Q&A Hero

Q: Whether indirect services is as effective as direct services (e.g., co-teaching) for improving student outcomes is a resolved issue.

Q: Consultation, coaching, and mentoring are effective only if both parties are active participants.

Q: The relationship in mentoring is not evaluative.

Q: The use of webcams, Skype, Bluetooth, and VIBE are examples of virtual mentoring.

Q: Consultation, rather than coaching, is premised on collaboration.

Q: Technical coaching has a broad-based goal of raising student outcomes.

Q: The individualization and modification of consultation models is acceptable if the major assumptions and procedures are not altered.

Q: A clinical consultant first considers that the source of a problem is in the environment, not the client/student.

Q: Clinical consultation is particularly valuable for increasing parent involvement in the child's education.

Q: In conjoint behavioral consultation specialists, teachers, and parents/families work closely together to improve student behavior.

Q: Which fidelity of implementation monitoring includes a concrete artifact? A. Self-report B. Permanent product C. Interview D. Observation

Q: Under which of the following conditions would the clinical consultation model be the most useful? A. when a complex problem requires the clarification of an expert diagnostician B. when the consultant is able to spend much time assessing the problem C. when the consultee has limited time to work with the consultant D. when the problem involves the student, parent, and teacher

Q: Which two models of consultation are particularly applicable to schools? A. mental health and organizational B. organizational and clinical C. mental health and behavioral D. behavioral and clinical

Q: When implementing the behavioral consultation model, the following are all potential concerns except:A. parents and teachers may object to seemingly coercive behavioral principlesB. the lack of research to support a behavioral consultation modelC. parents and teachers may lack the understanding of the necessary behavioral principles to carry out the proposed interventionsD. the ethical dilemma of accommodating teacher and parent preferences above true student needs

Q: Which of the following describes treatment integrity? A. the determination of intervention success B. the establishment of trust and respect in the consultation relationship C. the systematic implementation of strategies developed during the consultation process and carried out by the consultee D. the decision to gather more data in addressing the problem

Q: Within the problem solving process, which describes problem identification? A. the establishment of a goal for interaction B. the physical and psychological beginning of a series of interactions C. carrying out the planned intervention D. the determination of intervention success

Q: All of the following are steps in RtI through consultation except A. A teacher communicates concern about a student to a team leader B. The leader assigns a team member to meet with the teacher C. Informal conversation doesn"t resolve the problem and a consultant is assigned D. In the classroom a webcam connected to the computer to capture instruction

Q: Which of the following is not a benefit of consultation? A. a means to provide job-embedded professional development B. A preventive role C. A viable option for educating students with disabilities D. A low-cost and efficient way of serving students without disabilities

Q: The consultant and the consultee together design services that the consultee provides to the client. This statement is a description of which characteristic of consultation? A. Triadic and indirect relationship B. Voluntariness C. Expert and directional relationship D. Shared but differentiated responsibilities and accountability

Q: All of the following are elements of the definition of consultation except A. Voluntary process B. One person assists C. Job embedded professional development D. Problem concerning a third party

Q: Discuss six ways school administrators can demonstrate support for co-teaching programs.

Q: It is suggested that co-teachers routinely discuss certain topics in order to maintain a collaborative relationship. List and explain six of these topics.

Q: List and explain three examples of parity signals.

Q: Define co-teaching and give examples of each type of co-teaching situations.

Q: List and explain three instructional activities that are especially appropriate for parallel teaching.

Q: Describe some of the advantages to students in co-taught classes.

Q: The time required for planning for co-teaching increases as professionals develop collaborative work relationships, learn specific interaction skills, and refine their time management skills.

Q: The most common concern among co-teachers is lack of common planning time.

Q: Administrators should address whatever aspect of teaching and classroom life each teacher feels strongly about.

Q: How we convey to students and others (e.g., teachers, parents, etc.) that we are equals in the classroom is a parity signal.

Q: The most essential skill for a co-teacher is flexibility.

Q: Co-teaching and collaboration are synonymous terms.

Q: Co-teaching can involve two or more teachers, a teacher and a related services professional, or a teacher and another specialist.

Q: Classes in which paraeducators deliver services to students are considered to be co-taught.

Q: The one teaching, one assisting approach should be used on a limited basis.

Q: Teaming may not be the best approach for novice co-teachers.

Q: The degree to which co-teachers agree on their expectations that all students learn the general curriculum is an indication of which aspect of co-teaching?A. Parity signalsB. Philosophy and beliefsC. Classroom routinesD. Discipline

Q: All of the following are suggestions for success in co-teaching except A. Plan to meet after at the end of the first month of the semester. B. Begin co-teaching on the first day of school. C. Prepare in detail for the first day of co-teaching. D. Develop the habit of using "we" language.

Q: Noise and movement are common concerns when using which co-teaching approach? A. station teaching B. alternative teaching C. parallel teaching D. teaming

Q: What is most essential for a co-teacher? A. interpersonal skills B. flexibility C. commitment D. problem solving skills

Q: Which co-teaching approach requires the greatest level of trust and commitment? A. station teaching B. alternative teaching C. parallel teaching D. teaming

Q: The methods of preteaching, reteaching, and skill assessment lend themselves to which approach to co-teaching? A. parallel teaching B. alternative teaching C. station teaching D. teaming

Q: A drawback to the one teaching, one observing approach is that A. if used indiscriminately, it can result in one professional acting primarily as an assistant B. students become confused as to who is their teacher C. the task of observation subsumes the role of teaching D. the presence of an observer often makes the students feel uncomfortable

Q: Station teaching is a co-teaching approach described as A. an opportunity for one professional to observe agreed upon behaviors in another educator's classroom B. one teacher teaching while the other teacher supports the classroom C. an approach that actively involves both instructors and clearly divides the labor in the classroom D. one teacher delivering large group instruction while the other works with special education students

Q: In co-taught classes, each professional performs all of the following activities except A. shares decision making about instruction B. has an active role in teaching C. contributes to the overall coordination and delivery of instruction D. teach in different classroom

Q: Which of the following does not describe an appropriate co-teaching arrangement? A. two or more professionals B. joint delivery of instruction C. two professionals teaching separately on alternate days D. a diverse group of students to teach

Q: Compare the three models of team interaction. Contrast the three models concerning the role of the family, philosophy of team interaction, and lines of communication.

Q: List and explain two barriers to the effectiveness of special educations teams as presented in the text.

Q: Discuss two ways to improve teachers' commitment to prereferral teams.

Q: Define and give an example of an Educational Team.

Q: Section 504 of the Rehabilitation Act explicitly permits information about students' response to the instruction they are provided to be used in the identification of students with learning disabilities.

Q: Building-level problem solving teams are designed to assist teachers in accommodating students with behavioral or learning difficulties in their general education classrooms.

Q: Interdisciplinary teams coordinate the interventions they deliver to students.

Q: Special education teams address issues related to students experiencing academic, behavioral, social, or emotional problems

Q: Co-teaching student-centered teams use team planning and joint instructional delivery.

Q: Role release refers to having a student adopt specialized techniques from a multidisciplinary team member on the student study team.

Q: Counselors are considered to be direct service providers on student-centered teams.

Q: Students may be members of their own student-centered team.

Q: Teacher assistance teams routinely include specialists as team members.

Q: An educational team is a set of interdependent individuals with unique skills and perspectives who interact directly to achieve their mutual goal of providing students with effective educational programs and services.

Q: Which stage of team development do the members tend to want clear directions from others. Members are polite in their efforts to learn about each other and their purpose for becoming a team. A. Forming B. Performing C. Norming D. Storming

Q: Which of the following is not a suggestion for managing relationship during the stages of team development? A. Become the model for valuing the point of view of others B. Talk frequently about the organizational value of different points of view C. Discuss a problem when all of the people are present D. Discuss the problems in small groups

Q: Characteristics of teams include team interactions that are regulated by shared norms, members are interdependent, team members have unique skills and perspectives, and team members A. have clearly articulated goals B. evaluate outcomes C. identify problems D. generate solutions

Q: All of the following are types of student-centered teams except A. special education teams. B. faculty-staff teams. C. student-centered problem solving teams. D. service delivery teams.

Q: Which of the following models of team interaction is characterized by families as members of the team, team members meeting regularly for information sharing and learning across disciplines, and collaborative assessment? A. multidisciplinary B. interdisciplinary C. prereferral D. transdisciplinary

Q: Research supporting the benefits of multidisciplinary teams for improved decision making includes all of the following exceptA. expanded base of knowledge and experience.B. a greater number of possible approaches to problem resolution.C. an increase in referrals to special education.D. an increased acceptance of the decision.

Q: At what stage is a team redefining and establishing role relationships and procedures? A. performing B. forming C. storming D. norming

Q: Which is an example of a direct service delivery team? A. IEP team B. grade-level team C. intervention assistance team D. teacher assistance team

Q: The understanding that the effectiveness of one team member has a direct impact on the effectiveness of another refers to the characteristic of A. interdependence. B. multidisciplinary. C. shared norms. D. interdisciplinary.

Q: Which of the following is not a challenge regarding awareness of team membership? A. lack of clarity regarding membership B. transient team membership C. shared goals of team members D. the dynamic nature of school teams

Q: Discuss the process of evaluating the outcome of interpersonal problem solving.

Q: List and explain each step involved in interpersonal problem solving.

Q: Describe the technique of Plus/Minus/Implications (PMI) and when it should be used.

Q: Give three examples of points to consider as you work to incorporate information about problem solving into practice.

Q: Describe three reasons why a group of professionals may decide not to solve a problem.

Q: Explain the difference between reactive problem solving and proactive problem solving.

Q: Intrusiveness, feasibility, and individual preference are steps in implementing the solution.

Q: Considering the opportunities and constraints of potential solutions is called Plus/Minus/Implications.

Q: Delineating the positives and negatives of each potential solution is a step in the solution generating process..

Q: In proactive problem solving one is faced with responding to a crisis within a brief time frame.