Nevels sajt jegyzet

1. When screening for school readiness you meet two children of the same gender and similar age -
but very different backgrounds.
One of the children comes from a family living near poverty, with the father without work and the
mother staying at home with the four children - the one in question being the youngest of the four.
The family is living in a slum neighborhood with no commodities and both parents only have
minimal education (no learnt trade).
The other child also comes from a two-parent family, but both parents have higher education and
the child is an only child. The family lives in a middle-class neighborhood.
Both children are characterized by low-level knowledge about the world, problems with expressive
language. According to their teachers they are characterized by immature social behavior in their
peer-group and do not attend to directions.
What different aspects would you consider when making a decision regarding their placement and
educational needs?

exceptional children with specific educational needs = SEN

Specific Learning Disabilities: Although there may be early signs they should
not be diagnosed until age-appropriate teaching has failed to produce what it is
expected to achieve or shows considerable lag (lemarads)
basically the goal:
o the official identification
o help as early as possible, as much as possible
o try to prevent the situation from getting worse
o help to keep positive self-esteem
most important question: what causes the difficulties (disabilty) should b different
in these 2 cases
o low socioeconomic status vs adhd
how motivated the parents are: what they want to do and what they can (low ses)
ADLERIAN VIEWPOINT

o According to place in sibling sequence: Differences in handling, Differences in

life-style, Differences in adaptive processes
o the youngest gets everything too easy
o the only child could be cared for too much, because he or she is so
importnat for his/her parents they might give him/her everything and he
becomes selfish and unable to adapt to others needs, unable to work in a
group, the only important thing for him is his needs, doesnt care about
others, unable to realize others have different viewpoints
parenting styles:
 o research: Dornbusch et al found that both authoritarian and permissive
parenting styles were negatively associated with grades, Authoritative
parenting-style was positively associated with grades (Sample: 7836 American
high school students (ethnically diverse sample).Authoritative parenting style
is not always the most optimal: In a general Hong Kong sample,
authoritarianism was positively correlated to academic achievement. It also
depends on the culture and the socioeconomic status
low SES: discipline and obedience is more important, its a quality, you
need descipline to survive, like you cant eat all the food cuz u want
to, the whole family might not have anything to eat for 4 days then
authoritarian parenting among afroamerican children is associated
with better grades its an adaptive process given the place where
they live (more crime)
hispanics: high on emotional warmth permissive style higher
grades
21st century: globalization: these values of a culture might change
o Baumrind: 2 diemsions: demands & responsiveness:
authoritarian: high control, no or ambivalent communication, high
expectations regarding self-sufficiency(nellts), low
solicitude(gondoskods) anxious, submissive, lower self-esteem,
competitive, aggressive, withdrawn
authoritative: high control, a lot of unambiguous/straight
communication, high expectations regarding self-sufficiency, high
levels of solicitude creative, competent, proactive, emotionally
stable, assertive, independent, confident, spontaneous, open in social
interactions, happy, healthy self-esteem
uninvolved: everything low low self-esteem, lack of self-control,
aggressice, no impulse control, low educational success, attachment
problems
indulgent/permissive: low control, lot of amiguous communication,
low expectations regarding self-sufficiency, high levels of solitude
impulsive, lack of self-control, open-minded, immature, self-centered,
passionate, unsure of themselves
important/considerable/critical/crucial/essential/vital/influential to communicate the
things that need to be done with the parents so that its easy for them to understand:
reasoning, practical things, dont use terminology only when needed and it should be
explained as well
take into consideration the financial status of the parents when making suggestions
2.The district where you are working is of very mixed ethnical background: minorities and
immigrants. What kind of difficulties should kindergarten/preschool and elementary school be
expecting? What should these institutions do in order to help children cooperate with each other?
effects, difficulties:
o children could be really different (personalities, values, habits and traditions,
socialzation, parenting style etc conflicts, not understaning what others
want, communication is difficult)
o what stressors affect the family: rasism, poverty
o which language do the children use and understand well: if hungarian is a
foreing language for them it can cause difficulties in communication
o Berry: acculturation strategies
dimensions: safeguarding cultural identity, relation to majority
society (kapcsolat a trsadalommal)
both high: integration: minority safeguards its identity but is
actively a part of the dominant culture this would be ideal
but it almost never happens its hard to keep ur identity if u
dont have any formal chances to do so: u dont have a special
school or money to travel home for your holiday so u can
easily slip into not keeping your traditions
relation to majority society but no safeguarding cultural
identity: assimilation: you forget your language, your culture
safeguading cultural identity but no relation to majority
society: separation: when the minority doesnt look for a
chance to interfere with the majority like segregated
communes and small groups, china towns in american cities
both no: marginalization: neither cultural identity is
safeguarded nor do they relate to majority society; bad for
both of em, the minority wont have the means to improve
their lvl of well being and majority wont help them the only
way out if education steps in but u need money for that too
o Kagitcibasi: conceptual model of different types of selves
kagitcibasi stated that autonomy and relatadness should be high,
but we r moving toward seperation and autonomy
depending on cultural aspects there r different types of parenting and
family models and one of the keyfactor is the financial state of the
society
mainly agricultural: interdependence is important; if the country is less
financially stable they cant emphasize separateness cuz the children r
dependent on the parents but theres no patient system so they rely
on children in their old age too result: a lot more children, they
have a financial value too, high value on obedience and control
related n heteronomous self
wealthy society: parents dont depend on their kids low number of
children (children r a source of fulfilling psychological needs one can
be enough to fulfill that), autonomy and self-reliance is highly valueted,
 parents encourage kids to fulfill themselves, they emphasize childrens
choice;
autonomy is a value but social wealth is not high number of
children isnt tht high but still more than 1
autonomous-separate self
heteronomous-separate self
autonomous-related self
heteronomous-related self

o
depending on the type of their selves, the children will expect
different things from their teachers and peers, that can lead to
confusion in connection with goals between peers: they
misunderstand what others want from them, misinterpret their
reactions
different attitude towards the institute, teachers, peers, parents
o In conjunction with social change (esp. urbanization and immigration), Family
changes, too. From the Model of Total Interdependence to the Model of
Psychological / Emotional Interdependence. This model includes both
relatedness and autonomy
o According to super and harkness the emphasis is on the proximal affects:
The Developmental Niche (flke, kabin)
social and physical environment: the firstborn will have an
environment that is totally focused on them. if youre third in the line
youll get stuff that are used the type of interactions ull b able to
have is influenced by your environment; child-rearing will adapt to the
needs of the smallest child: overprotective parents for the older child
childrearing habits: katona dolog, boys shouldnt cry, daughters should
help with the housework, where do u put the child to sleep? in the
same bed? til what age? seperate room? what age? what is looked
 upon as a reward or a punishment? (Japan: do as u wish largest
punishment cuz she doesnt care)
characteristics of parents: how they look at childrearing; u have a
diploma for everything now even if u wanna be a cleaning lady, except
for parenting

suggestions
o decrease the discrimination, bias, prejudice
o its a good method to make the kids work in smaller groups, different
individuals can get to know each other, accept each other everyone has
their small role, part, and they depend on each other & motivated to work
they value the work of others, learn the accept that they might be valuable
persons no matter what they look, talk, behave like, what kinda background
they have
o learning the cultures of others can also decrease the discrimination
o when kids act discriminatively we should talk to them about it (emphasize:
youre not a bad person but this behaviour is inappropriate)
o ldozatkzpont nevels: make them understand how a victim of bullying,
discrimination would feel, increasing empathy in the child
o Berry: assimilation: safeguarding cultural identity, relation to majority society
FACTORS CREATING DISADVANTAGES IN FAMILY
SOCIALIZATION
Permanent environmental factors: workplace, schooling of parents
Residential problems: does the house have electricity, gas, plumming system,
environment, safe neighbourhood? is it easy to go to the centre of the city?
Family structure, parental affiliation: nuclear, 2parent or single, patchwork family,
relationship between spouses healthy?
Health and psychological characteristics of parents: alcoholics, mental illness
Circumstances of child-bearing: how does the larger family accept the child
Characteristics of the child: goodness of fit
Parental behavior
Stress

Kagitcibasi, C. (2002). A Model of Family Change in Cultural Contex

"Majority world" = non-Western societies

Modernization Theory and the Convergence Hypothesis
o general assumption: diverse human/family patterns change with urbanization,
industrialization eventually converge on the Western pattern (This type
of prediction was also made by the Modernization theory)
o modernization theory: family interdependence decreases and separation/
nucleation within the family increases with socio-economic development
o Majority World: family = a system of interdependent relations, the family
integrity requires cooperative interconnectedness Western middle
class: individual interests & needs = priority
 o based on: social evolutionist thinking: whatever is different from the (most
evolved) Western pattern is deficient and is therefore bound to evolve and
change toward it challenged today by the examples of great economic
advancement in some non-Western collectivistic societies: Japan, Taiwan,
Korea. AND research from various societies: despite socio-economic
development, urbanization no individuation/separation in human/family
relations
The Value of Children Study (VOC)
o findings: support the modernization theory, BUT: our questions had
determined our results: economic/utilitarian VOC (children providing
material benefits to their family while theyre young, old age security to
parents), psychological VOC (love, pride, joy children give to their parents)
socio-economic development (higher GNP, urbanization, higher socio-
economic standing) - economic/utilitarian VOC decreased.
INTERPRETED: decreasing dependencies in general, not only in
economic/material terms, even though only the economic VOC was found
to decrease not overall VOC (psychologycal)
A Model of Family Change
o differentiate between material and emotional (psychological)
interdependencies in the family the way toward a model of family change
o collectivistic cultures: decreasing material interdependencies but
continuing psychological interdependencies with socio-economic
development (particularly urbanization)
o analyzes the development of 3 types of self within 3 family interaction
patterns. The model aims to discover the societal and familial
antecedents(elzmnyei) of the separate (individualistic) and the related
selves. It examines the implications of family change, through socio-
economic development, for the emergence of a third type of self that
integrates both autonomy and relatedness.
family model of total interdependence: traditional rural agrarian
society; the child contributes to the family well being both while
young and later; obedience is good, no room for autonomy;
independence: dangerous, self-orientation
family model of independence: western middle class nuclear family;
intergenerational independence; goal of child-rearing: autonomy, self
reliance (nellts); family interdependence:unnecessary, if not
dysfunctional - old ppl: own income, insurance benefits;
independence: healthy
family model of emotional/psychological interdependence: the
emerging pattern instead of the model of independence;
independence in the material dimension together with
interdependence in the psychological dimension; the material
contribution of the offspring is no longer required for family
livelihood his/her autonomy is not seen as a threat since
emotional interdependency continues to be valued, the closeness
(connectedness/ relatedness) of the growing child is aspired for.
autonomy is valued and complete obedience is no longer needed,
 there is still firm control (not permissive childrearing) because
separation is not the goal.
Implications of the Model of Family Change
o "Socially oriented achievement motivation": new syntheses of individualistic
and collectivistic orientations rather than a shift with socio-economic
development to the Western individualistic model. What this concept refers
to is a sense of achievement that is not individualistic but rather extends
from the self to close others, such as the family or the group. The key here
is the related self. For example:belgian youth - youth future achievement
had an only an individual meaning, Turkish: the additional meaning of the
family sharing the pride.
o the model has validity even in Western: rising 'soft' postmodern values
replacing the competitive capitalistic individualism/ materialism. Relatedness
is valued more and competitive achievement is not valued as highly as
before it may be the future of the family
o autonomy and relatedness (intimacy)): two basic human needs model of
emotional/psychological interdependence recognizes and satisfies both
o Current research conducted in a number of Western and non-Western
countries and with ethnic minorities in the United States and Europe
provides evidence

3. In the school class there are a few withdrawn, but well-behaved children and there are a few
very impulsive, noisy children who often get into fights. The more withdrawn children are intimidated
by them.
During the consultation the teachers says she has tried a democratic, authoritative approach, but it
is not working with these loud children. How could this be explained? What would you suggest I
order to bring about a change?

the rules might not be controlling enough maybe they made them together, maybe
the rules were made by the wish of the children, so that the teacher doesnt have to
discipline them too much, not to take too much effort
maybe she treats the 2 groups differently: shes kind, loving and indulgent/permissive,
patient with the withdrawn ones but cold, expecting too much and impatient with
the impulsive ones she should be the first kind with everyone
negative correlations between class size and achievments maybe the class is too
big
parenting styles:
o Dornbusch et al found that both authoritarian and permissive parenting
styles were negatively associated with grades. Authoritative parenting-style
was positively associated with grades. Sample: 7836 American high school
students (ethnically diverse sample)
 o Best predictions could be made for the white students
o For Hispanic males, authoritarian parenting style showed almost no relation
to grades (however, negative among females)
o Success of asian students cannot be adequately explained by parenting style.
(parents were higher on authoritarian style, yet they receive high grades.
o Students exposed to inconsistent parenting-style-had the lowest grades
o Authoritative parenting style not always the most optimal teaching styles
can be the same, not always the democratic style is the best option: it
depends on the personality and the background of the children and the goal
of the teacher, for example a child with low socioeconomic status may not
have experienced democratic leading before so it is hard for them to
understand how it works, they have to get used to the fact that they have
rights but it doesnt mean they can do anything. it is also a problem that the
teachers and the parents style is different, the child experiences
inconsistency which leads to low grades
o In a general Hong Kong sample, authoritarianism was positively correlated to
academic achievement. (Leung et al, 2008)
o Authoritative style unrelated to grades, but was so for the Australian and
American European samples
making the children work in small groups is always a good idea: different individuals
can get to know each other, accept each other everyone has their small role, part,
and they depend on each other & motivated to work they value the work of
others, learn the accept that they might be valuable persons no matter what they
look, talk, behave like, what kinda background they have
ldozatkzpont nevels: make them understand how a victim of bullying,
dsicrimination would feel, increasing empathy in the child

the 3 processes of influence (kelman)

1. compliance (the learning process we can connect to it as a psychologist:

conditioning): maximize rewards, minimize punishments but this is only efficient
until the person causing the influence is present, u dont necessarily identivy with the
rules u just comply. if the childs is very young n cognitively not developed enough;
this is the earliest form of influencing; the person has relatively few alternatives in
behaviour
2. identification: the model has a characteristic thats important to the person but
when the qualities of the other person become less important the influence
decreases. deeper and more lasting process. sometimes this type of learning is
provided with vicarious learning when u see not urself but the model being
rewarded
3. internalization: i share the value system with another person but he is more effective
in realizing his values so i wanna learn how to do that, i look up to the person
 longterm way, this is maintained as your values are the same and u dont really
change values. it only occurs if the person is authentic it means that u can count
ont he person in reacting certain given ways that r in line with their value system. so
u can cognitive map of how things r done efficiently
all 3 processes have their values. although it seems very positive to use internalization all
the time but its a very slow process. esp in education it is hard to find your match from all
the teachers so its not the ideal process there

4.A student is definitely gifted in geography - while nearly failing in biology. The geography teacher
uses films, role playing and hands-on activities. But the biology teacher is also well-liked for her
group-activity based approach. What could be behind the great difference in student achievement?
What suggestions would you make?
he might not be motivated because he is not interested in biology whilst he is very
much so in geography
maybe the activation level of the child is not optimal too high or too low
performance is worse
the method of the 2 teachers can differ as well: one of them might use visual
material while the other tells interesting stories if the child is visual type the first
one is optimal for him (maps, pictures)
Learning Style Model (components)
o environmental stimuli: sound, light, temperature, seating (activation lvl and
achievement)
o emotional stimuli: motivation, responsibility & conformity, task persistance,
structure
McClelland: need for: achievement, affiliation, power, safety. SMART
goals: specific, measurable, attractive, realistic, timely.
2 dimensions: importance, urgance: without time-managaing we tend
to do important and urgent stuff but we should do important and not
urgent as well because if not, everything becomes urgent.
time management: ABC method: A: must, B: should, C: itd b good to
do it. A1. B1, C1, A2., B2, C2 you can plan roughly 50% of your
day
Pareto-principle: 80/20 rule: 80% of our results are acccomplished in
20% of the time and energy put forth to reach them. (Without
planning urgent things take precedence over important ones).
80% of decisions are reached in 20% of the time allotted for
its discussion
80% of all profit comes from 20% of customers;
20% of the newspaper contains 80% of the news;
 80% of our phone-calls are initiated by 20% of our callers.
o sociological: self, pair, peers, team, adult, variety
every learning occurs on an individual lvl et first
pair-tutoring role-swap
peers/group sharing responsibiliy, splitting tasks: if someones always
the one being tutored low self-esteem, not good for anyhting
o physiological: perceptual, hungry? time of day, mobility
perceptual:VARK, intake
perceptual: time of day: lark vs owl
physical activity, drink enough water, eat right
modality preference:
visual/verbal: uses the book well, studies alone, likes to take
notes, ppt
visual/nonverbal: ppt but bcaz of the photos, drawings, silence
and alone, maps, pics, videos
audithory/verbal: remembers what someone said, radio
kinesthetic: actively taking part, experiences, illustrations
o psychological: analytic, global, reflective, impulsive
conceptual tempo, remembering structured information, reading
comprehension and text interpretation, problem solving and decision
making, setting own learning goals, concentrate on relevant
information

How should schoold react to giftedness:

Person oriented challenging environment: demanding, stimulating, difficult. Challenge

depends on: personal characteristics (strengths, fears and interests in field of knowledge),
required skills

Individual pacing increasing tempo

Enrichment

Skipping grade

Acceptance of uncertainty

Involving peers

Self-determination and self-directedness (choice and internal regulation)

Measurement Invariance of the Gifted Rating ScalesSchool Form Across Five Cultural
Groups:

In this study, we examined the measurement equivalency of the Gifted Rating

ScalesSchool Form GRSS in five locationsthe United States, Puerto Rico,
China, South Korea, and Turkey six-factor solution of the original GRSS was
equally applicable in all five locations, the original and translated versions of the
GRSS have equivalent factor structures across the groups.
teachers in the five cultures rated equivalently their students who have similar levels
of abilities in each subscale.
the quality of the items as measures of the constructs is invariant across the groups.
=Chinas differs from Puerto Rico, US, Turkey)
School psychologists in the United States and those practicing in other countries
should find the GRSS a reliable and useful rating scale to assist in the identification
of gifted students.
The translated and the original versions of the GRSS possess the same factor
structure, equivalent patterns of factor loadings, invariant factor variances and
covariances, and similar item reliabilities
international applicability of the test as a gifted identification tool
many gifted children across the globe are not being recognized an easy-to-use,
inexpensive, and scientifically defensible gifted identification tool such as the GRSS
becomes a valuable resource to help serve gifted students in farreaching countries.
In many countries, there may be too few school psychologists and budgets too small
to support individual assessment of students for gifted eligibility. Teacher completed
gifted rating scales such as the GRSS, as well as group-administered ability and
achievement tests, become increasingly important in screening students for gifted
programs in these countries.

5. As a school psychologist what kind of measures or programs would you introduce to a school to
ensure that the school climate is accepting of special needs children? (Think of teachers as well as
students!)

Special Education Services for existing learning problems.

Classroom accommodations
Classroom behavior modification programs
 Disability: Impairment in terms of human-specific functional performance and
activities
Impairment: Abnormalities of body structure and appearances; organs or system
functioning
Handicap: Disadvantages resulting from impairment and disabilities
Typesof solutions
Total integration
Inclusion
Rigid integration
Partial lintegration
Inverse integration
Types of disabilities

Visual (partially sighted, low vision, legally blind, totally blind)

 Auditory (deaf-hard of hearing)

Physical (Skeletal and muscular diseases, diseases of motor neurons)

Speech: Delayed speech developmentdysphasia dyslaliastammering and stuttering,

dysphonia, mutism

Dysphasia severe speech perception and understanding of spoken language

Multiple handicaps

ldozatkzpont nevels, increase empathy among children

programs where they can get to know the symptoms of certain disabilities and learn
how to cope with them, how to behave with the children who have them

6. What information and aspects would you take into consideration when forming your standpoint
on suggesting different types of schooling to parents of mentally disabled children with different
levels of disability (mild, moderate, severe)? In case of utilizing integration, which basic principles
should teachers use in the school in teaching mentally disabled children?

Mental disability:

Etiology

Genetic

o Polygenetic familial
o Monogenetic metabolic disturbances e.g. tuberosussclerosis, neurofibromatosis
(dominant), phenylketonuria, galactosaemia(recessive).
o Chromosome deficiencies Turner,-Edwards,-Down-and Klinefeltersyndrome

Environmental

o Prenatal (alcohol, infections, hypothyroidism)

o Perinatal ( herpes virus, underweight premie)
o Postnatal (virus encephalopathy, toxins, post immunization illness)

Physical

Mild retardation

Symptoms: General lack of performance

Etiology: small CNS lesion, disadvantaged

Frequency: 3-6% students

Help: Intensive special education

Outcome: Slow development

mild
o can be integrated, helps:
text easy to understand
pictograms
different colors
personal helpers
to avoid: expressing amazement, sorry, looking down at them,
making them feel like they are different children can be cruel
o they can finish primary school (maybe with plus years or special school) +
grammar school is it really good if he always changes class (plus years)?
o it is obligatory for them to study until the age of 23
moderate mental retardation
o not able to live on how own they cannot be trusted at all times
o they cant have a profession
o they can learn the basics of writing and reading
severe mental retardation:
o they need continuous supervision
o communication might be hard for them as well
 being integrated with others can have disadvantages they can feel they are
different more
total integration: among healthy kids, same
tempo, someone helping them
inclusion
rigid integration
partial integration
inverse integration
you need to take into consideration the needs of the other kids too
positive aspect: kids can learn at a young age to adapt, not to have bias
kpek lsd 5.s tma

7.Your school district mandates that a school be more inclusive and accept students with different
types of sensory disabilities. As a school psychologist you are requested by the headmaster to
consult regarding how this can be achieved with efficiency, especially in regard to what teachers
need to pay attention to in dealing with children with disabilities. What would be your suggestions?
What advice would you give?

disabilities kpek lsd 5s tma

types of disabilites lsd 6os tma

Hearing impaired:

Deaf no hearing or only noise above 110 dB. You can be deaf on one ear and
youre not hearing disabled.
60 000 persons in Hungary
Sign language a culture: official in Hungary from 2007
Lip reading
Hard of hearing
o mild (25-40dB),
o moderate (40-60 dB)
o severe (60-90 dB)
o profound(90-110dB)
Etiology: contingental or acquired (meningitis pl)
Forms: conductive (can be helped), neural basis (cant be helped)
Secondary: slow vocabulary and speech development, poor vocabulary, grammar
problems, articulation problems: they dont have any internal feedback from their
voice
 developmental consequences:
o frustrtation: not understanding and not being understood (can/do parents use
sign language?)
o how is aggression handled
o how does society react to signing
o how private are discussions
o basic problem: language is a mean of abstract thought processes they
cannot handle abstract contents very well
o medical aids: not only amplify the sounds u need to hear but the background
voice so it can be painful too
o speech therapists like if kids dont learn sing language bcaz the feeling that
nobody understand them is a good motivation
o theres a baby sign language if u teach baby sing language to even babies who
can hear, they can communicate earlier than with speaking
Physical Impairment: impairment of physical activity and competence and related
emotional and communication disorders

limb-loss (accident or developmental), flaccis paralysis, early developmental CNS

lesion
can be integrated: how many barriers does he/she have to overcome? is the
institution equipped with necessary equipment? accepting staff, conductor?
EDUCATIONAL TASKS:
o increase communication skills
o development of movement based on IEP
o development of manipulative abilities if necessary introducing equipment
o developing attention and perception
o cognitive development
o core: to increase & develop

Visual impairment

Acuity(lessg) 33% of normal sight or field of vision less than 10 degrees

Totally blind: not seeing anything
Legally blind: acuity 20/200, field of vision 20 degrees
Low vision use a combination of vision and other senses to learn, cannot read
under normal circumstances even after correction
Partially blind have some sort of impairment that may need special attention

What to do:

Visual: blinds cannot be integrated, partially sighted can

 plus lightning
extra equipment (lup, magnifying glass)
blackboard adjustments
classroom seating
color combinations: contrast
converting visual signs into vocal signs
when we do something also tell them what we do
low vision & blinds: special needs in organizing learning, many plus equipment

Hearing impairment:

the lights should be on the one talking easier to read lips

good articulation but not exeggarated/excessive!
talking loud but not shouting!
decreasing the background noise so it wont get painful
short, simple sentences

Physical impairment:

obstacle clearing (akadlymentests)

accepting atmosphere
conductor development

8.A beginning teacher is determined to foster internal motivation in his middle-school students, and
asks to consult with you as a school psychologist. What teacher ideas would you strive to reinforce
and why?

Emphasize participation, identities, interpersonal relations.

Learning is a form of participation.
Development from legitimate peripheral participation to central
Students are motivated to learn if the class (as a social referent group)values
learning.
the role of social learning: 70% of workplace learning happens via experience, 20%
by watching others, 10% through formal training
a good goal is a SMART goal:
 o Specific
o Meaningful
o Attractive
o Reasonably difficult/challanging
o Time-span/endurance/period of time appropriate to age (idtartam)
tasks at which the student is good, skilled hell be able to believe he is good at
something, he doesnt need the praise, he is happy because he achieved something
positive self image, competence
make him see how it is useful in the world, what he can do with it later, how it
contributes to his future, what he can gain from this
Attributions, beliefs about ability, self-efficacy, self-worth motivational sets
self-determination is really important: feeling of choice and having influence
o multi-task teaching
o critical thinking, self-reflective activities
o influencig teacher and subject choice
o interactive tasks
Student has mastery goals & task optimally challenging (task & abilities balance)
flow
assesment, rating not only with grades but with words
for student it is very important what their peers think better community where
learning is a value

9.A part of your job takes you to a school for youth in a second chance program to support
teachers of the school. Which theory would best describe the necessary attitudes for this type of
work for teachers? How would you try to assist teachers in taking on the different roles?
it is essential to know that every behaviorial problem, or poor performance has
something in the background you should examine this background, find it what
caused it and let the teachers know
low socioeconomic status more frequent alcoholism, smoking, illnesses
parents might not have a job, they do not care about the future, the dont have
goals, they dont have enough food so they have to live miserably and priorites are
different from ours, schooling is not of essence, parenting might be really bad
they might not read and write too much when the child gets to school he/she
already has a drawbacks, falls behind
o poor language affects thinking, abstract thinking especially
o negative attitudes toward language, writing, reading
teachers need to try and help them on their level
o more books with pictures, helping them to draw (maybe the parents never
encouraged them), learning poems, telling them tales
 o help them learn to read and write slower
if the child belongs to a minority group there could be cultural differences they dont
know how to bridge, fix (marginalization)
might lead to early pregnancy, suicide

Socioeconomic status High Low

Goals high education, personality
development
Time spent with studying lots of homework
Leading style the teacher chooses it
independently
Motivation inner motivation, maybe
verbal praise in front of the
class
Parents financially helping the school,
help with organizing events
willingly for free
Expectations parents support the learning
and further education
basic competence, abilities;
learning strictly from the
book
no homework, cuz the
parents probably wont help
at home
the teacher is supervised
when choosing the methods
often reward them: things,
activity (external motivation)
they dont support the
school at all and they avoid it
parents question the
importance of further
education, the teacher is the
one supporting it

A school like this can be effective, if:

they aim to teach the stuff in the curriculum

they try to teach everything INSIDE the school no homework
cooperation with the parents even if it is hard sometimes
the source of high expectations is the teacher only
external based motivation (extrinsic)

It can endanger education, if:

the child is victim of an abuse

the parent is alcoholic, drug addict, has a mental illness, is in jail, victim of abuse and
abuse happens often where they live
poverty
the parent works too much or is sick
Protective factors:

caring, supporting atmosphere

adequate techniques for coping with stress
traditions, habits
income is normal

FACTORS CREATING DISADVANTAGES IN FAMILY SOCIALIZATION

Permanent environmental factors: workplace, schooling of parents
Residential problems: does the house have electricity, gas, plumming system,
environment, safe neighbourhood? is it easy to go to the centre of the city?
Family structure, parental affiliation: nuclear, 2parent or single, patchwork family,
relationship between spouses healthy?
Health and psychological characteristics of parents: alcoholics, mental illness
Circumstances of child-bearing: how does the larger family accept the child
Characteristics of the child: goodness of fit
Parental behavior
Stress

Child abuse
Narrow definition: Physical abuse lasting marks
Broad definition: Any caregiver action that jeopardizes the childs healthy physical,
psychological and mental (cognitive) development.
Problems in measuring frequency
behind child abuse: parents simply just dont know enough about child development
when child and parental temperament just dont match and parental education is too
low
last drop effect: longitudinal and event-based stress meets
pattersons theory of power-coertion: when the child cries n the parents dont know
how to react n after they tried everything they scream at the baby it is a surprise
for a baby so it stops crying this is a reward to the parents, they learn that
shouting at the baby is the key but after a few times it wont work bcaz the child
gets used to it. but if the parent doesnt know any better they go up with one step:
they snap the child and it sopts crying but with time it habituatets to this too a
cycle of abuse
effects: dependency, depression, self-harm, apathy, anxiety, problems with
concentration (SCHOOL), extreme sexual behaviours, aggression violence,
antisocial behaviour

Aggression:
talking about the problems
ldozatkzpont nevels
roleplay
Patterson: aggression in adolescence
1. disobedient child parent argues but doesnt expect a change in behavior
2. because he is disobedient he is a problem child at school left out of programs
3. the child gets out of the control of the parents or school drops out
4. new community, with antisocial peers
solutions: decreause the numbers of failure at school, isolation, low commitment
under 10: structured, controlled play on the playground punishment if needed
assigned mentor: looks after the child, gives the parents and the child and the school
suggestions, a positive adult role model, sympathy, monitors the activity even out of
the school
stealing, torturing animals, arson
reasons:
labeling: stigmatized self image
following models
raising awareness
impulse control, recklessness, looking for something fun, demonstrating
independency, revenge
stealing without guilt its what he deserves

10. A school in your district which serves a blue-collar (working class) neighborhood always comes
at the bottom of the competency tests and the number of missed classes have increased
dramatically and students regularly destroy school property. What characteristics of school
functioning would you suggest to be monitored more closely?

low results of the competency test: language barrier?

the cognitive style (the typical and usual way of thinking, problem solving, sensing,
remembering) and the beliefs about performance of the minority differs from the
majority
o eg afro-american: loyalty to the group > individual rights cooperation
rather than competition, rivalry; they need high intensity of environmental
stimuli: room for manouver (mozgstr), loudness
o cultures with developed economy: attention for the teacher, rather
competition than cooperation, no moving around during class, individual
work, no chance for talking
the high number of missed classes can be a reason of the low performance on the
competency tests
parents might not have a job, they do not care about the future, the dont have
goals, they dont have enough food so they have to live miserably and priorites are
different from ours, schooling is not of essence, parenting might be really bad
they might not read and write too much when the child gets to school he/she
already has a drawback, falls behind
o poor language affects thinking, abstract thinking especially
 o negative attitudes toward language, writing, reading
teachers need to try and help them on their level
o more books with pictures, helping them to draw (maybe the parents never
encouraged them), learning poems, telling them tales
o help them learn to read and write slower
if the child belings to a minority group there could be cultural differences they dont
know how to bridge, fix (marginalization)
seeing bad role models decreases the childs motivation mentors: a positive adult
role model
they should get tasks that are appropriate for their skills, so they can avoid too many
failures and keep up the motivation
elements of the atmosphere of the school, classes
o physical appearance, location
o relationships of the staff
o interactions between peers
o leading and decision making
o disciplined environment
o attitude and culture
o relationships of the school community
o if the above mentioned things are good: higher performance, less missed
classes, higher self-esteem, better self image, lower anxiety, less drug use,
drop out

the 3 processes of influence (kelman)

1. compliance (the learning process we can connect to it as a psychologist:

conditioning): maximize rewards, minimize punishments but this is only efficient
until the person causing the influence is present, u dont necessarily identivy with the
rules u just comply. if the childs is very young n cognitively not developed enough;
this is the earliest form of influencing; the person has relatively few alternatives in
behaviour
2. identification: the model has a characteristic thats important to the person but
when the qualities of the other person become less important the influence
decreases. deeper and more lasting process. sometimes this type of learning is
provided with vicarious learning when u see not urself but the model being
rewarded
3. internalization: i share the value system with another person but he is more effective
in realizing his values so i wanna learn how to do that, i look up to the person
longterm way, this is maintained as your values are the same and u dont really
change values. it only occurs if the person is authentic it means that u can count
ont he person in reacting certain given ways that r in line with their value system. so
u can cognitive map of how things r done efficiently
all 3 processes have their values. although it seems very positive to use internalization all
the time but its a very slow process. esp in education it is hard to find your match from all
the teachers so its not the ideal process there

11. A middle school finds that 90% of its students, continuing their education in a trade school,
drop-out or make major changes (switch courses) after a year. What could be the reason for this?
What could the middle-school do to help its students find appropriate further-education goals?

primary comprehensive school/middle school/highschool kzpiskola / grammar school

szakiskola university, further education

further education szakmai kpzs

law of adult learning felnttkpzsi trvny
red line = obligatory (back to 16 again)

Transitioning = informed decision making. The more the person has characteristics of
children at risk, minority, or disabled the more important it is to ensure that there is a team
around the person who helps to make informed decisions and increase the probability of
succes. It means adaptation to change. Usually there are 3 steps in how these teams
function:

1. assessments(rtkels): identify the way the person functions in a certain situation

2. identify strength, characterize functioning: individual education plan (IEP, magyarul:
egyni fejlesztsi terv EFP) noone has taught mainstream teachers that
3. specific, measurable goals for post-secondary: based on this indvidual education plan
and monitoring its succes what types of steps, course, road to take in schooling

Preparing for transition secondary school

Prepare for life-roles
Preparation for independent living: (but lots of students doesn even know how to
use the washing machine at the age of 18)
Finalize career choices
Basic employee information
Employability skills
Job-shadowing and voluntary work: shadowing (u shadow a person throughout a day
and u have a sheet where u can record what theyve done and their comments),
voluntary work to be able to finalize all these
o highschool: 30 hours of voluntary work
o england: its your choice if you wanna take A levels or not, but u cannot get
into the university without them
 o hungary: first trade training is free
Workability skills
Accountability for actions
Appearance
Appropriate behavior
Attitudes
Common sense
Continual learning
Cooperativeness
Dependability
Flexibility
Goal-setting ability
Motivation
Punctuality
Respect
Responsibility
Work habits

Employability skills
Employability skills are those basic skills necessary for getting, keeping, and doing well on a
job.
Basic skills
Higher-order thinking skills
Personal qualities

Basic skills
Reading
Writing
Science
Math
Oral Communication
Listening skills

Higher-order thinking skills

Learning
Reasoning
Thinking Creatively
Decisions Making
Problem Solving

Being well informed is essential:

o know the profession (in Hungary: no experience)
o know what the profession requires
o know yourself
 o know the laber market (munkaerpiac)
o know the system of education (not even the teachers know that)

What is a career? (Colley)

theres no secure, certain choice
no straight road
accidents can also have an influence, not only planning
own beliefs that the person cannot do something can limit
possibilities
role of SES, race, gender

it is hard to make a decision that defines your whole life when youre only 18, youre still a
teenager.
not everyone has the same oppertunities: you cant really choose freely. (location, financial
status, language barriers, abilities)
teachers can help with feedback and providing information about their opportunities

its very important to work on workability skills: most wanted jobs didnt even exist 5 years
ago educations does not know what it is preparing children for so instead of providing
factual knowledge we should be emphasizing skills and competencies because thats whats
useful

we r expecting children to make good decisions but we dont give them a chance at school
to decide (fakt, language). not only have to give these decisions but we also have to make
our children aware that they r making a decision and it comes with a responsibility
Tips for Transition

One of the primary goals of school is to help students plan and prepare for the rest
of their lives.
 Transition assessment is defined as the ongoing process of collecting data on the
individuals strengths, needs, preferences, and interests as they relate to the demands
of current and future working, educational, living, and personal, and social
environments. Assessment data serve as the common thread in the transition
process and form the basis for defining goals and services to be included in the IEP
assistive technology: any item, piece of equipment, or product system, whether
acquired commercially off the shelf, modified, or customized, that is used to increase,
maintain, or improve the functional capabilities of a child with a disability
National Longitudinal Transition Study-2 (NLTS2): youth with disabilities
o Less likely to enroll in postsecondary programs
o less likely to be employed
o less likely to have a checking account
o less likely to have a credit card
o lets design and implement an effective transition plan for their students
It was also found that multicomponent self-determination interventions
provided more positive effects than single component interventions.
16 predictors associated with improved postschool outcomes, including career
awareness, community experiences, inclusion in general education, interagency
collaboration, and parental involvement
identify grassroots transition practices currently in use by practitioners: The
categories for tips:
o (a) transition planning
o (b) student involvement
o (c) transition assessment
o (d) assistive technology and universal design for learning, (e) family
involvement
o (f) interagency collaboration
o (g) tips for specific disability groups
o (h) curriculum and instruction 134 unique tips representing participants
from 39 states and provinces
tips were reviewed and vetted by 15 members of the DCDT board according to the
specific members area of expertise
All Transition Tips were uploaded into a searchable database on the Transition
Coalition web site (www.transitioncoalition.org).
It allows the user to e-mail the practitioner who submitted the tip to request
additional information or to ask questions.
Anyone can suggest a tip by filling out an online form. New tips are reviewed and, if
appropriate, added to the database. In this way, Tips for Transition will remain a
renewable resource for transition practitioners.
examples of tips for transition
o Organize a transition group that meets once a month. During the Transition
Group meeting the students are grouped according to grade level and their
transition plan.
o Start the transition process early by having realistic transition goals in place by
the nineth and 10th grade.
o Use a transition interview with students beginning at age 13.
o Have your students develop a portfolio: students best work, photos of
activities, academic successes, interviews with teachers/others, peer
comments/activities, video, audio, and so on.
o Have the student create a person-centered plan.
o Recruit students with disabilities who are currently in college:
presentation for high school students with disabilities (and their parents and
teachers) who are interested in attending college. They can also describe their
disabilities, accommodations, and first-hand experiences at college.
o Organize a peer mentoring group in your high school for students with
disabilities. In this group the students will learn about their disability,
accommodations, and strengths.
o Create a discovery profile for each student. Observation and work
experiences are used to identify skills and preferences for each student. A
discovery profile is completed for each student from observations at school,
in the community, at home, and during a recreational activity.
o Use a variety of strategies to gather information. Take the time to get to
know your students and to build a good rapport with them before trying to
assess abilities and interests. Use surveys to help students determine
interest and direction. Often students who are not able to effectively
communicate their strengths and experiences are able to do so with a
situational assessment conducted in a variety of different work settings. Have
students explore careers of interest through job shadowing.
o Use a voice-to-text program such as Dragon Naturally Speaking
o Use video modeling to teach social skills and work-related skills:
Research supports the use of video modeling for students with autism.
o Use picture technology with students who are nonreaders
o Have your students use a word processor: Students who can learn to type
can often leave behind years of frustration from poor motor control that
leads to poor letter formation. Word processors provide students with spell-
check, grammar-check, and often templates to write letters and other
documents.
o Develop transition brochures and tips sheets. These materials can explain
college, work, life skills, and initial placement in special education.
o Get parents involved before the students 16th birthday
o Know the student, the family, and their circumstances. The more
complete your knowledge about the student, the community, and agencies,
the better the match.
o Have a futures night
o Encourage all nurses to participate in the development of the IEP related to
the students health care needs
 o Organize and host a social security online application workshop at your
high school. Have a representative from the Social Security office come to the
school and work with the families and students to complete the applications.
o Organize a district transition team made up of teachers, administrators,
and a parent mentor.
o Have students with significant intellectual disabilities create a Power-
Point presentation: outlining their preferences, interests, needs, strengths,
and their postschool dreams.
o Students who cannot read can complete My Goals After School.: it is
a transition assessment redesigned using pictures in Boardmaker, which is a
software program that creates picture symbols to communicate.
o Use picture instructions to teach household chores. When teaching
adolescents with limited verbal abilities to perform household tasks such as
cleaning, using small appliances, or cooking, use a series of picture instructions
that model each step of the process. These images are individualized for each
person, with the number of steps in the sequence reflecting the learning style
of the individual.
o Develop job shadowing work programs.
o Have your students develop a small business process. In this process,
the students are involved in the conception and followthrough of marketing a
product.
o Teach a unit in which your students are given a three-bedroom house and
a budget. The students then have to furnish the house with the use of a
basic checklist, and stay within the budget. The students must use fliers to find
their housing items, write checks, and keep a check register.
o Develop portfolios for a senior project: samples of job applications;
resumes; a list of five references; an application for a rental agreement; a list
of their goals for 6 months, 1 year, and 5 years; letters of inquiry; and
thankyou notes for a job interview.

12. A trade-school, training hospitality students, finds it is getting negative feed-backs from
employers on their students employability skills. The headmaster requests that you, as the school
psychologist in the district help to devise a plan of change in their educational program. What
element would you look for in determining baseline data? What would be your targets for
intervention, why?

elz tma workability skills, employability, sajt jegyzet stb

Basic employee information

Types of workplaces
Helping institutions
Entrepreneurship, types
Documents in employment
Basic knowledge of law
Job-seeking, interview

Personal qualities employer expectation

Responsible
Self Confidence
Self Control
Social Skills
Honest
Have Integrity
Adaptable and Flexible
Team Spirit
Punctual and Efficient
Self Directed
Good Work Attitude
Well Groomed
Cooperative
Self Motivated
Self Management

maybe it is not the right place for them to work (goodness of fit)
school does not really help with employability skills anyway get to know the field, the
profession, the career!:

skills and abilities needed for the profession

things that people with this profession do
things that they use while working
the environment they work in
how hard it is physically or mentally
social environment, community
 requirements
which subjects would be good for this job making new subjects maybe, more
experience-based, not abstract

13. They want to incorporate student-centered approaches to teaching in a more traditional school.
What would your suggestion be, where should they start making changes - why?

Cognitive and metacognitive elements

o learning active instead of passive
o individual goals instead of the curriculum
o knowledge construction through individual experiences insetad of by
the teacher
o empirical context instead of theoretical
o critical thinking and more good answers instead of just one
Motivational and affective elements
o the source of motivation is beliefs, expectancies, instead of just taking it
as given
o facilitating or hindering affects instead of not dealing with them
o internal resources can be fostered, not the teacher is the one who
directs
o the effort and the practice is not teacher-controlled, rather
invidiualized, motivated
Developmental and social aspects
o there is no average developmental tempo, there is differentiation,
individualization, zone of proximal development
o peers are as important sources as the teacher
o tolerance is a value instead of middle class values(?)
Handling of individual differences
o individual preferences build on student diversity
o assassment is rather diagnostic, process-oriented and criteria based
than summative and normative
o diversity of experiences is taken into account they are not expected to
have the same experiences (middle class)
Montessori:
Concentration and independence
Free choice
 Gradual preparation
Learning to read and write
maximize tha abilities of every child
traditional schools: the development of the child is behind if he comes from low SES
at school the difference gets even bigger, they cant keep up with the tempo
gifted children suffer because of the curriculum, it is too easy and too slow for them
so they get bored and amotivated
in a Montessori facility (kindergarten) teachers observe kids and help them to get
better from their own level
the task of the teachers is not to teach directly but to provide such environment,
condition, in which the child can experience and explore the world itself they
become more creative, better at problem-solving, helpful, independent (in thinking
and acting) they learn how to learn and study on their own and how to explore the
world
teachers prepare an environment for this with development tools children can
manipulate; they help only as much as needed, never more
decreases the lag (leamarads) of the children from low socioeconomic status and
also provides an opportunity for gifted children to develop their skills faster
critiques: doesnt deal with emotional issues, not enough social interaction with other
kids, only with the teacher
Waldorf:

The goal of Waldorf or Rudolf Steiner education is to enable students as fully as

possible to choose and to realize their individual path through life as adults.
emphasizes the role of imagination in learning
artistic expression, social capacities, critical reasoning and empathic understanding
their goal is to develop free, morally responsible, and integrated individuals equipped
with a high degree of social competence.
Qualitative assessments of student work are integrated into the daily life of the
classroom, with quantitative testing playing a minimal role in primary education and
standardized testing usually limited
Individual teachers and schools have a great deal of autonomy in determining
curriculum content, teaching methodology, and governance (kormnyzs)
Anthroposophy and esotericism: the world as a whole and man in it
Unity with nature, Organic building, Natural fibers
Epochs: curriculum according to the nature, it can change every season
Emphazis on a balanced emotional-social, academic and creative development: singing,
dancing, music together
Eurhythmy (tnc)
performances together and alone
Anthroposophy: 4 selves/bodies
o 21 day-birth
o 0-7 yo. Physical body (organic and inorganic)
o 7-14 yo. Etheric body (living things)
 o 14-21 yo. Astral body (consciousness)
o 21 yo. Ego is born (self-awareness)

14.A teacher refers a middle school students to the psychologist, because the student always hands-
in poor work in spite of good abilities and always makes remarks and asks questions in class that
seem inappropriate to the task at hand. What other questions would you ask the referring teacher?
Under what type of hypotheses would you start assessment with the student?

1.undiagnosed ADHD?

ADHD is a neurodevelopmental disorder

Children(untilage16)
6 symptoms of inattention and/or
6 symptoms of hyperactivity-impulsivity,
for 6 months prior to as
Adults(age17 yearsand above)
5 symptoms of inattention and/or
5 symptoms of hyperactivity-impulsivity,
for 6 months prior to assessment
A/1 Predominantly inattention presentation type
1.often fails to give close attention to details or makes careless mistakes in
schoolwork, work, or other activities
2.often has difficulty sustaining attention in tasks or play activities
3.often does not seem to listen when spoken to directly
4.often does not follow through on instructions and fails to finish schoolwork,
chores, or duties in the workplace (not due to oppositional behaviouror failure of
comprehension)
5.often has difficulty organizing tasks and activities
6.often avoids, dislikes, or is reluctant to engage in tasks that require sustained
mental effort (such as schoolwork or homework)
7.often loses things necessary for tasks or activities at school or at home (e.g. toys, pencils,
books, assignments)
8.is often easily distracted by extraneous stimuli
9.if often forgetful in daily activities
A/2 Predominantly Hyperactive-Impulsive Presentation
1.often fidgets with hands or feet or squirms in seat
2.often leaves seat in classroom or in other situations in which remaining seated is
expected
3.often runs about or climbs excessively in situations in which it is inappropriate (in
adolescents or adults, may be limited to subjective feelings of restlessness)
4.often has difficulty playing or engaging in leisure activities quietly
5.often talks excessively
6.is often 'on the go' or often acts as if 'driven by a motor
7.often has difficulty awaiting turn in games or group situations
8.often blurts out answers to questions before they have been completed
9.often interrupts or intrudes on others, e.g. butts into other children's games
A/3. Predominantly Combined Presentation
Has symptoms from both previous types of presentations
Theses symptoms combined meet the criteria of diagnosis
Overview of Diagnostic Criteria
Symptom Criteria-Core Symptoms of Hyperactivity & Impulsivity and/or Inattention
(Five/Six or More Symptoms of either category).
Duration Criterion-Symptoms have Persisted for at Least 6 Months.
Onset/Age CriterionSome symptoms evident before age 12.
Setting Criterionevidentin more than two settings
Impairment Criterion-Clear Evidence of Clinically Significant Impairment in Social,
Academic, or Occupational Functioning
Situations That Increase ADHD Symptoms
When the demands of the situation are to be good, to be still, and to be quiet.
The greater the demands, the more problematic the behavior of the child will likely
become.
An exception might be in situations where the child is being continuously rewarded for
complying with demands.
In familiar situations where novelty and task stimulation are low.

Situations where there are low rates of intrinsic or external reinforcement.

When the child is fatigued.
Studies, monitoring 24 hour activity levels have suggested that the hours of 1 5 seem to be
peak times for increased activity in children with ADHD.

There are factors in infancy, such as difficult temperament, that appear to be early
precursors of ADHD.
Initial development of ADHD is most often during the preschool years.
While there is often a decline in the level of hyperactivity and some improvement in
attention and impulse control in adolescence, perhaps 80 % continue to be impaired by their
symptoms and meet current diagnostic criteria.
A significant number of children with ADHD (probably over 50%) continue to display
problems into the adult years.

Risk Factors
Maternal cigarette use
Maternal alcohol use
Unusually long or short labor
Forceps delivery
Toxemia
Meconiumstaining
Birth during the month of September.
Minor physical anomalies

Neuropsychologicaltestsproblems:
in inhibiting behavioral responses,
with working memory,
with planning and organization,
with verbal fluency,
with perseveration,
in motor sequencing,
with other frontal lobe functions
Treatment of ADHD
Stimulant Medications
Ritalin
Dexadrine
Adderall
Concerta
Between 70 and 80 % of children with ADHD respond positively to stimulant drugs.
Stimulant drugs represent an empirically supported treatment for core symptoms of
ADHD.
Other Medications
Non Stimulant ADHD Medication
Straterra -a norepinephrine reuptake inhibitor-selectively blocks the reuptake of
norepinephrine, which increases its availability
Anti-depressants (e.g., Tofranil, Wellbutrin)
Anti-hypertensives (Clonidine)
Psychosocial Treatments
Parent Training, Social Skills Training, Cognitive Behavioral Treatments, psychotherapy for
comorbid conditions
Educational Accommodations: Special Education Services for existing learning problems.
Classroom accommodations. Classroom behavior modification programs.

In treating ADHD it is essential to treat the full range of difficulties that impact on child and
family functioning.
Treatment of ADHD will often need to be multimodal in nature.
Findings from the Multimodal Treatment Study suggest that;
Stimulant medication is effective in reducing core symptoms
Psychosocial treatments are of value in addressing associated comorbidities.

these special learning difficulties are states, they r not illnesses that can be cured. u can learn
how to compensate thats why early identification is really important, and bcaz of the
emotional problems can accur. early intervention will give them the necessary means to
compensate for lacking aspects. theres no one good treatment for all, it has to be
individualized.
drugs in itselves r not enough but without drugs its really hard. the core systems have to be
treated by medication and medication alone.
2. Giftedness

Common Myths
-Gifted students do not need help. If they are really gifted, they can manage on their own.
-The social and emotional development of the gifted student is at the same level as his/her
intellectual development.
-The primary value of a gifted student lies in his/her brain power.
-Gifted students need to serve as examples to others, and they should always assume extra
responsibility.
-Gifted students are naturally creative and do not need encouragement.

Renzulli: giftedness consists of abily, creativity, persistance

IQ: 160-237, K. Rogers,USA, 90
99% exceptional memory, extensive vocabulary, good
reasoning
98% precise observation, long attention span
96% vivid imagination (creativity)
95% uses numbers with ease
90% likes to build with Lego
80% loves to read
94% excellent humor
93% empathetic
88% persisting interest, high energy levels, perfectionism
84% questions authority

Characteristics (Dabrowski): Asynchronicity, Ability profile, Over excitability

Over excitability
-Dabrowski: positive disintegration and excitability due to high arousal levels
-Possibilities and consequences flood awareness
-Emotional consequences: Defiance, anger, anxiety, exultation, crying inattention because of
high-strung emotions
-Areas: Psychomotor, Sensory perceptual, Imagination, Intellectual, Emotional
Not pathology!!!BUT difficult!!

Types of gifted - Betts, G. T., & Neihart, M. (1988).

- Successful gifted
-Autonomous gifted
- Problematic gifted
-Hidden gifted
-Drop-out gifted
-Dually labelled gifted

What is their social network like?

-preference for older peers
-strong attachment to family and parents
- Dilemma of fitting in vs. be one of a kind
- Difficulty in accepting criticism
- Non-conform behavior & resist authority
- Overly competitive
- Identity problems (problematic, hidden, drop-out, dually identified)

Social stress(adapting) :Perfectionism, Pressure of increasing effort, Competitive situations

THE GIFTED LEARNER

-Asks the questions.
- Is highly curious.
- Is mentally and physically
involved.
- Has wild, silly ideas.
- Plays around, yet tests well.
- Discusses in detail,
elaborates.
- Beyond the group.
- Shows strong feelings and
opinions.
- Already knows.
- 1-2 repetitions for mastery
-Constructs abstractions.
-Prefers adults.
-Draws inferences.
-Initiates projects.
-Is intense.
-Creates a new design.
-Enjoys learning.
-Manipulates information.
-Inventor.
-Good guesser.
-Is keenly observant.
-Is highly self-critical.
-Thrives on complexity.

Identification of giftedness
-Cognitive abilities
-Academic areas-convergent tasks
-Sport and artistic talent -Divergent tasks (Torrance(how to use a can?), Urban)
-Motivational structures
-Structured observation
Torrance circle

How to respond in school

Person oriented challenging environment: demanding, stimulating, difficult. Depends on
personal characteristics (strengths, fears and interests), interest in field of knowledge,
required skills
Individual pacing increasing tempo
Enrichment
Skipping grade
Acceptance of uncertainty
Involving peers
 Self-determination and self-directedness (choice and internal regulation)
Solutions:
resource room pull-outs
within regular classroom
separate classes
summer or Saturday program

15. A gifted student excelling in more than one subject area has problems with developing and
maintaining a good relationship with peers. Although some teachers hold the child in high opinion,
while others are continuously complaining because of her/his illegible writing - and they are in
majority. The parents seek the advice of the school psychologist, because they want their child to be
diagnosed with dysgraphia so he/she will not have to produce written work. They also say that
making their child attend school is becoming a daily hassle. What information would you ask before
requesting formal assessment? What would you try and assess as a psychologist?

dually labelled gifted: gifted and dysgraphic frustration, low self-esteem

is it really dysgraphia? more symptoms

Types of dysgraphia
Phonological pairing phonemes with their respective graphemes (e.g. owl oul): more
attached to the auditory system theres a problem of mapping visual and auditory stimuli
into one whole. graphem phonem pairing is difficult.
Surface recoding of words into grapheme-strings is problematic (e.g. bird brid:) the
sequencing becomes problematic all the letters r there but they get mixed up
Deep similar meaning irradiates; writing problems acordingto the similarity in meaning.
(e.g. sea water):

Dysgraphia symptoms
1.Spending more time than peers to complete assignments
2.Struggles on the mechanics to produce neat written work instead of focusing on content
3.Producing illegible writing despite adequate time and attention to the task
4.Inconsistent spaces between words or letters
5.Consistently writing above or below lines of paper
6.Mixing print and cursive, upper and lower case, or irregular sizes, slant, or shape of letters
7.Content of writing not reflective of your child's other language skills
8.Unusual wrist or paper position when completing a writing task
9.Writing too hard or too soft
10.Poor posture when writing
11.Copying is slow or labored even if legible
12.Unusual grip on pencil
13.Uncompleted words and letters, or omitted words
copy work: some of the letters are not differentiated enough, you dont know if its a or
o, some letters are left out, its very difficult to see where one word starts and the other
one ends

Treatment of dysgraphia
Fine-motor development
Multi-sensory learning
Correct posture and pencil-grip
Self-regulation of activities sequencing
Need to accommodate in:
1.the rate of producing written work
2. the volume of the work to be produced
3. the complexity of the writing task
4. the tools used to produce the written product
5. the format of the product.

Giftedness
lsd elz
16. The parents of a moderately mentally disabled Down syndrome child are considering enrolling
their child into a reform/alternative school, because they think an alternative school would be more
accepting of their childs peculiarities. There is a Waldorf (Steiner) school and a Montessori school
nearby. The parent are asking you to provide them with pointers on which school to choose. What
would be your questions? What different aspects would you emphasize?

integration stb lsd korbban

medical vs social model of responsibilities

social: the environment has to change in order to make sure that social integration is
possible. when theres a fire alarm that should not only have a sound, should have lights so
deafs could also see that theres a problem. it is a question of human rights.
Montessori vs Waldorf lsd korbban
In Hungary we usually think based on the medical model.
In Waldorf schools
the social-emotional and the cognitive development are both important
lots of repetition, maybe it would be easier for the child to adapt and learn
lots of dancing, singing together
In Montessori schools
the emphasis is on the cognitive development
they try to bring the best out of the child
There is no assessment so the child will not experience low self-esteem
The child develops freely, the teachers create an optimal environment for them.
Individual development is insured.
It helps children to be independent.
What is their goal? A child with down syndrome.: theis emotional skills are usually good do
they want to put an emphasis on that or do they wanna develop in the areas that are behind,
like cognitive development?

17. An autistic childs parent are considering enrolling their child into a reform/alternative school,
because they think an alternative school would be more accepting of their childs peculiarities. There
is a Waldorf (Steiner) school and a Montessori school nearby. The parent are asking you to provide
them with pointers on which school to choose. What would be your questions? What different
aspects would you emphasize?

Montessori:
no communication needed
individual development is insured
the child can be alone, if that is what he prefers
helps the child to be independent
punishment and reward works good with ppl with authistic disorder
various equipments designed to make the child want to play, build something, be
involved in something

Waldorf
repetition: good for autists to have stability, constancy in their lives
working with other children together does not benefit them does the parents want
the child to learn how to work with others?
they cannot really participate in the joint work because of his communicational/social
skills are not developed enough question: how developed are they?

18. What different forms of evaluation would you suggest for the teachers to use in order to
maintain student motivation to learn?
Motivation lsd korbban
individual (verbal) evaluation or no evaluation at all (Montessori), group evaluation, telling
them strengths and weaknesses with emotional support, providing opportunities to develop
their skills instead of just telling them they are behind
Csikszentmihlyi Flow in school

children with limitless curiosity and thirdt for knowledge at school: not paying
attention, no motivation, boredom, they become disengaged from learning
students see themselves as passive participants
positive psychology: healthier schools, focusing on optimal health and human
funtcioning: how flow theory can help explain student engagement and enjoyment in
learning
optimal experience: intense concentration, absoprtion in an activity, no distraction,
feeling of control, loss of self consciousness, concentration action seems effortless.
clear goals, immediate feedback, the goal in istelf matters. challanges and skills are
high in balance
low challange, low skill apathy
low challange, high skill relaxation
high challange, low skill anxiety
high challange, high skill flow
when learning a new skill, the challange of undertaking even a basic task may exceed a
students beginning level of ability to reach flow, the lvl of skkill must increase to
match the challange. once a song is played comfortably, learning a new song at higher
 level of challange causing ones skills to increase yet again can restart a cycle of fresh
learning
psychological selection: flow activities tend to be selected and replicated
developing specigic interests, goals, talents
student engagement: high concentration, enjoyment, interest in learning activites.
concentration: meaningful learning; enjoyment: demkonstration of competencies,
school performance, creative accomplishment; interest: directs attention, reflexts
intrinsic motivation, stimulates the desire to continue engagement, related to school
achievement
rare flow experiences whily in school high school students are less engaged than
anywhere else: concentration is high but interest and enjoyment is really low,
thinking about topics totally unrelated to academics full 40% of the time in
classrooms. much time with less engaging activites: listening to lectures, takint notes,
doing homework, studying. small amout of time spent interactively in discussions,
group la bor work, talking with teacher individually school is largely a passive,
individualistic, activities controll by teachers, direct instructions
perceptual factors influencing student engagement
o higher concentration, attentiveness, engagement higher: instruction percieves
as challanging and relevant when academic work intellectually involves them
in a process of meaningful inquiry extending beyond the classroom
o greater enjoyment, motivation, self-esteem, engagement when they percieved
themselves to be active, in control, competent perceptopn of competence,
atuonomy self-efficacy, self-worth
o percieved challange and skill is high offering the reasonable prospect of
students with a good faith effort. students pay a lot more attention when
challange & skills are high than in apathy
contextual factors
o more engaged in group and individual work than while listening to a lecture,
watchin tv
o takint a test: high lvl of centration, low enjoyment
o instructional methods that present opportunities for action and to
demonstrate their skills these are rare
o small groups concentration & enjoyment
o more engaged in their non-academic thatn academic courses: more time in
low engagement activites in academic classes
individual variables associated with engagement
o optimism, self-esteem high lvl of flow
o family supportiveness
o female: higher lvl of flow
o older students: higher lvl of flow
o ethnic minority students and from low socioeconomic backgrounds more
engagement
o commitment and achievement
o relationship between engagement and grades
o engagement: significant predictor of a continuing motivation in sg long-
term effect on students intellectual and professional development
 conceptual model of student engagement and optimal learning environments
o 2 seperate processes related to student engagement: emotional & cognitive
academic intensity
o challange, relevance = academic intensity
o high skill, control, activity lvl increasesin positive affect, enjoyment, esteem,
intrinsic motivation = positive emotional response
o cognitive nature oc academic insensity
o both processes seldom operate together during school instruction for
exmaple listening to a teachers lecture
o combine both: individual work in computer sicence class, group lab activity
inscience class meaningful engagement: critical balance of work-like and
play-like engagament
o academic intenisty appears to be more related to shert-term performance
than positive emotions; attention short term
o enjoyment, interest (the emotional side of engagement) stron pedictor of
long-term performance and motivation, the source of motivation is more
intrinsic
o activities that r both academically intense and foster positive emotions are
more likely to engage students both short and long term optimal learning
environments: activites challanging and relevant, allow students to feel
confident and in control, concentration, provide enjoyment, satisfying int he
short term, build a foundation of skills and interest for the future, involve
intellect and feelings
the teachers role
o teachers in high-involvement classes: foster intrinsic motivation, more
scaffolded instruction to adjust the challange of the material, more attention
to help students reach understaning and become autonomous learners
o instruction providing both challange and emotional support positive
motivation (=academic intensity, support for pos emotions)
o might require fewer problems but challanging ones, and support the
competence necessary to solve them independently, ask questions for higher
order conceptual undertsanding, combined with providing feedback,
strategies, encouragement
educational contexts
o nontraditional high school: some of the highest SATscores, democratically
governed by staff and students, promotes egalitarian relationships
(egyenlsgre trekv), supports the autonomy of the students to select and
attend the diversity of courses, teachers, students, administration: mutual
respect, involvement, fairness; coordinating curriculum with input from
students; issuing academic credits rather than grades. results: more time in
student-centered activites, greater engagement oin school during lecture and
independent study, inrequent lectures but when they occure more engaging.
students sense of autonomy and belongingness
o montessori middle schools: creation of prepared environment that
integrates both freeadom and high demands in order to create the likelihood
of spontaneous concentration in learning activites. more pos perception of
 the school and teachers; more likely to percieve the classmates friends
(research: low intrinsic motivation with classmates, high with friends); spend
sportmore time in academic activites
o Key School: curriculum based on flow & multiple intelligences flow activites
room: visit it several times a week, participate in activites of choice it
allowse students to develop and use different competencies intrinsically
motivated. hypothesis: enjoyabla learning experiences all of the learning
experiences can be rewarding; choice provided discover and clarify
interests
o the PASS program: promoting achieve ment in school through sports:
integrates the positive effects of sport culture into the academic curriculum:
self-paced learning, mastery-based learning (only moving on if one skill is
mastered), relevance (knowig the reason for workint on a topic, developing
intrinsic motivation), active engagement, performance learning, team-oriented
learning, character development
o organized after-school programs:extracurricular activites that include
academically enriching activites. combination of higher concentrated effort
and intrinsic motivation stimulating meaningful engagement. most engaged:
sports and arts
o selected schools in denmark, finland, japan: Danish: above average flow
emphasis on student autonomy, independence, initiative, intrinsic motivation,
use of alternative forsm ov evaluation. Japan: use of variety of combined
instructional methods: computer use (own laptop) collaborative discussions,
individual reflections, opportunities for practice fostering higher
competencies, skills, but: anxious students, not ejoying school too. Finland:
providing th ebest of both worlds superior international performance on
reading, math, student-teacher collaboration, soft curriculum. students are
challanged to meet the demands of the curriculum and the society, and they
are involved in child-initiated, playful, creative, cooperative, flow-enhancing
activites. 45min lecture, 15min outdoor games
new directions
o video games cause flow, but we dont use them in education
o teachers flow can cause students flow and vica versa
implications for promoting student engagement
o meaningful engagement composed of 2 independent processes academic
intenisty and a positive emotional rsponse and optimal learning
environments combine both in order to make learning both playful and
challanfing, both spontaneous and important
o more meanyningfully engaged: structured like non-academic classes
promote autonomy, initiative, opportunity to interact with peers, adult
supervision
o opportunites for physical activity during the day
19.A highly anxious student is referred to you with academic achievement problems.
Although the child have average abilities, his/her parent hold very high expectations - which
makes the child overly sensitive to evaluations/ evaluative situations. The class teacher would
like to help and is open to cooperation. What suggestions would you make? How could the
teacher decrease the childs anxiety in testing situations?
lsd elz
definitely talk to the parent!
make the child feel that his ability is not the only factor of the grade he gets
evaluating texts, percentages in evaluation: whats good, where can he get better and how
positive way of thinking, supporting, helping him to see that a bad grade is a not a failure but
a new opportunity to learn
tell the child that we know he is anxious and it is normal, happens to everyone once in a
while
relaxation
learning so much he feels he cant fail
obvious expectations so the child wont feel like he doesnt know what to learn
try to motivate the child intrinsically not extrinsically
self-efficacy: the extent or strength of one's belief in one's own ability to complete tasks and
reach goals
rotter: internal external control: make the child believe that he has internal control, hw has
control over his actions and what happens BUT there might be things even he cannot
influence. but he should try to sleep enough before the day of the test so he will be relaxed
succes in other fields?

20. In one of the schools in your school district bullying becomes an issue. The school would not like
to get a bad reputation - and asks for suggestions on how these problematic students behaviors can
be eliminated. What would you suggest - and why?
ldozatkzpont nevels
detecting the causes of conflicst might be cultural?
Sociometry is a quantitative method for measuring social relationships

the inquiry into the evolution and organization of groups and the position of
individuals within them. As the ...science of group organization, it attacks the problem
not from the outer structure of the group, the group surface, but from the inner
structure. Sociometric explorations reveal the hidden structures that give a group its
form: the alliances, the subgroups, the hidden beliefs, the forbidden agendas, the
ideological agreements, the stars of the show
 after sociometry divide the class into smaller groups and give them tasks they can
only fulfill if everyone prepares their part they will have to rely on each other
(sheriff rablbarlang)

Ineffective Schools as Organizational Reactions to Stress

the school is only effective if the school climate is satisfying organizational stress responses
create the conditions that make schools effective or ineffective and stressful

schools that experience more stress:

less flexible boundaries
parents are less involved
less positive atmosphere
less consensus among parents and students regarding school internal processes

Basic elements of climate:

student interactions
student engagement
curriculum
staff development
resources
practices and policies
structure and organization
minimizing obstacles to learning
Organizatonal culture
deep characteristics that lead to transformation and long-term succes
o shared purpose and meaning
o underlying values and beliefs
easily observable
o organizational behaviour and norms
o management systems and symbols
o structures
What makes a girl popular:

Personality
Good clothes, good reputation
Good looks
Friendliness
Pretty clothes, money
Good grades
Good neighbourhood
What makes a boy popular:
 Personality
Good looks
Trendiness
Good reputation
Friendliness
Stylish clothes, money
Good grades, good neighbourhood
The paradox of reducing class size and improving learning outcomes (John Hatti)

reducing class size leads to more individualized instruction, higher-quality instruction,

greater scope for innovation and student-centered teaching, increased teacher
morale, fewer disruptions, less student misbehavior, and greater ease in engaging
students in academic activities
literature that does not support the claim that learning outcomes are enhanced when
class sizes are reduced
synthesis of meta-analyses and other studies of class size demonstrate a typical effect-
size of about 0.10.2, which relative to other educational interventions could be
considered small or even tiny
teachers of smaller classes adopting the same teaching methods as they use in larger
classes and thus not optimizing the opportunities presented by having fewer students
the concept of excellence in teaching in a class of 3080 is not appropriate for
discussing excellence in teaching in a class of 2030
Glass and Smiths meta-analyses
o there was a non-linear effect. Reducing class sizes from 40 to 20 students led
to close-to-zero increment in achievement, to 15 students or lower, there
were larger effects on achievement
o average effect-size for non-achievement outcomes was 0.24. S achievement;
attitude, teacher morale, and student satisfaction gains were appreciable in
smaller classes
o greater effect in secondary than in primary
o critique: short duration
Indianas Prime Time study
o smaller classes for 2 years: significantly higher achievement test scores than
did students in larger classes, effect size 0.34
o classes werent even that small: classes of 24 - considered small if there was a
teacher aide to assist the teacher
Project STAR
o regular class with a full-time teacher aide no different from regular classes
with a teacher, indicating that any effects are related to class size and not
teacherstudent ratio
o students stay in classes of the same size for 3 years, when the students then
moved into regularsized classes. Teachers were also assigned at random to
the class groups, and no special instructions were given to the teachers of the
different sized classes
 o effect size of the smaller class advantage in Year 1 was approximately 0.15
0.18; for Year 2, 0.220.27; and for Years 3 and 4, 0.190.26
o each grade, the benefits of additional years in a small class were greater
o The effect-sizes were greater for minority (close to double) compared to
white students for all achievement areas. Zero effects were found for
motivation and self-concept.
o difference between minorities and whites in mastery rates on the Year 1
reading test was reduced from 14.3% in regular classes to 4.1% in small
classes
o California: reduce K-3 class sizes from 30 to 20 the effects on teacher
quality and student achievement: the rapid expansion of the teaching force
needed to teach the additional classes appears to have led to deterioration
(romls) in average teacher quality in schools serving a predominantly black
student body (lack full certification, first year of teaching)
o The effects for student engagement in learning (initiative taking, lack of
disruption, attentiveness) were greater in the smaller classes a year after the
students returned to normal classes
o slightly less than half of the original students in the experiment remained in
the study untilthe end of the third grade (Year 4), and the assignment while
random, was not blindteachers knew of the assignment
SAGE study
o Schools with a high proportion of students living in poverty were required to
implement four interventions: reduced class size (from 25 to 1215), opening
from early in the morning until late in the evening, developing rigorous
curricula, and creating a system of staff development and professional
accountability
o no differences between class sizes of 15 with one teacher and class sizes of 30
with two teachers
The Connecticut study
o no evidence that class size reductions are efficacious
UK studies
o smaller classes were particularly important during the first year of schooling,
particularly for those who are most in need academically - with the lowest
school entry scores who thus have the most ground to make up.
o no statistically significant difference between small and larger classes in
individual attention, teachers still used group as the audience, greater use of
sustained interactions in smaller classes, and the teachers were more likely in
smaller classes to engage in more enquiring questioning, more task-related
questions
o They argued that teachers needed to be specifically trained to work with
smaller classes.
other studies
o just as many statistically significant positive as negative finding
o more studies actually suggest that small classes are harmfuly
conclusion:
o the typical effect of reducing class sizes from 25 to 15 is about 0.100.20.
 o variety of designs (meta-analysis, longitudinal studies, cross-cohort studies),
from many countries (USA, UK, Israel, Bolivia), from across all grades, and
use some of the most sophisticated statistical methods available
REMARKABLE CONSISTENCY of the effect sizes
non-western studies
o western literature: typical class size of 25, 30, while in Hongkong 30, 40
o no difference in learning outcomes relating to class size.
o teachers felt that reduced classes led to more individual attention and
higher motivation, but observations of the classrooms shows that the
interactions were mainly characterized by close-ended questions or questions
with model answers with little follow-up discussion or exploration of ideas,
teaching was textbookbound, there was not much support/attention given to
individual students, the main purpose was class exercises and cross-checking
of answers. The conclusion was that there was no significant difference in the
nature and quality of teacherstudent interactions
o capable teachers are able to promote student learning equally well regardless
of class size
how important is this effect size?
o additional costs include extra staffing costs, classrooms, classroom resources
and ongoing professional development
o compared the cost-effectiveness of four reforms for raising student
achievement at the elementary level in reading and mathematics: a longer
school day, computer-assisted instruction, cross-age tutoring, reduced class
size peer tutoring showed the largest effects
o need to be compared not to the zero point (of no changes in outcomes) but
to the effects of many other educational interventions
o almost everything enhances achievement: effect of 0.13 is rather small and
certainly well below the average of all influences
feedback, direct instructions, lack of disruptivre students, quality of
teaching, early intervention, peer assessment, challanging goals, self-
assessment, interactive video, bilingual programs, study skills, SES,
tutoring The common denominators of the effects at the top of
the continuum relate to specific teaching issues controlled by the
professional judgment of teachers & aim to optimize feedback,
challenge, increase engagement
Why is this difference so small?
o there must be less time on non-teaching administrative functions simply
because there are fewer students. There is more time spent on instruction
and less on discipline simply because in smaller classes there are 15 less
students to be naughty than in a class of 30.
o 3 reasons:
it is difficult to find studies whereby the nature of classroom
experiences are differentially related to class size
teachers tend to use the same teaching methods regardless of class
size
there may be greater attention to peer effects in smaller classrooms.
 o students in smaller classes initiated more contacts with the teacher for
purposes of clarification, gave more answers to questions that were open to
the whole class, more often contacted the teacher privately for help, were
more on-task - despite teachers not changing their fundamental teaching
strategies when given a small class
5-h school day is spent directly addressing the class, and the other half
on individual attention, each child would receive 6 min of individual
instruction in a class of 25 and 7.5 min in a class of 20.
o teachers appear to react to increases in class size by guarding the time they
devote to new material, while cutting back on review time
o grammar of teaching: group monitoring, much teacher talk, didactic
instruction, whole class and occasionally group teaching last 150 years it did
not change not surprising that teachers teach and students learn similarly
regardless of class size. teaching practice is resistant to change
o teachers are more pleased with the ease of managing and teaching in the
smaller-class setting
o few teachers modified their classroom practices in
o different size classes even after attending a professional development program
o according to teachers benefits of smaller classes were their knowledge of
students, students knowledge of their peers, reduction in class discipline
problems, and more time for helping students acquire common content or
skills.
o major effects of smaller class sizes arerelated to the visibility of the
individual: increased pressure to participate, students cant easily avoid being
noticed and the teacher they are more likely to take responsibility for their
learning, be less involved in social loafing, have a greater sense of belonging,
and higher levels of group cohesiveness. Thus, if any effects appear from
smaller classes, the reasons relate to what students rather than teachers do
resolution to the paradox
o lets find conditions that may optimize student learning in small classes.
o student learning means different things for ppl: achivement in test schores,
interest in learning, on task behaviour
o The shift required by teachers is not merely to adapt their methods as they
move across the levels, but a major re-conceptualization of what it means to
be excellent as a teacher at the various levels of class size
3080 size, the concept of excellent teaching is the close following of
scripts and chalk/whiteboard lessons, no toleration of deviant behavior
in the class, over-learning the rules of classroom behavior, more rigid
forms of discipline that allow for little deviance, copying and high
amounts of rote learning, straight rows, all walking through the lessons
at the same pace
2030 grouping becomes possible. There is more opportunity to
group students according to ability, to encourage peer interactions, to
allow for different proficiencies of self-regulation, and some tailoring of
curricula to students (topic, pace).
 o too many options are given to teachers to interpret the curriculum. Such
multiple interpretations can lead to lower expectations, poorer understanding
of aspects of curriculum content, and teacher preferences of what and when
to teach concepts in the curriculaleading to many students not being taught
the rigors of all aspects of the curriculum
o Kindergarten and first-grade teachers in particular are especially likely to use
small groups, hands-on projects, and rely on personal relationships with
students, in contrast to teachers of older children whose instruction consists
largely of wholegroup lecture, recitation, and seatwork. Under this scenario,
smaller classes would be more productive in the early grades but make little
difference for achievement later on.
o An alternative solution: to assign to small classes new teachers who had
received pre-service education that emphasized the practices believed to be
both most effective for student learning and best suited to small classes. After
they had developed skill in these smaller classes, fostered by mentoring by
experienced teachers who also used these practices, these young teachers
could be given progressively larger classes and encouraged to maintain with
necessary adaptations the practices that they had mastered in the small
classes. These could achieve two purposes: to ensure that the best practice of
small classes is transferred into the more normal 2030 sizes of class, and also
to reduce the socializing effects of many experienced teachers who are more
expert with larger classes & pressure many new teachers to perpetuate the
transmission status quo.
o our system is more geared to discussions on working conditions for teachers
and students, teacher satisfaction and their belief they are doing a good job,
potential approval or disapproval of parents and principals, and school
objectives become framed in terms of fairness, which is viewed as dictating
that all classes be uniformly reduced. Thus, reductions in class size are seldom
done differentially with an objective of boosting achievement outcomes of
the effects of reducing class size might by very different if schools faced a
different set of incentives (maximizing achievement) and were more selective
in when and how they reduced class sizes.
Conclusions
o one disruptiv student decreases the achievement by 0,79 for eachers this is
the reason why they want smaller classes
o Teachers and parents are more convinced that if the working conditions for
teaching and learning appear optimal then it is logical that benefits must
follow they want smaller classes even if science doesnt back it up
o Perhaps the major way forward for any innovation that is as costly as reducing
class-sizes is to move the debate from asking does it positively influence
student achievement to asking does it positively influence student
achievement more than other interventions?
o There is no doubt that many of the factors identified as the more powerful
influences on student learning outcomes are more likely to occur in class sizes
that are smaller; but this is merely a probability statement as they can and do
have influence in larger classes.
 o individualistic countries: focus on the individual, autonomous child, that they
are ready to move forward at their pace, value cultural and individual
diversity. Small
o classes are often seen as more likely to allow these desires to be realized.
Vollectivist countries: focus on the child in harmony and working in the
group, the imperative to minimize individual differences in achievement. Class
size is less relevant.

Response to Intervention: Ready or Not? Or, From Wait-to-Fail to Watch-Them-Fail:

close examination of the RTI model lack of of empirical support for RTI and an
overly optimistic view of its practical, problematic issues.
Without such evidence, the Federal regulations can only be vague and nonspecific in
their guidance for implementation (megvalsts) and evaluation of treatment effects
in RTI, and in fact, they are. As a result, implementation is left to the vagaries,
inconsistencies, and nonevidence-based particular sets of beliefs of individual school
psychologists, teachers, principals, and school system administrators.
Treatment fidelity (or treatment integrity) is simply the degree to which an
intervention is implemented as planned. Unfortunately, treatment integrity has been
largely ignored in the schools and it may be sobering to consider that treatment
integrity is a necessary component to assessing effectiveness of the intervention, may
not be regularly measured by professionals in the field of school psychology or
special education and when it is measured, it is not measured by disinterested
external observers, but rather relies most often on teacher self-reportsthe very
people whose treatment methods are being evaluated.
RTI should not be used as a model of diagnosis or disability determination.
In the case of dyslexia, RTI is particularly problematic as a model of disability
determination. By its nature, RTI based on comparison of the individual to the group,
is inappropriate and fails to identify bright children whose reading skills are at the
level of the average student in the class (or school), but far below his or her ability.
For these children, a full evaluatio, including consideration of their history, oral
language acquisition, literacy skills (including fluency), and cognitive ability is
necessary. Anything short of this depth and breadth of assessment will fail to identify
struggling bright readers.
more comprehensive forms of assessment are necessary at the outset of intervention
including comprehensive documentation of academic weakness areas and the subskills
comprising them
Emphasize early identification through objective screening of all students in both the
academic and the emotional and behavioral domains, thereby adopting RTI as a
model of primary prevention: By the time students come to the attention of teachers
and others, they are substantially behind academically or have developed obvious
 emotional and behavioral disorders that could have been prevented if students at
high risk for these disorders had been identified
Systematically monitor and assess treatment/intervention fidelity via independent
professionals who are not involved in direct service delivery to students. Avoid
monitoring treatment fidelity through the use of self-report by those providing the
intervention.
When evaluating a students response to intervention (the R in RTI), know which
measurement model you are using, specifically what questions are answered by the
measurement model, why it is the best model to use, and understand that other
models exist and that each model not only answers different questions about a
students response (or change or discrepancy from a prior state), but will lead to the
identification of different children as disabled
Require the instructional leaders in each school to document that teachers are in fact
using evidence-based teaching strategies in the classroom with all students and
evaluate teachers on their applications of these methods in everyday classroom
activities.

Measurement Invariance of the Gifted Rating ScalesSchool Form Across Five Cultural
Groups:

In this study, we examined the measurement equivalency of the Gifted Rating

ScalesSchool Form GRSS in five locationsthe United States, Puerto Rico, China,
South Korea, and Turkey six-factor solution of the original GRSS was equally
applicable in all five locations, the original and translated versions of the GRSS have
equivalent factor structures across the groups.
teachers in the five cultures rated equivalently their students who have similar levels
of abilities in each subscale.
the quality of the items as measures of the constructs is invariant across the groups.
=Chinas differs from Puerto Rico, US, Turkey)
School psychologists in the United States and those practicing in other countries
should find the GRSS a reliable and useful rating scale to assist in the identification
of gifted students.
The translated and the original versions of the GRSS possess the same factor
structure, equivalent patterns of factor loadings, invariant factor variances and
covariances, and similar item reliabilities
international applicability of the test as a gifted identification tool
many gifted children across the globe are not being recognized an easy-to-use,
inexpensive, and scientifically defensible gifted identification tool such as the GRSS
becomes a valuable resource to help serve gifted students in farreaching countries. In
many countries, there may be too few school psychologists and budgets too small to
support individual assessment of students for gifted eligibility. Teacher completed
gifted rating scales such as the GRSS, as well as group-administered ability and
 achievement tests, become increasingly important in screening students for gifted
programs in these countries.

Preschool children with intellectual disability: syndrome specificity, behaviour problems, and
maternal well-being

Children with intellectual disability (ID) are at heightened risk for behaviour
problems and diagnosed mental disorder = dual diagnosis. Likewise, mothers of
children with ID are more stressed than mothers of typically developing children.
specific syndromes associated with ID: Down syndrome, autism, cerebral palsy
In particular, children with ID appear to be at greater risk for Attention Deficit
Hyperactivity Disorder (ADHD), conduct disorders, anxiety disorders and pervasive
developmental disorders
greater risk for social isolation, failed attempts at community living, and poor
academic and vocational outcomes
Research on behavioural phenotypes suggests that different syndromes of ID may be
associated with distinct child behavioural risks and maternal well-being risks.
At age 3 children with autism and cerebral palsy (agyi bnuls) showed the highest
levels of behaviour problems, and children with Down syndrome and typically
developing children showed the lowest levels
mothers of children with autism reported the most parental stress
specific syndromes associated with ID may have direct effects on childrens behaviour
and psychiatric problems as well as indirect effects on the adjustment of their
caregivers and family
2-year-old children with, or at risk for, developmental delays did not have more
behaviour problems than their typically developing peers. On the other hand,
previous work with the Collaborative Family Study found that, by age 3 children with
developmenta delays already showed greater internalizing, externalizing and total
behaviour problems than typically developing children
This syndrome-specific approach attempts to link behaviours and psychopathology to
specific genetic or biological syndromes, with the goal of identifying behavioural
phenotypes or clusters of characteristic developmental and behavioural features for
these syndromes
children with autism have heightened and wide-ranging difficulties (e.g. more negative
effect, less positive effect, and less compliant, self-regulated and socialized) while
children with Down syndrome adjust better than children with other ID diagnoses
and on some measures are similar to typically developing children
The inclusion of control groups is crucial for understanding the extent to which
variation in a specific syndrome group is a result of unique behavioural characteristics
of the syndrome, rather than simply to relative differences between syndromes or to
trends reflected by the general population.
Indirect effects of syndrome: well-being of mothers of children with ID
o spend significantly more time issuing commands and working to gain
compliance, and they experience more behaviour management struggles and
coercive (knyszert) parentchild interactions
o greater stress and negative interactions appear to be more attributable to the
increased levels of behaviour problems among children with developmental
delay than to the presence of developmental delay itself
 o greater tendency to seek out-of-home placement
o parents of school-age children with autism seem to experience particular
adjustment difficulties, including increased depression, greater stress and less
marital satisfaction and intimacy whereas mothers of schoolage children with
Down syndrome report higher perceived parenting competence than
mothers of children with autism
Behaviour problems differed by syndrome, with the highest levels found among
children with autism or cerebral palsy; with Down syndrome were similar to typically
developing children, with these two groups generally showing the lowest levels of
behaviour problems. The group with undifferentiated delays generally fell between
these extremes.
Childen with Down syndrome are more compliant, with better self-regulation than
those with autism
children with Down syndrome were less emotionally reactive, with fewer
internalizing or total behaviour problems than children with autism or cerebral palsy
Interestingly, mothers of children in the cerebral palsy group did not report
significantly more negative impact at age 3 than mothers of other groups, even
though their children showed elevated levels of behaviour problems comparable to
those of the autism group. These findings suggest that there are other aspects of the
autism and cerebral palsy phenotypes, beyond behaviour problems, which
differentially impact mothers experiences of stress.
researchers should examine positive as well as negative outcomes, given that the
specific syndrome pattern of positive impact did not mirror the pattern of negative
impact.
the protective effects of Down syndrome against behaviour problems and maternal
stress in comparison with other syndromes may be most evident among very young
children and may already be diminishing by age 5. Dykens et al. found that children
aged 46 years with Down syndrome showed fewer externalizing and internalizing
problems than those aged 1013 years.
Behaviour problems in children with cerebral palsy also increased from age 35, at
which point they surpassed the autism groups behaviour problems, which had
decreased from age 35. This discrepancy may reflect the differences in services
available to the two groups. Whereas intensive, behavioural interventions are
available to many young children with autism in the early school years, services
targeting children with cerebral palsy may be more likely to focus on physical, speech
or occupational therapy.
While child behaviour problems accounted for considerable variance in maternal
stress, child syndrome contributed to maternal stress after controlling for behaviour
problems and cognitive level primarily accounted for by the autism group maybe
other behaviourial problems that are not included in CBCL e.g. lower interpersonal
responsiveness, self-injur, insistence on routine
Characteristics beyond cognitive level and behaviour problems appear to affect
parents raising children with other syndromes as well e.g. cerebral palsy physical
limitations
This finding underscores the need for the identification and examination of additional
factors beyond behavioural problems that may differ by syndrome. For instance,
personality characteristics, availability of intervention services, occupational or
physical limitations, and other developmental features of specific syndromes should
be explored for their impact on parental well-being
 interventions that are targeted to specific syndromes of ID, and their associated
phenotypic expressions of behavioural and psychiatric problems, may be particularly
effective, not only for children, but also for the adjustment of their mothers and
other family members.

Parenting stress in mothers of children with an intellectual disability: the effects of parental
cognitions in relation to child characteristics and family support

parenting stress is associated with the sverity of the childs intellectual disability
communicational skills, behaviourial difficulties
social support in the form of marital happiness and family social climate, social
network has been found to be associated with more effective coping strategies
families with a disabled child are not generally characterized by high levels of
pathology - families may employ various strategies to adapt successfully to the
demands posed by the child.The cognitive model of stress and coping (Lazarus) has
frequently served as the basis for research into parental stress and coping in families
of children with disabilities
o the importance assigned to the individuals cognitive appraisal of the stressor
in affecting her or his adaptation to a stressful situation cognitive
appraisals, particularly their adjustment to and acceptance of the child can act
as variables mediating(kzvett) the influence of the childs behaviour
problems on consequent parenting stress.
child characteristics, parent characteristics and environmental characteristics may
interact in various ways to influence parentchild interactive stress. These variables
may be influenced reciprocally by the parental stress.
The concept of parental self-esteem or efficacy represents the degree to which
parents view themselves as effective in their parenting role.
negative correlations for both mothers and fathers between parenting satisfaction
scores and their childrens externalizing and internalizing behaviour problems.
selfefficacy mediated the effects of child behaviour problems on anxiety and
depression in mothers of children with autism
parents of children with behaviour difficulties had a more external locus of parenting
control
that low personal control is associated with higher parenting stress and psychological
distress.
In this study, he particular aspects of parental cognitions to be examined were
parental self-esteem and locus of control. A further aim was to assess the relative
associations; exploratory study of the possible contributions to parenting stress of
different types of variable.
o The results provided confirmation of an association between childrens
behavioural difficulties and parenting stress
o confirmation of the hypothesis that social support is inversely related to
parenting stress in parents The critical variable, therefore, seems to be the
 perceived helpfulness of the support received by mothers rather than the
range of supports available.
o there were significant inverse correlations between parenting stress &
parenting self-esteem: satisfaction showed the strongest inverse correlation
o The results supported the hypothesis, showing that mothers with an external
locus of control were more likely to experience higher stress levels.
o mothers with higher levels of parenting self-esteem were likely to have a
more internal locus of parenting control.
o their stress levels are inversely correlated with family support - this
association appears to be mediated by their locus of parenting control. This
result would suggest that the direct effect of family support appears mainly to
be in contributing to a more internal locus of control in the mothers. Social
support is viewed as an effective coping resource by individuals with a more
internal locus of control compared with those with an external locus of
control.
Previous research with parents of children with disabilities has shown that the use of
emotion-focused coping styles is associated with higher levels of distress and
parenting stress, whereas problem-focused styles are associated with lower stress
levels implications for cognitive interventions

Tips for Transition

One of the primary goals of school is to help students plan and prepare for the rest
of their lives.
Transition assessment is defined as the ongoing process of collecting data on the
individuals strengths, needs, preferences, and interests as they relate to the demands
of current and future working, educational, living, and personal, and social
environments. Assessment data serve as the common thread in the transition
process and form the basis for defining goals and services to be included in the IEP
assistive technology: any item, piece of equipment, or product system, whether
acquired commercially off the shelf, modified, or customized, that is used to increase,
maintain, or improve the functional capabilities of a child with a disability
National Longitudinal Transition Study-2 (NLTS2): youth with disabilities
o Less likely to enroll in postsecondary programs
o less likely to be employed
o less likely to have a checking account
o less likely to have a credit card
o lets design and implement an effective transition plan for their students
IDEA (Individuals With Disabilities Education Improvement Act) requires schools to
make collaborative efforts to provide students access to an array of postschool
activities including integrated employment, postsecondary education and training,
community participation, and independent living.
 The study found a relationship between functional life skills, social/communication
interventions, transition planning/coordinating interventions, and transition-related
outcomes.
It was also found that multicomponent self-determination interventions provided
more positive effects than single component interventions.
The taxonomy for Transition Planning has five broad areas: (a) student-focused
planning, (b) student development, (c) interagency collaboration, (d) family
involvement, and (e) program structure
16 predictors associated with improved postschool outcomes, including career
awareness, community experiences, inclusion in general education, interagency
collaboration, and parental involvement
identify grassroots transition practices currently in use by practitioners: The
categories for tips: (a) transition planning, (b) student involvement, (c) transition
assessment, (d) assistive technology and universal design for learning, (e) family
involvement, (f) interagency collaboration, (g) tips for specific disability groups, and
(h) curriculum and instruction 134 unique tips representing participants from 39
states and provinces
tips were reviewed and vetted by 15 members of the DCDT board according to the
specific members area of expertise
All Transition Tips were uploaded into a searchable database on the Transition
Coalition web site (www.transitioncoalition.org).
It allows the user to e-mail the practitioner who submitted the tip to request
additional information or to ask questions.
Anyone can suggest a tip by filling out an online form. New tips are reviewed and, if
appropriate, added to the database. In this way, Tips for Transition will remain a
renewable resource for transition practitioners.
examples of tips for transition
o Organize a transition group that meets once a month. During the Transition
Group meeting the students are grouped according to grade level and their
transition plan.
o Start the transition process early by having realistic transition goals in place by
the nineth and 10th grade.
o Use a transition interview with students beginning at age 13.
o Have your students develop a portfolio: students best work, photos of
activities, academic successes, interviews with teachers/others, peer
comments/activities, video, audio, and so on.
o Have the student create a personcentered plan.
o Recruit students with disabilities who are currently in college: with high
school students with disabilities (and their parents and teachers) who are
interested in attending college. They can also describe their disabilities,
accommodations, and first-hand experiences at college.
o Organize a peer mentoring group in your high school for students with
disabilities. In this group the students will learn about their disability,
accommodations, and strengths.
o Create a discovery profile for each student. Observation and work
experiences are used to identify skills and preferences for each student. A
discovery profile is completed for each student from observations at school,
in the community, at home, and during a recreational activity.
o Use a variety of strategies to gather information. Take the time to get to
know your students and to build a good rapport with them before trying to
assess abilities and interests. Use surveys to help students determine interest
and direction. Often students who are not able to effectively communicate
their strengths and experiences are able to do so with a situational
assessment conducted in a variety of different work settings. Have students
explore careers of interest through job shadowing.
o Use a voice-to-text program such as Dragon Naturally Speaking
o Use video modeling to teach social skills and work-related skills: Research
supports the use of video modeling for students with autism.
o Use picture technology with students who are nonreaders
o Have your students use a word processor: Students who can learn to type
can often leave behind years of frustration from poor motor control that
leads to poor letter formation. Word processors provide students with spell-
check, grammar-check, and often templates to write letters and other
documents.
o Develop transition brochures and tips sheets. These materials can explain
college, work, life skills, and initial placement in special education.
o Get parents involved before the students 16th birthday
o Know the student, the family, and their circumstances. The more complete
your knowledge about the student, the community, and agencies, the better
the match.
o Have a futures night
o Encourage all nurses to participate in the development of the IEP related to
the students health care needs
o Hold a transition fair each year. The fair should include service providers,
breakout sessions covering various topics (e.g., guardianship issues), a panel
presentation with community service providers (e.g., Vocational
Rehabilitation), as well as general information for parents.
o Organize and host a social security online application workshop at your high
school. Have a representative from the Social Security office come to the
school and work with the families and students to complete the applications.
o Organize a district transition team made up of teachers, administrators, and a
parent mentor.
o Have students with significant intellectual disabilities create a Power-Point
presentation: outlining their preferences, interests, needs, strengths, and their
postschool dreams.
o Students who cannot read can complete My Goals After School.: it is a
transition assessment redesigned using pictures
o in Boardmaker, which is a software program that creates picture symbols to
communicate.
o Use picture instructions to teach household chores. When teaching
adolescents with limited verbal abilities to perform household tasks such as
cleaning, using small appliances, or cooking, use a series of picture instructions
that model each step of the process. These images are individualized for each
person, with the number of steps in the sequence reflecting the learning style
of the individual.
o Create a notebook of important paperwork for postsecondary settings:
Include sections on rights and responsibilities, specific college information
including the Office of Disability Resources, determination of eligibility and
severity of eligibility with proper documentation, vocational goal
development, financial statements, medical records, and the last copy of their
IEP accommodations with current testing as well as the summary of
performance. At the back of the notebook include business cards for people
they may need to contact.
o Implement community-based instruction. Teach students what the real world
requires
o Develop job shadowing work programs.
o Have your students develop a small business process. In this process, the
students are involved in the conception and followthrough of marketing a
product.
o Teach a unit in which your students are given a three-bedroom house and a
budget. The students then have to furnish the house with the use of a basic
checklist, and stay within the budget. The students must use fliers to find their
housing items, write checks, and keep a check register.
o Develop portfolios for a senior project: samples of job applications; resumes;
a list of five references; an application for a rental agreement; a list of their
goals for 6 months, 1 year, and 5 years; letters of inquiry; and thankyou notes
for a job interview.