Deck 4: Instructional Consultation Ic and Instructional Consultation Teams ICT

Question 1

Instructional Consultation (IC) uses a ____________________ model as the theoretical underpinning in which to address teachers' concerns regarding students in their classroom.

A) social constructivist
B) medical
C) ecological
D) behavioral

Answer 1

C

Question 2

In IC, when ________________________, the target is learner variables that are modifiable, such as prior knowledge, rather than intelligence test scores.

A) assessment is focused upon the student's characteristics
B) intervention is focused on academic concerns
C) intervention is focused on classroom performance
D) assessment is focused on classroom performance

Answer 2

A

Question 3

_______________ attributions have been historically made for students' academic difficulties, in which problems that children are experiencing in their educational achievement are believed to be due to characteristics of the child.

A) "Within-child"
B) "Cognitive"
C) "Learning disability"
D) "Instructional"

Answer 3

A

Question 4

The implementation of the ICT model has consistently resulted in:

A) improved academic performance in target students
B) reductions in referrals for special education and improved academic performance
C) improved behavior in target students
D) reductions in referrals for and placements in special education

Question 5

As consultation is seen as a linguistic event, which of the following is not a communication tendency to avoid:

A) audience tuning
B) shared reality
C) unconditional positive regard
D) correspondence bias

Question 6

In the entry and contracting stage in IC, which of the following is not a task that must be completed by the consultee?

A) Understand and accept his or her role as consultee
B) Be prepared for the consultation process
C) Have a detailed understanding of the IC process
D) Recognize how consultation may differ from other experiences with educational or mental health support personnel

Question 7

Conducting instructional assessments is an important part of the consultative process in IC because:

A) standardized achievement test data only provide information about how a student is doing relative to national norms
B) student success is assumed to be a result of the ecology established within the classroom
C) up-to-the-moment data is necessary to accurately plan interventions
D) it is important for teachers to learn to gather information about how their students are performing so that they can make rapid changes to instructional content and delivery

Question 8

In IC, which is not a benefit to using Curriculum-based Assessment (CBA)?

A) CBA yields data that that can be used for curriculum-intervention decisions, including the frustration and instructional levels in the curriculum for the child, and the effectiveness of various instructional strategies.
B) CBA allows for error-analysis, in which the type of performance error made by the child can often be identified through analyzing his or her performance on the curriculum materials or through discussing with the child how the task was approached.
C) The instructional level of the child is ascertained on the basis of a two-dimensional theory of the construct: 1) the percentage of known material and 2) the rate of acquisition of new material.
D) The student's learning profile can be compared to those of other students of the same age and grade throughout the US, to help to determine what level of difficulty the student appears to be evidencing.

Question 9

What is not a benefit of Curriculum-based Measurement (CBM)?

A) CBM can be both used in formative and summative evaluations
B) CBM has been associated with significantly improved achievement for students in special education
C) The graphing of students' achievement data in CBM seems to produce more advantageous results in comparison to recording data in a tabular format.
D) Teachers are more favorable to and trusting toward the results achieved through this methodology than national, norm-referenced measures

Question 10

In 1997, Congress asked the National Institute of Child Health and Human Development and the Department of Education to establish a National Reading Panel to evaluate the extant literature base for recommendations regarding the most effective ways to teach children to read. The panel found that a combination of techniques is effective for reading instruction, including teaching, using, or encouraging:

A) phonemic awareness, phonics, fluency, guided oral reading, and teaching vocabulary words
B) phonemic awareness, fluency, guided oral reading, and teaching vocabulary words
C) phonemic awareness, phonics, fluency, and guided oral reading
D) phonemic awareness, phonics, fluency, and teaching vocabulary words

Question 11

In Step Four: Intervention Implementation, since instructional interventions are typically implemented or directed by the classroom teacher, in this step, the role of the consultant is to help the teacher ________________________.

A) learn how to use academic interventions
B) learn to measure the effects of these interventions
C) modify and manage classroom instructional procedures
D) learn how to conduct an A-B design, calculate rate of improvement, and determine effect size

Question 12

The ICT include four components; which of the following is not one of these components?

A) A stage-process that includes relationship and communication processes within the model
B) Implementation design supporting schools and school districts in developing change from initiation through to institutionalization
C) Formative and summative evaluation of the training, implementation, and outcomes of the model
D) Generalization of the effects of interventions beyond that child or classroom to a systems-level focus

Question 13

Instructional Consultation Teams represent an early intervention system in which the primary focus is on resolving student learning and behavioral concerns within general education settings through ______ offered to teachers.

A) intervention suggestions
B) assessment data
C) support
D) classroom level modifications

Question 14

Bartels and Mortenson (2005), in encouraging greater adherence in school teams to the IC model, found improvements in systematic problem-solving following the presentation of _______________measured in a repeated measures design.

A) feedback and checklists
B) constructive feedback
C) instructional coaching
D) peer-to-peer problem-solving

Question 15

In evaluations of the efficacy of ICT, research has found that in 85% of the cases handled by the team, all of the below occurred with the exception of:

A) Goals are met
B) The number of students referred for multidisciplinary evaluations and placed in special education programs is decreased
C) Teachers who participate in the process tend to evidence high satisfaction regarding their experiences
D) The number of students moving from basic to proficient or advanced doubled

Question 16

Approximately ________________of children will fail to respond adequately despite being provided with high-quality instruction.

A) three to seven percent
B) one to three percent
C) seven to ten percent
D) ten to fifteen percent

Question 17

Which one of the list below is not included as a reason to explain why a skill deficit occurs?

A) A student does not have the motivation to try a skill
B) A student has not yet acquired a skill
C) A student has had insufficient opportunity to practice the skill (fluency)
D) The student has failed to generalize the skill to functionally-related tasks

Question 18

An acquisition deficit is determined by measuring improved performance on a probe after delivering brief direct instruction -____________________- on the content of the probe.

A) cuing, reinforcing, and fading
B) modeling, guided practice, corrective feedback
C) modeling, peer instruction, and feedback
D) cuing, eliciting, evaluating

Question 19

Students who are not sufficiently benefiting from the instruction provided in Tier 1 are typically referred to a multidisciplinary team for more individualized problem-solving. In participating in instructional consultation among the members, the team utilizes all of these methods except for:

A) Engages in systematic assessment of learning problems through curriculum-based and instructional environment measures.
B) Establishes an intervention goal that reflects a substantial improvement in the student's rate of learning (i.e., an ambitious goal) and can be reasonably attained by the end of a 6 to 8 week intervention.
C) Implements data-based supplemental instruction and curricular modifications that are likely to increase the student's number of successful learning trials.
D) Transfers the responsibility and oversight of the intervention plan and the student's response to these interventions to the classroom teacher.

Question 20

When students fail to respond to interventions at Tier 2, the IC Team may consider determining eligibility for special education services. However, the IEP team must first consider the following, except for:

A) appropriateness and fidelity of Tier 2 interventions
B) whether the teacher agreed with the interventions
C) socio-cultural or language differences affecting the efficacy of the interventions
D) whether the student's rate of progress and relative standing to grade-level expectations are sufficiently low to warrant placement in special education

Question 21

In IC, curriculum-based assessment (CBA) is used to answer five questions. What are these, and please explain each:

Question 22

One major assumption of IC is that a language-systems approach should be used to establish a foundation for the process of consultation. Discuss at least four communication issues that consultants should pay attention to and explain why these are important to consider:

Question 23

When students are not sufficiently benefiting from the instruction provided in Tier 1, they are typically referred to a multidisciplinary team for more individualized problem-solving. School psychologists can make substantive contributions by conducting assessments that inform intervention development. In participating in instructional consultation among the members, what should the team accomplish:

Question 24

What are some of the obstacles to the use of IC?

Question 25

Talk about the strengths of both the CBA and CBM models.

Question 26

How do student-focused coaching (SFC) and Instructional Consultation (IC) relate? Discuss the benefits and weaknesses to each approach.

Question 27

How is error-analysis used in IC, and what kind of data can be gathered through this process that will be helpful in intervention planning?

Question 28

Talk about the difficulties a school system may have in moving from a dual-discrepancy model to a learner-curriculum fit attribution used in IC?

Question 29

Discuss the use of IC for reading problems vs. mathematics problems.

Question 30

Discuss the role of the consultant in IC Stage 4 - Intervention Implementation: helping the teacher modify and manage classroom instructional procedures.

Question 31

In Step 2: Problem Identification and Analysis, the stage of problem identification is an extremely important one that typically begins with the teacher's referral of the child in an initial interview or series of interviews. Why is this such an important step?

Question 32

In a survey conducted by the US Department of Education (2002), only 36% of teachers reported being "very well prepared" to implement curriculum and performance standards, while less than 20% consider themselves to be adequately prepared to meet the needs of diverse learners or students of limited English proficiency. Thus, there appears to be a need for educational specialists and support personnel to use IC to assist teachers in improving their pedagogical practices. How can this be accomplished?