Deck 9: Academic Development

Question 1

Brown and Trusty (2005) contend that strategic interventions are more likely to increase students' academic achievement than comprehensive school counseling programs, since there is limited evidence for their effectiveness in improving students' academic skills. What are strategic interventions?

A) Evidence-based interventions
B) A match among the needs of the students, the desired outcomes, and the intervention chosen
C) Interventions that have been developed by school counselors for the purpose of improving students' academic skills
D) Empirically-supported interventions that match the needs of the student

Answer 1

B

Question 2

What types of evidence-based school counseling programs with measurable outcomes can positively impact students' academic achievement?

A) RAMP and comprehensive guidance programs
B) RAMP and SWPBS programs
C) RtI and RAMP programs
D) RtI and comprehensive guidance programs

Answer 2

A

Question 3

The primary aim of the Transforming School Counseling Initiative (TSCI) was to modify the preparation of school counselors to enable them to:

A) promote the development of students' academic, behavioral, and social skills
B) promote the use of evidence-based interventions and practices.
C) promote the academic development of all students
D) promote the relationships among students, families, and school staff.

Answer 3

C

Question 4

Why have most states have eliminated the requirement for school counselors to have teaching experience?

A) Research has suggested that teaching experience is negatively correlated with effectiveness for school counselors
B) Research has suggested that teaching experience lengthens the training period for school counselors
C) The professional societies of teachers and school counselors do not have similar goals
D) Research has suggested that teaching experience is not predictive of effectiveness for school counselors

Question 5

The ASCA National Model (2012) indicates that school counselors contribute to academic development at both the _______________ level.

A) systems and student
B) school and student
C) school and family
D) individual and class

Question 6

Research has shown that administrators in the high-performing schools with small achievement gaps for students were more intentional in acknowledging and rewarding academic achievement, regularly monitoring teaching and learning by providing instructional feedback and support, and

A) using standardized testing to track all students' achievement
B) expecting a high level of achievement for all students
C) increasing family-school connections
D) holding teachers accountable for student learning.

Question 7

Study skills involve __________, in which students learn to use a variety of techniques to incorporate fundamental principles of effective learning into their studying and learning.

A) self-monitoring
B) metacognition
C) self-regulation
D) chunking

Question 8

In conducting an ecological assessment before teaching study skills, first, team members analyze the problem together and define it using measurable and specific terms. This may include a:

A) Parent interview and teacher interview
B) Classroom observation and student interview
C) Teacher interview and classroom observation
D) Teacher interview and student interview

Question 9

School counselors can encourage students to complete less-preferred homework assignments first, __________, or complete after easier work has been accomplished.

A) sandwich between preferred assignments
B) use metacognitive strategies
C) complete every other homework problem
D) stagger homework completion time depending upon the day of the week

Question 10

School counselors should consider the environmental supports for students to complete homework, including:

A) Ascertaining to what extent are the student's parents checking assignments and monitoring homework completion?
B) Identifying is there a person from whom the student may seek help?
C) Establishing is there adequate communication between home and school to foster the student's homework completion?
D) All of the above.

Question 11

Perhaps one of the most important set of skills that students may possess is to be able to effectively prepare for:

A) standardized testing
B) assessments of their learning
C) writing research papers
D) All of the above.

Question 12

The process of teaching skills used in this Student Success Skills curriculum followed the instruction model identified by Wang, Haertel, and Walberg (1994) as being effective, ___________ .

A) a See, Do, Teach method.
B) a multisensory approach.
C) an Ask, Tell, Show, Do, Feedback method.
D) A Lecture-Discussion-Demonstration model.

Question 13

Differentiation for classroom guidance refers to consideration of varying instruction based upon students' ages and ability levels, such as:

A) using concrete terminology and limiting the length of the lesson.
B) using short bursts of instruction with activities in multiple modalities.
C) using manualized treatment programs.
D) All of the above.

Question 14

School counselors should consider integrating counseling topics into traditional curricular mapping, in which:

A) school counselors can nest the topics.
B) school counselors can identify where counseling topics naturally fit
C) school counselors can plan which is the best class to replace.
D) school counselors can embed counseling topics in the curriculum in the beginning of the year.

Question 15

House and Hayes (2002) explain that opportunities for students, particularly those who are poor and those of color, are almost always highly related to:

A) their families' support.
B) their course of study.
C) their high grades.
D) their high standardized achievement test scores.

Question 16

__________ are those in which students learn highly specific instructional behaviors, and have facilitated tutoring over a long period of time with a large number of students.

A) Peer tutoring procedures
B) Small group instruction procedures
C) Collaborative learning procedures
D) Systematic tutoring procedures

Question 17

Cox (2005) integrated the results of 18 empirical studies that involved parent-education collaborations and children's success behaviors at school, including grades and quality of work, and found these interventions were the most successful when characterized by:

A) two-way communication and equal participation among parents and educators in the intervention.
B) openness to all modalities of communication, including social media, emailing, telephone, and in-person contacts.
C) acceptability of the check-in-check-out (CICO) procedures.
D) equal partnerships in the planning, coordinating, and implementing of programs and activities at home, at school, and in the community.

Question 18

Regarding closing-the-gap action plans, the __________is essential to help school counselors to identify and eliminate school practices that may be impeding equitable access and opportunities for success in rigorous coursework

A) use of proximal-distal framework to help counselors to develop logical causal sequences and develop helpful perspectives
B) embracing of a social advocacy role for school counselors
C) ability to aggregate and disaggregate student information
D) use of individual or collective action to remedy injustices or to change the status quo

Question 19

As an example of an intervention to increase family-school connections, __________ interactive homework approach is designed to increase families' involvement in their children's education as well as to improve communication between parents and teachers.

A) Galassi and Akos (2012)'s
B) Bemak & Cornely (2002)'s
C) Trusty et al. (2008)'s
D) Epstein and Van Voorhis (2001)'s

Question 20

In a review of intervention approaches on the probability of school dropout, White and Kelly (2010) found that there was only one study that they could find that actually included dropout as a dependent variable (Wirth-Bond et al., 1991). Why are there so few studies on school dropout?

A) The complexity of conducting research on such a systemic and multifaceted problem
B) The recent focus in the school counseling literature upon remedial or crisis topics
C) All of the above
D) None of the above.