Kevin’s dоctоr sent him fоr а brаin scаn to look for a tumor. What SPECIFIC part of the cerebrum would the scan focus on and what are two functions of that part?
Dоctоrаl Quаlifying Exаminatiоn Niara Savage (U85709542) Summer 2026 Day 3 (Research) As part of a large, multi-year grant, researchers in school psychology, early childhood education, and community partners have come together to initiate a program of research that would have 2 broad goals that would be accomplished over a five-year period: Goal 1: Explore the home-based strategies (malleable factors) used by caregivers to help children develop a strong foundation in language and literacy before they enter formal schooling. As part of this goal, there is interest in potential mediators and moderators of the relationship between caregivers’ home-based strategies and children’s language and literacy outcomes. Goal 2: Use the information from the exploratory phase of the research (Goal 1) to inform the development, refinement, and evaluation of intervention(s) designed to impact caregivers’ home-based strategies and improve children’s language and literacy outcomes. As part of this Goal 2 study, a pilot study would be proposed to determine if there is evidence of the promise of the intervention(s) for achieving its intended outcomes of improving children’s language and literacy outcomes. You have been hired as a research consultant to work with this group from school psychology, early childhood, and community stakeholders to plan this multi-study research. Different approaches for conducting this research have been suggested. These approaches include the use of (1) qualitative methods involving case studies, focus groups, ethnographic studies, etc.; (2) survey designs that use questionnaires (e.g., online) along with existing databases and multivariate analyses; (3) experimental designs (e.g., randomized controlled trial) involving group and/or single subject designs, and (4) mixed-methods approaches; and (5) systematic reviews of the literature. For each goal (Goal 1 and Goal 2): Identify 1-2 question(s) that will drive the study for the goal. Keep in mind that the researchers have expressed an interest in potential mediator and moderator variables relevant to children’s language and literacy outcomes. Discuss the theoretical, policy, practical, or methodological significance of the question(s) for the goal. Identify the general research approach(s) (see above) selected for the study for the goal and describe your rationale for the selection of this approach. Identify the important variables that are central to the study for the goal. Describe what data you will collect, how you will collect the data, how you will evaluate data quality for the study (e.g., validity, reliability, fairness/bias) Describe the sampling strategy you will use and why this strategy is appropriate. What are the sampling units? What sample size have you selected? How did you arrive at this sample size? Describe the procedures for data analysis that you will use. Identify the elements from your data analysis that will be used to answer your research question(s). What cautions will you advise your reader to keep in mind? Discuss any ethical issues that might arise in the study. Discuss any plan you have for disseminating the results of the study and for increasing the chances that the research results will be used.
Dоctоrаl Quаlifying Exаminatiоn Niara Savage (U85709542) Summer 2026 Day 2 (School Psychology Specialization Area) Please read the following scenario and respond to each of the questions below it. William is a 5-year-old Black student in kindergarten at Tampa Elementary School. He has recently been referred to the school psychologist (you) by his classroom teacher, who has reported that William’s behaviors and academic skill development are a significant concern. Specifically, William’s teacher reported that he is often off task, out of his seat/assigned area (sometimes also disrupting other children from doing their work), and generally struggles with classroom routines and expectations (e.g., sitting on the carpet for a mini-lesson, talks when he is supposed to be quiet). Academically, his teacher is concerned about his early literacy and math skill development. His teacher believes William would be best served in a more restrictive, individualized setting. A review of William’s student file reveals he has missed 10% of school days and is late to school 2-3 times per week. William did not attend PreK or VPK. His fall kindergarten screening results indicates that he was below benchmark (10th percentile) in literacy and math. William does not have an individualized education program (IEP) and there is no record of any office discipline referrals or medical issues. You interview William’s kindergarten teacher who reiterated concerns about his behavior and academic skills. She also has questions about his social-emotional development given that he does not seem to talk much to his peers and generally stays to himself. She has tried to provide additional academic supports but has a hard time getting him to sit down and focus on the task at hand. In an interview with William’s mother, she shared that she kept him at home until kindergarten because she has a flexible remote work schedule and did not need childcare. During this time, he often was at home playing with toys or playing with educational games on his iPad. His mom reported that she also sometimes took him to parks and playgrounds where he had the opportunity to play with other children. She reported that sometimes he played with other children, and sometimes by himself. She reported that he when he is absent from school or late, it is because he does not want to go. Before school and after school, he typically plays with the iPad. He typically goes to bed around 9 or 10pm. William has one sibling, age three, with whom he plays with at home. Mom reported no concerns with their interactions. William’s mom is surprised that he is having difficulty academically at school, because he seems to be good at the educational games he plays on his iPad. With William’s dad gone often and her being busy with his younger sibling, mom finds it easier to avoid setting schedules and go with the flow. She expresses concern that he does not seem to enjoy school and wants to know how she can help. ----- Day #2 (School Psychology Specialization Area) ---- In your role at Tampa Elementary School, you have the opportunity to support William, his teacher, and his family. Your response today should consider the affective, biological, cognitive, developmental, and social aspects of behavior relevant to conceptualizing William’s current behavior (hypotheses developed in Day 1), and ultimately supporting William through clinical services. Today, you need to decide how to which interventions are appropriate for William. Please cite empirical literature (author only, no date needed) to support your response. What data would you collect in a clinical intake, using which methods? What is your preliminary case conceptualization? What treatment approach(es) would you use with William? Why? What would you include in the treatment plan with regard to structure and content? Who besides William will you include in the treatment plan (e.g., caregivers, peers, school staff) and in what ways? What ethical issues do you anticipate that could potentially arise in this case? How would you monitor response to intervention and treatment outcomes, including his quality of life?