kf1s7s2j0nvkNy0Bm1DsHccePDWeGyT6sMQ/s400/boss_cartoon.jpg" alt="" id="BLOGGER_PHOTO_ID_5519435652377629218" border="0" /></a><br /><span style="color: rgb(255, 255, 255);font-family:times new roman;font-size:100%;" ><span style="color: rgb(255, 255, 255);">There has been a lot of discussion in the educational community about creating a merit pay scale directly influenced by the </span>outcomes of performance based standards. Who should be the one to determine how educators would be rated and compensated based on student performance outcomes? Should it be an educational administrator, a teacher, or someone outside the education sector, such as the Commissioner of Education who may come into office with limited public school experience?</span><span style="color: rgb(255, 255, 255);font-size:100%;" ><br /></span><span style=";font-family:arial;font-size:100%;color:black;" ><div><br /><span style="color: rgb(255, 255, 255);">Some states have established performance standards for learning that are designed to guide the instructional process.</span><br /><ol style="font-style: italic; font-family: times new roman; color: rgb(255, 255, 255);"><li>How do you feel about states having different performance standards when the outcomes can directly influence pay and how much funding a school district receives?<br /></li><li>How can federal funding such as "Race to the Top" be fairly distributed among states that have different performance standards?<br /></li><li>Why shouldn't all states have the same performance standards for learning?</li></ol></div></span><span style=";font-family:arial;font-size:100%;color:black;" > <div><span style="color: rgb(255, 255, 255);">Why shouldn't this profession be treated like any other job where performance dictates continued employment, promotions, and incremental salary increases? What will happen to those in tenured positions if a merit pay scale is established and supported by the community? If they are grandfathered in, would that be enough to provide sustained motivation to improve the delivery of service to students?</span><br /><br /><span style="color: rgb(255, 255, 255);">This Blog was created by: Jennifer Fandino and Linda Bowles.</span><br /></div></span>Dr. Silvia C. Pastorhttp://www.blogger.com/profile/08005059889094847451noreply@blogger.com29tag:blogger.com,1999:blog-2342183583593135010.post-20663052528595601262010-09-21T10:56:00.000-07:002010-09-21T11:05:56.946-07:00Testing What Works...<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhssY8d6QNyhqMRnwM_37DTMsw55-NfyHv1TenBBtGxTk4-p5n9sa5Alwb2udYAnLX2pr6xvxhzcrVaXtu3OaizNfhuO-W0jOvlpXQYxU1vbAZJPXbV1K3jz0BEppTrLyv0NBFCYglXbjc/s1600/Assessments.jpg"><img style="display: block; margin: 0px auto 10px; text-align: center; cursor: pointer; width: 285px; height: 400px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhssY8d6QNyhqMRnwM_37DTMsw55-NfyHv1TenBBtGxTk4-p5n9sa5Alwb2udYAnLX2pr6xvxhzcrVaXtu3OaizNfhuO-W0jOvlpXQYxU1vbAZJPXbV1K3jz0BEppTrLyv0NBFCYglXbjc/s400/Assessments.jpg" alt="" id="BLOGGER_PHOTO_ID_5519428917562476866" border="0" /></a><br /><span style="font-family:georgia;font-size:100%;"><span><span class="Apple-style-span">In trying to select academic interventions for individual</span><span class="Apple-style-span"> students:<br /></span></span></span><ul style="color: rgb(204, 0, 0);"><li style="font-style: italic;"><span style="font-family:georgia;font-size:100%;"><span><span class="Apple-style-span">How much should previous research (on interventions that show promise) weigh in?<br /></span></span></span></li><li style="font-style: italic;"><span style="font-family:georgia;font-size:100%;"><span><span class="Apple-style-span">Should the students' thoughts and feelings on the problems they are having (and why these problems are there) be taken into consideration?<br /></span></span></span></li><li><span style="font-family:georgia;font-size:100%;"><span><span class="Apple-style-span"><span style="font-style: italic;">Should their progress/what works or doesn't work for them according to their own standards be measured? </span> </span></span></span></li></ul><span style="font-family:georgia;font-size:130%;"><span><span class="Apple-style-span" style="font-size:12px;"><span style="font-size:100%;">If different interventions are tested on the student while taking into consideration students preferences for the different interventions, the academic interventions may yield more successful results.<br /><span style="font-size:85%;"><br />This Blog was created by: Nicole Aramando, Kevin DeJong, and Jalissa Hardesty.</span></span><br /></span></span></span>Dr. Silvia C. Pastorhttp://www.blogger.com/profile/08005059889094847451noreply@blogger.com19tag:blogger.com,1999:blog-2342183583593135010.post-84728331036880833512010-04-15T14:42:00.000-07:002010-04-15T14:45:28.425-07:00School Violence: What's the Limit?<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgsc4QiPWD_4F_i1QQiIkpbwZzIqiy0IGkvnW-jVZNn_mStinE22ZVztFYPonUPfDzY8-DDLoXCtUPWDOyIjTeeRDYmS1lEx5KAKFPQ22gw0wroo0enhcjyIzRjSSv0cD_9VQBtQH0tJ2Y/s1600/SchoolViolence.gif"><img id="BLOGGER_PHOTO_ID_5460483423122600274" style="DISPLAY: block; MARGIN: 0px auto 10px; WIDTH: 384px; CURSOR: hand; HEIGHT: 253px; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgsc4QiPWD_4F_i1QQiIkpbwZzIqiy0IGkvnW-jVZNn_mStinE22ZVztFYPonUPfDzY8-DDLoXCtUPWDOyIjTeeRDYmS1lEx5KAKFPQ22gw0wroo0enhcjyIzRjSSv0cD_9VQBtQH0tJ2Y/s400/SchoolViolence.gif" border="0" /></a><br /><div>If we think back to Columbine and Virginia Tech, hind sight reveals many discrepancies between what staff should have done and what actually happened with students who are troubled. How far should educators go to protect their schools? To what extent, though, are we violating the student's rights? Some people think that metal detectors create legal concerns. NASP recognizes that the role of a school psychologist is a vital one. </div><div></div><br /><div>It “encourages school psychologists’ to take a leadership role in developing comprehensive approaches to violence reduction and crisis response in schools.” (NASP 2006) As per, NASP, school psychologists are trained to provide all students with valuable resources and also develop effective interventions. </div><br /><div></div><div><em>But should the responsibility in developing comprehensive approaches to violence reduction fall mainly on the the school psychologist?</em><br /></div><br /><div>This Blog was created by Ana Palma, Alarys Medina and Amanda Bisheit.</div>Dr. Silvia C. Pastorhttp://www.blogger.com/profile/08005059889094847451noreply@blogger.com35tag:blogger.com,1999:blog-2342183583593135010.post-27868035930833895822010-04-15T14:34:00.000-07:002010-04-15T14:39:29.917-07:00Can You Spare some CHANGE????<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjLXL0BmZgy3CGd61Iojq39i7RhVWR-HuyI4QoXHjhaX5lnhl74bNcaBkNp5S95aPRGymZYjdtZ7j_pzMNqOo9aiEO6eyU_YeBPKhRD9meSH-XskZkEOLwae1elMOeKnQ8bwSZX8oj6ykI/s1600/change-1.jpg"><img id="BLOGGER_PHOTO_ID_5460481660912910994" style="DISPLAY: block; MARGIN: 0px auto 10px; WIDTH: 359px; CURSOR: hand; HEIGHT: 400px; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjLXL0BmZgy3CGd61Iojq39i7RhVWR-HuyI4QoXHjhaX5lnhl74bNcaBkNp5S95aPRGymZYjdtZ7j_pzMNqOo9aiEO6eyU_YeBPKhRD9meSH-XskZkEOLwae1elMOeKnQ8bwSZX8oj6ykI/s400/change-1.jpg" border="0" /></a><br /><div><em><strong>“When we try to pick out anything by itself, we find it hitched to everything else in the universe.”</strong></em> –John Muir, environmentalist.<br /><br />Working as school psychologists we find ourselves as part of the “system”; collaborating with students, teachers, administrators, and parents a daily routine. In our discussions and readings the focus for school psychologists has been to shift our roles in that “system”. Are we prepared to be systems-change agents? What areas do we need to show competency in?<br /><br />If we are prepared to be system-change agents, we must then consider the process by which we can initiate this change. In our readings, this is presented in terms of certain steps that need to be taken. Merrel, Ervin, & Gimpel (2006) state that “when creating readiness for change, the first consideration is the development of vision and leadership” (pg 235). Some may consider No Child Left Behind as an example of a systems change that requires a certain level of vision, so that others can see its potential for improving educational standards. What are you thoughts on this? Has this initiative met the goals it sets forth?<br /><br />This Blog was created by Mark Newman & Anel DeJesus.</div>Dr. Silvia C. Pastorhttp://www.blogger.com/profile/08005059889094847451noreply@blogger.com25tag:blogger.com,1999:blog-2342183583593135010.post-3174473387160192402010-04-15T14:25:00.000-07:002010-04-15T14:34:09.220-07:00Are You Ready????<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVNAf69cJzKr9cO1qs8ZXfBp_UHq98RMG8joY767ORIo1lRACa5iLDHVQQlBZ7AWSNg3sZobFYMBHvqankk1udwNvZEXReLa_dpfhuaoqN_julIiKJK0wmyK_pFo6v6i6b9qNbmuQ4hyphenhyphenw/s1600/lawyer-cartoon.jpg"><img id="BLOGGER_PHOTO_ID_5460480665856490370" style="FLOAT: left; MARGIN: 0px 10px 10px 0px; WIDTH: 300px; CURSOR: hand; HEIGHT: 398px" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVNAf69cJzKr9cO1qs8ZXfBp_UHq98RMG8joY767ORIo1lRACa5iLDHVQQlBZ7AWSNg3sZobFYMBHvqankk1udwNvZEXReLa_dpfhuaoqN_julIiKJK0wmyK_pFo6v6i6b9qNbmuQ4hyphenhyphenw/s400/lawyer-cartoon.jpg" border="0" /></a>In the Jacob and Hartshorne text it states: "Maintaining up-to-date knowledge of school policies and practices that have an impact of onthe welfare of children and sharing that expertise in consultation with school principals and other decision makers, may enable school psychologists to to effect organizational change that can have a positive impact on large numbers of children."<br /><div></div><br /><div>This poses an important set of questions:</div><div><br />1. Do you feel that you are ready to take on this role? We are only given one class that has to do with school law. How are you going tokeep yourself updated and with the current times?<br /></div><br /><div>2. Do you think in the beginning you will feel comfortable telling others including administrators what to do or how to do something?<br /></div><br /><div>3. What do you do if you come across a principal who disagrees withyour opinion or decision even though you truly feel that it is theright way to go? Do you fight for the child's right or do you quiet down in fear of losing your job or developing an uneasy relationship within your school?<br /></div><br /><div>This blog was created by Denise Torres and Stefanie Tych.</div>Dr. Silvia C. Pastorhttp://www.blogger.com/profile/08005059889094847451noreply@blogger.com22tag:blogger.com,1999:blog-2342183583593135010.post-72802313462533168982010-04-01T12:58:00.000-07:002010-04-01T13:03:01.769-07:00Working with the Culturally Diverse<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhuVqVP2b1oG9Dtp80f-26GdA9hzMyXOeHeDwDaT4qBlt-wCcgYYo9V7LgMnQNp6M4Kz2w135rySmgG1D9fYcTkRmcgOLA-BX7KeNxCj5d8PibzS6AiOYotu3_XHERnr9rGiD-isu7efiQ/s1600/41HtRMfrC-L.jpg"><img id="BLOGGER_PHOTO_ID_5455261698796329202" style="DISPLAY: block; MARGIN: 0px auto 10px; WIDTH: 400px; CURSOR: hand; HEIGHT: 382px; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhuVqVP2b1oG9Dtp80f-26GdA9hzMyXOeHeDwDaT4qBlt-wCcgYYo9V7LgMnQNp6M4Kz2w135rySmgG1D9fYcTkRmcgOLA-BX7KeNxCj5d8PibzS6AiOYotu3_XHERnr9rGiD-isu7efiQ/s400/41HtRMfrC-L.jpg" border="0" /></a><br /><p>With immigration to the United States rapidly on the rise, growing awareness of the importance of integrating cultural values and norms into professional practice has been under evaluation to examine its effectiveness. As a practitioner, one is ethically obligated to provide therapy that is culturally sensitive, respectful, and beneficial based on a client’s background characteristics (Jacob & Hartshorne, 2007).<br /><br />In an effort to provide culturally competent practice; a school psychologist must attempt to utilize the following “best practices” strategies (Sue & Sue, 2008):</p><ul><li>develop awareness of their own cultural heritage, gender, class, ethnic-racial identity, sexual orientation, and age and its implications on personal and social development<br /></li><li>learn about a client’s background, values, and experiences and how they may have influenced individual development and behavior<br /></li><li>demonstrate understanding and respect for cultural and experiential differences between practitioner and client<br /></li><li>utilize knowledge of best practices when selecting, designing, and implementing treatment plans for diverse students/clients<br /></li><li>consider an individual’s cultural/ethnic identity to prevent “over-pathology” or “under-pathology”<br /></li><li>become conscious of communication style and try to anticipate their impact on culturally diverse clients<br /></li><li>dispel biases through immersion of culture which requires additional education<br />seek professional advice from colleagues </li></ul><p>By adhering to the aforementioned strategies, school psychologists will provide, to the best of their ability, a therapeutic climate where progress is likely to occur.<br /><br />To what extent do personal biases, lack of requisite knowledge, and poor adaptive therapeutic skills influence professional practice when working with a diverse clientele?<br /><br />This blog was created by: Prattima Kaulessar & Danielle Muhammad<br /><br /></p>Dr. Silvia C. Pastorhttp://www.blogger.com/profile/08005059889094847451noreply@blogger.com21