Praxis Practice Test Deck 4 Flashcards
It is best practice that all schools have a Multi-Tiered System of Support (MTSS). Which one of
the following is not typically associated with an effective MTSS?
A. Response to intervention (RTI) process
B. Positive behavioral interventions and supports (PBIS)
C. School-based mental health services
D. After-school programs for students
D. After-school programs are not typically linked to Multi-Tiered System of Support (MTSS)
because this response choice is too broad and may not be linked to positive academic or behavioral
outcomes. Systems-Level Services
Which of the following choices is most closely aligned with effective schoolwide policies and
practices?
A. An explicit and effective means to handle student suspensions
B. High standards and rigorous curricula provided to all students
C. Effective special education programs
D. A defined threat assessment process
B. This question might be difficult to answer because all options seem appropriate. However, the
answer that covers the broadest area is “B,” the other choices are too narrow (i.e., specific).
According to systems theory, schoolwide practices that promote learning have high expectations
and a challenging curriculum taught by supportive staff. Systems-Level Services
Your administration asks you to review the effectiveness of the school’s behavior intervention and
correction protocols. The first action you take is to perform a needs assessment. When you present
the findings of your needs assessment to the staff, it is important that you discuss which one of the
following topics?
A. Ways that parents can have a voice in the development of a new behavior management model
B. Cultural sensitivities and potential biases of staff
C. Common barriers to effective behavior intervention practices
D. The current school district’s behavior policy and legal requirements
C. According to best practice for needs assessments, it is important to review common barriers to
effective practices as well as effective practices and ineffective practices. Other choices may be
valid, but a review of Chapter 3 details the points of a needs assessment. Systems-Level Services
A systems-wide practice or policy that is generally endorsed by the National Association of School Psychologists (NASP) is: A. Tracking B. Threat assessment training C. Zero tolerance B. Retention
B. Although not explicitly stated, the National Association of School Psychologists (NASP) and
other professional organizations support a research-based and formal approach to dealing with
school violence and serious threats. The Virginia model and the U.S. Secret Service’s Safe
Schools Initiative are two models that are widely adopted by public school systems. Note that the
other choices are certainly not endorsed by the NASP. Systems-Level Services
Student learning develops as target skills progress through phases. Which of the following choices
describes this commonly held process?
A. Exposure → rehearsal → proficiency → adaptation
B. Acquisition → proficiency → generalization → adaptation
C. Acquisition → practice → proficiency → adaptation
D. Exposure → proficiency → adaptation → establishment
B. As noted in Chapter 2, Foundations of Effective Pedagogy and Instruction, a widely accepted
model of student skill acquisition, is noted in choice B. Direct and Indirect Services for Children,
Families, and Schools
Case example for questions 126 to 128: A concerned parent calls the principal at your middle school and reports that she overheard a student talking about guns at a bus stop. The principal consults with the school psychologist and determines that the student should be formally interviewed. After the
psychologist and principal’s meeting with the student of concern, it is determined that a full threat assessment should be completed.
According to the Virginia Model and Safe School Initiative, what key sources of information
should be used in an effective threat assessment?
A. Parents, staff interviews, peer interviews, and school records
B. Staff, parents, school records, and student of concern interview
C. Student of concern interview, parents, formal threat assessment measures, staff
D. Student of concern interview, parents, staff, and peers
D. Most widely adopted models of threat assessment recommend that a multitude of sources be
used to gather relevant threat assessment information. While the student of concern interview is
critical, other sources, such as peer and staff interviews, can illuminate information that is
sometimes deliberately not disclosed by the parents or the student of concern. Note that student
records and information from the community are also important; however, these sources were not
included in the correct combination of the choices offered. Only “D” offers the best combination
of sources. Systems-Level Services and Direct and Indirect Services for Children, Families, and
Schools
Case example for questions 126 to 128: A concerned parent calls the principal at your middle school and reports that she overheard a student talking about guns at a bus stop. The principal consults with the school psychologist and determines that the student should be formally interviewed. After the
psychologist and principal’s meeting with the student of concern, it is determined that a full threat assessment should be completed.
During the student of concern interview, the school psychologist makes notes about the student’s
verbal and nonverbal communication. According to the threat assessment research, which of the
following is a most concerning statement?
A. The student admits to being a bully and is bullied
B. The student is a “loner” and not connected to any staff member at school
C. The student has struggled academically for many years
D. The student has access to weapons at home
D. While aspects of the other choices are important considerations, a school shooting cannot take
place if the student of concern does not have ready access to weapons. Of the choices provided, it
is first and foremost importance to secure weapons access, then focus on the other related threat
assessment factors. Systems-Level Services and Direct and Indirect Services for Children,
Families, and Schools
Case example for questions 126 to 128: A concerned parent calls the principal at your middle school and reports that she overheard a student talking about guns at a bus stop. The principal consults with the school psychologist and determines that the student should be formally interviewed. After the
psychologist and principal’s meeting with the student of concern, it is determined that a full threat assessment should be completed.
At the conclusion of the threat assessment, it was found that there are concerns with the student
and the threat was substantive, but not imminent. The student of concern is allowed to attend
school if a comprehensive threat and risk management plan is in place and implemented with
fidelity. What should all effective threat and risk management plans contain?
A. A provision that the parents seek mental health support for their child
B. Increased supervision at school and home
C. Restorative practice intervention
D. Cognitive behavioral support at school
B. Although there are several important items common to all effective management plans, two of
the most important interventions that can be implemented without complication are increased
supervision and restricted access to weapons. Although mental health support, restorative
practices, and various psychotherapeutic methods (e.g., cognitive behavioral therapy [CBT]) are
effective, sometimes the student of concern can resist engaging with the previous interventions.
Systems-Level Services and Direct and Indirect Services for Children, Families, and Schools
When talking to parents about bell-curve (e.g., normal curve) characteristics, one standard
deviation from the mean encompasses how much of a given population?
A. 50%
B. 68%
C. 75%
D. 25%
B. One standard deviation from the mean on the bell curve encompasses 68% of the population.
Professional Practices, Practices That Permeate All Aspects of Service Delivery
Dialectical behavior therapy (DBT) attempts to build skills related to the following four primary
areas:
A. Mindfulness, stress tolerance, interpersonal skills, and emotional regulation
B. Resilience, social skills, tolerance, and emotional regulation
C. Resilience, social skills, tolerance, and behavioral regulation
D. Social skills, self-advocacy, assertiveness, and problem solving
A. Reference Chapter 2, section “Major Types of Individual Counseling Approaches and
Theories.” Although dialectical behavior therapy (DBT) is not as common as other counseling
approaches, it is gaining in popularity and has proven effective for various groups of people with
special needs. Direct and Indirect Services With Children, Families, and Schools
A student has witnessed an extremely violent act by another student at school. The exposed student
has developed posttraumatic stress disorder (PTSD) symptoms. During the first few initial
counseling sessions, the student is likely to engage in the following behaviors primarily related to
PTSD?
A. Self-soothing behaviors
B. Blank staring
C. Inattention
D. Retelling the “story”
D. All of the other choices are valid symptoms of posttraumatic stress disorder (PTSD). However,
the primary trait of PTSD is the urge to retell the personal perception and interpretation of the
traumatic event. The retelling of a traumatic event is hypothesized to be a natural way for the mind
to make sense of the event and integrate the event into the person’s experience. Direct and Indirect
Services for Children, Families, and Schools
What is a common cultural barrier to a student’s educational progress?
A. The parent’s cultural values regarding formal education
B. The school’s value placed on cultural sensitivity training
C. The parent’s primary language
D. The use of interpreters
A. While schools need to endorse cultural sensitivity trainings and use interpreters when
necessary, the parents’ involvement with school and the value placed on formal education is
typically a major influence not only on a student’s progress, but also on the student graduating
from high school. The primary language spoken at home is also a key factor in academic progress,
but many children immersed in school start to learn a second language in addition to the home
language. Foundations of School Psychological Service Delivery
Tatro v. Irving Independent School District was a Supreme Court case that ruled:
A. Special education students have a right to the least restrictive environment
B. Special education students have a right to certain medical services and procedures
C. Schools are only required to provide adequate services, but not the best services
D. Students’ records must be kept confidential and secured
B. Schools must provide health services to students, but not medical services that require a
licensed medical doctor to perform. Foundations of School Psychological Service Delivery
What is an ecological assessment?
A. A comprehensive process in which data on how a child functions in different environments or
settings are collected
B. Uses both formal and informal measures
C. An assessment that considers diversity and cultural factors
D. Uses functional behavioral assessment (FBA) data to form a hypothesis about a behavior
A. An ecological assessment can use a variety of methods to assess a student, but a central
component of this type of assessment is the influence of multiple environments and factors considered in behavioral/developmental analysis. Professional Practices, Practices That Permeate
All Aspects of Service Delivery
Which medication is commonly used to treat obsessive-compulsive disorder (OCD)? A. Neurontin B. Methylphenidate (Ritalin) C. Fluoxetine (Prozac) D. Abilify
C. Prozac is a commonly prescribed medication for depression, posttraumatic stress disorder
(PTSD), and obsessive-compulsive disorder (OCD). While school psychologists do not prescribe
medication, they can encourage parents to talk to their doctors about medication options and make
available credible medical research on the topic. For the exam, you should be familiar with major
trade name medications for common disorders such as attention deficit hyperactivity disorder
(ADHD), depression, seizure disorder, bipolar disorder, and anxiety. Only a few questions of this
type are usually on the test. Foundations of School Psychological Service Delivery and Direct and
Indirect Services with Children, Families, and Schools
When reviewing background information about a student for a formal assessment, which one of
the following sources is not typically examined?
A. Medical/health records
B. Previous interventions
C. Developmental history
D. Parental socioeconomic status (SES)
D. While parental socioeconomic status (SES) might impact a student, the first three choices are
the most common areas that are examined for a typical formal special education assessment.
Student behavioral and academic (e.g., transcripts) records are also reviewed. Professional
Practices, Practices That Permeate All Aspects of Service Delivery
Case example for questions 137 and 138: A high school student sustains a concussion during a
football game on Friday night. The student attends school on Monday, but he is having difficulty
focusing and processing information in class.
As a school psychologist, what should you do to support the concussed student at school?
A. Send the student home, with administrative approval, and excuse absences until he can attend
a full school day with little or no symptoms
B. Create a temporary support plan that incorporates frequent breaks in the school day
C. Do not allow the student to take tests until he is symptom free
D. Collaborate with the school nurse to excuse the student from school until the student is
symptom free
B. This question might be difficult for some people to answer if they are not familiar with best
practices in concussion management. Although there is still some disagreement among experts,
school psychologists are playing an increased role in this area to support students. Currently, most
experts agree that students should attend school if they have mild symptoms and a support plan.
Students should rarely stay at home until symptom free. Rather, students should have a support
plan that allows them frequent access to the health room for rest breaks. Reference the REAP
(Remove/Reduce, Educate, Adjust/Accommodate, Pace) Manual by Dr. McAvoy for more
information. Direct and Indirect Services for Children, Families, and Schools
Case example for questions 137 and 138: A high school student sustains a concussion during a
football game on Friday night. The student attends school on Monday, but he is having difficulty
focusing and processing information in class.
A concussion is commonly referred to in research and by medical experts as? A. Temporary brain injury B. Mild traumatic brain injury (mTBI) C. Mild brain dysfunction (mBD) D. Temporary brain dysfunction
B. Concussions are considered by the majority of medical and allied medical experts as a mild
brain injury or mild traumatic brain injury (mTBI). Although some experts are beginning to use
other terms and they are reluctant to use the term “brain injury” or “temporary brain injury,” mTBI
is still the most prevalent term used interchangeably with concussion. Direct and Indirect Services
for Children, Families, and Schools
Which legal case is most closely aligned to least restrictive environment (LRE)? A. Honig v. Doe B. Larry P. v. Riles C. Oberti v. Cementon D. Rowley v. Hudson Board of Education
C. Oberti v. Cementon (1993) is a legal case that affirmed the rights of a special-needs student to
be included in regular education classes and activities. The courts also underscored that schools
must adhere to the Individuals with Disabilities Education Act (IDEA) requirements, especially
those related to the least restrictive environment (LRE) clause. Foundations of School
Psychological Service Delivery
Who is widely assumed to be the father of school psychology? A. Lightner Witmer B. Alfred Binet C. Francis Galton D. B. F. Skinner
A. Most scholars believe that the father of school psychology is Lightner Witmer. Dr. Witmer
established a clinic at the University of Pennsylvania in 1896. He combined educational and
psychological services to help students with learning and behavioral problems. Foundations of
School Psychological Service Delivery
When is response to intervention (RTI) data typically not used?
A. To identify a student’s learning problem or area of difficulty
B. To target intervention strategies
C. To help determine whether a student should be retained in a grade
D. To decide whether interventions are related to positive student outcomes (effectiveness)
C. Although all choices could be valid, the National Association of School Psychologists (NASP)
does not generally endorse grade retention. Professional Practices, Practices That Permeate All
Aspects of Service Delivery and Direct and Indirect Services for Children, Families, and Schools
Interviewing is an important means to collect informal data. Which interview technique has a high
degree of validity and allows for additional questioning?
A. Semi-structured interview
B. Structured interview
C. Flexible interview
D. Standardized interview
A. Semi-structured interviews have high validity because the interview questions are standardized and asked of all interviewees. This method also allows for the interviewer to ask follow-up questions, unlike the structured interview method. Note that option C sounds legitimate, but this
response is not a valid term. Professional Practices, Practices That Permeate All Aspects of Service Delivery
Case example for questions 3 and 4: As a school psychologist working for a large metropolitan school
district, you have an extremely busy work schedule. Every month, you receive several referrals for
special education evaluations from both parents and teachers. Your latest referral involves a second grade student, but there is limited information about the student’s difficulties. The referral you received states that the young male student is well behaved; however, he is struggling academically.
Given the previous situation, what would be your first step to address the referral question?
A. Call the parents to ascertain more information and developmental history
B. Talk with the teacher, or referral source, to better define the problem
C. Ask the Multi-Tiered System of Support (MTSS) specialist about the types of interventions
that have been employed
D. Review student records to ascertain how long the student has been struggling
B. In the scenario, the referral question is vague and the student’s specific area of struggle is
unknown. It is good practice to define the problem as specifically as possible before targeting
interventions or assessments. Note that “A” and “D” are good choices, but are not generally
utilized until the referral problem is better defined. The student may not be in the response to
intervention (RTI) process and the referral may be a step in placing the student in the RTI system
once areas of difficulty are defined. Professional Practices, Practices That Permeate All Aspects
of Service Delivery and Direct and Indirect Services for Children, Families, and Schools
Case example for questions 3 and 4: As a school psychologist working for a large metropolitan school district, you have an extremely busy work schedule. Every month, you receive several referrals for special education evaluations from both parents and teachers. Your latest referral involves a second grade student, but there is limited information about the student’s difficulties. The referral you received states that the young male student is well behaved; however, he is struggling academically.
In the scenario described, you talk with the teacher and she mentions the student is periodically
off-task and does not complete his assignments. However, the teacher cannot tell you precisely
when the student is off-task. You decide that it is important to conduct a formal observation on the
student’s in-class behavior, but you are under time constraints. What observational technique is
best to employ in this situation?
A. Interval time sampling
B. Latency
C. Intermittent sampling
D. Duration recording
A. Interval sampling is a good choice because it is a time-efficient method, especially when it is difficult to determine when a behavior begins or ends. Option “C” is not a common term. Professional Practices, Practices That Permeate All Aspects of Service Delivery
