Final

Question 1

All of the following have a 30-50% chance of being retained except:

a. First generation immigrants
b. African American boys
c. Boys whose parents did not graduate high school
d. Girls who come from poverty

Answer 1

d. Girls who come from poverty

Question 2

Mrs. Kasey, a fabulous school psychologist, has been notified that a decision about retention needs to be made regarding Jose. Jose is a second grader who struggles to read and is significantly falling behind. What might be her role?

a. Plan an appropriate instructional program
b. Complete the report for the child to be retained and schedule a meeting in order to have everyone sign off on the report
c. Act as a consultant to the parents
d. Both A and C

Answer 2

d. Both A and C

Question 3

Billy Jean, a third grader, does well in math but is in the 4th percentile in reading for her grade. She was retained in second grade due to problems in reading. Her teachers are thrilled about her efforts and success in math. They continuously reward her by giving verbal praise and tangible reinforcement. Billy Jean appears upset when she is complimented and states, “I just get lucky.” She is experiencing what?

a. Learned Helplessness
b. Negative Reinforcement
c. Positive Effects of being retained
d. Self-Serving Bias

Answer 3

a. Learned Helplessness

Question 4

Mrs. Drew, an esteemed School Psychologist Researcher, wanted to examine the effects for female minorities who were held back in elementary, middle and high school. She looked at other studies that help her investigate her research questions. She is using what?

a. Multi-variate statistics
b. T-test
c. Meta-analysis
d. Dichotomous Statistics

Answer 4

c. Meta-analysis

Question 5

Alex, a second grade student, has been struggling with simple subtraction problems. The school psychologist may suggest that appropriate interventions for Alex would be:

a. Timed tasks
b. Guided practice
c. Delayed feedback
d. Guided application of fluent skills under novel conditions with more complex tasks

Answer 5

b. Guided practice

Question 6

The teacher was beginning a new section in her Algebra II class. The teacher showed the students a problem, broke it down for them step-by step. She also modeled each step and allowed for practice and feedback prior to going to the next step. This is considered:

a. Implicit Instruction
b. Algebraic Instruction
c. Explicit Instruction
d. Indirect Instruction

Answer 6

c. Explicit Instruction

Question 7

Correcting errors, providing immediate feedback and providing sufficient practice for students is part of what teaching intervention:

a. Guided Practice
b. Learning at Instructional Level
c. Problem Identification
d. Application of Fluent Skills

Answer 7

a. Guided Practice

Question 8

Callie, the teacher of the year, has been working with her class on learning the periodic table. She first guided the children through the table and provided them with numerous practice activities (i.e. working with peers, answering on board, filling in charts, flash cards, etc). Callie is using what type of teaching intervention?

a. Explicit Instruction
b. Delayed Feedback
c. Opportunities to Respond
d. Generalization level Instruction

Answer 8

c. Opportunities to Respond

Question 9

Limber believes the Zero Tolerance program is:

a. Effective because it immediately stops the bullying behavior
b. Effective because teachers are no longer required to intervene time and again
c. Ineffective because students and teachers are less likely to report it because of the severity of the offense.
d. Ineffective because bullies are smart and don’t usually get caught

Answer 9

c. Ineffective because students and teachers are less likely to report it because of the severity of the offense.

Question 10

All are reasons why some school wide programs were not implemented with fidelity except:

a. Teacher commitment was not always strong
b. Schools required extensive consultation to implement the program
c. Resistance from staff and parents because they did not view bullying as a problem
d. The schools did not believe it was a good investment financially

Answer 10

d. The schools did not believe it was a good investment financially

Question 11

Bob and Tom have been best friends for many years. They have recently become enamored over Kristy Lee and have gone to great lengths to get her to date them. Kristy made the decision to date Bob as he is not as straight laced and appears to be more fun. Tom became upset with Bob and decided on a time and place to meet so that they could fight. What school prevention may be beneficial here?

a. Peer Conflict intervention
b. Zero Tolerance Intervention
c. Suspension
d. None of the above

Answer 11

a. Peer Conflict intervention

Question 12

Which group seemed to have the least effect after the bullying intervention?

a. Male bullies who use physical aggression
b. Male Bystanders
c. Female Bystanders
d. Female Bullies who use verbal aggression

Answer 12

d. Female Bullies who use verbal aggression

Question 13

NASP encourages which of the following to address issues of academic failure?

a) Effective diagnostic assessment
b) Individualized teaching to identify learning problems and more resources to address these
c) Mandatory retention policies based on standardized assessment
d) Both A and B
e) All of the above

Answer 13

d. Both A and B

Question 14

Amy a middle school student has struggled academically throughout most of her school career. This is mainly due to her failure to learn to effectively read during grade school. Amy also lacks the ability to organize and the study skills necessary for upper grades. As a result Amy was retained in seventh grade. Research shows that Amy is likely to risk for which of the following?

a) Perfect attendance
b) Lowered self-concept
c) Dropout
d) Both B and C
e) None of the above

Answer 14

d. Both B and C

Question 15

Julie is a 1st grader whose teacher has recommended retention. Julie’s teacher reported that Julie struggles going beyond the primer level in reading, has a short attention span, and is immature. Julie’s parents asked to see you the school psychologist to have Julie assessed. Results indicate Julie has average intelligence with achievement commensurate to her ability. You would likely suggest which of the following?

a) A placement in special education to let Julie catch up
b) That the parents have an additional assessment completed for a second opinion
c) Meet with the parents and teacher to review the results and summarize the research on retention. Discuss the teachers concern and the need for the parents to have input and feel comfortable on the decisions regarding whether or not to retain.
d) Meet with the parents and the teacher to review the results and summarize the research on retention. Strongly suggest the only decision is for retention.

Answer 15

c. Meet with the parents and teacher to review the results and summarize the research on retention. Discuss the teachers concern and the need for the parents to have input and feel comfortable on the decisions regarding whether or not to retain.

Question 16

Nancy a school psychologist is working with her school district on developing interventions that address the needs of failing students. In today’s meeting they are looking at students at the high school level. Nancy encourages that which of the following are characteristics utilized to make successful intervention programs?

a) Individuals who develop relationships with students individually and monitor their progress carefully
b) A simple school to work program where failing students only learn basic work skills needed to obtain an entry level job.
c) The ability for students who have failed classes and lost credits to regain these credits in quicker than normal time to allow for graduation at their expected time
d) Both A and C

Answer 16

d. Both A and C

Question 17

Researchers Haring and Eaton describe student’s competencies as developing as target skills progress through the following phases: acquisition, proficiency, generalization and adaptation. Which of the following is an accurate description of interventions within each phase?

a) Acquisition- modeling, guided practices, frequent feedback
b) Proficiency- guided application of skills
c) Generalization-emphasized independent time practices, multiple opportunities to respond
d) Adaptation- frequent monitoring and feedback

Answer 17

a. Acquisition- modeling, guided practices, frequent feedback

Question 18

Which of the following is research supported criteria for effective academic interventions?

a) Correctly targeted skills
b) Explicit instruction
c) Appropriate level of challenge
d) High opportunity to respond
e) All of the above

Answer 18

e) All of the above

Question 19

Mrs. Jones the 3rd grade teacher is working with a student on math facts. She offers guided practices and monitors each students responses providing immediate feedback. Mrs. Jones may frequently interrupt an incorrect response that is given. Which stage of learning is Mrs. Jones providing feedback in?

a) Early learning
b) Proficiency
c) Adaptation
d) Acquisition

Answer 19

d) Acquisition

Question 20

Research regarding opportunity to respond (OTR) has found which of the flowing true in regard to learning new information?

a) OTR has little to no effect on learning new information
b) Providing more OTR by increasing the number of presentations while rehearing new items learned to improve retention
c) When comparing various instructional approaches high ORT has little effect when working with children with disabilities
d) None of the above

Answer 20

b. Providing more OTR by increasing the number of presentations while rehearing new items learned to improve retention

Question 21

Amy a school psychologist is working to address bullying in her school. She starts by working to get an accurate assessment of the level of bullying. Which of the following are important in considering which assessment tools/techniques to use?

a) Brief measures
b) Differentiation between bullying and peer victimization
c) Assessment would not be needed
d) Both A and B

Answer 21

d. Both A and B

Question 22

Which of the following programs is best described as a psychoeducational program targeting teachers in regard to environmental change and prevention in an effect to reduce bullying?

a) Expect Respect
b) Olwens Bullying Prevention Program
c) Bully Busters
d) Steps to Respect
e) Both A and D

Answer 22

c. Bully Busters

Question 23

Megan is a 16 year old female who after transferring two years ago from out of state has struggled with chronic bullying. The bullying has taken a toll on Megan’s psychological, social and academic well being as she withdrawn, her grades have dropped, she frequently misses school and reports depressed mood daily. As the school psychologist you are consulting with Megan’s teacher and school counselor about the possible programs Megan could benefit from. Which of the following would you suggest?

a) Assertiveness training
b) Steps to Respect
c) Social skills training
d) Both A and C
e) All of the above

Answer 23

d. Both A and C

Question 24

In reviewing existing bullying prevention programs which of the following is not one of the common themes or general strategies found?

a) Emphasis on a whole school policy
b) Decreased need for adult monitoring in hot spots
c) Dispel myths about bullying
d) None of the above

Answer 24

b. Decreased need for adult monitoring in hot spots

Question 25

Which of the following is true of retention?

A. The National Association of School Psychologists (NASP) has found mandatory retention policies to be effective for students who have failed to meet benchmarks.

B. The percentage of retained students has decreased steadily over the past 25 years.

C. At least 30-50% of students have been retained at least once before the 9th grade.

D. School psychologists are rarely involved in making individual retention decisions.

E. The general public and many teachers believe retention is a ineffective process.

Answer 25

C. At least 30-50% of students have been retained at least once before the 9th grade.

Question 26

Seth is a four-year-old boy about to start kindergarten. He is at the cut-off age for school admittance. Seth’s parents come to you, the school psychologist, for advice on whether or not they should delay starting him in school until next year. They state that he attended Head Start and his teachers have said that he is showing slight delays in his basic readiness skills and he is slightly immature when compared to his peers. What should you tell them?

A. No, do not delay, because studies have shown that he will definitely drop out of school later in his career if he is delayed a year.

B. No, do not delay, because studies have shown that there are few to no advantages to delaying school entrance.

C. Yes, delay, because studies have shown that students who are “academically redshirted” tend to do better than their peers when they do start school.

D. Yes, delay, because the extra year will help him mature and get along better with his peers.

E. None of the above

Answer 26

B. No, do not delay, because studies have shown that there are few to no advantages to delaying school entrance.

Question 27

Which of the following is a reason that students are retained at the secondary level (middle school, junior high, and high school)?

A. Parent or student request for retention

B. When a student transfers from an out of state school

C. When student math skills are below peer skill level

D. Student inability to develop organizational, metacognitive, and study skills necessary in upper grades

E. All of the above

Answer 27

D. Student inability to develop organizational, metacognitive, and study skills necessary in upper grades

Question 28

Principal Collins has decided to retain Susie for another kindergarten year. She says that this is a low cost option to catch Susie up without having to place her in special education. She says that she believes Susie just needs to be exposed to the material one more time and then she will be ready to advance. Which of the following is a problem with this plan?

A. Studies have shown that retention is not cost effective.

B. Studies have shown that students who are retained in lieu of specialized services do not benefit.

C. Studies have definitively shown that retaining in first grade show more long-term improvement than kindergarten retention.

D. A and B

E. B and C

Answer 28

D. A and B

Question 29

Which of the following is typically not a factor in teacher acceptability of interventions?

A. Empirical Support for the Intervention

B. Perceptions of effectiveness

C. Minimal time commitment

D. Minimal training required

E. None of the above

Answer 29

A. Empirical Support for the Intervention

Question 30

Which of the following is not an empirically supported criterion for effective academic interventions?

A. Correctly targeted skills

B. Appropriate level of challenge

C. High opportunity to respond

D. Generalized instruction

E. Immediate Feedback

Answer 30

D. Generalized instruction

Question 31

Susie’s teacher gave her an assignment to complete during class. Although Susie completed the assignment and, when probed about the material, seems to comprehend, the teacher noticed a lot of off-task behavior during the completion of the assignment. What is likely the problem with the level of challenge of Susie’s assignment?

A. The assignment challenge is at her frustration level, so she is off task to avoid doing the work.

B. The assignment challenge is at her instructional level, so she is off task because she is bored.

C. The assignment challenge is at her independent level, so she is off task because she is bored.

D. The assignment challenge is not at her interest level, so she is not motivated to stay on task because she does not enjoy the material.

E. None of the above

Answer 31

C. The assignment challenge is at her independent level, so she is off task because she is bored.

Question 32

When a student is at the fluency stage of skill mastery, should feedback be administered to optimize learning at this stage?

A. Faster performance of the skill should be reinforced

B. Incorrect responses should be interrupted

C. Feedback should be brief rather than elaborative

D. A and B

E. A and C

Answer 32

E. A and C

Question 33

Which of the following is not an element of effective surveys to assess school bullying?

A. The survey should include a variety of types of victimization

B. Only students who have experienced bullying need to fill out the survey

C. When and where the bullying occurred should be included on the survey

D. Who students turn to for help should be included on the survey

E. All of the above are elements of effective surveys

Answer 33

B. Only students who have experienced bullying need to fill out the survey

Question 34

What is the difference between peer victimization and bullying victimization?

A. Peer victimization occurs between two people of equal strength (physically and/or socially), while bullying victimization occurs between two people of unequal strength.

B. Bullying victimization occurs between two people of equal strength (physically and/or socially), while peer victimization occurs between two people of unequal strength.

C. Peer victimization involves mostly sexual harassment, while bullying victimization includes all arenas of victimization.

D. Bullying victimization is less severe than peer victimization.

E. None of the above

Answer 34

A. Peer victimization occurs between two people of equal strength (physically and/or socially), while bullying victimization occurs between two people of unequal strength.

Question 35

Which of the following should not be used in a comprehensive anti-bullying program?

A. Teacher-led classroom meetings

B. Peer mediation or conflict resolution

C. A committee to develop school- wide policies and activities

D. School Psychologists should be free for consultation with teachers

E. None of the above

Answer 35

B. Peer mediation or conflict resolution

Question 36

Which of the following is an example of an appropriate anti-bullying program that targets chronic victims?

A. Assertiveness training

B. Social Skills training

C. Conflict Resolution

D. A and B

E. A and C

Answer 36

D. A and B

Question 37

Hulk, a fifteen year old boy, who is constantly grunting, smashing and stomping throughout the school day was sent to an alternative school. The school functions similar to a Boot camp that is very structured. The students are required to do what they are told and are not allowed to question authority or there will be severe consequences. This is what type of discipline style?

a. Authoritative
b. Authoritarian
c. Permissive
d. The wrath of Loki

Answer 37

b. Authoritarian

Question 38

Starlett, a single mother with three children, has been trying to find and keep a man to take care of her and her children. She appears so consumed with this that she allows for her children to make their own decisions and rules. She is not nurturing or guiding them in the right direction on a daily basis. She also does not ground them because that would limit her of her freedoms. This is what type of discipline style?

a. Permissive
b. Authoritarian
c. Authoritative
d. MRS. 101

Answer 38

a. Permissive

Question 39

Sigmond, a fourth grade boy, has been having difficulty with responding to others in class. His teacher set up a program where Sigmond gets 15 minutes of computer time at the end of the day if he does not punch, hit, kick, bite or fecal smear any of his classmates. If these do occur, the teacher spends the last 15 minutes of the day with him one on one talking about what behavior he exhibited and what he could do differently next time. They also role play this for practice. She is helping him with?

a. Helping manipulate to get rewards
b. Replacement Behaviors
c. Increase positive behaviors
d. Both B and C

Answer 39

d. Both B and C

Question 40

All of the following are limitations of punishment except:

a. Effects are short term
b. Only teaches students what not to do
c. Can be reinforcing at times
d. None of the above

Answer 40

d. None of the above

Question 41

Which is a fact about suicide?

a. More males between the ages of 10 and 24 attempt and commit suicide
b. More males between the ages of 10 and 24 commit suicide but more girls attempt suicide
c. More females between the ages of 10 and 24 attempt and commit suicide
d. More females between the ages of 10 and 24 commit suicide but more males attempt suicide

Answer 41

b. More males between the ages of 10 and 24 commit suicide but more girls attempt suicide

Question 42

All are risk factors for significantly increasing teen suicide except:

a. Homosexuality
b. African American Female
c. Native American
d. Hispanic

Answer 42

b. African American Female

Question 43

Which child would be least likely to attempt suicide?

a. Billy continually gets into trouble with authorities and is constantly being suspended from school
b. Jill’s parents recently filed for divorce and appear to be more focused on fighting over money than paying attention to the children
c. Tanner was recently diagnosed with cancer and has been missing school in order to do weekly treatments of Chemo and Radiation
d. All of the above

Answer 43

d. All of the above

Question 44

There was recently a suicide at Mortality High School. The school psychologist set up a meeting with all students in small groups and discussed the warning signs of suicide. She also invited the parents to come in after school and be educated on how to talk about this issue with their children. The SP is doing what?

a. Postvention
b. Preventative care
c. Assessing Suicidal Risk
d. Making a Safety Plan

Answer 44

a. Postvention

Question 45

All of these are steps in behavioral consultation and direct behavioral consultation except:

a. Structured problem solving processes
b. Operational definitions of target behaviors
c. Feedback interviews with the student and teacher
d. Data collection throughout the intervention.

Answer 45

c. Feedback interviews with the student and teacher

Question 46

Mr. Rye, a second grade teacher has a child in his class who continues “acting out” by impulsively yelling out answers and getting out of his seat. The SP, Mrs. Stout, has consulted with Mr. Rye and taught him skills in order to deal with this behavior. She put together a behavioral plan on how the teacher was to respond. Mr. Rye did respond to the behavior every time it happened; however, sometimes he would add in an eye roll or sigh in addition to the intervention. Mr. Rye is

a. Neither being consistent or accurate
b. Being 100% consistent and Accurate
c. Being consistent but not always accurate
d. Being accurate but not always consistent

Answer 46

c. Being consistent but not always accurate

Question 47

What step should be taken in the Problem Identification stage:

a. SP should meet with the teacher and interview her on problem behaviors
b. SP will conduct a cognitive assessment on the child
c. SP will do a home visit to gather information about home environment
d. SP should educate the teacher on steps to take to monitor this behavior

Answer 47

a. SP should meet with the teacher and interview her on problem behaviors

Question 48

When the school psychologist and the teacher believe that the goal of consultation has been reached, what should happen?

a. Generalization
b. Intensive planning
c. Maintenance planning
d. Both B and C

Answer 48

d. Both B and C