Objective 1 Competency 3: How Measured and MLA Students will complete EDPS 641, EDPS 642, EDPS 741 and ID 705 with a of B or higher. Objective 2 Competency 1: How Measured and MLA Students will complete EDPS 643 and EDPS 746 with a of B or higher. Objective 2 Competencies 2 Through 3: How Measured and MLA During practicum, the instructor evaluates the academic intervention presentation by students using the Academic Intervention Presentation Grading Rubric. Students must attain a rating of Basic or higher (Ratings fall into the following four categories: Distinguished, Proficient, Basic, and Unsatisfactory.) to be considered competent for each of the four competencies outlined above for Objective 1. Competency 2: Review of Research Competency 3: Presentation Evaluation Goal #5: Professional Practice: Demonstrate skills required for appropriate professional practice, legal and ethical decision-making, and sensitivity to individual and cultural differences. Objectives for Goal #5: Students will practice in appropriate ways that are ethical and legal. Students will use standards of practice that improve the quality of services to clients and protects the rights of all parties. Students will gain knowledge and understanding of the racial, ethnic, experiential, economic, and/or linguistic backgrounds of clients and will engage in practice regarding ethical, legal, and diversity-related areas. Competencies Expected for these Objectives: Objective 1 Competencies Students will demonstrate knowledge of professional ethical Students will demonstrate the ability to practice psychology in ways consistent with the professional ethical codes. Objective 2 Competencies 1) Students will demonstrate knowledge of state and federal regulations. 2) Students will demonstrate the professionalism and maturity. Objective 3 Competencies Students will demonstrate the ability to recognize the influence of diversity when conducting psychological assessments and when developing interventions. Students will demonstrate the ability to respect individual and group differences and recognize their own biases and influences on behavior. Students will demonstrate the ability to identify needs and suggest appropriate modifications related to diversity.
Cognate Course or EDPS 791 Doctoral Internship in School Psychology (3 credits) Cognate Course or EDPS 791 Doctoral Internship in School Psychology (3 credits) Cognate Course EDPS 741 Applied Regression Analysis for the Social Sciences ID 705 Interdepartmental Research Colloquium Year 4 Fall Spring Summer DISS 799 DISS 799 EDPS 776 Legal, Ethical, and Multicultural Issues in Professional Psychology or EDPS 789 Supervision in School Psychology (offered alternating years) SOPS 610 Social Psychology Cognate or EDPS 791 Doctoral Internship in School Psychology Cognate or EDPS 791 Doctoral Internship in School Psychology Cognate or EDPS 778 Practicum in Evidence-Based Interventions Cognate or EDPS 778 Practicum in Evidence-Based Interventions (opt) Year 5: EDPS 792 Doctoral Internship (3-6 credits) Total required hours: 130, including cognate requirement: single cognate of 15 hours If a student has completed all coursework but have not yet graduated, as indicated in the Graduate Catalog, student are required to be continuously enrolled in at least 3 credits of DISS 799 each semester (excluding summers) until they graduate unless they are taking other courses. This is required even if the student has already taken 10 hours of DISS 799. Preliminary Advising Sheet Name: ______________________________________ Degrees Held: Date: ________________________________ MA MS MAE Other
EDPS 691 Clinic Practicum (1) EDPS 691 Clinic Practicum (1) SCCO 675 Counseling Exceptional Children (can choose SPCE 610) EDPSY 642 Intermediate Statistics SOPS 610 Social Psychology (EdS only) SCCO 692 Youth Crisis and Trauma Counseling *EDCU 610 The Elementary School Curriculum (or EDCU 601 for EdS) EDPSY 652 Introduction to Neuropsychology EDPS 775 Evidence-Based Treatments in Psychology CPSY 678 Theories and Techniques of Counseling the Culturally Diverse EDPS 746 Theory of Measurement EDPS 765 Theories of Learning *EDPS 600 Adv Ed (EdS only) *On-line Course Only **Offered On-campus and On-line Year 3 Fall Spring Summer EDPS 776 Legal, Ethical, and Multicultural Issues in Professional Psychology or EDPS 789 Supervision in School Psychology (offered alternating years) EDPS 720 Developmental Theories and Research Across the Lifespan PSYS 691 Systems of Psychology Cognate Course or EDPS 778 Practicum in Evidence-Based Interventions (3 credits) Cognate Course or EDPS 778 Practicum in Evidence-Based Interventions (3 credits opt) Cognate Course Cognate Course or EDPS 791 Doctoral Internship in School Psychology (3 credits) Cognate Course or EDPS 791 Doctoral Internship in School Psychology (3 credits) Cognate Course
Psychoeducational Report Grading Rubric Report Introduction 10 points Identifying infor- mation, statement of purpose, client 9 – 8 points Identifying infor- mation, statement of purpose, client 7 – 6 points Identifying infor- mation, statement of purpose, client 5 – 4 points One of the sections (identifying infor- mation, statement < 4 points Two or more of the sections (identifying infor-
history, behavioral observations, and diagnostic interview are complete, pre- cisely described, and sufficiently comprehensive to depict the child/ adolescent. history, behavioral observations, and diagnostic interview are present, how- ever one or more are lacking precise description OR sufficient history, behavioral observations, and diagnostic interview are present, how- ever one or more are lacking precise description AND sufficient of purpose, client history, behavioral observations, and diagnostic interview) may be missing and/or several are lacking precise description AND sufficient mation, statement of purpose, client history, behavioral observations, and diagnostic interview) are not present. 10 points = Distinguished 9 – 8 points = Proficient 7 – 6 points = Basic 5 and = Unsatisfactory Introduction Score _________
Data Presentation/Interpretation 10 points Presented data is reliable, is accompanied by statement of confidence and confidence intervals, includes an interpretation, is accurately identified, and protects the confidentiality of test 9 – 8 points Presented data is reliable and includes inter- pretation, but one of the following is missing: statement of confidence and confidence intervals, accurate identification of data, or confiden- tiality of test items. 7 – 6 points Presented data is reliable and includes inter- pretation, but two or more of the following is missing: statement of confidence and confidence intervals, accurate identification of data, or confiden- tiality of test items. 5 – 4 points Presented data is either un- reliable or does not include inter- pretation. < 4 points Presented data is not reliable and does not include pretation. 10 points = Distinguished 9 – 8 points = Proficient 7 – 6 points = Basic 5 and = Unsatisfactory Data/Interpretation Score _________
Inferences based upon behavioral and/or personality assessment data 10 points Inferences draw together infor- mation from all sources, are supported by data, are related to the statement of purpose, and do not contradict one another. 9 – 8 points Inferences include all but one of the following: information from all sources, support by data, relationship to the statement of purpose, and lack of contradic- tion. 7 – 6 points Inferences include at least two of the following: information from all sources, support by data, relationship to the statement of purpose, and lack of contradic- tion. 5 – 4 points Inferences are not upon information gathered through- out the testing (multiple sources, data gathered, statement of pur- pose) and may contradict one another. < 4 points Inferences based upon behavioral and/or personality assessment data are not included in the report. 10 points = Distinguished 9 – 8 points = Proficient 7 – 6 points = Basic 5 and = Unsatisfactory Inferences Personality/Behavioral Score _________
Errors of Communication 10 points Report is free of communication errors including: misspelling, use of jargon instead of more precise descriptions, run on or incomplete sentences, paragraphs without topical themes and/or statements, ambiguous sentences, and lack of past tense verb consistency (except for summary section and recommendations). 9 – 8 points Report includes minimal (1-5) communication errors including: misspelling, use of jargon instead of more precise descriptions, run on or incomplete sentences, paragraphs without topical themes and/or statements, ambiguous sentences, and lack of past tense verb consistency (except for summary section and recommendations). 7 – 6 points Report lacks past tense verb consistency and includes several (6-9) communication errors. 5 – 4 points Report lacks past tense verb consistency and includes many (9 or more) comm- unication errors of several different types. < 4 points Report has clearly not been edited for errors. 10 points = Distinguished 9 – 8 points = Proficient 7 – 6 points = Basic 5 and below = Unsatisfactory Errors of Communication Score _________
Practicum Student Signature Supervisor’s Signature Academic Intervention Presentation Grading Rubric Review of Research 10 points studies published by separate authors is presented and discussed in detail related to the selected intervention. In addition, specific conceptual links are provided between why the studies were selected and how they relate to the current problem. 9 – 8 points Three studies published by separate authors is presented and discussed in detail related to the selected intervention. In addition, specific conceptual links are vague or lacking indicating why the studies were selected and how they relate to the current problem. 7 – 6 points Three studies published by separate authors is presented and discussed in detail related to the selected intervention. 5 – 4 points Three studies published by the same author is presented and discussed in detail related to the selected intervention. < 4 points Less than three studies published by separate authors is presented and discussed in detail related to the selected intervention. 10 points = Distinguished 9 – 8 points = Proficient 7 – 6 points = Basic 5 and = Unsatisfactory Review of Research Score _________
Behavioral definition 10 points Definition is (a) to observable and measurable of behavior; (b) unam- biguous that it could be read, repeated, and paraphrased by observers; and (c) complete— delineates both examples and examples of the behavior. 9 – 8 points Definition meets only two of the three criteria (i.e., objective, clear, complete). 7 – 6 points Definition only one of the three criteria (i.e., objective, clear, complete). 5 – 4 points Problem behavior is stated in general terms (e.g., reading comprehension, aggressive behavior, etc.). < 4 points Behavioral definition is not written. 10 points = Distinguished 9 – 8 points = Proficient 7 – 6 points = Basic 5 and below = Unsatisfactory Behavioral Definition Score _________ refers
Problem analysis 10 points Examined relevant and alterable factors from curriculum, instruction, environ- ment, and student domains using a variety of procedures (RIOT: review, inter- view, observe, test) to collect data from a variety of relevant sources and settings. Used this information to develop a specific intervention to change the behavior. 9 –8 points Examined relevant and alterable factors from two to three domains only using two to procedures to gather information. Used this infor- mation to develop a specific inter- vention to change the behavior. 7 – 6 points Examined relevant and alterable factors from only the student domains using a variety of procedures (RIOT) to collect data from a variety of relevant sources and settings. Used this infor- mation to develop a specific inter- vention to change the behavior. 5 – 4 points Examined relevant and alterable factors from the domains only a variety of procedures to gather information from a variety of sources. However, there is no indica- tion this mation was used to develop a specific intervention to change the behavior. < 4 points Problem analysis is not conducted. 10 points = Distinguished 9 – 8 points = Proficient 7 – 6 points = Basic 5 and below = Unsatisfactory Problem Analysis Score _________
Goal setting 10 points Goal stated nar- ratively and represented graph- ically on performance charts specifying time condition, behavior, and cri- terion, which is based on a comparison be- tween the student’s baseline data and the expectations. 9 – 8 points Goal represented graphically on performance chart specifying time frame, behavior, criterion, and stated narratively. 7 – 6 points Goal stated nar- ratively specifying time behavior, criterion, and condition— not represented graphically. 5-4 points Goal stated nar- ratively and/or represented graphically on performance but does not specify all four components (time frame, con- dition, behavior, criterion). < 4 points Goal is not measureable or is not set. 10 points = Distinguished 9 – 8 points = Proficient 7 – 6 points = Basic 5 and below = Unsatisfactory Goal Setting Score _________
Intervention plan 10 points Plan stated (a) procedures/strategies, (b) materials, (c) when, (d) and (e) persons responsible. 9 – 8 points Plan stated procedures/ strategies. But one of the following com- ponents is missing: materials, when, where, or persons responsible. 7 – 6 points Plan stated procedures/ strategies. But two of the following com- ponents is missing: materials, when, where, or persons responsible. 5 – 4 points Generic descrip- tion of intervene- tion strategy (e.g., behavior management) is stated. Materials, when, and persons responsible may be present. < 4 points Intervention plan not written. Or generic descriptions of interventions (e.g., behavior management) only. 10 points = Distinguished 9 – 8 points = Proficient 7 – 6 points = Basic 5 and below = Unsatisfactory Intervention Plan Score _________
Measurement strategy 10 points A measurement strategy is developed answering how? what? where? who? and when? 9 – 8 points A measurement strategy is developed but only answers four of the five questions: how? what? where? who? and when? 7 – 6 points A measurement strategy is developed but only answers of the five questions: how? what? where? who? and when? 5 – 4 points A measurement strategy is developed but only answers two of the five questions: how? what? where? who? and when? < 4 points Measurement egy is not devel- oped. Or the measurement strategy only answers one of the five questions. 10 points = Distinguished 9 – 8 points = Proficient 7 – 6 points = Basic 5 and below = Unsatisfactory Measurement Strategy Score _________
Decision-making plan 10 points The plan indicates (a) how frequently data will be collected, (b) the strategies to be used to summarize the data for evalu- ation, (c) how many data points or how much time will occur before the data will be analyzed, and (d) what actions will be based on the intervention data. 9 – 8 points The plan indicates three of the four components. 7 – 6 points The plan indicates two of the four components. 5- 4 points The decision- making plan indicates only one of the four components. < 4 points The decision- making plan is not documented. 10 points = Distinguished decision- decision-
Progress monitoring 10 points Data are collected and charted/graphed two or three times per week. Appropriate graphing/charting conventions were used (e.g., descriptive title, meaningful scale captions, appropriate scale units, intervention phases labeled. 9 – 8 points Data are collected and charted/ graphed once a week. Appropriate graphing/charting conventions were used. 7 – 6 points Data are collected and charted/ graphed irregularly and infrequently (less than once a week, but more than pre and post). Appropriate graphing/ charting conventions may or may not be used. 5 – 4 points Data are collected but not charted or graphed. Or only pre-information and mation was collected and/or charted/graphed. < 4 points Progress monitoring data not collected. 10 points = Distinguished 9 – 8 points = Proficient 7 – 6 points = Basic 5 and = Unsatisfactory Progress Monitoring Score _________
Treatment integrity 10 points Degree of treatment integrity measured and monitored. Plan is implemented as designed, including rules. Intervention changes/ modified as necessary on the basis of objective data. 9 – 8 points Degree of treatment integrity addressed. Plan was imple- mented as designed and modified as necessary on the basis of subjective opinions. 7 – 6 points Degree of treatment integrity addressed. Plan was imple- mented with variations from the original design with no basis for change stated. 5 – 4 points Treatment integrity addressed, but intervention was not implemented as planned. < 4 points Treatment integrity not considered. 10 points = Distinguished 9 – 8 points = Proficient 7 – 6 points = Basic 5 and = Unsatisfactory Treatment Integrity Score _________
Summative evaluation 10 points Outcome decisions are based on the progress monitoring data. 9 – 8 points Outcome decisions are based on minimal data (i.e., pre and post tests). 7 – 6 points Outcome decisions are based on subjective data. 5 – 4 points Outcome decision stated but no indication of what data were used to make the conclusion. < 4 points No summative evaluation took place. 10 points = Distinguished 9 – 8 points = Proficient 7 – 6 points = Basic 5 and below = Unsatisfactory Summative Evaluation Score _________
Presentation evaluation 10 points The presenter well prepared and used appropriate technology to enhance the presentation. The presentation was and understandable. Handouts were provided. The presenter was able to answer questions related to the intervention. 9 – 8 points The presenter was prepared and used technology to enhance the presentation. The presentation was mostly clear and understandable. Handouts were provided. The presenter was able to answer questions related to the intervention. 7 – 6 points The presenter was prepared but lacked technology to enhance the presentation. The presentation lacked clarity at times. Handouts were provided. 5 – 4 points The presenter was not prepared and lacked technology to enhance the presentation. The presentation was not < 4 points The presenter was not prepared and did not use technology to enhance the presentation. The presentation was mostly unclear. No handouts were provided. 10 points = Distinguished 9 – 8 points = Proficient 7 – 6 points = Basic 5 and below = Unsatisfactory Presentation Evaluation Score _________ Overall Grade 140 – 126 points = Distinguished 125 – 112 points = Proficient 111 – 84 = 83 and below = Unsatisfactory Overall Score ________ Presentation Topic ___________ Semester ____________ Date _____________ _____________________________ ________________________
Practicum Student Signature Instructor’s Signature Behavioral Intervention Grading Rubric Behavioral definition 10 points Definition is (a) to observable and measurable of behavior; (b) unam- biguous that it could be read, repeated, and paraphrased by observers; and (c) complete— delineates both examples and examples of the behavior. 9 – 8 points Definition meets only two of the criteria (i.e., objective, clear, complete). 7 – 6 points Definition meets only one of the three criteria (i.e., objective, clear, complete). 5 – 4 points Problem behavior is stated in general terms (e.g., reading comprehension, aggressive behavior, etc.). < 4 points Behavioral definition is not written. 10 points = Distinguished refers
Problem validation 10 points The magnitude of the discrepancy is quantified, based on a comparison between student’s performance and the local educational setting demands. 9 –8 points The magnitude of the discrepancy is quantified, on a comparison between the student’s perfor- mance and standards outside the local educational setting. 7 – 6 points The magnitude of the discrepancy is quantified, but is on an opinion. 5 – 4 points The magnitude of the discrepancy is described qualitatively. < 4 points Problem is not validated; magnitude of the discrepancy is not described. 10 points = Distinguished 9 – 8 points = Proficient 7 – 6 points = Basic 5 and = Unsatisfactory Problem Validation Score _________
Problem analysis 10 points Examined relevant and alterable factors from curriculum, instruction, environ- ment, and student domains using a variety of procedures (RIOT: review, view, observe, test) to collect data from a variety of relevant sources and settings. Used this information to develop a specific intervention to change the behavior. 9 –8 points Examined relevant and alterable factors from two to three domains only two to procedures to gather information. Used this infor- mation to develop a specific vention to change the behavior. 7 – 6 points Examined relevant and alterable factors from only the student domains using a variety of procedures (RIOT) to collect data from a variety of relevant sources and settings. Used this infor- mation to develop a specific vention to change the behavior. 5 – 4 points Examined relevant and alterable factors from the domains only using a variety of procedures to gather information from a variety of sources. However, there is no indica- tion this infor- mation was used to develop a specific intervention to change the behavior. < 4 points Problem analysis is not conducted. 10 points = Distinguished 9 – 8 points = Proficient 7 – 6 points = Basic 5 and below = Unsatisfactory Problem Analysis Score _________
Goal setting 10 points Goal stated nar- ratively and represented graph- ically on performance charts specifying time frame, condition, behavior, and cri- terion, which is based on a comparison be- tween the student’s baseline data and the expectations. 9 – 8 points Goal represented graphically on performance chart specifying time frame, behavior, criterion, and stated narratively. 7 – 6 points Goal stated nar- ratively specifying time frame, behavior, criterion, and condition— not represented graphically. 5-4 points Goal stated nar- ratively and/or represented graphically on performance chart but does not specify all four components (time frame, con- dition, behavior, criterion). < 4 points Goal is not measureable or is not set. 10 points = Distinguished 9 – 8 points = Proficient 7 – 6 points = Basic 5 and below = Unsatisfactory Goal Setting Score _________
Progress monitoring 10 points Data are collected and charted/graphed two or three times per week. Appropriate graphing/charting conventions were used (e.g., descriptive meaningful scale captions, appropriate scale units, intervention phases labeled. 9 – 8 points Data are collected and charted/ graphed once a week. Appropriate graphing/charting conventions were used. 7 – 6 points Data are collected and charted/ graphed irregularly and infrequently (less than once a week, but more than pre and post). Appropriate graphing/ charting conventions may or may not be used. 5 – 4 points Data are collected but not charted or graphed. Or only pre-information and post-infor- mation was collected and/or charted/graphed. < 4 points Progress monitoring data not collected. 10 points = Distinguished 9 – 8 points = Proficient 7 – 6 points = 5 and = Unsatisfactory Progress Monitoring Score _________
Formative evaluation 10 points There is evidence the decision rule was followed and visual analysis was conducted. These data were used to modify or change the intervention as necessary. 9 – 8 points is evidence the decision rule was followed and visual analysis was conducted, but the data were not used to modify or change the intervention as necessary. 7 – 6 points Modifications or changes were made to the intervention on subjective data. 5 – 4 points Modifications or changes were made to the intervention, but no indication as to what data were used to make these changes. < 4 points No formative evaluation was conducted. 10 points = Distinguished 9 – 8 points = Proficient 7 – 6 points = Basic 5 and below = Unsatisfactory Formative Evaluation Score _________
Treatment integrity 10 points Degree of treatment integrity measured and monitored. Plan is implemented as designed, including rules. Intervention changes/ modified as necessary on the basis of objective data. 9 – 8 points Degree of treatment integrity addressed. Plan was imple- mented as designed and modified as necessary on the basis of subjective opinions. 7 – 6 points Degree of treatment integrity addressed. Plan was imple- mented with variations from the original design with no basis for change stated. 5 – 4 points Treatment integrity addressed, but intervention was not implemented as planned. < 4 points Treatment integrity not considered. 10 points = Distinguished 9 – 8 points = Proficient 7 – 6 points = Basic 5 and = Unsatisfactory Treatment Integrity Score _________
Summative evaluation 10 points Outcome decisions are based on the progress monitoring data. 9 – 8 points Outcome decisions are based on minimal data (i.e., pre and post tests). 7 – 6 points Outcome decisions are based on subjective data. 5 – 4 points Outcome decision stated but no indication of what data were used to make the conclusion. < 4 points No summative evaluation took 10 points = Distinguished 9 – 8 points = Proficient 7 – 6 points = Basic 5 and below = Unsatisfactory Summative Evaluation Score _________ Overall 120 – 108 points = Distinguished 107 – 96 points = Proficient 47 and below = Unsatisfactory Overall Score ________ Behavioral Intervention Type ___________ Semester ____________ Date _____________ _____________________________ ________________________ Student Signature Instructor’s Signature
Justification of Prevention Program 20 - 18 points The prevention program provides justification for the level chosen (primary prevention, risk reduction, early intervention, and treatment). In addition, justification is provided regarding the type of service provided. 17 – 15 points The prevention program provides a limited justification for the level chosen (primary prevention, risk reduction, early intervention, and treatment). In addition, limited justification is provided regarding the type of service provided. 14 – 12 points The prevention program provides services. However, either no justification is provided for the level chosen or no justification is provided for the services provided. 11 – 9 points The prevention program provides services but neither justification is provided for the level chosen or the services provided. < 9 points The prevention program is limited and no justification is provided at all. 20 - 18 points = Distinguished 17 – 15 points = Proficient 14 – 12 points = Basic 11 and below = Unsatisfactory Justification of Prevention Program Score _________
Prevention Manual 20 - 18 points The manual provides an overview and purpose of the prevention program. In addition, the needs assessment measure is included, the objectives of the prevention program are clearly stated, specific instructions for implementing the prevention program are included, any handouts are included, a description of the prevention program, a description of any exercises are included, and the evaluation form is included in the manual. 17 – 15 points The manual provides an overview and purpose of the prevention program. However, two or more of the following is lacking: a) the needs assessment measure, b) the objectives of the prevention program, c) specific instructions for implementing the prevention program, d) a description of the prevention program, or e) the evaluation form. 14 – 12 points The manual provides an overview and purpose of the prevention program. However, three or more of the following is lacking: a) the needs assessment measure, b) the objectives of the prevention program, c) specific instructions for implementing the prevention program, d) a description of the prevention program, or e) the evaluation form. . 11 – 9 points The manual provides an adequate overview and purpose of the prevention program. However, two or more of the following is lacking: a) the needs assessment measure, b) the objectives of the prevention program, c) specific instructions for implementing the prevention program, d) a description of the prevention program, or e) the evaluation form. < 9 points The manual is missing an overview or does not address several of the requested areas. 20 - 18 points = Distinguished 17 – 15 points = Proficient 14 – 12 points = 11 and below = Unsatisfactory Prevention Manual Score _________
Evaluating the Prevention Program 15 - 13 points The objectives of the prevention program were clearly evaluated and data is presented regarding the effectiveness or lack of effectiveness of the prevention program. Recommendations are provided for other professionals who may attempt to develop and implement a similar prevention program in the future. 12 – 10 points The objectives of the prevention program were evaluated and limited data is presented regarding the effectiveness or lack of effectiveness of the prevention program. Recommendations are provided for professionals who may attempt to develop and implement a similar prevention program in the future. 9 – 7 points The objectives of the prevention program were evaluated and limited data is presented regarding the effectiveness or lack of effectiveness of the prevention program. Also, recommendations lack insight and offer little in assisting professionals who may attempt to develop and implement a similar prevention program n the future. 6 – 4 points The objectives of the prevention program were not evaluated and limited data is presented regarding the effectiveness or lack of effectiveness of the prevention program. Also, no recommendations are provide to assist professionals who may attempt to develop and implement a similar prevention program n the future. < 4 points No formative evaluation was conducted. 15 – 13 points = Distinguished 12 – 10 points = Proficient 9 – 7 points = Basic 6 and below = Unsatisfactory Evaluating the Program _________ Overall Grade 70 – 62 points = Distinguished 58 – 50 points = Proficient 46 – 38 = Basic 37 and below = Unsatisfactory Overall Score ________ Prevention Topic ___________ Semester ____________
Consultation Summary Grading Rubric Consultation Summary Background Information 20 - 18 points Identifying infor- mation, consultation purpose and and background information are complete, precisely described, and sufficiently comprehensive to illustrate the nature of the consulation. 17 – 15 points Identifying infor- mation, consultation purpose and goals, and background information are present, how- ever one or more are lacking precise description OR sufficient 14 – 12 points Identifying infor- mation, consultation purpose and goals, and background information are present, how- ever one or more are lacking precise description AND sufficient 11 – 9 points One of the sections (identifying infor- mation, consultation purpose and goals, and background information) may be missing and/or several are lacking precise description AND sufficient < 9 points Two or more of the sections (identifying infor- mation, consultation purpose and goals, and background information) are not present. 20 - 18 points = Distinguished 17 – 15 points = Proficient 14 – 12 points = Basic 11 and = Unsatisfactory Background Information Score ____________ Theoretical Model 20 - 18 points The theoretical model (e.g., behavioral, mental health, 17 – 15 points A theoretical model is not clearly indicated and only 14 – 12 points A theoretical model is identified and little support is 11 – 9 points It is unclear which theoretical model was < 9 points No consideration is to the model of consultation used.
collaborative, and/or other consultation model) followed during the consultation is clearly stated and strong support for using the specific model selected is provided. moderate support is provided for choosing a particular model of consultation. provided as to why you selected this model of consultation. selected and there is minimal support provided. 20 - 18 points = Distinguished 17 – 15 points = Proficient 14 – 12 points = Basic 11 and below = Unsatisfactory Theoretical Model Score _________ Consultation Interview 20 - 18 points The consultative interview is complete, pre- cisely described, and sufficiently comprehensive to depict the consultation. 17 – 15 points The consultative interview is described but precise description OR sufficient 14 – 12 points The consultative interview is provided but lacks precise description AND sufficient 11 – 9 points The consultative interview was conducted but not included in the summary. < 9 points The consultative interview was not conducted or included in the written summary. 20 - 18 points = Distinguished 17 – 15 points = Proficient 14 – 12 points = Basic 11 and below = Unsatisfactory Consultative Interview Score _________ Consultation Plan
20 - 18 points Plan stated (a) procedures/strategies, (b) materials provided, (c) when, (d) where, and (e) persons responsible. 17 – 15 points Plan stated procedures/ strategies. But one of the following com- ponents is missing: materials provided, when, where, or persons responsible. 14 – 12 points Plan stated procedures/ strategies. But two of the following com- ponents is missing: materials provided, when, or persons responsible. 11 – 9 points Generic descrip- tion of plan (e.g., behavior management) is stated. Materials provided, when, where, and persons responsible may be present. < 9 points Consultation plan not written. Or generic descriptions of interventions recommended (e.g., behavior management) only. 20 - 18 points = Distinguished 17 – 15 points = Proficient 14 – 12 points = Basic 11 and below = Unsatisfactory Consultation Plan Score ________ Evaluating the Consultation 20 - 18 points There is evidence indicating the consultation was effective or upon the evaluation/data, the practicum students provides a critical of their role in the consultation process and the outcome of the consultation. 17 – 15 points is evidence indicating the consultation was effective or Based upon the evaluation/data, the practicum students provides a critical self-evaluation of their role in the consultation process; however, the outcome of the consultation is unclear. 14 – 12 points is evidence indicating the consultation was effective or However, the student does not provide a critical self-evaluation of their role in the consultation process or discuss the outcome of the consultation. 11 – 9 points There is little evidence indicating the consultation was effective or The student does not provide a critical of their role in the consultation process or < 9 points No evidence is providing indicating whether the consultation was effective or No formative evaluation was conducted.
Please rate the student below by circling “Below Expectations”, “Meets Expectations”, or “Exceeds Expectations” for each category. If you rate a student as “Below Expectations”, please indicate in writing your reasoning for giving such a rating. Program Disposition Rating Form Expectations Expectations Exceeds Expectations Engagement Works well with others. Shows appropriate social, interpersonal boundaries. Does not work well or easily with others. Does not acknowledge others appropriately. Lacks social awareness. Works appropriately with others Interacts well and is able to acknowledge others’ viewpoints. Actively seeks out others and is appropriately engaged with others. Appreciates diversity of opinion. Comments: Responsibility Accepts responsibility for behavior. Has difficulty accepting own responsibility for behavior/choices or cannot from mistakes. Accepts responsibility for behavior and is able to learn from feedback and modify behavior. Skilled and responsible in professional Able to accept and learn from feedback. Comments: Motivation Interest in and response to professional tasks. Needs monitoring to adequately meet deadlines and complete professional responsibilities. Some issues with efficiency and willingness to meet professional obligations. (May Shows appropriate motivation to complete tasks efficiently and competently. Proficient in completing professional obligations with a high standard of quality and efficiency.
include work quality) Comments: Ethics Ability to behave and thing in an ethical manner both personally and professionally. Displays less certainty in the execution of ethical behavior than others at his/her level. May show lack of awareness of ethical considerations when dealing with others and in professional contexts. Appears to have an appropriate of understanding of professional ethics to behave in an appropriate manner. Aware of ethical considerations when addressing professional training contexts. Demonstrates a high level of personal and professional ethics. Able to initiate discussion and consider the consequences of professional behaviors. Aware of differing perspectives. Comments: Respect Respects authority of faculty, supervisors, school personnel, and parents. Does not behave in a manner that acknowledges an appropriate respect for parties in a professional context. Not collaborative in orientation. Behaves in an appropriate manner when interacting with others in professional settings. Acknowledges the expertise of other in professional settings and appears to respect their opinions. Skilled in working with others and demonstrates and appropriate interaction style that acknowledges the contribution and status of others in professional contexts.
Ph.D. Program Goals Rubric Expectations Expectations Exceeds Expectations Assessment Demonstrates knowledge and skills in fundamentals of assessment and the use of assessment measures in a reliable and valid manner. Coursework and other artifacts from practical settings often fall below that performed by peers. Coursework and other artifacts from practical settings generally meet full requirements of courses or experiences. Coursework and other artifacts from practical settings routinely exceeds the quality of what is expected in the course or experience. Consultation Demonstrates the ability to apply theoretical knowledge and skills when consulting with teachers, parents, and other professionals. to demonstrate competence as a consultant at this level of training. Less able than the majority of peers. Demonstrates understanding and application of consultation skills in a practical setting equal to that observed in peers.. Demonstrates capacity to understand and consult with parents and professionals at a level above that expected of peers. Prevention/Intervention Demonstrates knowledge and skills concerning the theories and tactics used to guide the design and implementation of effective interventions. Difficulty moving beyond the concrete in understanding the literature and developing interventions independently. Less able in knowledge and application than the majority of peers. Demonstrates adequate understanding and ability to apply strategies to learning or behavioral needs. Skills equal to that of peers in the same setting. Competently integrates knowledge and practice to create workable interventions or prevention plans. Able to adjust plan when necessary.
Research and Evaluation Demonstrates knowledge and skills pertaining to research design, statistical analysis, and communication of research results. Difficulty demonstrating knowledge of research methodology and competence in writing skills for publication. Limited involvement in research. Competent in understanding of research design, data collection and writing results for publication/presentation.. Adequate involvement in research. Demonstrates excellence in research skills and in communicating research results that exceeds that of peers. Professional Practice Exhibits competencies in such as ethical decision-making, service delivery to diverse groups, and the effective use of data. Issues or concerns with the student's ability to perform in an ethical or professional manner. Evidence of understanding of ethical and professional principles and skills equal to that of peers. Exhibits competence expected levels in terms of ethical and professional activities. Specialty Area Competence in the selected specialty area. Student's knowledge and clinical experiences falls below that of peers at their level of the program. Student shows evidence of knowledge and/or practical skill development comparable to peers in the same specialty area. Student exhibits performance that routinely exceeds that expected of peers in the specialty area.
Program Disposition Assessment Below Expectations Expectations Exceeds Expectations Engagement Works well with others. Shows appropriate social, interpersonal boundaries. Does not work well or easily with others. Does not acknowledge others appropriately. social awareness. appropriately with others. Interacts well and is able to acknowledge others' viewpoints. Actively seeks out others and is appropriately engaged with others. Appreciates diversity of opinion. Responsibility Accepts responsibility for behavior. Has difficulty accepting own responsibility for behavior/choices or cannot learn from mistakes. Accepts responsibility for behavior and is able to learn from feedback and modify behavior. Skilled and responsible in professional roles. Able to accept and learn from feedback. Motivation Interest in and response to professional tasks. Needs monitoring to adequately meet deadlines and complete professional responsibilities, Some issues with efficiency and willingness to meet professional obligations. (May include work quality). Shows appropriate motivation to complete tasks efficiently and competently. Proficient in completing professional obligations with a high standard of quality and efficiency. Ethics Ability to behave and think in an ethical manner both personally and professionally. Displays less certainty in the execution of ethical behavior than others at his/her May show lack of awareness of ethical considerations when dealing with others and in professional contexts Appears to have an appropriate of understanding of professional ethics to behave in an appropriate manner. Aware of ethical considerations when addressing professional training contexts. Demonstrates a high level of personal and professional ethics. Able to initiate discussion and consider the consequences of professional behaviors. Aware of differing perspectives. Respect Respects authority of faculty, supervisors, school personnel, and parents. Does not behave in a manner that acknowledges an appropriate respect for other parties in a professional context. Not Behaves in an appropriate manner when interacting with others in professional settings. Acknowledges the expertise of others in Skilled in working with others and demonstrates an appropriate interaction that acknowledges the contribution and status of
collaborative in orientatiion. professional settings and appears to respect opinions. others in professional contexts. Flexibility Able to adjust to the of a situation both personally and professionally. Has difficulty adapting to changes in expectations, scheduling, or in expected outcome in professional situations. Resists modifications to expectations. Adapts appropriately to professional situations and can adjust to the needs of others (teachers, parents, students, etc.) in professional settings Skilled in adapting to changes in professional contexts. Can adjust to the development of new expectations or requirements. Diversity of and able to work with others from diverse backgrounds Appears to lack awareness of other cultures or viewpoints when dealing with professional issues. Appropriate responses to diverse people apparent from the student's interactions in professional settings. Apparent skill and knowledge in addressing the needs of diverse groups in professional settings.
Unsatisfactory Proficient Distinguished Expertise COMMITMENT TO ACADEMIC EXPERTISE Shows little interest or motivation with regard to class work and academic performance. Completes academic work at an acceptable level. Completes required work on time and performs average academically. Strives for excellence. Completes work with a high degree of skill and accuracy. Engagement ENGAGEMENT WITH PEOPLE AND IDEAS Shows limited engagement with persons of varying points of view and diverse ideas. Listens to and demonstrates acknowledgement of persons of varying points of view and diverse ideas by responding to new ideas in relationship to own existing ideas. Engages in dialogue with and demonstrates acceptance of persons with varying points of view and diverse by augmenting own existing ideas with new ideas. Initiates dialogue with and demonstrates support for persons with varying points of view and respect for diverse ideas by integrating those points of view with own existing ideas. Context DISPLAY OF APPROPRIATE ATTITUDES / BEHAVIORS RELATED TO PROFESSIONAL CONTEXTS Demonstrates little awareness of the professional attitudes and behaviors necessary to create an equitable, inclusive environment in which all students can learn. Demonstrates the willingness to work with educational stakeholders (e.g. students, colleagues, families, administrators) to develop the professional attitudes and behaviors necessary to create an equitable, inclusive environment in which all students can learn. Demonstrates the commitment to work with educational stakeholders (e.g. students, colleagues, families, administrators) by displaying the professional attitudes and behaviors necessary to create an equitable, inclusive environment in all students can learn. Demonstrates persistence in working with educational stakeholders (e.g. students, colleagues, families, administrators) by modeling the professional attitudes and behaviors necessary to create an equitable, inclusive environment in which all students can learn.