1. ETHICS AND LAW FOR SCHOOL PSYCHOLOGISTS Chapters 6 and 8

2. Ethics and law for school psychologists Chapter 6

3. When is Parental Consent Not Needed?  When child is of age of majority.  When child is an emancipated minor.  For reevaluations if documentation that parents did not respond tor requests.  Review of records by the school.  Screening of student.  Testing to determine educational plan.  For testing administered to all children.  For initial evaluation, due process hearing officer finds that assessment is needed w/out parent consent (for child in public school setting only)

4. Rights of Student  To be given the opportunity to agree to testing.  Be treated with respect.  To be given explanation of  How results are used  Who gets the info  Implications of results

5. Important Definitions  Testing: tool used in an assessment process  Assessment: planning, collection, and evaluation of information pertinent to a psychoeducational concern.  Medical Model: diagnosis focus  Ecological Model: systematic focus  Test Bias: test is not equally valid when used with children from different backgrounds or there is constant error in the decisions made based on unfair tests.

6. IDEA: Assessment Specifics  Variety of assessment tools (not only one tool)  Measure relevant:  Functional  Developmental  Academic skills and needs  Comprehensive to identify all of the child’s special education and related services needs  Psychometrically sound  Valid and Reliable  Lacks Bias  In native language  In standardized manner by qualified personnel  Measures construct and not sensory, vision, hearing, motor issue

7. Case Conceptualization ReferralInformationQuestionsTools

8. Case Conceptualization ReferralInformationQuestionsTools Probs in reading3 rd grade, maleReading ld?IQ Always problems w read Lack of educational opportunity ACH 30-40 school days missing RTI Dev’t & normal Cultural norm Avg IQ, below avg achievment Sig improvement after RTI

9. Psychological Assessments Should Be:  Multifaceted: from multiple sources and informants to gather all types of data needed.  Comprehensive: in all areas related to the suspected disability.  Fair & Nonbiased: Valid for individual’s disabilities, cultural, linguistic, and background experiences.  Limited English Proficiency: provided in child’s native language or mode most likely to yield accurate information  Children with Disabilities: Free of motor, visual, or hearing cues for students with these types of disabilities.  Valid: psychometrically sound  Useful: data can be used to improve the child’s life in terms of diagnostic, intervention, and placement decisions.

10. Psychometrically Sound  Reliable and Valid Sources: Rating scales, interviews, etc. should focus on data collected from the more knowledgeable and open individuals.  Reliable Scores: Composites are usually more psychometrically sound than subtests; subtests are more sound than individual items.  Less Reliable Sources/ Scores: Can be used when cross- validating data and collecting additional information.  Test Norms: Make sure that the normative data is relevant for you client.  District Mandated Testing: Cannot just use a test because you were told to do so (not ethical or legal); test should match your diagnostic question.

11. Minimize Assessment Bias in Assessment  Be knowledgeable of the child’s culture (establish rapport in a culturally sensitive method).  Consider the influence of culture and acculturation in selecting assessment methods.  Gather developmental, health, family, and school history information.  Observe the child in the classroom and other settings as appropriate to the problem.  Consider teacher characteristics, instructional variables, classroom factors, and support from home.  Use a variety of formal and less formal assessment strategies.  Interpret findings light of the child’s background to ensure a valid and useful picture of the child’s ability.

12. Personality Assessment  Projective testing  Psychometric issues  Professional consultation and training  Observations and Interviews  Psychometric issues  Informant issues  Rating Scales  Are you trained to interpret these tests?  Why do school psychologists need this data (no Axis II dx in schools)?

13. Ethics and law for school psychologists Chapters 8

14. Definitions  Consultation: voluntary, nonsupervisory relationship between the consultant (school psychologist) and consultee (teacher or other school professional) established to remediate learning or behavior problems of a student (student) and/or to improve the professional skills of the consultee.  Consultee: individual working with the consultant.  Client: individual affected by changes in the consultee.

15. Consultation Confidentiality Issues  In general, the client/psychologist confidentiality rules apply in consultation as well.  Should notify (ahead of time) that you are going to report activities in which the consultee “chronically and stubbornly” persist in putting students at risk.  Only done if all other options have been used unsuccessfully.  Only used if the risk is significant (not just a deviation from optimal)  Any breach of confidentiality should be done BEFORE and not afterwards.

16. Consultation Contract  General Goals  How the goals will be met  Tentative time frame  Consultant responsibilities and services to be provided  Consultee responsibilities  Confidentiality rules

17. Consultation Steps  Entry phase  Problem identification/ clarification phase  Intervention/ problem solution  Evaluation

18. Consultation… First Steps  Ensure that you are professionally competent to be a consultant.  Start (and continue) from a place of mutual respect.  Define your role clearly with the person who is working with you.  Set goals for the consultation experience.  Establish who is responsible for meeting each stage of the goal.  Ensure mutual agreement in this process.  Discuss parameters of confidentiality.

19. Consultation Skills Required  Family Systems  Cultural Competency  Change Strategies  See Parents as Equal Partners.  Understand Parents Legal Rights.  Genuine Communication  Mediating  Listening Skills  Organizational Theory  Models of consultation  Change Strategies  Relationship Building  Contracting  Skills in Communication  Mediating  Group Leadership  Strong Judgment Skills. Consultation Skills for ParentsConsultation Skills for Teachers

20. Discussion Posts  Read the textbook discussions around Case 8.6.  Discuss the issues found here (and any other issues) on the discussion board.