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Praxis Flashcards

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1
Q

Which of the following interventions is most effective at facilitating the education of gifted students?

a) use of heterogeneous grouping to allow gifted students to strengthen social skills as well as to grow academically
b) assignment of independent research projects within the framework of the curriculum
c) implementation of cooperative learning to encourage gifted students to work up to their ability
d) provision of multisensory instructional input to capitalize on the divergent thinking of gifted students

A

d) provision of multisensory instructional input to capitalize on the divergent thinking of gifted students

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2
Q

One change in the Individuals with Disabilities Education Improvement Act (IDEA 2004) was that Individual Education Programs (IEP’s) must include a description of benchmarks or short-term objectives only for students who:

a) are blind or visually impaired
b) take alternate assessments aligned to alternative achievement standards
c) are transitioning from Part C to Part B
d) are receiving positive behavioral supports
e) have limited English proficiency

A

b) take alternate assessments aligned to alternative achievement standards

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3
Q

In a code-based phonics approach to early reading instruction, first-grade students are taught the sounds to the letters b, a, s, and g. According to the theory underlying this approach, which of the following would be most effective as the first sentence for these children to read?

a) Bob ate a snack.
b) A dog bit Ann.
c) Gail has a bag.
d) Sally was happy.
e) Mary saw Tom cry

A

c) Gail has a bag.

uses the targeted letters b, a, s, and g 8 times.

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4
Q

The Woodcock-Johnson III Battery (WJ-III) includes assessment clusters to test all of the following learning areas EXCEPT:

a) oral expression
b) reading comprehension
c) interpersonal communication
d) mathematics calculation
e) basic reading skils

A

c) interpersonal communication

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5
Q

in a meeting with the school psychologist, ms. Harcar, a new sixth-grade teacher, expresses some concerns about a student, Anthony. The psychologist has worked with the boy and knows him well. Anthony has a mild learning disability and receives academic support. He is doing well on a daily basis but has difficulty performing on tests. The psychologist discusses ways Ms. Harcar could incorporate study skills into the classroom activities.

With regard to study skills training, the school psychologist should stress which of the following principles while advising Ms. Harcar?

a) study skills of students with disabilities are improved when the students are given a single specific study strategy to follow for all subjects
b) students with disabilities often develop study skills on their own and need only some guidance and reinforcement by the teacher
c) training in study skills needs to include helping students to guide their own thinking, to organize their own study behaviors, and to use varied study approaches
d) study strategies are best taught in a small group by having students practice collaborative problem-soling activities modeled by the teacher
e) study skills are best introduced and maintained in an environment in which the teacher has an authoritarian teaching style

A

c) training in study skills needs to include helping students to guide their own thinking, to organize their own study behaviors, and to use varied study approaches

students get the best results when the use a variety of study strategies

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6
Q

The theory of intelligence that proposes that intelligence has three components, including analytical, creative, and practical intelligence, was the work of:

a) Guilford
b) Carroll
c) Sternberg
d) Gardner
e) Thurstone

A

c) Sternberg

Thurstone’s & Gardner’s work did not involve three components of intelligence. Although Guilford and Carroll also proposed clusters of intelligence, Sternberg identified the clusters as analytical, creative, and practical.

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7
Q

Which of the following curriculum-based assessment strategies emphasizes standardization of procedures?

a) precision teaching
b) informal reading inventory
c) curriculum-based measurement
d) performance assessment
e) error analysis

A

c) curriculum-based measurement

curriculum-based measurement (CBM) requires standardized testing procedures, including directions, scoring, and materials.

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8
Q

Which of the following assessments is considered a projective technique?

I. The Thematic Apperception Test
II.The Rorschach
III. The Kinetic Family Drawing Test
IV. The Machover Draw-A-Person Test

a) II only
b) I and II only
c) III and IV only
d) II, III, and IV only
e) I, II, III, and IV

A

e) I, II, III, and IV

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9
Q

Which of the following are components of J. P. Guilford’s Structure of Intellect model?

a) reasoning, perceptual speed, associative memory
b) operations, contents, products
c) analytic intelligence, creative intelligence, practical intelligence
d) fluid intelligence and crystallized intelligence
e) retrievability, general memory, verbal comprehension

A

b) operations, contents, products

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10
Q

Components of Effective Interviewing

A
  • Establish rapport
  • Facilitate communication
  • formulate appropriate questions
  • remain objective yet empathic
  • be a good listener
  • close the interview appropriately (summarize, feedback, implications)
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11
Q

Structured Interview

A
  • standardized interviews yielding information about presence, absence, severity, onset, and duration of symptoms
  • yield quantitative scores in symptom areas or global indices of psychopathology
  • disorder specific under category of DSM-IV (ADHD, ODD, Major Depressive Disorder, Eating Disorder, etc)
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12
Q

Unstructured Interview

A
  • interviewee tells his/her story
  • interviewer guides interviewee to talk about issues & concerns related to referral problem
  • requires good clinical skills
  • can be used to identify general problem areas, then follow up with structured interview
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13
Q

Computer-generated interview

A
  • software used to present uniform questions to all persons
  • child/adult sees and hears questions
  • can be a novel experience
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14
Q

Cons of computer generated interview

A

disadvantages: unfamiliar computer may become anxious, format is impersonal, may be technical difficulties with hardware

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15
Q

Purpose of observations

A
  • evaluation, planning intervention, and monitoring progress
  • opportunity to see spontaneous behaviors
  • systematic record of behavior
  • information about interpersonal skills
  • information about goodness of fit to teaching style and learning style
  • part of FBA
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16
Q

Systematic observations

A
  • define target behavior precisely
  • list examples of target behavior
  • observe behavior in natural or designed settings
  • record data objectively as it occurs
  • understand behavioral codes, if applicable
  • sustain attention & focus on details
  • identify important behaviors & summarize
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17
Q

Narrative recording observation

A
  • anecdotal recording of noteworthy behaviors

- no specific time frames or codes

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18
Q

Interval recording observation

A
  • focuses on aspects of behavior as occurring within specific intervals of time
  • sample behavior rather than recording every behavior
  • useful for overt behaviors
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19
Q

event recording observation

A
  • record each event of behavior as it occurs during observation period
  • frequency count of discrete behavior
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20
Q

rating recording observation

A
  • rating behavior on a checklist or scale

- useful for evaluating global aspects of behavior or for gaining impressions

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21
Q

momentary time sampling recording

A

-observer records whether behavior occurs or at beginning of each interval

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22
Q

partial interval recording

A

observer records whether behavior occurs at any time during interval

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23
Q

whole interval recording

A

observer records whether behavior occurs throughout the entire interval

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24
Q

latency recording

A

observer records how long it takes for behavior to begin after a specific verbal demand or event has occurred

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25
Q

duration recording

A

observer records amount of time student spends engaging in a behavior that has a clear beginning and end

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26
Q

what are in cumulative school records?

A 
academic grades
attendance
discipline referrals
state/district testing results
health records (nurse's screenings)

look for any trends in the records

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27
Q

medical records and previous evaluations to review?

A 
medical
psychological
neuropsychological
psychoeducationa
psychiatric
neurological
neurodevelopmental
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28
Q

what to include in developmental history?

A 
parent/caregivers
family history
brothers/sisters
child's residence
family relationships
pregnancy
birth
development
medical history
family history
friendships
recreation/interests
behavior/temperament
educational history
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29
Q

review of previous interventions to include:

A 
problem identification
problem analysis
intervention planning
evaluation
progress monitoring
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30
Q

curriculum-based measurement is:

A

a method of gathering information about student performance.

  • simple, fast, accurate
  • effective indicators of achievement to guide intervention decisions and check progress
  • verify what is working and what is not
  • identify weaknesses and allow instruction to be geared towards strengths
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31
Q

data-based process requires:

A
  • knowledge of effective data-based decision making and problem solving processes/methods
  • systematic collection of info to identify and define strengths/needs to be used for problem solving
  • decisions made without systematic data collection may result in ineffective interventions
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32
Q

screening assessment is a brief evaluation to:

A

identify students who are

  • eligible for specific programs
  • have a weakness in need of intervention
  • may need more comprehensive assessments
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33
Q

should screening assessments be used for IDEA eligibility?

A

no

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34
Q

WAIS-IV

A

Weschler Adult Intelligence Scale, 4th Edition

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35
Q

WAIS-IV age range:

A

16 years - 89 years

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36
Q

WAIS-IV Mean & SD?

A 
Mean = 100
SD = 15
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37
Q

WAIS-IV Subtests:

A

7 verbal, 7 performance

4 indices VCI, POI, WMI, PSI

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38
Q

WAIS-IV used to assess:

A

learning disabilities, ADHD, MR/ID, age-related differences in ability of adults

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39
Q

WISC-IV

A

Weschler Intelligence Scale for Children, 4th edition

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40
Q

WISC-IV age range:

A

6 years - 16 years 11 mo

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41
Q

WISC-IV mean and SD:

A 
mean = 100
SD = 15
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42
Q

WISC-IV used to assess:

A

learning disabilities, ADHD, MR/ID, age-related differences in ability of children

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43
Q

WPPSI-III

A

weschler preschool and primary scale of intelligence, 3rd edition

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44
Q

WPPSI-III age range:

A

2 years 6 mo - 7 years 3 mo

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45
Q

WPPSI mean and SD:

A 
mean = 100
sd = 15
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46
Q

WPPSI used to assess:

A

learning disabilities, ADHD, MR/ID, age-related differences in ability of young children

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47
Q

WASI

A

weschler abbreviated scale of intelligence

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48
Q

WASI age range

A

6 years - 89 years

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49
Q

WASI mean & sd:

A 
mean = 100
sd = 15
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50
Q

stanford-binet intelligence scales age range

A

2 years - 85 years

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51
Q

stanford binet mean & sd:

A 
mean = 100
sd = 15
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52
Q

stanford binet used for:

A

assessment of LD, developmental delay, brain functionality with neurological impairments, giftedness.

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53
Q

would you use stanford binet for low-functioning individuals?

A

yes

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54
Q

DAS-III

A

differential ability scales

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55
Q

DAS age range

A

2 yrs, 6 mo - 17 years 11 mo

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56
Q

DAS used for

A

assessment of LD, MR/ID, giftedness, neurological impariments

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57
Q

what special populations is DAS appropriate for?

A

non-english proficient
gifted
hard of hearing

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58
Q

CAS mean & sd

A 
mean = 100
sd = 15
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59
Q

CAS age range

A

5 years - 18 years

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60
Q

CAS used for

A

assessment of LD, ID/MR, ADHD, giftedness

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61
Q

what special populations is CAS appropriate for?

A

TBI

culturally diverse groups

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62
Q

KBIT mean & sd

A 
mean = 100
sd = 15
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63
Q

KBIT age range

A

4 years - 90 years

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64
Q

what special populations is KBIT appropriate for?

A

non readers

hearing-impaired

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65
Q

KBIT purpose and use?

A

quick, nonverbal test used for assessment of ID and LD

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66
Q

WJIII Cog age range

A

2 years - 90+

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67
Q

WJIII cog mean & sd

A 
mean = 100
sd = 15
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68
Q

WJIII cog based on what theory?

A

CHC

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69
Q

WJIII used for:

A

assessment of LD, ID/MR, age-related differences in ability of children and adults

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70
Q

KAIT

A

kaufman adolescent and adult intelligence

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71
Q

KAIT age range

A

11 years - 85

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72
Q

KAIT mean & sd

A 
mean = 100
sd = 16
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73
Q

KAIT based on what theory(s)?

A

cattel & horn
piaget
luria

74
Q

UNIT age range

A

5 years - 17 years 11 mo

75
Q

UNIT mean & sd

A 
mean = 100
sd = 15
76
Q

what special populations is UNIT appropriate for?

A

individuals with speech, language or hearing impairments, culturally diverse, or verbally uncommunicative

77
Q

TONI-III

A

Test of nonverbal intelligence

78
Q

TONI-III age range

A

6 years - 89:11

79
Q

TONI III mean and sd

A 
mean = 100
sd = 15
80
Q

TONI test makeup

A

nonverbal. 50 items. measures intelligence, aptitude, absolute reasoning, and problem solving

81
Q

what special populations is TONI appropriate for?

A

disorders of communication, LD, CP, ID/LD, TBI, developmental disabilities, autism

82
Q

WAIT-II

A

weschler individual achievement test

83
Q

WIAT-II age range

A

4 years - 85 years

84
Q

WIAT-II grade range

A

Pre K - 16

85
Q

what special populations is WIAT-II appropriate for?

A

LD, AD/HD, language disabled hearing impaired, gifted

86
Q

WIAT-II Subtests?

A 
oral language
listening comprehension
written expression
spelling
pseudoword decoding
word reading
reading comprehension
numerical operations
math reasoning
87
Q

WJIII Achievement

A

Woodcock Johnson III Tests of Achievement

88
Q

WJIII Ach age range

A

2 years - 90+

89
Q

WJIII Ach clusters

A 
oral comprehension
listening comprehension
written expression
basic reading
reading comprehension
math calculation
math reasoning
90
Q

WJIII ACh subtests grouped by

A

reading
written language
math
listening comprehension

91
Q

KTEA

A

kaufman test of educational achievement

92
Q

KTEA age range

A

4: 6 - 25 (comp form)
4: 6 - 90+ (brief form)

93
Q

KTEA composite scores

A 
reading
math
written language
oral language
comprehensive achievement
94
Q

KTEA subtests grouped by

A

reading
math
written language
oral language

95
Q

WRAT4

A

wide range achievement test

96
Q

WRAT age range

A

5 yrs - 94 yrs

97
Q

WRAT subtests

A

word reasoning
sentence comprehension
spelling
math computation

98
Q

BBCS

A

bracken basic concept scale

99
Q

BBCS age range

A

3 yrs - 6:11

100
Q

what does BBCS assess?

A 
basic educational concepts:
colors
letter/sounds
numbers/counting
size
shapes
directions/position
self/social awareness
texture/material
quality
time/sequence
101
Q

PAL-II

A

process assessment of the learner

102
Q

PAL grade range

A

K-6

103
Q

PAL used to diagnose

A

dysgraphia
dyslexia
oral and written language

104
Q

WMS-III

A

weschler memory scale

105
Q

WMS age range

A

16 - 89 yrs

106
Q

WMS indices

A 
auditory immediate
visual operations
immediate
immediate forms
memory
auditory delayed
visual delayed
auditory reception delayed
general memory
working memory
107
Q

Key Math Revised/NU age range

A

5 - 22 yrs

108
Q

Key Math Revised/NU used to assess

A

math skills. measures an understanding of math concepts and skills

109
Q

Bayley-III

A

bayle scales of infant and toddler development

110
Q

Bayley age range

A

1 mo - 40 mo

111
Q

Bayley-III used to assess

A

used for measuring developmental delays in very young children

112
Q

Bayley-III subtests

A

3 with child: cognitive, motor, language

2 with parent: soc/emot & adaptive behavior

113
Q

BDI-2

A

Battelle Developmental Inventory, 2nd Ed

114
Q

BDI-2 age range

A

birth - 7 yrs 11 mo

115
Q

BDI domains

A 
long form:
personal/social
adaptive
motor
communication
cogitive

short form:
100 items

116
Q

BDI used for

A

screening, diagnosis, and evaluation of early development

117
Q

SIB-R

A

Scales of Independent Behavior

118
Q

SIB-R age range

A

infancy - 80+ yrs

119
Q

SIB-R used to assess

A

adaptive (14 areas) and maladaptive (8 areas) behavior

120
Q

is SIB-R norm referenced?

A

yes

121
Q

ABS-2

A

AAMR Adaptive Behavior Scales, 2nd Ed

122
Q

ABS-2 age range

A

3 years - 21 years

123
Q

ABS-2 used to assess

A

abilities of MR/ID
emotional maladjustment
developmental delays

124
Q

Vineland-II

A

Vineland Adaptive Behavior Scales

125
Q

Vineland-II age range

A

parent form: 0 - 90 years

teacher form: 3 yrs - 21 yrs, 11 mo

126
Q

Vineland domains:

A 
communication
socialization
motor skills
maladaptive behavior index
self-sufficiency
personal/social skills
127
Q

BASC-2

A

behavioral assessment system for children

128
Q

BASC-2 age range

A

2 yrs - 25 yrs

129
Q

BASC-2 clinical scales

A

internalized, externalized, school problems, behavioral symptoms, adaptive behavior

130
Q

CBCL

A

Child behavior checklistr

131
Q

ASEBA

A

Achenbach system of empirically based assessment

132
Q

CBCL age range

A

1.5 years - 18 years

2 forms:
1.5 - 5 yrs
6 - 18 yrs

133
Q

ASEBA age range

A

1.5 years - 18 years

2 forms:
1.5 - 5 yrs
6 - 18 yrs

134
Q

CBCL measures

A

internalized/externalized problems on DSM oriented scales

135
Q

ASEBA measures

A

internalized/externalized problems on DSM oriented scales

136
Q

Conners, 3rd ed age range

A

6 yrs - 18 yrs (parent/teacher)

8 yrs - 18 yrs (self report)

137
Q

conners 3 assesses

A

AD/HD and comorbid disorders such as ODD (oppositional defiant disorder) and CD (conduct disorder)

138
Q

conners 3 oriented on what scales?

A

DSM and IDEA

139
Q

CBRS

A

conners comprehensive behavior rating scales

140
Q

CBRS age range

A

6 - 18 yrs (parent/teacher)

8 - 18 yrs (self report)

141
Q

CBRS oriented on what scales?

A

DSM and IDEA

142
Q

CBRS assesses?

A

child and adolescent disorders, emotional & behavioral problems

143
Q

DSMD

A

Devereux Scales of Mental Disorders

144
Q

DSMD age range

A

5 - 18 yrs

145
Q

DSMD used to identify:

A

behavioral or emotional problems in children and adolescents

146
Q

DSMD oriented on what scale(s)?

A

DSM

147
Q

How many forms for DSMD

A

same form used for parent and teacher ratings (different norms)

148
Q

is the DSMD effective for treatment planning and outcome evaluation?

A

yes

149
Q

RBPC

A

Revised behavior problem checklist

150
Q

RBPC age range

A

5 - 18 years

151
Q

how many forms for RBPC?

A

parent and teacher forms

152
Q

RBPC used to screen for?

A

behavioral disorders in school

153
Q

does RBPC focus on internalizing or externalizing problems?

A

externalizing problems

CD, aggression, attention problems

154
Q

does RBPC provide specific diagnostic information?

A

no

155
Q

BDS-S / BDS-H

A

Behavior Dimensions Scale / Home & School

156
Q

BDS age range

A

BDS school: 5 - 15

BDS home: 3 - 18

157
Q

what does BDS measure?

A

behavioral disorders

ADHD, ODD, CD, avoidant personality, GAD, MDD

158
Q

MMPI-A

A

Minesota multiphasic personality inventory - adolescent

159
Q

MMPI-A age range

A

14 - 18

160
Q

MMPI helps identify….?

A

personal, social, and behavioral problems in adolescents

161
Q

clinical scales of MMPI?

A 
psychopathic
masculinity/femininity
paranoia
psychasthenia (worry, anxiety)
introversion
schizophrenia
hypomania
162
Q

MACI

A

Million adolescent clinical infentory

163
Q

MACI age range

A

13 - 19

164
Q

what settings is MACI useful in?

A

treatment/clinical

165
Q

Piers Harris

A

Piers Harris Children’s Self-Concept Scale

166
Q

Piers Harris age range

A

7 - 18

167
Q

what does Piers Harris assess?

A 
physical appearance and attributes
intellectual and school status
happiness and satisfaction
freedom from anxiety
behavioral adjustment
popularity
168
Q

can Piers Harris be administered to groups?

A

yes. it can be used as a screening tool to identify children in need of additional evaluation.

169
Q

SSCS

A

Student self-concept scale

170
Q

SSCS age range

A

3 - 12 years

171
Q

what does SSCS assess?

A

self ocnfidence, importance and outcome confidence in areas of academics, social functioning, and self-concept

172
Q

what theory is SSCS based on?

A

Bandura’s theory of self-efficacy

173
Q

can SSCS be used as screening tool?

A

yes. can be used as screening to detect self-concept and motivational issues

174
Q

What is an FBA?

A

Functional Behavior Assessment

175
Q

when is FBA required under IDEA?

A

when student’s disability impedes learning, or when disability becomes subject of discipline proceedings

destructive, aggressive, noncompliant, or disruptive behaviors toward self, others or objects

176
Q

what two scenarios calls for an FBA?

A

a) change of placement for the student is being considered

and/ or

b) IEP team determines disability is a manifestation of the disability. also requires a BIP.

177
Q

can FBA be used before SpEd eligibility is determined?

A

yes. it can be used during intervention process prior to referral, and in determination of eligibility for sped.

178
Q

6 steps of conducting FBA

A

1) describe problem behavior
2) perform assessment
3) evaluate assessment results and patterns
4) develop hypothesis to explain behavior and situations where problem occurs
5) formulate BIP, implement and assess BIP for fidelity
6) evaluate effectiveness of intervention plan. observe and assess periodically to determine if plan is working.

179
Q

how is performance assessed?

A

a product (i.e paper, painting, etc) or performance (speech, skil)

judged on agreed upon criteria

180
Q

what tasks can be included in performance assessment?

A

writing an essay, oral presentation, solving open-ended problems, real-life simulations, designing and carrying out experiments, working in groups, etc.

tasks concerned with problem solving & demonstrating understanding; meaningful and authentic

181
Q

why use performance based assessment?

A

actively involves students in process

evidence can be used later

used as method of state testing for students with severe disabilities (alternative assessments)

182
Q

CBM

A

Curriculum based measurement - a particular type of CBA

PRAXIS (3 decks)

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