Praxis Flashcards
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
d) provision of multisensory instructional input to capitalize on the divergent thinking of gifted students
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
b) take alternate assessments aligned to alternative achievement standards
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
c) Gail has a bag.
uses the targeted letters b, a, s, and g 8 times.
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
c) interpersonal communication
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
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
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
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.
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
c) curriculum-based measurement
curriculum-based measurement (CBM) requires standardized testing procedures, including directions, scoring, and materials.
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
e) I, II, III, and IV
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
b) operations, contents, products
Components of Effective Interviewing
- Establish rapport
- Facilitate communication
- formulate appropriate questions
- remain objective yet empathic
- be a good listener
- close the interview appropriately (summarize, feedback, implications)
Structured Interview
- 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)
Unstructured Interview
- 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
Computer-generated interview
- software used to present uniform questions to all persons
- child/adult sees and hears questions
- can be a novel experience
Cons of computer generated interview
disadvantages: unfamiliar computer may become anxious, format is impersonal, may be technical difficulties with hardware
Purpose of observations
- 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
Systematic observations
- 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
Narrative recording observation
- anecdotal recording of noteworthy behaviors
- no specific time frames or codes
Interval recording observation
- focuses on aspects of behavior as occurring within specific intervals of time
- sample behavior rather than recording every behavior
- useful for overt behaviors
event recording observation
- record each event of behavior as it occurs during observation period
- frequency count of discrete behavior
rating recording observation
- rating behavior on a checklist or scale
- useful for evaluating global aspects of behavior or for gaining impressions
momentary time sampling recording
-observer records whether behavior occurs or at beginning of each interval
partial interval recording
observer records whether behavior occurs at any time during interval
whole interval recording
observer records whether behavior occurs throughout the entire interval
latency recording
observer records how long it takes for behavior to begin after a specific verbal demand or event has occurred
duration recording
observer records amount of time student spends engaging in a behavior that has a clear beginning and end
what are in cumulative school records?
academic grades attendance discipline referrals state/district testing results health records (nurse's screenings)
look for any trends in the records
medical records and previous evaluations to review?
medical psychological neuropsychological psychoeducationa psychiatric neurological neurodevelopmental
what to include in developmental history?
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
review of previous interventions to include:
problem identification problem analysis intervention planning evaluation progress monitoring
curriculum-based measurement is:
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
data-based process requires:
- 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
screening assessment is a brief evaluation to:
identify students who are
- eligible for specific programs
- have a weakness in need of intervention
- may need more comprehensive assessments
should screening assessments be used for IDEA eligibility?
no
WAIS-IV
Weschler Adult Intelligence Scale, 4th Edition
WAIS-IV age range:
16 years - 89 years
WAIS-IV Mean & SD?
Mean = 100 SD = 15
WAIS-IV Subtests:
7 verbal, 7 performance
4 indices VCI, POI, WMI, PSI
WAIS-IV used to assess:
learning disabilities, ADHD, MR/ID, age-related differences in ability of adults
WISC-IV
Weschler Intelligence Scale for Children, 4th edition
WISC-IV age range:
6 years - 16 years 11 mo
WISC-IV mean and SD:
mean = 100 SD = 15
WISC-IV used to assess:
learning disabilities, ADHD, MR/ID, age-related differences in ability of children
WPPSI-III
weschler preschool and primary scale of intelligence, 3rd edition
WPPSI-III age range:
2 years 6 mo - 7 years 3 mo
WPPSI mean and SD:
mean = 100 sd = 15
WPPSI used to assess:
learning disabilities, ADHD, MR/ID, age-related differences in ability of young children
WASI
weschler abbreviated scale of intelligence
WASI age range
6 years - 89 years
WASI mean & sd:
mean = 100 sd = 15
stanford-binet intelligence scales age range
2 years - 85 years
stanford binet mean & sd:
mean = 100 sd = 15
stanford binet used for:
assessment of LD, developmental delay, brain functionality with neurological impairments, giftedness.
would you use stanford binet for low-functioning individuals?
yes
DAS-III
differential ability scales
DAS age range
2 yrs, 6 mo - 17 years 11 mo
DAS used for
assessment of LD, MR/ID, giftedness, neurological impariments
what special populations is DAS appropriate for?
non-english proficient
gifted
hard of hearing
CAS mean & sd
mean = 100 sd = 15
CAS age range
5 years - 18 years
CAS used for
assessment of LD, ID/MR, ADHD, giftedness
what special populations is CAS appropriate for?
TBI
culturally diverse groups
KBIT mean & sd
mean = 100 sd = 15
KBIT age range
4 years - 90 years
what special populations is KBIT appropriate for?
non readers
hearing-impaired
KBIT purpose and use?
quick, nonverbal test used for assessment of ID and LD
WJIII Cog age range
2 years - 90+
WJIII cog mean & sd
mean = 100 sd = 15
WJIII cog based on what theory?
CHC
WJIII used for:
assessment of LD, ID/MR, age-related differences in ability of children and adults
KAIT
kaufman adolescent and adult intelligence
KAIT age range
11 years - 85
KAIT mean & sd
mean = 100 sd = 16
KAIT based on what theory(s)?
cattel & horn
piaget
luria
UNIT age range
5 years - 17 years 11 mo
UNIT mean & sd
mean = 100 sd = 15
what special populations is UNIT appropriate for?
individuals with speech, language or hearing impairments, culturally diverse, or verbally uncommunicative
TONI-III
Test of nonverbal intelligence
TONI-III age range
6 years - 89:11
TONI III mean and sd
mean = 100 sd = 15
TONI test makeup
nonverbal. 50 items. measures intelligence, aptitude, absolute reasoning, and problem solving
what special populations is TONI appropriate for?
disorders of communication, LD, CP, ID/LD, TBI, developmental disabilities, autism
WAIT-II
weschler individual achievement test
WIAT-II age range
4 years - 85 years
WIAT-II grade range
Pre K - 16
what special populations is WIAT-II appropriate for?
LD, AD/HD, language disabled hearing impaired, gifted
WIAT-II Subtests?
oral language listening comprehension written expression spelling pseudoword decoding word reading reading comprehension numerical operations math reasoning
WJIII Achievement
Woodcock Johnson III Tests of Achievement
WJIII Ach age range
2 years - 90+
WJIII Ach clusters
oral comprehension listening comprehension written expression basic reading reading comprehension math calculation math reasoning
WJIII ACh subtests grouped by
reading
written language
math
listening comprehension
KTEA
kaufman test of educational achievement
KTEA age range
4: 6 - 25 (comp form)
4: 6 - 90+ (brief form)
KTEA composite scores
reading math written language oral language comprehensive achievement
KTEA subtests grouped by
reading
math
written language
oral language
WRAT4
wide range achievement test
WRAT age range
5 yrs - 94 yrs
WRAT subtests
word reasoning
sentence comprehension
spelling
math computation
BBCS
bracken basic concept scale
BBCS age range
3 yrs - 6:11
what does BBCS assess?
basic educational concepts: colors letter/sounds numbers/counting size shapes directions/position self/social awareness texture/material quality time/sequence
PAL-II
process assessment of the learner
PAL grade range
K-6
PAL used to diagnose
dysgraphia
dyslexia
oral and written language
WMS-III
weschler memory scale
WMS age range
16 - 89 yrs
WMS indices
auditory immediate visual operations immediate immediate forms memory auditory delayed visual delayed auditory reception delayed general memory working memory
Key Math Revised/NU age range
5 - 22 yrs
Key Math Revised/NU used to assess
math skills. measures an understanding of math concepts and skills
Bayley-III
bayle scales of infant and toddler development
Bayley age range
1 mo - 40 mo
Bayley-III used to assess
used for measuring developmental delays in very young children
Bayley-III subtests
3 with child: cognitive, motor, language
2 with parent: soc/emot & adaptive behavior
BDI-2
Battelle Developmental Inventory, 2nd Ed
BDI-2 age range
birth - 7 yrs 11 mo
BDI domains
long form: personal/social adaptive motor communication cogitive
short form:
100 items
BDI used for
screening, diagnosis, and evaluation of early development
SIB-R
Scales of Independent Behavior
SIB-R age range
infancy - 80+ yrs
SIB-R used to assess
adaptive (14 areas) and maladaptive (8 areas) behavior
is SIB-R norm referenced?
yes
ABS-2
AAMR Adaptive Behavior Scales, 2nd Ed
ABS-2 age range
3 years - 21 years
ABS-2 used to assess
abilities of MR/ID
emotional maladjustment
developmental delays
Vineland-II
Vineland Adaptive Behavior Scales
Vineland-II age range
parent form: 0 - 90 years
teacher form: 3 yrs - 21 yrs, 11 mo
Vineland domains:
communication socialization motor skills maladaptive behavior index self-sufficiency personal/social skills
BASC-2
behavioral assessment system for children
BASC-2 age range
2 yrs - 25 yrs
BASC-2 clinical scales
internalized, externalized, school problems, behavioral symptoms, adaptive behavior
CBCL
Child behavior checklistr
ASEBA
Achenbach system of empirically based assessment
CBCL age range
1.5 years - 18 years
2 forms:
1.5 - 5 yrs
6 - 18 yrs
ASEBA age range
1.5 years - 18 years
2 forms:
1.5 - 5 yrs
6 - 18 yrs
CBCL measures
internalized/externalized problems on DSM oriented scales
ASEBA measures
internalized/externalized problems on DSM oriented scales
Conners, 3rd ed age range
6 yrs - 18 yrs (parent/teacher)
8 yrs - 18 yrs (self report)
conners 3 assesses
AD/HD and comorbid disorders such as ODD (oppositional defiant disorder) and CD (conduct disorder)
conners 3 oriented on what scales?
DSM and IDEA
CBRS
conners comprehensive behavior rating scales
CBRS age range
6 - 18 yrs (parent/teacher)
8 - 18 yrs (self report)
CBRS oriented on what scales?
DSM and IDEA
CBRS assesses?
child and adolescent disorders, emotional & behavioral problems
DSMD
Devereux Scales of Mental Disorders
DSMD age range
5 - 18 yrs
DSMD used to identify:
behavioral or emotional problems in children and adolescents
DSMD oriented on what scale(s)?
DSM
How many forms for DSMD
same form used for parent and teacher ratings (different norms)
is the DSMD effective for treatment planning and outcome evaluation?
yes
RBPC
Revised behavior problem checklist
RBPC age range
5 - 18 years
how many forms for RBPC?
parent and teacher forms
RBPC used to screen for?
behavioral disorders in school
does RBPC focus on internalizing or externalizing problems?
externalizing problems
CD, aggression, attention problems
does RBPC provide specific diagnostic information?
no
BDS-S / BDS-H
Behavior Dimensions Scale / Home & School
BDS age range
BDS school: 5 - 15
BDS home: 3 - 18
what does BDS measure?
behavioral disorders
ADHD, ODD, CD, avoidant personality, GAD, MDD
MMPI-A
Minesota multiphasic personality inventory - adolescent
MMPI-A age range
14 - 18
MMPI helps identify….?
personal, social, and behavioral problems in adolescents
clinical scales of MMPI?
psychopathic masculinity/femininity paranoia psychasthenia (worry, anxiety) introversion schizophrenia hypomania
MACI
Million adolescent clinical infentory
MACI age range
13 - 19
what settings is MACI useful in?
treatment/clinical
Piers Harris
Piers Harris Children’s Self-Concept Scale
Piers Harris age range
7 - 18
what does Piers Harris assess?
physical appearance and attributes intellectual and school status happiness and satisfaction freedom from anxiety behavioral adjustment popularity
can Piers Harris be administered to groups?
yes. it can be used as a screening tool to identify children in need of additional evaluation.
SSCS
Student self-concept scale
SSCS age range
3 - 12 years
what does SSCS assess?
self ocnfidence, importance and outcome confidence in areas of academics, social functioning, and self-concept
what theory is SSCS based on?
Bandura’s theory of self-efficacy
can SSCS be used as screening tool?
yes. can be used as screening to detect self-concept and motivational issues
What is an FBA?
Functional Behavior Assessment
when is FBA required under IDEA?
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
what two scenarios calls for an FBA?
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.
can FBA be used before SpEd eligibility is determined?
yes. it can be used during intervention process prior to referral, and in determination of eligibility for sped.
6 steps of conducting FBA
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.
how is performance assessed?
a product (i.e paper, painting, etc) or performance (speech, skil)
judged on agreed upon criteria
what tasks can be included in performance assessment?
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
why use performance based assessment?
actively involves students in process
evidence can be used later
used as method of state testing for students with severe disabilities (alternative assessments)
CBM
Curriculum based measurement - a particular type of CBA
