Deck 10: Assessment Considerations in Consultation

Question 1

Which of the following is considered an indirect assessment procedure:

A) Interview of the teacher
B) Direct observation of the student
C) Curriculum-based assessment/measurement of the student
D) All of the above

Answer 1

A

Question 2

Which of the following statements is true regarding indirect and direct assessment techniques?

A) Direct techniques never involve the consultant interacting with a child
B) Indirect techniques do involve the consultant interacting with a child
C) Indirect techniques are only implemented by a classroom teacher
D) Direct assessment techniques involve direct observation or interaction with a child

Answer 2

D

Question 3

_______________ requires the consultant to document the frequency of a behavior in a specified time frame.

A) Whole interval recording
B) Event recording
C) Partial-interval recording
D) Duration recording

Answer 3

B

Question 4

Time-based methods of direct observations are most useful when _______.

A) the amount of time a behavior occurs is of interest
B) how often a behavior occurs is of interest
C) who elicited the behavior is of interest
D) how many children engaged in the problem behavior/expected behavior is of interest

Question 5

The type of direct behavior observation method that measures the occurrence of a behavior within specified length of time is considered:

A) Event
B) Time-based
C) Duration
D) Interval-based

Question 6

Which of the follow may be most helpful in linking possible antecedents to problem behavior?

A) Duration recording
B) Inter-response time (IRT)
C) Latency recording
D) None of the above

Question 7

If a consultation intervention addresses a narrow set of academic skills, a consultant may use progress-monitoring of the intervention using which of the following techniques?

A) Teacher gradebook
B) Curriculum-based assessment (CBA) methods
C) State-criterion tests
D) Individually-administered achievement tests, like the Woodcock-Johnson

Question 8

What is a possible limitation of using curriculum-based measurement (CBM) probes to progress monitor a math calculation intervention?

A) Grade-level probes include a variety of problem types and not just those of the target of intervention
B) CBM probes take too long to administer
C) CBM probes are inherently hard to score
D) CBM methodologies are not designed to be used for progress monitoring interventions

Question 9

Which of the following is not true of a rubric?

A) A rubric can be applied to behavior
B) A rubric can be applied to academic skills
C) A rubric does not involve scaling such that performance can be graphed, if desired
D) A rubric involves descriptions of performance that could be used as criteria of good performance

Question 10

Self-report methods are particularly advantageous when the behavior in question concerns _______.

A) adaptive functioning
B) internalized, social-emotional functioning
C) motor functioning
D) externalized behavioral functioning

Question 11

This scale is often comprised of a 5-point quality scale, with 0 representing no improvement and a range from +2 (great improvement) to -2 (great decline).

A) Goal attainment scale
B) Behavior rating scale
C) Quality improvement scale
D) None of the above

Question 12

The extent to which the stated steps of a model of consultation were followed refers to:

A) treatment integrity
B) consultation procedural integrity
C) treatment fidelity
D) intervention procedural integrity

Question 13

Which of the following is NOT considered a possible technique to gauge treatment integrity in consultation?

A) Curriculum-based measurement
B) Direct observation of intervention implementation
C) Review of permanent products
D) Teacher self-report

Question 14

Which of the following pertains to the quality of the intervention implementation, assuming that the intervention steps were implemented as intended?

A) Treatment integrity
B) Treatment compliance
C) Treatment competence
D) None of the above

Question 15

Social validity assessment techniques capture stakeholder perceptions of:

A) the consultation process
B) the consultant
C) the intervention implemented
D) acceptability of treatment outcomes
E) all of the above

Question 16

_______ is the most straightforward design involving baseline data to document intervention effects that arise from consultation.

A) A design
B) A-B design
C) A-B-A design
D) B-A design

Question 17

Which of the following is not a visual analysis technique that can be used to visually analyze graphed data?

A) Level
B) Trend
C) Mean performance change
D) Immediacy of effect

Question 18

This calculation is commonly used in conjunction with visual analysis to evaluate the effects of interventions using the A-B design.

A) ANOVA
B) Mean phase difference
C) Summation of all data points
D) Percentage of non-overlapping data points

Question 19

A formal method of comparing mean intervention phase performance to mean baseline performance, while also considering the variability of data, is to calculate _______.

A) effect size
B) a frequency matrix
C) percentage of non-overlapping data points
D) chi-square

Question 20

Schulte et al. (2014) reminds us that assessment targets in consultation generally fall into
Categories that include which of the following?
Mean performance change

Question 21

What is the main goal of the RIOT/ICEL matrix?

Question 22

Name three assessment techniques that are available to assess social validity concepts.

Question 23

Describe the components of the RIOT/ICEL matrix.

Question 24

What are the six different categories that assessment targets in consultation generally fall in?

Question 25

Explain the differences between event, interval-based, and time-based recording methods.

Question 26

When a consultant interviews a consultee, particularly during the phases of consultation designed to understand the antecedents, consequences, and contexts associated with a problem behavior, a consultee may provide information that leads to an incorrect conclusion. What are the five conclusion errors encountered during interviews and can each be avoided?

Question 27

Describe how a consultant can establish goals using the Solution-Focused Consultation (SFC) model.
Discussion Questions (5)

Question 28

Why would a consultant want the target behavior to be operationally defined before selecting an assessment method?

Question 29

Why might a consultant decide to employ a curriculum-based assessment (CBA) as opposed to a curriculum-based measurement (CBM)?

Question 30

Discuss the four essential elements of A-B design and how they contribute to intervention outcomes.

Question 31

How can a consultant/consultee best avoid a conclusion error as a result of interviewing? Choose one and explain.

Question 32

Discuss what A-B designs can't do and what actions consultants can take to address A-B design limitations.