Praxis Practice Test Deck 5 Flashcards
During a behavioral assessment, psychologists typically conduct student observations. What type of confounding factor should psychologists consider? A. The halo effect B. Examiner bias C. Teacher bias D. Thorndike effect
A. The halo effect is a well-known observer bias that is a confounding factor when observing people. This factor was heavily researched by Edward Thorndike. Professional Practices, Practices That Permeate All Aspects of Service Delivery
Although projective measures can be useful as part of a comprehensive assessment, many projective tests have been criticized for which of the following?
A. The need for the examiner to have extensive and specialized training to administer such tests
B. The length of time to administer such tests is significantly longer than standardized tests
C. Reliability, such as interrater reliability, is sometimes lower than mainstream standardized measures
D. Projective tests are not considered valid for school purposes
C. Although choices “A” and “B” are sometimes true, there are some brief projective measures that do not involve lengthy training or time to administer. Some research indicates that reliability statistics are generally lower on some projective measures compared to standardized tests. Despite some reliability considerations, projective tests, in the hands of a skilled psychologist, have utility and provide valid information. Professional Practices, Practices That Permeate All Aspects of Service Delivery
When collecting and analyzing data on student behavior, which three aspects of the target behavior should you emphasize in your analysis? A. Intensity, variability, and duration B. Intensity, duration, and frequency C. Duration, quantity, and quality D. Duration, frequency, and quality
B. All other responses have one term that is not a valid response choice. Professional Practices,
Practices That Permeate All Aspects of Service Delivery
A fourth-grade student was referred to you due to overall low academic performance. In addition to Multi-Tiered System of Support (MTSS) data and informal measures, you decide a full cognitive battery is appropriate to administer. At the initial special education meeting, you meet with the parents. What is best practice when you describe your Wechsler Intelligence Scale for Children, Fifth Edition (WISC-V) results to the parents?
A. Start with interpreting the individual subtests, and then explain the global score
B. Start with interpreting the global score, and then explain major index scores
C. Only provide and interpret the global score
D. It is generally good practice only to describe areas of concern and below-average scores
B. Test interpretation should begin from broad scores because these scores are the most valid and reliable. Item and subtest interpretation generally do not have the validity of broader scores. “C” and “D” are not good choices because it is important to report the pattern of strengths and weaknesses. Professional Practices, Practices That Permeate All Aspects of Service Delivery
You are asked to design a positive behavior support (PBS) plan for your school. Which one of the following PBS aspects is not an effective plan feature?
A. Establish and define clear and consistent expectations
B. Acknowledge students for demonstrating the expected behaviors
C. Staff uses objective data to make informed decisions about interventions
D. Parents should feel welcome to help supervise students at school
D. All of the other choices are effective features of positive behavior support (PBS). While choice D has some validity, it is not the best response. Direct and Indirect Services for Children, Families, and Schools and Systems-Level Services
Case example for questions 26 to 28: Bullying and harassment are major problems in schools. As a psychologist, you are asked to help mitigate bullying in your school.
One of the first steps you take to address bullying issues in your school is to educate your staff. When you present to staff, you state that research indicates what percentage of students have reported being bullied? A. 50% to 60% B. 20% to 30% C. 80% to 90% D. 10% to 25%
B. While a large number of students are harassed, recent research indicates it is not more than 50% but more than 10%. Systems-Level Services
Case example for questions 26 to 28: Bullying and harassment are major problems in schools. As a psychologist, you are asked to help mitigate bullying in your school.
Effective antibullying programs include all of the following except:
A. Widespread staff supervision of students
B. Programs to address bystander beliefs and behavior
C. Strict consequences for bullying behavior and zero-tolerance policies
D. Systems to build social skills and to address social skill deficits
C. Zero-tolerance policies are discouraged. Schools should try to reeducate students who harass and bully other students. A psychologist’s role is to remediate and educate, not punish. Direct and Indirect Services for Children, Families, and Schools and Systems-Level Services
Case example for questions 26 to 28: Bullying and harassment are major problems in schools. As a psychologist, you are asked to help mitigate bullying in your school.
A student is caught harassing a group of students in a younger grade. You, as a school psychologist, are asked to intervene. What is an effective approach to this situation?
A. It is best to start individual counseling, but maintain student confidentiality
B. Seek parental permission and then start counseling
C. Recommend a restorative practice approach to the parents and administration
D. Recommend group interventions, such as group counseling
C. While counseling is effective and may be part of a corrective measure, the bully should make amends with the victims in a positive manner. Restorative practices are a highly recommended and current intervention strategy. Direct and Indirect Services for Children, Families, and Schools and Systems-Level Services
When initially entering into a mental health counseling situation with a student, a school psychologist needs to carefully explain the limitations of confidentiality. When is it not appropriate to breach confidentiality with a student?
A. When the student mentions that she has thoughts of scratching herself to relieve tension
B. When the student gives permission to breach confidentiality
C. When the student is thinking about spray painting her gang sign on the school’s front door
D. When another staff member engages the psychologist in consultation about how to help the student in the classroom
D. Option “D” does not provide information about confidentiality during the consultation. Danger and safety to self or others are primary causes to breach confidentiality (“A” and “C”). Also, a student can give you permission to talk with others (B). Direct and Indirect Services for Children, Families, and Schools and Foundations of School Psychological Service Delivery
Which type of counseling technique has a substantial amount of research to support its effectiveness and is widely adopted by mental health practitioners? A. Cognitive behavioral therapy (CBT) B. Cognitive-emotional therapy (CET) C. Rational-emotive therapy (RET) D. Psychoeducational support (PES)
A. Note that choice “B” is not a real therapy. “C” is not widely practiced in schools and choice “D” is a general approach rather than a specific counseling technique. Cognitive behavioral therapy (CBT) is widely regarded as an effective counseling method. Direct and Indirect Services for Children, Families, and Schools
Schools generally favor behavioral techniques based on B. F. Skinner’s theories. Which one of the following statements best describes Skinner’s beliefs?
A. Behavior is shaped by rewards
B. Behavior is influenced by a person’s family environment
C. Behavior is shaped by consequences that follow the behavior
D. Punishment is not an effective means to modify behavior
C. Although all of the response choices are valid, answer “C” best describes Skinner’s belief. Note that answer “C” is broader than the other choices and the word “consequences” covers both positive and negative reinforcements that may shape behavior. Direct and Indirect Services for Children, Families, and Schools and Foundations of School Psychological Service Delivery
Jack is a ninth-grade student participating in a program that requires him to assist students with Down syndrome. With supervision from the special education teacher, Jack tutors other students in their life skills curriculum and attends field trips to the store so the students can learn in the authentic environment. Which intervention strategy is being employed to help Jack build his empathy? A. Behaviorism B. Cognitive behavioral intervention C. Authentic environmental intervention D. Service learning
D. Service learning includes teaching students in the authentic environment and is typically used to build empathy in students. Direct and Indirect Services for Children, Families, and Schools
Case example for questions 33 and 34: You are working with a first-grade student named Bill. Bill has a moderate level of autism and he is also suspected of having attention deficit hyperactivity disorder (ADHD). Your current task is to teach him a classroom routine that involves several transitions. During your intervention, you conduct a task analysis and break the correct behavior down into multiple smaller steps. You follow a systematic instructional technique called discrete trial instruction (DTI), with several repeated trials in a highly structured environment.
In this situation, which behavioral technique are you following?
A. Applied behavior analysis (ABA) and intervention
B. Applied behaviorism
C. Discrete behavioral analysis and intervention
D. Discrete behavioral modification (DBM)
A. Applied behavior analysis (ABA) is an effective approach with students who have autism. ABA includes the key aspects of task analysis, a highly structured environment, and systematic means of teaching new skills. The other choices may contain valid terms, but the other choice options are not completely valid names of the correct method. Note that the question has extraneous information that acts as a distracter (e.g., attention deficit hyperactivity disorder [ADHD]). Direct and Indirect Services for Children, Families, and Schools
Case example for questions 33 and 34: You are working with a first-grade student named Bill. Bill has a moderate level of autism and he is also suspected of having attention deficit hyperactivity disorder (ADHD). Your current task is to teach him a classroom routine that involves several transitions. During your intervention, you conduct a task analysis and break the correct behavior down into multiple smaller steps. You follow a systematic instructional technique called discrete trial instruction (DTI), with several repeated trials in a highly structured environment.
Which one of the following choices is a key feature of an effective behavioral intervention?
A. The use of positive reinforcers with prompts
B. Use of negative reinforcers only after positive reinforcement has been attempted
C. The use of prompts during the initial training stages, then gradual employment of fading
techniques
D. The use of response cost techniques after target behavior is rehearsed and taught
C. The first three choices are all valid, but choice “C” is the best choice because it includes fading techniques. Once an appropriate behavior is taught using a highly structured and systematic means, the prompts must be slowly removed so the student can be independent. Direct and Indirect Services for Children, Families, and Schools
As a psychologist, you will be consulted on crisis topics, plans, and interventions. Which one of the following statements is regarded as the best approach to crisis preparation?
A. Crisis interventions should address individuals, groups, and systems
B. Crisis prevention measures should be emphasized, developed, practiced, and put in place
C. Postvention measures should be rehearsed and considered part of a systematic response to crisis
D. Building-level crisis teams should be created and work seamlessly with district-level crisis teams
B. All responses to this question are valid; however, the best way to approach crisis is to work to prevent a crisis situation from happening in the first place. Practice and preparation are key aspects of crisis plans. Systems-Level Services
During a traumatic event, children may experience a wide variety of emotions and reactions. When actively intervening with students who may have been exposed to a trauma or a crisis situation, school psychologists should screen for what type of mental health issue? A. Contagion effects B. Posttraumatic stress disorder (PTSD) C. Depression D. Anxiety
B. Posttraumatic stress disorder (PTSD) is a primary concern after exposure to a traumatic event. PTSD symptoms are varied, but center on hyperarousal, overalertness, anxiety, avoidance, and obsessive thoughts about the incident. Direct and Indirect Services for Children, Families, and Schools
