Praxis Practice Test Deck 7 Flashcards
What famous landmark case ruled that public schools could not segregate based on race? This law is also known as the anti segregation law. A. Hobson v. Hansen B. Brown v. Board of Education C. Rowley v. Board of Education D. Larry P. v. Riles
B. In the field of educational law, the famous Brown v. Board of Education is one of the most important cases and was responsible for addressing discriminatory practices. All other choices are
also important educational legal cases, but do not directly influence segregation. Foundations of School Psychological Service Delivery
A student was in a car accident and sustained substantial damage to the left temporal lobe, especially to the Broca’s area. Given this information, it is reasonable to assume that the student may have difficulty with which of the following cognitive abilities? A. Spatial reasoning B. Receptive language C. Auditory long-term memory D. Expressive language
D. Language, in general, is largely influenced by the left hemisphere and the temporal lobe of the brain. A specific area in the temporal lobe, called Broca’s area, plays a critical function in expressive language. Professional Practices, Practices That Permeate All Aspects of Service Delivery and Foundations of School Psychological Service Delivery
Neuropsychology is related to school psychology, but the primary focus of a school
neuropsychology assessment is which of the following?
A. Neuropsychology is concerned with brain–behavior relationships
B. Neuropsychology focuses on the neurological aspects of learning
C. Neuropsychology gives practitioners neurological information that can be used to predict student achievement
D. Neuropsychology evaluates a student’s higher level reasoning and problem-solving skills
A. Neuropsychology is concerned with brain–behavior relationships. Although a neuropsychologist can use tests that measure higher level reasoning skills, generally speaking,
neuropsychological instruments evaluate basal neuropsychological processes such as memory,
attention, and processing speed. Full-scale scores from school psychology tests, such as the Wechsler Intelligence Scale for Children (WISC) or Differential Ability Scales (DAS), are very
good at predicting student achievement, while neuropsychologists can pinpoint subtle areas of
neurological difficulties. Professional Practices, Practices That Permeate All Aspects of Service
Delivery and Foundations of School Psychological Service Delivery
As a school psychologist, you have knowledge of basic psychopharmacology and brain chemicals.
Which of the following brain chemicals is thought to be implicated in producing positive moods
and emotions, especially those associated with rewards? Parkinson’s disease and attention deficit
hyperactivity disorder (ADHD) are also associated with an imbalance of this neurochemical.
A. Serotonin
B. Dopamine
C. Endorphins
D. Cortisol
B. The brain contains several neurochemicals that are usually maintained in a tight balance. Dopamine is a well-known and critical neurochemical that must be in balance for the brain to
function. Several research studies suggest that attention deficit hyperactivity disorder (ADHD) and
Parkinson’s disease are related to low levels of dopamine. Direct and Indirect Services for
Children, Families, and Schools
Cognitive-psychology researchers use the term “executive function” to describe a constellation of behaviors or functions necessary for success. School neuropsychologists are most likely to describe the same executive functions, such as initiation, impulse control, organization, and attention, by using which of the following terms? A. Neurocognitive function B. Frontal lobe function C. Global neurocognitive function D. Temporal lobe function
B. The frontal cortex of the brain plays a pivotal role in the regulation and management of
behaviors associated with executive functions. Foundations of School Psychological Service
Delivery
A child who has significant neurological impairments in the right hemisphere of the brain due to a stroke would most likely have which of the following learning problems?
A. Difficulty with memory for previously learned skills
B. Phonological processing problems
C. Reading and spelling difficulties
D. Difficulty with novel problem solving
D. The right hemisphere of the brain is associated with new learning and processing novel
information. The left hemisphere, in general, helps with memory for learned facts, logic, and details. Foundations of School Psychological Service Delivery and Direct and Indirect Services for Children, Families, and Schools
The information-processing model, originally created by cognitive psychologists, helps
practitioners conceptualize how humans think and learn. Which of the following choices best illustrates the cognitive processing model?
A. Attention→ input → processing → long-term storage
B. Attention → decoding → processing → output
C. Attention→ processing → encoding → decoding
D. Attention → encoding → storage → decoding
D. There are more elaborate depictions of the information processing model, but in its simplest form, option “D” best represents this cognitive process. Although the information processing
model is still used by practitioners, some researchers caution that the model is too simplistic. Brain
processes illustrated by computer models are useful, but not entirely accurate. Foundations of School Psychological Service Delivery
A T-score of 64 is considered to be within which range? A. Above average B. Average C. Below average D. Significantly below average
A. The answer is factual and straightforward. Make sure you do not confuse T-scores with standard scores (SSs). If this question asked about an SS of 64, then the answer would be substantially different (e.g., SS = 64 is significantly below average). Professional Practices, Practices That Permeate All Aspects of Service Delivery
Colette, a third-grade student, has a documented history of reading problems. Colette’s family is supportive of her learning, but they struggle financially and had to move twice in the past 2 years. The parents and teachers are worried that Colette will fall further behind in her reading development. In a consultation situation, what should the school psychologist recommend?
A. The psychologist should recommend a special education evaluation based on the Child Find law
B. The psychologist should recommend an after-school tutoring program and connect the family with community support services
C. The psychologist should make a formal recommendation to the school’s Multi-Tiered System of Support (MTSS) process
D. The psychologist should consult with the student’s team and parents, then formulate a support plan
C. Because the student has a history of reading problems, an intervention should be recommended. Special education might be an option at a later time, but because Colette has moved twice at a young age, it is likely that there is an environmental factor influencing her learning. Choice “D” is valid, but “C” is specific and likely to lead to formal supports for the student. Professional Practices, Practices That Permeate All Aspects of Service Delivery and Direct and Indirect Services for Children, Families, and Schools
You are counseling a second-grade student who is significantly concerned about her father’s recent
unemployment. From Abraham Maslow’s perspective, you could say this student is coping with the aspects found at which level?
A. Love and belonging
B. Safety needs
C. Self-actualization
D. Primary needs
B. Family health and employment stability are aspects of Maslow’s lower level of needs, called
safety needs. Safety needs come after physiological needs, which are the most basic needs. Direct
and Indirect Services for Children, Families, and Schools
Modeling and role playing are key intervention techniques that are used to address various student difficulties. Of the following choices, modeling and role playing are considered important
interventions for which type of problem?
A. Depression
B. Trauma
C. Attention deficit hyperactivity disorder (ADHD)
D. Social skills deficits
D. Although modeling and role-playing could be useful in all of the choices, it is most likely to be employed with students who need to develop appropriate social skills. Direct and Indirect Services for Children, Families, and Schools
You are counseling a regular education high school student who has been caught using his brother’s attention deficit hyperactivity disorder (ADHD) medication. The parent believes her son is distraught because he was denied admission to a selective college that he wanted to attend. When you meet with the student, you tell the student that he has control of how he chooses to respond to the situation. Which counseling theorist emphasizes that people can choose how to respond to difficult situations? A. Viktor Frankl B. Sigmund Freud C. Carl Rogers D. Abraham Maslow
A. Of all the choices provided, Viktor Frankl emphasized that people have a choice in how they respond to events, even in the most difficult situations. Direct and Indirect Services for Children, Families, and Schools
In which of the following situations would a school psychologist tell a teacher that the technique of “time-out” is appropriate to employ?
A. When a child blurts out answers in class despite being told twice to stop
B. When a student with attention deficit hyperactivity disorder (ADHD) starts to have difficulty focusing on the task at hand
C. When a student with oppositional defiant disorder (ODD) is socializing during a test
D. When a student moves around the room without permission during a teacher’s presentation of a new concept
B. Time-out techniques are frequently used as punishment when they should be employed as preventive measures. In choice “B,” a student with attention deficit hyperactivity disorder (ADHD) might possibly need a cognitive rest break to help with his concentration and prevent negative behaviors that may develop. Direct and Indirect Services for Children, Families, and
Schools
In a response to intervention (RTI) process, Tier 2 (Level 2) interventions are generally associated with which of the following?
A. Intensive interventions
B. Benchmark interventions
C. 5% to 8% of the student population
D. Strategic interventions for “at-risk” students
D. There are three levels typically illustrated within the response to intervention (RTI) pyramid. At the bottom level, screening and universal measures reside. Level 2 RTIs are associated with more targeted interventions for at-risk students. At the highest RTI level, the most intensive interventions are found, usually for 5% to 8% of a school’s population. Direct and Indirect Services for Children, Families, and Schools and Systems-Level Services
When conducting a problem-solving and ecological assessment, what four components should
psychologists emphasize?
A. School environment, student records, formal assessments, and student learning styles
B. School environment, home environment, community environment, and interpersonal skills
C. Instruction, curriculum, environment, and learning style
D. Informal assessments, formal assessments, student records, and student interview
C. This item might be difficult to answer because other choices are valid or have components that are valid. Remember the acronym ICEL when answering ecological types of questions. ICEL stands for instruction, curriculum, environment, and learner style. Direct and Indirect Services for Children, Families, and Schools and Professional Practices, Practices That Permeate All Aspects of Service Delivery
A parent is demanding that her son be placed on an individual education plan (IEP) because he has a formal diagnosis of schizophrenia. The student’s pediatrician has also recommended an IEP and wrote a prescription for one. Despite the mother’s concern, the student’s medication appears to be effective in managing his disorder and he is able to make educational progress. As a school psychologist, what is your response to the parent?
A. If there is no educational or social impact, then a formal special education IEP may not be appropriate
B. Legally, a medical diagnosis and recommendation from the doctor must be honored
C. Although the school is not legally obligated to provide an IEP in this situation, it is good
practice to provide special education support
D. Students with schizophrenia should be provided formal supports and an IEP, especially to prevent the student’s difficulties from getting worse within the school environment
A. Special education qualifications have strict criteria that a special education team must consider. A primary consideration by the special education team is to determine whether a student cannot access the general curriculum and if there is negative educational and/or social impact from the suspected disability. In this case, it is implied that the student is making “reasonable educational progress.” There may be other ways to address the concerns of the parent and the needs of the student outside of the special education progress (e.g., Multi-Tiered System of Support [MTSS]). Medical doctors that are not employed by a school district have no authority to dictate educational services. Professional Practices, Practices That Permeate All Aspects of Service Delivery
