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Question
Consultation ends only when the consultant can no longer assist the consultee.Answer
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Related questions
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How can consultants assist in helping students with Traumatic Brain Injury?
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Emotional disturbance is covered under IDEA (2004), while social maladjustment is not.
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School climate can be determined by observing one teacher in one classroom.
Q:
Koocher and Keith-Spiegel designed a problem solving model to assist consultants in determining if and ethical violation has occurred. Name the five of the ten components of this model.
Q:
List and briefly describe the principles of ethical behavior.
Q:
Issues of confidentiality do not apply when consultants discuss or observe teaching practices.
Q:
Some areas consultants can continue to develop in order to become better ethical problem solvers include
a. Knowledge of one's on world and cultural view and how these values may differ from others.
b. Identifying the cleanest, easiest solution to an ethical problem.
c. See potential unintended negative effects as extraneous and part of the "cost of doing business' in schools.
d. Increase confidence that they have the most ethical response.
Q:
What purposes do questions serve, and what are some types of questions that a consultant may pose?
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Describe the 4 types of resistance.
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An example of referent power is when the consultant knows more about interventions related to the referral question than the consultee.
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Communication skills are more likely to be successful if they are delivered in the context of a positive and professional interpersonal relationship.
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The form of social power, known as referent, refers to the ability to bestow benefits, valued praise, or awards on another person.
Q:
Consultants should always strive to be empathetic and engage in therapy.
Q:
When a consultee shows no interest in consultation and simply stonewalls the whole process, the consultant is experiencing this type of resistance:
a. "I did it, but it didn"t work"
b. "Yes, but..."
c. Direct block
d. None of the above
Q:
Effective communication includes any of the following
a. Attending, active listening, reframing, and empathy
b. Attending, active listening, reflective listening, and directing
c. Active listening, empathy, directing, and attending
d. All of the above
Q:
Name and define the five system-change phases used in the MTSS example.
Q:
Describe the different phases of systems change, including what is ideally accomplished at each phase and how the consultant can help to make that happen.
Q:
Describe three core features of intensive technical assistance.
Q:
Compare and contrast some potential positive and negative outcomes to implementing a district value added modeling program.
Q:
Describe consultation at each tier of MTSS.
Q:
Describe three of the 9 questions Parrett and Bundge (2009) suggest effective schools continuously examine. How might a school consultant help promote best practices in this area?
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High-poverty, high-performing schools (HP2) teach reading across the curriculum because poor literacy skills are a significant barrier to accessing information in textbooks and other resources.
Q:
Well-validated treatments will naturally be found acceptable to consultees.
Q:
Professional development can consist of any formally established approach that has an agenda, a structured set of goals and activities, and a method of evaluation.
Q:
In an MTSS model, a student who has not produced sufficient results following a targeted intervention may be referred to a:
a. after-school tutoring program
b. Tier 3 intervention
c. Tier 2 intervention
d. Tier 1 intervention
e. Resource teacher
Q:
What are the two types of Multi-Tiered Systems of Support in schools?
a. Special Education, and IDEA (Individual's with Disability Act)
b. SWPBS (school wide positive behavior support and RTI (response to intervention)
c. SST (student support team) and PLC (Professional Learning Communities)
d. Behavioral intervention plans (BIP) and Brief Experimental Analysis (BEA)
Q:
During problem analysis, ecological assessments may be conducted to:
a. Test if the student has a discrepancy between achievement and cognitive ability.
b. Test different hypotheses for why a problem may be occurring.
c. To further define the problem in terms of a gap between the students developing capabilities and demands of the environment.
d. Determine if the problem can be resolved within the school.
Q:
PEP and PIP are
a. Feedback loops to inform policy and practice
b. A common organizational infrastructure
c. Typical of school-based oversight
d. Generally very easy to implement with little technical assistance
Q:
The Effective Schools Movement studies schools that
a. Perform well on state-wide tests of students
b. Have sustained systems-reform for more than five years
c. Have lower than average dropout rates
d. Produce positive student outcomes with economically poor students
Q:
The Common Core Standards are designed for what purpose?
a. To have clear expectations of what students are expected to learn and the skills needed to be successful in college and the workforce.
b. Standards that require a deep understanding of academic content, as demonstrated through application of the knowledge and skills in real world context.
c. None of the above.
d. A and B