Transcript Ethics and law for school psychologists

ETHICS AND LAW FOR
SCHOOL PSYCHOLOGISTS
Chapters 6 and 8
Chapter 6
Ethics and law for school psychologists
When is Parental Consent Not
Needed?
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When child is of age of majority.
When child is an emancipated minor.
For reevaluations if documentation that parents did not
respond tor requests.
Review of records by the school.
Screening of student.
Testing to determine educational plan.
For testing administered to all children.
For initial evaluation, due process hearing officer finds
that assessment is needed w/out parent consent (for
child in public school setting only)
Rights of Student
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To be given the
opportunity to agree
to testing.
Be treated with
respect.
To be given
explanation of
 How
results are used
 Who gets the info
 Implications of results
Important Definitions
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Testing: tool used in an assessment process
Assessment: planning, collection, and evaluation of
information pertinent to a psychoeducational concern.
Medical Model: diagnosis focus
Ecological Model: systematic focus
Test Bias: test is not equally valid when used with
children from different backgrounds or there is constant
error in the decisions made based on unfair tests.
IDEA: Assessment Specifics
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Variety of assessment
tools (not only one tool)
Measure relevant:
Functional
 Developmental
 Academic skills and
needs
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Comprehensive to
identify all of the child’s
special education and
related services needs
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Psychometrically sound
Valid and Reliable
 Lacks Bias
 In native language
 In standardized manner
by qualified personnel
 Measures construct and
not sensory, vision,
hearing, motor issue
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Case Conceptualization
Referral
Information
Questions
Tools
Case Conceptualization
Referral
Information
Questions
Tools
Probs in reading
3rd grade, male
Reading ld?
IQ
Always problems w
read
Lack of educational
opportunity
ACH
30-40 school days
missing
Dev’t & normal
Cultural norm
Avg IQ, below avg
achievment
Sig improvement
after RTI
RTI
Psychological Assessments Should Be:
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Multifaceted: from multiple sources and informants to gather
all types of data needed.
Comprehensive: in all areas related to the suspected
disability.
Fair & Nonbiased: Valid for individual’s disabilities, cultural,
linguistic, and background experiences.
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Limited English Proficiency: provided in child’s native language or
mode most likely to yield accurate information
Children with Disabilities: Free of motor, visual, or hearing cues
for students with these types of disabilities.
Valid: psychometrically sound
Useful: data can be used to improve the child’s life in terms
of diagnostic, intervention, and placement decisions.
Psychometrically Sound
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Reliable and Valid Sources: Rating scales, interviews, etc.
should focus on data collected from the more
knowledgeable and open individuals.
Reliable Scores: Composites are usually more
psychometrically sound than subtests; subtests are more
sound than individual items.
Less Reliable Sources/ Scores: Can be used when crossvalidating data and collecting additional information.
Test Norms: Make sure that the normative data is relevant
for you client.
District Mandated Testing: Cannot just use a test because
you were told to do so (not ethical or legal); test should
match your diagnostic question.
Minimize Assessment Bias in Assessment
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Be knowledgeable of the child’s culture (establish rapport in a
culturally sensitive method).
Consider the influence of culture and acculturation in selecting
assessment methods.
Gather developmental, health, family, and school history
information.
Observe the child in the classroom and other settings as appropriate
to the problem.
Consider teacher characteristics, instructional variables, classroom
factors, and support from home.
Use a variety of formal and less formal assessment strategies.
Interpret findings light of the child’s background to ensure a valid
and useful picture of the child’s ability.
Personality Assessment
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Projective testing
Psychometric issues
 Professional consultation and training
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Observations and Interviews
Psychometric issues
 Informant issues
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Rating Scales
Are you trained to interpret these tests?
 Why do school psychologists need this data (no Axis II dx in
schools)?
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Chapters 8
Ethics and law for school psychologists
Definitions
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Consultation: voluntary, nonsupervisory relationship
between the consultant (school psychologist) and
consultee (teacher or other school professional)
established to remediate learning or behavior
problems of a student (student) and/or to improve
the professional skills of the consultee.
Consultee: individual working with the consultant.
Client: individual affected by changes in the
consultee.
Consultation Confidentiality Issues
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In general, the client/psychologist confidentiality rules
apply in consultation as well.
Should notify (ahead of time) that you are going to
report activities in which the consultee “chronically and
stubbornly” persist in putting students at risk.
Only done if all other options have been used unsuccessfully.
 Only used if the risk is significant (not just a deviation from
optimal)
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Any breach of confidentiality should be done BEFORE
and not afterwards.
Consultation Contract
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General Goals
How the goals will be met
Tentative time frame
Consultant responsibilities and services to be
provided
Consultee responsibilities
Confidentiality rules
Consultation Steps
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Entry phase
Problem identification/ clarification phase
Intervention/ problem solution
Evaluation
Consultation… First Steps
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Ensure that you are professionally competent to be a
consultant.
Start (and continue) from a place of mutual respect.
Define your role clearly with the person who is working
with you.
Set goals for the consultation experience.
Establish who is responsible for meeting each stage of
the goal.
Ensure mutual agreement in this process.
Discuss parameters of confidentiality.
Consultation Skills Required
Consultation Skills for Parents
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Family Systems
Cultural Competency
Change Strategies
See Parents as Equal
Partners.
Understand Parents Legal
Rights.
Genuine Communication
Mediating
Listening Skills
Consultation Skills for Teachers
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Organizational Theory
Models of consultation
Change Strategies
Relationship Building
Contracting
Skills in Communication
Mediating
Group Leadership
Strong Judgment Skills.
Discussion Posts
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Read the textbook discussions around Case 8.6.
Discuss the issues found here (and any other issues)
on the discussion board.