Praxis Practice Test Deck 5

Question 1

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

Answer 1

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

Question 2

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

Answer 2

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

Question 3

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

Answer 3

B. All other responses have one term that is not a valid response choice. Professional Practices,
Practices That Permeate All Aspects of Service Delivery

Question 4

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

Answer 4

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

Question 5

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

Answer 5

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

Question 6

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%

Answer 6

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

Question 7

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

Answer 7

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

Question 8

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

Answer 8

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

Question 9

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

Answer 9

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

Question 10

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)

Answer 10

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

Question 11

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

Answer 11

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

Question 12

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

Answer 12

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

Question 13

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)

Answer 13

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

Question 14

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

Answer 14

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

Question 15

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

Answer 15

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

Question 16

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

Answer 16

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

Question 17

A teacher alerts you to a high school student who has made suicidal comments during a class assignment. You meet with the student and decide a full suicide assessment is prudent. Given this situation, it is critical to do which of the following?
A. Secure parent permission immediately and start a student interview
B. Inform your school administrator that you are engaged in a priority assessment
C. Do not leave the student unsupervised during the process
D. Immediately notify the parent(s) and conduct a suicide assessment with a mental health team
member

Answer 17

C. While it is important to notify parents and your school administrator of the assessment, it is most critical that you never leave a potentially suicidal student alone. Direct and Indirect Services for Children, Families, and Schools and Systems-Level Services

Question 18

Case example for questions 38 and 39: You are a school psychologist practicing in an affluent public school district. You are notified by the district’s crisis team that an unfortunate situation has occurred. A seventh-grade student died from a self-inflicted injury late at night. The next morning, you are called to assist the crisis team at the student’s school. The administration has already been notified of the situation and they are awaiting support from the district crisis team.

In the situation just described, your initial and primary concern is which of the following?
A. Your attention should be to support and provide resources for the student’s family
B. It is critical to locate the student’s friends within the school and provide them support
C. You must debrief all staff about the situation before school starts
D. You must discuss and plan for contagion effects with school staff

Answer 18

D. Although it is important to talk to staff as soon as possible and provide support to the family and peers of the student, it is primary to first plan for contagion effects and prevent dangerous copycat actions by others that are sensitive to suicidal topics. Typically, a discussion with key staff will yield names of sensitive students that should be monitored and supported. Note that option “C” may not be practical because holding a meeting before school for all staff is very difficult. Direct and Indirect Services for Children, Families, and Schools and Systems-Level Services

Question 19

Case example for questions 38 and 39: You are school psychologist practicing in an affluent public school district. You are notified by the district’s crisis team that an unfortunate situation has occurred. A seventh-grade student died from a self-inflicted injury late at night. The next morning, you are called to assist the crisis team at the student’s school. The administration has already been notified of the situation and they are awaiting support from the district crisis team.

Which one of the following postvention intervention strategies is valid?
A. Provide students with verifiable facts and several details about the suicide to mitigate rumors
B. It is important to make a special early morning announcement to all students and staff to prevent rumors
C. With mental health staff on-site, a special school-wide assembly should be conducted to address contagion factors
D. Provide in-school resources and counseling spaces for students who need additional support

Answer 19

D. Choice “A” may seem like a good answer—only facts should be provided to others. However, too many details about a suicide are not necessarily a good idea, especially for younger students. Although rumor control is an important consideration, a general morning announcement to all students and all staff is not a common practice, especially in very large schools. Option “C” is not a valid choice. Direct and Indirect Services for Children, Families, and Schools and Systems-Level Services

Question 20

You are performing a formal evaluation on a 6-year-old student. During your teacher consultation, the teacher mentions that the student has difficulty with simple symbolic thinking, which should have already started to emerge. According to Piaget, this student should be in which stage of development?
A. Preoperational stage
B. Concrete stage
C. Operational stage
D. Preconcrete stage

Answer 20

A. The preoperational stage covers the age range between 2 and 7 years. The hallmark feature of this stage is the emergence of simple symbolic thinking. For example, a picture of a cat is known by the student to represent a real cat. Option “D” is fictitious. Foundations of School Psychological Service Delivery and Professional Practices, Practices That Permeate All Aspects of Service Delivery

Question 21

As a school psychologist, you provide evaluations for gifted and talented students. As you interview a gifted high school student, you find the student is highly opinionated and wants to follow a defined occupational path as a criminal lawyer. According to Erik Erikson, this student is navigating which stage of development?
A. Adolescent versus preadolescent stage
B. Initiative versus shame and guilt
C. Identity versus role confusion
D. Industry versus inferiority

Answer 21

C. The typical age range for students within the identity versus role confusion stage is 13 to 18 years. Although the age range for stage theories is important to consider, it is most important to consider the aspects that define particular stages. In the question, the gifted and talented description is not a significant consideration. It can be inferred that the student’s occupational path provides a sense of identity. Foundations of School Psychological Service Delivery and Professional Practices, Practices That Permeate All Aspects of Service Delivery

Question 22

You are training school staff on the topic of school violence. A staff member asks you about the role of violent television shows and video games. Your response to the question is that you believe children can learn aggressive behaviors by watching violent movies or by observing the actions of others. Your comments are based on research conducted by which psychological researcher?
A. Abraham Maslow
B. B. F. Skinner
C. Albert Bandura
D. Jean Piaget

Answer 22

C. Albert Bandura believed in the cognitive component of learning and he believed that people can learn by watching others. His beliefs were in contrast to the principles of strict behaviorism. Bandura is also known for his famous Bobo doll study involving violence. Foundations of School Psychological Service Delivery and Systems-Level Services

Question 23

Case example for questions 43 to 46: You are evaluating a sixth-grade male student, named Cameron, for special education services. As part of your comprehensive assessment, you administer a full cognitive test battery (e.g., Wechsler Intelligence Scale for Children, Fifth Edition [WISC-V]) and various social emotional measures. The preliminary results are as follows: The full-scale standard score on Cameron’s cognitive test battery is 113 (SS-113). All major cognitive domains (indexes) were found to be within two standard points of each other. The Behavior Assessment System for Children-III (BASC-III) indicates that both the teacher and parent forms have T-scores above 65 within the Attention domain. Your semi structured student interview reveals that Cameron follows the rules of the school, but he appears to follow these rules only to avoid punishment or gain rewards

Given the previous scenario, what preliminary statement can you make about Cameron’s overall cognitive ability?
A. Cameron’s standardized test score suggests that he might be gifted, but further information is
needed to confirm this initial finding
B. Cameron’s cognitive ability is considered well within the average range
C. Cameron’s cognitive abilities are considered low average
D. Cameron’s cognitive abilities are situated within the high-average to above-average range.

Answer 23

D. Given a common standard error of measurement of ±5 points, a full-scale standard score of 113 would situate the true score within the average to above-average range (108–118). Most major tests have a standard average score range of 85 to 115. Standard scores typically near 110 are considered high average. Professional Practices, Practices That Permeate All Aspects of Service Delivery

Question 24

Case example for questions 43 to 46: You are evaluating a sixth-grade male student, named Cameron, for special education services. As part of your comprehensive assessment, you administer a full cognitive test battery (e.g., Wechsler Intelligence Scale for Children, Fifth Edition [WISC-V]) and various social–emotional measures. The preliminary results are as follows: The full-scale standard score
on Cameron’s cognitive test battery is 113 (SS-113). All major cognitive domains (indexes) were found to be within two standard points of each other. The Behavior Assessment System for Children-III (BASC-III) indicates that both the teacher and parent forms have T-scores above 65 within the Attention domain. Your semi-structured student interview reveals that Cameron follows the rules of the school, but he appears to follow these rules only to avoid punishment or gain rewards

Based on the provided Behavior Assessment System for Children-III (BASC-III) results, what is
your initial impression regarding Cameron’s attention?
A. Cameron’s attention scores are within the high-average range and indicate he might have
attention deficit hyperactivity disorder (ADHD)
B. Cameron’s BASC-III T-scores place him in a category for significant attention problems, but
more information is needed to confirm the presence of a disability
C. Cameron’s scores on the BASC-III are elevated slightly above normal and it is prudent to
monitor his level of attention throughout the school year
D. Cameron’s scores on the BASC-III are well within the average range and both the teacher and
parent forms confirm each other’s observations in two environments

Answer 24

B. A T-score of 65 or more is near the clinically significant range (e.g., 1.5 standards above the
mean). Although the two scores are cause for concern, more information from observations and
other measures is necessary to make professional judgments regarding attention deficit
hyperactivity disorder (ADHD). The Behavior Assessment System for Children (BASC) is a good
tool, but it is only one source of data, and the National Association of School Psychologists
(NASP) endorses multiple sources of information in formal situations. Professional Practices,
Practices That Permeate All Aspects of Service Delivery

Question 25

Case example for questions 43 to 46: You are evaluating a sixth-grade male student, named Cameron, for special education services. As part of your comprehensive assessment, you administer a full cognitive test battery (e.g., Wechsler Intelligence Scale for Children, Fifth Edition [WISC-V]) and various social–emotional measures. The preliminary results are as follows: The full-scale standard score
on Cameron’s cognitive test battery is 113 (SS-113). All major cognitive domains (indexes) were found to be within two standard points of each other. The Behavior Assessment System for Children-III (BASC-III) indicates that both the teacher and parent forms have T-scores above 65 within the Attention domain. Your semi-structured student interview reveals that Cameron follows the rules of the school, but he appears to follow these rules only to avoid punishment or gain rewards

In addition to the assessment tools used in the previous example, what other assessments should
you complete as part of a comprehensive evaluation?
A. A review of student records and a student observation
B. A parent interview and behavioral checklist
C. A behavioral checklist and response to intervention (RTI) data review
D. RTI data review and review academic performance

Answer 25

A. Although all choices could be valid, the choice that would complete a comprehensive evaluation is choice “A.” A review of student records involves both previous academic and
behavioral information. Also, choice “A” is the only choice that involves a student observation, which is key for initial evaluations. Professional Practices, Practices That Permeate All Aspects of Service Delivery

Question 26

Case example for questions 43 to 46: You are evaluating a sixth-grade male student, named Cameron, for special education services. As part of your comprehensive assessment, you administer a full cognitive test battery (e.g., Wechsler Intelligence Scale for Children, Fifth Edition [WISC-V]) and various social–emotional measures. The preliminary results are as follows: The full-scale standard score
on Cameron’s cognitive test battery is 113 (SS-113). All major cognitive domains (indexes) were found to be within two standard points of each other. The Behavior Assessment System for Children-III (BASC-III) indicates that both the teacher and parent forms have T-scores above 65 within the Attention domain. Your semi-structured student interview reveals that Cameron follows the rules of the school, but he appears to follow these rules only to avoid punishment or gain rewards

In the previous scenario, which stage of Kolhberg’s moral development is Cameron most likely
situated?
A. Preadolescent
B. Conventional
C. Preconventional
D. Adolescent

Answer 26

C. Kohlberg used the term “preconventional” to describe the stage of moral development that is
based on the desire to avoid punishment and gain rewards. It is important to remember that stage
theories might have age ranges attached to them, but in this case, it is better to understand the
defining characteristics of a particular stage than it is to memorize age ranges. Note that choices
“A” and “D” are invalid terms. Foundations of School Psychological Service Delivery

Question 27

As a school psychologist, you must discuss with parents a wide variety of behavioral and emotional disorders listed in the Diagnostic and Statistical Manual (DSM). In one particular case, you have evaluated a student who has significant attention problems. Both formal and informal measures have indicated that the student you evaluated has difficulty sustaining his concentration
and has been observed to fidget across multiple domains. During the parent meeting, you mention to the parents that their son has characteristics of attention deficit hyperactivity disorder (ADHD). The parents want to know the research on ADHD. Which of the following choices is an appropriate research-based statement about ADHD?
A. You state that ADHD is diagnosed in approximately 15% of a school’s population
B. You respond by saying ADHD is overdiagnosed, but the parents could benefit from a consultation with their pediatrician
C. You state that school psychologists do not diagnose ADHD, but rather school psychologists
identify students with attention difficulties
D. You state that ADHD is diagnosed more in males than in females

Answer 27

D. This question might seem simple at first, but each option has a slight error that invalidates
selection. The prevalence of attention deficit hyperactivity disorder (ADHD) is approximately 3%
to 7% of the population, not 15%. Although ADHD might be overdiagnosed, this statement is debatable and partly based in professional opinion rather than a solid research-based response. Answer “C” might be a valid response, but option “D” is the best answer because it is supported
by long-standing research. Direct and Indirect Services for Children, Families, and Schools and Foundations of School Psychological Service Delivery

Question 28

For which of the following disorders is anxiety a prevalent characteristic?
A. Bipolar disorder
B. Personality disorder
C. Posttraumatic stress disorder
D. Mood disorder

Answer 28

C. Anxiety is a central feature of posttraumatic stress disorder (PTSD). Most individuals with PTSD relive traumatic events that trigger a fight or flight response that is based on fear. Fear and lack of control over events cause anxiety. Although the other choices might also have anxiety components, it may not be the prevalent feature in all cases. For example, some people diagnosed with a personality disorder might experience anxiety, but some people with this diagnosis may not experience it. Direct and Indirect Services for Children, Families, and Schools

Question 29

Several years ago, autism spectrum disorders (ASD) used to have a prevalence rate of approximately 1 in every 2,500 people. Current research indicates the prevalence rate for ASD has dramatically increased to which of the following levels?
A. 1 in every 186 people
B. 1 in every 55 people
C. 1 in every 1,000 people
D. 1 in every 88 people

Answer 29

D. Although prevalence rates will vary every few years, autism spectrum disorders (ASDs) are said to be about 1 in every 88 people (Centers for Disease Control and Prevention, 2012). Keep in mind that ASD includes pervasive developmental disorder (PDD). Direct and Indirect Services for Children, Families, and Schools and Foundations of School Psychological Service Delivery

Question 30

Deb was referred to your special education team for a full evaluation. The referral centered on
Deb’s below-average performance in reading and her lack of an age-expected response to reading
interventions. While reviewing academic records and Deb’s performance on the Woodcock–
Johnson Test of Achievement, you notice that Deb struggles with quantitative concepts as well as
reading. Due to your findings, it would be appropriate to screen Deb for which specific disorder?
A. Dyslexia
B. Dyscalculia
C. Math disability
D. Learning disability

Answer 30

B. It is inferred that Deb is already being screened for dyslexia due to the formal referral related to reading. The new information indicates that she may also have a quantitative reasoning problem that is the hallmark feature of dyscalculia. Note that math disability is not a formal term. The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) identifies learning disorders with classifiers under the umbrella term “Specific Learning Disorder With Impairments
in Math.” Professional Practices, Practices That Permeate All Aspects of a Service Delivery and
Foundations of School Psychological Service Delivery

Question 31

Landon is a seventh-grade student suspected of having mild autism. When shown pictures of
people engaging in various social interactions, you ask him how each person in the picture feels.
Landon has difficulty with this task and provides atypical responses. This informal task provides
information related to which one of the following choices?
A. Theory of the Mind
B. Perspective taking
C. Theory of Subjectivity
D. Social skills deficit

Answer 31

A. “Theory of the Mind” is the appropriate name of a specific theory associated with the
perspective-taking difficulties associated with autism. Of the choices offered, “A” is the best
answer. Foundations of School Psychological Service Delivery and Direct and Indirect Services
for Children, Families, and Schools

Question 32

Students who have an external-locus-of-control perspective typically have difficulty in school and
in life. An external locus of control is most closely aligned with which of the following?
A. Display of helplessness
B. Learned helplessness
C. Low self-esteem
D. Depression

Answer 32

B. Learned helplessness is a term created by Dr. Martin Seligman. People who believe that they have little control over events in life typically develop a learned helplessness perspective. Some children with learned helplessness attitudes typically have depressive symptoms and do not have
positive life outcomes. Direct and Indirect Services for Children, Families, and Schools and Foundations of School Psychological Service Delivery

Question 33

A teacher tells her class that they can have 10 minutes of free computer time to play recreational
games if they complete their short math assignment first. What behavioral principle is this teacher
employing to motivate her students?
A. Positive reinforcement
B. Skinner’s Principle
C. Premack Principle
D. Contingency reward

Answer 33

C. The Premack Principle is a well-known behavioral tenet related to B. F. Skinner’s theories. The Premack Principle states that a higher desired behavior can shape a lower desired behavior. Foundations of School Psychological Service Delivery and Direct and Indirect Services for
Children, Families, and Schools

Question 34

What is the primary difference between punishment and negative reinforcement?
A. Punishment increases a desired behavior by decreasing undesired behavior, whereas negative reinforcement does not
B. Negative reinforcement increases behavior, whereas punishment decreases behavior
C. Negative reinforcement decreases desired behavior, whereas punishment decreases undesired behavior
D. Punishment and negative reinforcement are functionally the same terms

Answer 34

B. Negative reinforcement can increase a target behavior and is typically confused with the term punishment because punishment also uses negative means to achieve its goal. On the other hand, punishment uses negative means in an attempt to decrease a behavior (e.g., punishing a child to decrease stealing). To help with the distinction between terms, think of the annoying seatbelt reminder noise in a car. The noise is a negative stimulus designed to increase your seatbeltbuckling behavior. Foundations of School Psychological Service Delivery and Direct and Indirect Services for Children, Families, and Schools

Question 35

Which of the following behavioral reinforcement schedules has shown to be effective, but it is difficult to modify the behavior once established using this technique?
A. Fixed-ratio reinforcement
B. Mixed-ratio reinforcement
C. Variable-ratio reinforcement
D. Fixed-interval reinforcement

Answer 35

C. Variable reinforcement schedules are effective because the participants do not know when they will be rewarded. Once established, the participants are likely to continue the behavior because they do not know when the specific behavior will be reinforced, so they will continue the behavior in the hope that each behavior will result in a reward. Variable reinforcement behaviors are difficult to extinguish once established. Foundations of School Psychological Service Delivery and Direct and Indirect Services for Children, Families, and Schools

Question 36

Several current mainstream cognitive test batteries are theoretically based and statistically derived. What is the name of the modern psychometric test theory that includes such components as Gf (fluid intelligence) and Gc (crystallized intelligence)?
A. Thurstone theory
B. Spearman theory
C. PASS theory
D. Cattell–Horn–Carroll theory

Answer 36

D. Major cognitive tests, such as the latest versions of the Wechsler Intelligence Scale for Children (WISC) and Differential Ability Scales (DAS), are constructed on a sophisticated statistical theory known as the Cattell–Horn–Carroll (CHC) theory. The first two choices are named after famous psychometricians, but their names are not used as terms for specific theories. Foundations of School Psychological Service Delivery

Question 37

School psychologists typically consult with several educational specialists and must know some of the concepts and terms of other professional disciplines. In one situation, a school psychologist is told by a speech–language pathologist that a fifth-grade student frequently makes grammatical mistakes in class. For example, during a conversation, the student said, “To car we the go.” The speech–language pathologist is concerned about the student’s:
A. Semantics
B. Syntax
C. Phonological awareness
D. Phonemic awareness

Answer 37

B. Syntax is related to the rules governing how words and sentences are constructed, including the order of words. Semantics involves word meanings and is not a correct response. The correct syntax in the given example should be, “We go to the car.” Phonological and phonemic concepts involve the sound structure of words and language, not the order of words. Foundations of School Psychological Service Delivery

Question 38

Which theorist is associated with language acquisition and is known for creating the term “language acquisition device (LAD)?”
A. Arthur Jensen
B. Mihály Csíkszentmihályi
C. Noam Chomsky
D. Paul Broca

Answer 38

C. This question is one of the few test items that straightforwardly asks for the name of a specific person. All choices are well-known psychological theorists, but Noam Chomsky is known for his work on language acquisition. Foundations of School Psychological Service Delivery

Question 39

A fourth-grade teacher has been instructing her students how to add and subtract fractions. Her self-made tests are based on classroom standards and mastery of a defined skill. What type of test is this teacher using?
A. Criterion-referenced test
B. Norm-referenced test
C. Local norm-referenced test
D. Standards-based test

Answer 39

A. Criterion-referenced tests are also known as standards-referenced tests and are defined by mastery of standard or defined skills. Norm-referenced tests are the opposite of criterion-based tests. Choice “C” is a fictitious and invalid response. Professional Practices, Practices That Permeate All Aspects of Service Delivery

Question 40

Case example for questions 60 and 61: Michele is a student engaged in a school’s response to intervention (RTI) process. She is given weekly assessments to gauge her progress with reading comprehension. Michele’s scores are based on a 1 to 10 scale, with 10 being the highest score possible. Her scores for the past several weeks are 1, 5, 7, 7, and 10.

What is the mean score in the given set of numbers?
A. 7
B. 5.5
C. 5
D. 6

Answer 40

D. The mean, or average, is found by adding all the numbers in a set of numbers, and then dividing by the total numbers given in the set. In the case provided, the sum of the set is 30. There are five numbers given. Dividing 30 by 5 equals 6. Professional Practices, Practices That Permeate All Aspects of Service Delivery

Question 41

Case example for questions 60 and 61: Michele is a student engaged in a school’s response to intervention (RTI) process. She is given weekly assessments to gauge her progress with reading
comprehension. Michele’s scores are based on a 1 to 10 scale, with 10 being the highest score possible.
Her scores for the past several weeks are 1, 5, 7, 7, and 10.

 What is the mode in the given set of numbers?
A. 7
B. 5.5
C. 5
D. 9

Answer 41

A. The mode is the most frequently occurring number in a set of numbers. Choices “B” and “C” are not valid, whereas “D” is considered the range. Although not given, the median is the middle number of a data set. Professional Practices, Practices That Permeate All Aspects of Service Delivery