Praxis Practice Test Deck 2

Question 1

Projective tests (e.g., Rorschach, Draw a Person) are usually used for?
A. Building rapport with a student
B. Gathering supplementary information about a student
C. Determining if a student is prone to malingering and deception
D. These tests are rarely used by school psychologist due to poor psychometrics (e.g., reliability)

Answer 1

B. Projective tests are effective measures, but a high degree of skill and training are involved. It is
good practice to supplement test results when using projective measures. Professional Practices,
Practices That Permeate All Aspects of Service Delivery

Question 2

Parental complaints regarding Section 504 should be directed to which authority?
A. The Department of Education
B. The school district’s administration office
C. The Office for Civil Rights (OCR)
D. The state’s Board of Education

Answer 2

C. Section 504 is an Americans with Disabilities Act (ADA) law and governed by the Office for
Civil Rights (OCR). Foundations of School Psychological Service Delivery

Question 3

What is the primary difference between achievement tests and cognitive tests?
A. Intelligence tests are norm referenced and used to diagnose learning disabilities
B. Achievement tests are generally used to predict academic progress
C. Cognitive tests are typically used to predict future learning more than achievement tests
D. Cognitive tests use standard scores, whereas achievement tests use grade-equivalent scores

Answer 3

C. One of the primary reasons cognitive assessments are administered to students who are struggling academically is to predict academic performance and to help determine the appropriate level of curriculum. Professional Practices, Practices That Permeate All Aspects of Service Delivery

Question 4

You find out that another school psychologist has violated an ethical rule. What should you do
first?
A. Attempt to talk to the person directly and address the situation informally
B. Immediately report the situation to school officials because you have an ethical obligation to
do so. Failure to report a known violation implicates you in the situation
C. Notify the school psychologist that if he or she does not report the violation, you will have to
report it
D. Not all ethical violations are legal violations. Legally, you do not have to take any action

Answer 4

A. In low-level cases of an ethical violation, it is acceptable to address the situation at the direct
level with the person. Foundations of School Psychological Service Delivery

Question 5

Case example for questions 45 and 46: A student was referred to you due to behavioral disruptions in
class. After a series of interventions, the special education team and parents agree that formal
assessments should be initiated. The results from your formal cognitive assessment demonstrated that the student has a very large verbal and nonverbal difference between scores. Other streams of
information support the idea that the student has a learning disability, specifically a nonverbal learning
disability.

45. The parents have difficulty accepting your findings and demand to see the test protocol. Your
    response should be to:
    A. Show the protocol to the parents and give them a copy of only the test scores if they request it
    B. Refuse to let the parents examine the protocol, citing copyright laws and the need to keep
    testing material strictly confidential. Refer the parents to your individual education program
    (IEP) report that details the results
    C. Provide the parents with qualitative information and your reasoning when interpreting the test
    results. The protocol may be used in your explanation, but not copied
    D. Reiterate for the parents that the identification of a learning disability is a team decision and
    multiple pieces of information were used in the determination. After your explanation, supply
    the parents with all the necessary scores

Answer 5

C. This is a difficult question to answer. Note that test protocols cannot be copied and parents
cannot be allowed to copy some types of information from a test protocol. Psychologists should
fully explain their reasoning and educate parents about what scores mean without violating laws. Data-Based Decision Making, Professional Practices, Practices That Permeate All Aspects of
Service Delivery and Foundations of School Psychological Service Delivery

Question 6

Case example for questions 45 and 46: A student was referred to you due to behavioral disruptions in class. After a series of interventions, the special education team and parents agree that formal assessments should be initiated. The results from your formal cognitive assessment demonstrated that the student has a very large verbal and nonverbal difference between scores. Other streams of information support the idea that the student has a learning disability, specifically a nonverbal learning disability.

After a lengthy explanation about the student’s evaluation, the parents in the aforementioned
example are still refuting your results and want outside (private) testing done. Which of the following statements reflects what is most likely to happen?
A. The parents can have a private assessment done at the school district’s expense if they complete the formal appeals process
B. Parents can have a private assessment completed, but the school district is not obligated to pay for outside testing if the results are congruent with the school’s assessments
C. Private assessments are not typically paid for by a public school district
D. A judge can order private testing that is paid for by a school district, not considering whether the results are congruent with the school district’s findings

Answer 6

B. Parents can use private testing, but schools do not always have to pay for such testing. Only in special circumstances are schools required to pay for outside testing. Foundations of School Psychological Service Delivery

Question 7

A high school student is in your office requesting to see you. He is visibly upset because of a serious fight he had with his girlfriend the past night. You do not have permission to counsel him. What is the “best practice” in this situation?

A. You are not allowed to counsel a new student without parent permission
B. It is acceptable to perform a brief intervention in an emergency or crisis situation without
permission
C. Refer the student to his counselor at school
D. Have the student wait in a supervised room until his parents can be contacted

Answer 7

B. When safety or crisis situations arise, psychologists have more flexibility to meet with students. You do not need permission in this situation. Foundations of School Psychological Service
Delivery and Direct and Indirect Services for Children, Families, and Schools

Question 8

At what point in a counseling relationship do you explain the limitations of confidentiality?
A. During your initial meeting
B. After a rapport has been established
C. When your sessions with the student are nearing completion
D. When you provide parents with informed consent

Answer 8

A. It is best practice to set your rules and limitations of counseling as early as possible in the
therapeutic relationship. Direct and Indirect Services for Children, Families, and Schools

Question 9

A parent and teacher complete an adaptive scales assessment (e.g., Vineland) on a child suspected of having a cognitive impairment. The parent’s version is significantly different from the teacher’s version. What do you do?
A. The results are said to be invalid and another type of survey should be administered
B. You should call the parent and teacher and ask questions regarding the survey. Ask about the
child’s functioning at home and school
C. Analyze and use other assessment sources for your evaluation instead of the survey. Although
the survey was not used in your evaluation, you must make a notation in your report as to
why the survey was not used
D. Interpret both the teacher and parent surveys separately and present the objective results to
the special education team for consultation

Answer 9

B. Asking clarifying questions, when differences in results are discovered, may illuminate the reasons for the differences. Results are not necessarily invalid just because differences exist, but you should explore why significant differences exist. Professional Practices, Practices That
Permeate All Aspects of Service Delivery

Question 10

The “stay-put” rule is implemented at what time?
A. When due process has started
B. When due process has been completed
C. When a student has been suspended
D. When it has been determined that a behavior was a manifestation of a child’s disability

Answer 10

A. A child cannot change schools or placement when a due process proceeding has commenced. Foundations of School Psychological Service Delivery

Question 11

At what type of meeting are eligibility requirements discussed and interventions or modifications
to the curriculum discussed?
A. During the initial staff meeting with parents and the special education team
B. During the initial referral meeting
C. During the student’s annual meeting
D. During the formal assessment and testing phase

Answer 11

A. The only other possible answer to this question is C, but annual meetings are typically for reviewing goals and progress toward goals. The student’s eligibility for special education services
is discussed during the initial staffing (not referral) meeting. Foundations of School Psychological
Service Delivery

Question 12

You are preparing to conduct a formal evaluation on a student for special education services. As part of your evaluation, you determine that you should administer a processing speed test due to fluency concerns voiced by the teacher. When is it considered best practice to administer this type of formal cognitive assessment?
A. During the student’s typical school day and when the student is experiencing his or her
normal routine
B. After you have observed the child in the classroom, in order to evaluate his or her true
behavior
C. After you have examined authentic work samples and completed a file review
D. Research has demonstrated that the morning time frame is the most effective time for
processing speed tests

Answer 12

A. This simple question might be difficult to answer because it suggests that a processing speed test has unique administration criteria, when the main point is that the test is a formal cognitive test
that follows standard administration practices. Although option “C” might also be a good answer,
the point of a school psychologist’s assessment is to determine how a child functions in a typical
school day. Additionally, authentic fluency evaluations are usually done in real-time reading
situations, not via a work sample review. Professional Practices, Practices That Permeate All Aspects of Service Delivery

Question 13

The consumption of large amounts of alcohol during pregnancy can cause?
A. Intellectual disabilities (ID)
B. Executive functioning deficits
C. Fetal alcohol symptoms (FAS)
D. Fetal alcohol effects (FAE)

Answer 13

D. The answer is factual. You must know the correct terms to describe specific disorders. For example, do not be misled by official-sounding terms, such as fetal alcohol symptom, because there is no such disability. Fetal alcohol effects (FAE) is the correct terminology. Direct and
Indirect Services for Children, Families, and Schools

Question 14

Autism is associated with which of the following?
A. Abnormalities in brain structures and function
B. Obsessive-compulsive disorder (OCD)
C. Executive dysfunction
D. Genetic disorder that is linked to the Y chromosome

Answer 14

A. Sometimes you will have a few easy questions. Through a process of choice elimination, the
best answer to this question is a neurologically based issue that is implicated in autism. The majority of disorders that psychologists deal with are brain-based dysfunctions. Foundations of School Psychological Service Delivery

Question 15

According to mainstream researchers and experts, such as Sattler and Kaufman, the most valid and reliable score(s) on widely adopted cognitive test batteries are usually which score?
A. The major cluster or domain score
B. The individual subtest scores
C. Ipsative score
D. The global or full-scale standard score

Answer 15

. D. The broader the score the more valid and reliable it is to interpret, given little intra/intersubtest variability. Professional Practices, Practices That Permeate All Aspects of Service Delivery

Question 16

According to educational theorists, when fostering intrinsic motivation, you should use:
A. Variable reinforcement
B. Tangible rewards
C. Verbal praise
D. Choice selection

Answer 16

D. This is a difficult question to answer if you do not know the research related to intrinsic
motivation. Note that tangible rewards, while effective in some situations, may hinder the
development of intrinsic motivation. Cognitive approaches are best to use to build intrinsic
motivation. “Choice” is a cognitive approach that gives students control to develop preferences.
Foundations of School Psychological Service Delivery and Direct and Indirect Services for
Children, Families, and Schools

Question 17

Typically, block design subtests on major cognitive assessments primarily evaluate the functioning
of the:
A. Right hemisphere of the brain
B. Left hemisphere of the brain
C. Both hemispheres of the brain
D. Cerebrum

Answer 17

A. Block design tasks can measure several different cognitive functions, but from a neuropsychological perspective, novel visual perception tasks (e.g., block design) usually activate
the right regions of the brain. Foundations of School Psychological Service Delivery and
Professional Practices, Practices That Permeate All Aspects of Service Delivery

Question 18

If a student’s misbehavior increases after the teacher takes away his recess time, this is called?
A. Spontaneous behavioral burst
B. Response cost
C. Negative reinforcement
D. Punishment

Answer 18

C. Punishment and negative reinforcement are commonly confused. Remember, any intervention
that increases a behavior is related to negative reinforcement. Foundations of School
Psychological Service Delivery and Direct and Indirect Services for Children, Families, and
Schools

Question 19

High school students who have dysgraphia should be given what type of accommodation and/or modification on tests?
A. Extra time
B. Frequent breaks
C. Multiple-choice tests
D. An alternative form version of the test

Answer 19

C. Children who have dysgraphia have difficulty in writing coherently. Multiple-choice tests are a
typical and appropriate accommodation for this disorder. Direct and Indirect Services for
Children, Families, and Schools and Foundations of School Psychological Service Delivery

Question 20

Which therapeutic method or therapy works best for selective mutism?
A. Behavior therapy
B. Cognitive therapy
C. Stimulus fading
D. Flooding

Answer 20

C. Although the answer to this question could be debated, stimulus fading is a specific and effective method used with students who demonstrate selective mutism. Stimulus fading is related to gradual desensitization techniques. Foundations of School Psychological Service Delivery and Direct and Indirect Services for Children, Families, and Schools

Question 21

A second-grade teacher uses the removal of a desirable activity, such as music class, to shape the
behavior of his special education students. The teacher does not think other interventions are
practical or effective. As the school psychologist, how should you respond?
A. The welfare of the student comes first and the school psychologist has a duty to discuss the
situation with the principal
B. It should be explained to the teacher that the method he is using might be working, but will
most likely produce short-term results if no positive reward or feedback is used for compliant
behavior
C. The teacher’s intervention might be working in the short term, but you should suggest to the teacher that “feedback” is provided to the students when possible
D. Inform the teacher that such interventions usually foster an external motivation instead of an
internal behavioral regulation skill in the student

Answer 21

B. The best answer to this question is “B,” although “D” is also a possibility. Choice “B” is the
better answer because it addresses both the positive and negative interventions involved in shaping
behavior. Foundations of School Psychological Service Delivery and Direct and Indirect Services
for Children, Families, and Schools

Question 22

In regard to the professional associations related to school psychology, which of the following
statements is most valid?
A. The National Association of School Psychologists (NASP) is the primary accreditation body
for the Nationally Certified School Psychologist (NCSP) credential
B. The American Psychological Association (APA) does not fully recognize master’s- or
specialist’s-level school psychologists
C. There is no major difference between APA and NASP guidelines
D. The APA typically regulates psychologists working in clinical or research domains

Answer 22

A. This question is fairly straightforward. The best choice for this question is that the National
Association of School Psychologists (NASP) is the primary accreditation body for the Nationally
Certified School Psychologist (NCSP) credential. Foundations of School Psychological Service
Delivery

Question 23

Case example for questions 63 to 65: Parents gave signed permission for the special education team to complete a full evaluation.
After the initial staffing meeting, the parents’ lawyer demands that you
supply them with copies of your protocols.

63. As a licensed school psychologist you should do which of the following?
    A. As a lawyer is formally requesting the documents, you should supply all the necessary copies
    of the requested documents so you are in compliance with law
    B. Collaborate with the parents by stating that all necessary information is in the individual
    education plan (IEP) report and review the IEP with the parents
    C. Collaborate with the parents and review test information with the parents and lawyer, but you
    do not have to make copies at this point in the legal process
    D. When legal matters initiate, you should inform the school district’s lawyers and have them
    speak to the parent’s lawyer before further communication with the parents continues

Answer 23

C. This is a difficult situation and a difficult question to answer. Only a judge can legally order a
psychologist to turn over protocols that are copyright protected. In this situation, it is best to
collaborate with the parents and explain your results to them. Although “B” is a valid choice, if a
lawyer is demanding access to school records and protocols, it is best to review test results, but not
copy them (“C”) unless subpoenaed to do so. If parents and the lawyer persist in their demands,
contact the school’s lawyer. Foundations of School Psychological Service Delivery and
Professional Practices, Practices That Permeate All Aspects of Service Delivery

Question 24

Case example for questions 63 to 65: Parents gave signed permission for the special education team to
complete a full evaluation. After the initial staffing meeting, the parents’ lawyer demands that you
supply them with copies of your protocols.

Which specific law or case law requires parental access to records?
A. Individuals with Disabilities Education Act (IDEA)
B. Rowley vs. Hudson Board of Education
C. Brown vs. Board of Education
D. Family Educational Rights and Privacy Act (FERPA)

Answer 24

D. Family Educational Rights and Privacy Act (FERPA) is related to confidentiality issues and
parent access to school records. Foundations of School Psychological Service Delivery

Question 25

Case example for questions 63 to 65: Parents gave signed permission for the special education team to complete a full evaluation. After the initial staffing meeting, the parents’ lawyer demands that you supply them with copies of your protocols.

If you copy protocols for parents or others, you might be violating what law(s)?
A. Federal copyright laws
B. Family Educational Rights and Privacy Act (FERPA)
C. Fair Testing and Assessment Act of 1990
D. Federal Communications Commission (FCC) laws

Answer 25

A. This is not a common test question, but psychologists must be aware that copyright laws impact their practices as much as educational laws. Foundations of School Psychological Service Delivery

Question 26

Executive function is primarily associated with which of the following traits?
A. Cognitive planning
B. Nonverbal learning
C. Spatial reasoning
D. Reading

Answer 26

A. Planning is one of the major traits associated with the concept of executive functioning. Organization, emotional regulation, and behavioral regulation are other traits of executive
functioning. Foundations of School Psychological Service Delivery

Question 27

Which is considered primary in crisis intervention?
A. Leadership
B. Community support
C. Measured response
D. Prevention

Answer 27

D. Prevention is primary in crisis intervention. Use the alliteration “Prevention is primary” to help
you remember this concept. Direct and Indirect Services for Children, Families, and Schools and
Systems-Level Services

Question 28

A teacher constantly sends disruptive and rowdy students to your office. By midyear, you are
handling several students a week from this one particular teacher. You meet with the teacher in
private to discuss the situation. You help the teacher implement a behavioral management plan for
students with difficulties. Within a few weeks, referrals to you have dropped significantly. What
consultation model did you employ?
A. A direct service model
B. A consultee-centered service model
C. A teacher-centered model
D. The Caplan model

Answer 28

B. The consultee is typically the teacher and is the proper terminology in the research. When you
employ a consultee-centered model, you are building a person’s skills to address situations without your direct help. Professional Practices, Practices That Permeate All Aspects of Service Delivery

Question 29

A student is referred to the school psychologist’s office because he consistently makes inappropriate comments and engages in disruptive behavior. What is your first approach to
amending this problem?
A. You figure out what is maintaining the behavior and stop the reinforcement
B. You set clear expectations for the student and enforce natural consequences
C. You perform a functional behavioral assessment (FBA) to determine the antecedent and
consequence for the behavior so you can plan an intervention
D. You collaborate with the teacher to write a proper behavior support plan

Answer 29

C. Although other choices may seem like good answers, the better response is “C” because it
incorporates the key aspects of other choices. “C” is a more thorough response in this situation.
Direct and Indirect Services for Children, Families, and Schools

Question 30

Authentic assessments are different from standardized assessments in which primary way?
A. Standardized assessments use statistics to compare a student to a normative group, whereas authentic assessments are more criterion based
B. Authentic assessments are considered informal methods
C. Standardized assessments are more time efficient
D. Authentic assessments are more time efficient

Answer 30

A. Answer “A” is factual and the best answer given the choices. Authentic assessments generally
do not use standardized psychometrics and they lend themselves to professional judgment more than standardized measures. Professional Practices, Practices That Permeate All Aspects of
Service Delivery

Question 31

According to many functional behaviorists, what are the major reasons for a variety of common behaviors that school psychologists deal with in an educational setting?
A. Attention, affiliation, and control
B. Boredom, opportunity, and stimulation
C. Stimulation, approval, and reinforcement
D. Approval, control, and stimulation

Answer 31

A. Although there are several motivations for behavior, choice “A” provides the primary reasons for common student behavior. Attention from peers, affiliation with valued others, and to control
for anxiety are illustrated in venerable school psychological literature. All other options might be
included in some research, but they are not widely accepted by experts. Foundations of School Psychological Service Delivery and Direct and Indirect Services for Children, Families, and
Schools

Question 32

An upper elementary school student constantly makes poor grades despite his concerted efforts. According to Erik Erikson, if this student does not feel a sense of industry, he will develop problems involving:
A. Shame
B. Doubt
C. Inferiority
D. Role confusion

Answer 32

C. The two key terms in Erikson’s stages are “industry versus inferiority.” You should be familiar with the five stages of development that center on school-aged students. Note that the answer to this question could be found on an earlier item on this test (question 36). Foundations of School Psychological Service Delivery and Direct and Indirect Services for Children, Families, and Schools

Question 33

A sophomore will not break the rules of his school because he does not want to face the disapproval of his peers and strict parents. According to Kohlberg, which stage of moral development is this student navigating?
A. Preconventional stage
B. Conventional stage
C. Postconventional stage
D. Concrete stage

Answer 33

B. The approval of others and social pressure are hallmark traits of the conventional level of moral reasoning. Foundations of School Psychological Service Delivery

Question 34

Given a standard error of measurement (SEM) of 6 points, what can be said of a student who receives a standard score of 90 on a cognitive assessment?
A. The student’s range of scores is within the average to below-average area
B. The student has an average score
C. The student score falls within the below-average range
D. The student’s score is between the 84th and 96th percentiles

Answer 34

A. On most mainstream cognitive assessments, a standard score of 90, with a commensurate standard error of measurement (SEM) of 6 points, is considered to be within the average and to below-average range. Professional Practices, Practices That Permeate All Aspects of Service Delivery

Question 35

Case example for questions 75 and 76: A seventh-grade female student has a speech impediment and
poor social skills. By the second month of school, the student is teased by a group of girls to the point
she becomes despondent. Several other students are aware of the teasing, but do not do anything about
it. One day, the student writes a detailed note to her teacher that she will kill the teasing students if they
do not stop with the bullying.

In this situation, the school psychologist must do which of the following?
A. Immediately determine which students are involved in the situation and conduct a threat assessment
B. Mediate the situation and employ restorative practices with all the students involved
C. Consult with your administration and recommend that the school resource officer be notified
of the threat
D. Notify the parents of the children who have been threatened

Answer 35

D. Although the student in this situation needs interventions due to her harassment, a threat of
violence warrants specific legal obligations and actions from school staff. The duty to warn is a
key obligation psychologists must fulfill. A threat assessment will most likely follow. Foundations of School Psychological Service Delivery and Systems-Level Services

Question 36

Case example for questions 75 and 76: A seventh-grade female student has a speech impediment and
poor social skills. By the second month of school, the student is teased by a group of girls to the point
she becomes despondent. Several other students are aware of the teasing, but do not do anything about
it. One day, the student writes a detailed note to her teacher that she will kill the teasing students if they
do not stop with the bullying.

In this scenario, a school psychologist should also do which of the following?
A. Seek to prevent a similar situation by instituting a schoolwide antibullying program
B. Use an indirect collaboration consultation model to inform the principal about future
interventions and effective supports
C. Conduct a formal schoolwide needs survey to improve school climate and determine the
extent of bullying and harassment problems
D. Perform proactive interventions with identified bullies and intervene with repeat offenders

Answer 36

C. Although choice “A” is a good option, the best choice would be “C” because it is a more
comprehensive intervention that uses data to focus a systems-level intervention. This question has links to various domains. Systems-Level Services, Professional Practices, Practices That Permeate All Aspects of Service Delivery, and Direct and Indirect Services for Children, Families, and
Schools

Question 37

A student is referred to the school psychologist’s office for poor self-confidence and negative selftalk. During the interview, you discover that the student believes she has always had bad luck and bad things just happen to her all the time. This student’s belief is an example of:
A. Negative metacognition
B. Internal locus of control
C. External locus of control
D. Poor self-esteem

Answer 37

C. People with an external-locus-of-control attitude do not believe they have control over events that happen to them. Students with this orientation often develop a learned-helplessness
disposition. Direct and Indirect Services for Children, Families, and Schools

Question 38

A caring single father constantly completes homework for his daughter. Despite suggestions from
teachers and school staff, the parent continues to complete assignments for his child. The parent in
this situation is doing which of the following?
A. Instilling in the child a learned helplessness orientation
B. Undermining the child’s self-concept and self-confidence
C. Increasing the child’s dependency on adult support
D. Modeling empathy and compassion

Answer 38

B. Due to the parent’s actions, the child will have difficulty developing confidence in her abilities.
Only through concerted effort can genuine achievement and confidence be created. Direct and Indirect Services for Children, Families, and Schools

Question 39

A teacher resides in the community where he teaches. One evening, he sees one of his students at a store. The student has visible marks on his face and arms. The father of this child is known to be
strict. In this situation, the teacher should do which of the following?
A. Although not legally obligated to notify the authorities, the teacher should call social services
and make a report of suspected abuse
B. The teacher needs to contact the school social worker immediately and collaborate to file a
child abuse report
C. The teacher should ask the student about the marks and then make an informed judgment
whether to call social services
D. As a mandated reporter, the teacher has a duty to notify social services or law enforcement
about the marks

Answer 39

D. School staff are mandated reporters and must notify police or protective services when they suspect abuse. Foundations of School Psychological Service Delivery

Question 40

A parent comes to you and provides a written request that her son must be tested for special education services. After consulting with the teacher, it was discovered that the student has a history of very poor grades and seems to frequently daydream in class. What is the best practice in
this situation?
A. Suggest to the parent that Multi-Tiered System of Support (MTSS) interventions be
implemented before moving ahead with formal testing
B. Start the assessment process because parents who provide written requests for formal
assessments have legal rights to testing under Individuals with Disabilities Education Act (IDEA) law
C. In a collaborative way, inform the parent that preliminary information provided by the teacher
indicates attention problems and the parent should also talk with the student’s pediatrician
D. Inform the parent that a formal evaluation will be completed by the school team, but the law
gives schools 60 days to complete the assessment process

Answer 40

A. In the spirit of Multi-Tiered System of Support (MTSS) and response to intervention (RTI),
interventions should be implemented before a formal special education evaluation is started.
Although formal testing may be concurrent with MTSS interventions, many times students will
respond appropriately to interventions and are not found to be disabled. Direct and Indirect
Services for Children, Families, and Schools and Professional Practices, Practices That Permeate
All Aspects of Service Delivery