Professional And Ethical Issues Quiz!

According to the IDEA provisions, all of the options listed are necessary components of assessment. Acquiring consent is necessary to ensure that the assessment is conducted with the permission of the examinee or their legal guardian. Using multiple assessments is important to gather comprehensive and reliable information about the examinee's abilities and needs. Administering the assessment in the examinee's native language or the best feasible possibility is crucial to ensure fair and accurate results. Finally, using instruments that are racially and culturally unbiased is necessary to prevent any form of discrimination or bias in the assessment process. Therefore, all of the options are necessary provisions according to IDEA.

The correct answer is test bias. Test bias refers to the extent to which a test systematically favors or disadvantages certain groups of people. If a test shows different content validity for different groups, it suggests that the test may be biased and not accurately measuring the intended construct for all individuals.

Diana V. Board of Education (1970) is the correct answer because it involved a Spanish-speaking student who was tested in English using the WISC (Wechsler Intelligence Scale for Children) and as a result, was classified as mentally retarded and placed in a special education classroom. This case highlighted the issue of cultural bias in testing and the importance of considering the language and cultural background of students when assessing their abilities.

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The given correct answer states that all of the options listed in the question make a toddler eligible for services. This means that if a toddler has developmental delays in cognition and speech, or if they were born with a condition associated with a high probability of developing developmental disabilities later, or if they are "at risk" for developmental delays due to factors like poverty, being born premature, or family mental illness, they would be eligible for services.

Informed consent must be knowing, competent, and voluntary. This means that individuals must have a clear understanding of the information provided to them, they must have the ability to make decisions based on that information, and their decision to consent must be made without any form of coercion or pressure.

The IEP (Individualized Education Program) is a legal document that outlines the educational plan for a student with special needs. It includes information about the student's current performance, progress measurement, and accommodations for testing. However, cognitive functioning and diagnoses for family members are not relevant to the student's educational plan and therefore not part of the IEP.

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The question is asking about whether the race of the examiner affects the performance of different groups. The correct answer is "atmosphere bias". This suggests that the environment or atmosphere in which the examination takes place may have an influence on the performance of different groups. It implies that factors such as the examiner's behavior, attitudes, or the overall atmosphere of the testing environment could potentially create bias and impact the performance of different groups based on their race.

Larry P vs. Riles (1979) led to a moratorium on IQ tests for minority students that would directly lead to special education requirements. This case involved a class-action lawsuit filed on behalf of African-American students in California who were disproportionately placed in special education classes based on IQ tests. The court ruled that the use of IQ tests to determine educational placement was discriminatory and violated the students' rights. The decision resulted in a ban on the use of IQ tests for placement purposes, leading to the implementation of special education requirements for minority students.

Assent refers to a child's agreement or willingness to participate in a decision-making process, such as therapy, based on their understanding and maturity level. In this case, the child saying "okay" indicates their agreement to undergo therapy, but it does not necessarily imply that they have been fully informed about the details or potential risks involved. Therefore, this example represents assent, where the child's agreement is sought and respected, but it does not meet the criteria for informed consent, which requires a comprehensive understanding of the situation.

The correct answer is "All of the above were part of the Education for the Handicapped Act of 1975." This means that all the options listed in the question were included in the Education for the Handicapped Act of 1975. The Act provided free and appropriate education to handicapped children, required evaluation by a multi-disciplinary team, mandated services in accordance with an Individualized Education Program (IEP), and emphasized placing the child in the least restrictive environment possible.

The given statement is false because the DSM-IV definition of mental retardation is not the most used in the school setting. The DSM-IV is a diagnostic manual used by mental health professionals to classify and diagnose mental disorders. In the school setting, the Individuals with Disabilities Education Act (IDEA) definition of mental retardation is more commonly used. IDEA focuses on intellectual functioning and adaptive behaviors, while also involving the assessment of individual needs and providing appropriate support and services in educational settings.

Schools do have the right to transport a student to another agency without student or parental consent if the student is deemed to be in immediate danger or at risk of harming themselves. This is done to ensure the safety and well-being of the student.

The given answer suggests that the bottom row, which represents general education, is a mismatch in terms of having the most professionals per student. This means that general education typically does not require as many professionals per student compared to the other rows, which represent more specialized services for students with disabilities or specific needs.

In a Response to Intervention (RtI) model, school psychologists would engage in testing during Tier 3. This is when children are not responding to partial support and require more involved services. Testing and behavior assessment are conducted to identify the specific needs and challenges of these students, in order to develop appropriate interventions and support strategies. The RtI model aims to provide targeted and individualized support to students, and testing in Tier 3 helps in identifying the necessary interventions for students who require more intensive assistance.

The correct answer is that NY schools must be using Response to Intervention models. This means that as of July 1, 2012, NY schools are required to implement the Response to Intervention (RTI) approach in their educational practices. RTI is a multi-tiered system of support that aims to identify and provide targeted interventions to students who are struggling academically or behaviorally. It is a data-driven approach that allows schools to monitor student progress and provide appropriate interventions based on their individual needs.

The discrepancy approach to diagnosing learning disabilities has several downsides, but one of them is not that school psychologists are worried about their job security. This answer choice is incorrect because it does not accurately reflect a downside to the discrepancy approach. The other options correctly identify downsides such as over-identifying non-disabled students, establishing a "waiting to fail" system, and the low utility of the approach in certain cases.

The research showing diagnosis with LD leads to small-group instruction that boosts IQ scores of those children significantly above the average has NOT led to an over-identification of Learning Disabilities. This is because the research suggests that the diagnosis and subsequent intervention actually have a positive impact on the children's intellectual abilities, rather than leading to an over-identification.

The correct answer is that if the psychologist feels the client is not likely to benefit from additional therapy, they must terminate it. This means that if the therapist believes that continuing therapy will not be helpful for the client, they are obligated to end the therapy. This decision should be based on professional judgment and considering the best interests of the client. It is important for therapists to ensure that they are providing effective and beneficial treatment to their clients.

Regression analysis is used to test for external characteristics of bias in testing. It examines whether the test predicts the future performance of different groups with the same accuracy. This statistical technique allows researchers to analyze the relationship between variables and can help determine if there is any bias present in the test results. By comparing the predicted performance of different groups, regression analysis can provide insights into potential biases and help ensure fairness and accuracy in testing.

In therapy, it is important to obtain informed consent from the client before beginning any treatment. This ensures that the client is aware of the nature and purpose of therapy, as well as any potential risks or benefits. However, it is not necessary to acquire informed consent specifically on the first session. Informed consent can be obtained at any point during the therapeutic process, as long as the client has been adequately informed and has given their voluntary consent.

According to the IDEA, when testing children with disabilities, it is important to have results that reflect their achievements, rather than solely focusing on their deficits, especially for children with impaired senses. This means that the testing process should not only highlight the areas where the child may be struggling due to their disability, but also recognize and acknowledge their accomplishments and strengths. This approach ensures a fair and comprehensive assessment of the child's abilities and helps in developing appropriate educational plans and support for their individual needs.

Repeated measures regression analysis is not used to test for internal characteristics of bias. This type of analysis is typically used to examine the effects of repeated measurements on a dependent variable. In contrast, internal consistency reliability examination, loadings on "g", and factor analysis are all procedures that can be used to assess bias by examining how the test behaves differently for different groups.

From ages 3-9, children are labeled as 'student with a disability' but don't need a specific disability label. This means that during this age range, children are recognized as having a disability, but they do not require a specific label or diagnosis for their disability. The focus is on supporting their educational needs rather than categorizing their disability.

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The Individuals with Disabilities Education Act of 1990 established services for 3 to 21 year olds and created transition services for 16-21 year olds. It also changed the term disability to "handicapped". However, it did not create continuing education support for 21+ year olds.

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The Education for the Handicapped Amendments (1986-1990) included provisions that provided the same benefits to 3-5 year olds as school-age children, addressed "at risk" 0-3 year olds, and provided funding to states to create early intervention programs. However, it did not specifically create transition services for 16-21 year olds.

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