Special Education: Teaching Students with Behavioral Disorders and Emotional Disturbances

Transcription

1 The Praxis Study Companion Special Education: Teaching Students with Behavioral Disorders and Emotional Disturbances

2 Welcome to the Praxis Study Companion Welcome to The Praxis Study Companion Prepare to Show What You Know You have been working to acquire the knowledge and skills you need for your teaching career. Now you are ready to demonstrate your abilities by taking a Praxis test. Using The Praxis Series Study Companion is a smart way to prepare for the test so you can do your best on test day. This guide can help keep you on track and make the most efficient use of your study time. The Study Companion contains practical information and helpful tools, including: An overview of the Praxis tests Specific information on the Praxis test you are taking A template study plan Study topics Practice questions and explanations of correct answers Test-taking tips and strategies Frequently asked questions Links to more detailed information So where should you start? Begin by reviewing this guide in its entirety and note those sections that you need to revisit. Then you can create your own personalized study plan and schedule based on your individual needs and how much time you have before test day. Keep in mind that study habits are individual. There are many different ways to successfully prepare for your test. Some people study better on their own, while others prefer a group dynamic. You may have more energy early in the day, but another test taker may concentrate better in the evening. So use this guide to develop the approach that works best for you. Your teaching career begins with preparation. Good luck! Know What to Expect Which tests should I take? Each state or agency that uses the Praxis tests sets its own requirements for which test or tests you must take for the teaching area you wish to pursue. Before you register for a test, confirm your state or agency s testing requirements at How are the Praxis tests given? Praxis tests are given on computer. Other formats are available for test takers approved for accommodations (see page 29) The Praxis Study Companion 2

3 Welcome to the Praxis Study Companion What should I expect when taking the test on computer? When taking the test on computer, you can expect to be asked to provide proper identification at the test center. Once admitted, you will be given the opportunity to learn how the computer interface works (how to answer questions, how to skip questions, how to go back to questions you skipped, etc.) before the testing time begins. Watch the What to Expect on Test Day video to see what the experience is like. Where and when are the Praxis tests offered? You can select the test center that is most convenient for you. The Praxis tests are administered through an international network of test centers, which includes Prometric Testing Centers, some universities, and other locations throughout the world. Testing schedules may differ, so see the Praxis Web site for more detailed test registration information at www. ets.org/praxis/register. The Praxis Study Companion 3

4 Table of Contents Table of Contents The Praxis Study Companion guides you through the 10 steps to success 1. Learn About Your Test...5 Learn about the specific test you will be taking 2. Familiarize Yourself with Test Questions...9 Become comfortable with the types of questions you ll find on the Praxis tests 3. Practice with Sample Test Questions Answer practice questions and find explanations for correct answers 4. Determine Your Strategy for Success Set clear goals and deadlines so your test preparation is focused and efficient 5. Develop Your Study Plan Develop a personalized study plan and schedule 6. Review Smart Tips for Success Follow test-taking tips developed by experts 7. Check on Testing Accommodations See if you qualify for accommodations that may make it easier to take the Praxis test 8. Do Your Best on Test Day Get ready for test day so you will be calm and confident 9. Understand Your Scores Understand how tests are scored and how to interpret your test scores Appendix: Other Questions You May Have The Praxis Study Companion 4

5 Step 1: Learn About Your Test 1. Learn About Your Test Learn about the specific test you will be taking Special Education: Teaching Students with Behavioral Disorders and Emotional Disturbances (5372) Test Name Test Code 5372 Time Number of Questions 120 Format Test Delivery Test at a Glance Special Education: Teaching Students with Behavioral Disorders and Emotional Disturbances 2 hours Selected-response questions Computer delivered Approximate Approximate Content Categories Number of Percentage of Questions Examination IV V III I II I. Development and Characteristics of 22 18% Students with EBD II. Planning and Managing the Learning 31 26% Environment III Instruction 31 26% IV. Assessment 20 17% V. Foundations and Professional 16 13% Responsibilities About This Test The Special Education: Teaching Students with Behavioral Disorders and Emotional Disturbances test measures whether entry-level special educators of students with behavioral disorders and emotional disturbances (EBD) have the standards-relevant knowledge, skills, and abilities believed necessary for competent professional practice. This test may contain some questions that will not count toward your score. NOTE: The fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) was published in May 2013 with revisions to the criteria for the diagnosis and classifications of mental disorders. In the interest of fairness, and to allow time for educator preparation programs to integrate such changes into their curricula, Praxis test materials will continue to reference the terminology, criteria, and classifications referred to in the fourth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR) until further notice. The Praxis Study Companion 5

6 Step 1: Learn About Your Test Topics Covered Representative descriptions of topics covered in each category are provided below. I. Development and Characteristics of Students with EBD A. Human Development and Behavior 1. Knows typical and atypical human growth and development in all domains 2. Knows the similarities and differences between students with and without EBD 3. Knows that there is a range of characteristics within and among students with EBD 4. Understands the behaviors that characterize EBD 5. Understands how social/emotional development may differ in students with EBD 6. Knows the etiology of EBD 7. Knows the incidence and prevalence of EBD 8. Is familiar with the factors that influence the educational experience of students with EBD 9. Knows the relationship between EBD and other associated conditions 10. Understands that medications may affect students with EBD B. Theoretical Approaches to Learning and Motivation 1. Understands the distinguishing characteristics of major theoretical approaches to students and motivation 2. Understands the distinguishing characteristics of conceptual approaches to teaching students with EBD 3. Understands the impact of social and emotional factors on the learning process II. Planning and Managing the Learning Environment A. Curriculum Development 1. Understands the basic concepts of curriculum development 2. Knows how to select instructional content, resources, and strategies appropriate for students with EBD 3. Knows how to integrate affective, social, and life skills with the academic curriculum 4. Knows how to integrate behavior management into academic and affective instruction 5. Knows how to integrate instructional and assistive technology into instructional planning 6. Knows how to develop longitudinal, comprehensive, individualized programs in collaboration with team members 7. Knows how to use formal and informal assessment data to inform instruction B. Managing the Learning Environment 1. Understands the impact of a safe, equitable, positive, and supportive environment on learning 2. Understands basic classroom management theories and strategies for students with EBD 3. Knows how to plan and implement environmental adaptations at levels appropriate to the behavior 4. Knows how to select and implement a behavior management strategy appropriate to individual students 5. Knows how to implement a behavior intervention plan 6. Knows how to establish and communicate expectations for student behavior in a variety of settings 7. Knows how the importance of using the least intensive behavior management strategies 8. Understands the risks associated with restrictive intervention procedures 9. Knows strategies for teaching alternative behaviors 10. Knows prevention and intervention strategies for students with EBD The Praxis Study Companion 6

7 Step 1: Learn About Your Test III. IV. 11. Knows universal precautions 12. Knows how to design and manage daily routines Instruction 1. Understands that a number of variables affect how individual students learn and perform 2. Knows how to develop observable and measurable instructional objectives in the cognitive, affective, and psychomotor domains 3. Knows how to develop and implement a lesson plan 4. Knows how to use task analysis 5. Knows how to implement and/or adapt strategies, interventions, and resources appropriate to the needs of individual students 6. Knows how to manage instructional variables in an inclusive classroom 7. Knows a variety of strategies for supporting student learning 8. Knows methods for facilitating generalization of skills across learning environments 9. Knows how to implement strategies for teaching students self-advocacy 10. Knows strategies for promoting students development of self-regulatory skills 11. Knows how to use student responses and performance for guiding instruction and providing feedback 12. Knows how to use input from stakeholders when adapting learning environments Assessment 1. Understands the basic terminology used in assessment 2. Is familiar with the uses, strengths, and limitations of various assessment instruments 3. Knows procedures for the ongoing formal and informal assessment of students with EBD 4. Knows how to use data from informal and formal assessments to make eligibility, placement, and program decisions 5. Knows how to assess the social behaviors of students with EBD 6. Knows how to prepare a functional behavior assessment (FBA) report 7. Knows how to use functional assessments to develop behavior intervention plans 8. Knows factors that can lead to misidentification and under-identification of students with EBD 9. Knows indicators or behaviors that may be associated with the early identification of EBD 10. Knows how to report assessment data to a variety of stakeholders 11. Knows how to create and maintain assessment records 12. Knows a variety of ways to collect data V. Foundations and Professional Responsibilities A. Educational Rights for Students with Disabilities 1. Knows federal terminology and definitions relating to general and special education 2. Understands federal requirements for the screening, prereferral, referral, identification, and classification of students with disabilities under the Individuals with Disabilities Education Act (IDEA) 3. Understands federal procedural safeguards of stakeholders rights 4. Understands the components of an Individualized Education Program (IEP) 5. Understands the provisions of major legislation that impact the field of special education 6. Understands the basic characteristics and defining factors for each of the major disability categories as defined under IDEA 7. Knows the advantages and disadvantages of different placement options for students with EBD B. Historical and Professional Foundations 1. Is familiar with the historical foundations of special education 2. Is familiar with current issues and trends in the field of special education 3. Knows how to locate information on research, practice, and movements in the field of special education 4. Knows the legal and ethical implications of laws, regulations, and court cases related to the rights of students and teachers The Praxis Study Companion 7

8 Step 1: Learn About Your Test 5. Understands the impact of an EBD on individuals, families, and society across the life span 6. Knows how to assist families to understand the implications of a student s EBD and to offer information on behavior management 7. Knows strategies for planning and conducting collaborative conferences with students, their families, and school and community members 8. Understands the role of a collaborator in the creation, implementation, and assessment of IEPs 9. Knows strategies for assisting families, school personnel, and community members in planning appropriate transitions for students with EBD 10. Knows techniques for structuring the activities of personnel (e.g., paraprofessionals, tutors, and volunteers) who work with students with EBD 11. Knows how to integrate input from students and parents/caregivers in instructional planning and decision making 12. Knows a variety of strategies for communicating with parents/caregivers about students progress and needs 13. Understands the role as an advocate for special education and as a resource for parents/ caregivers, school personnel, and members of the community for information relating to students with EBD and their educational experiences The Praxis Study Companion 8

9 Step 2: Familiarize Yourself with Test Questions 2. Familiarize Yourself with Test Questions Become comfortable with the types of questions you ll find on the Praxis tests The Praxis Series assessments include a variety of question types: constructed response (for which you write a response of your own); selected response, for which you select one or more answers from a list of choices or make another kind of selection (e.g., by clicking on a sentence in a text or by clicking on part of a graphic); and numeric entry, for which you enter a numeric value in an answer field. You may be familiar with these question formats from taking other standardized tests. If not, familiarize yourself with them so you don t spend time during the test figuring out how to answer them. Understanding Computer-Delivered Questions Questions on computer-delivered tests are interactive in the sense that you answer by selecting an option or entering text on the screen. If you see a format you are not familiar with, read the directions carefully. The directions always give clear instructions on how you are expected to respond. For most questions, you respond by clicking an oval to select a single answer from a list of options. However, interactive question types may also ask you to respond by: Clicking more than one oval to select answers from a list of options. Typing in an entry box. When the answer is a number, you may be asked to enter a numerical answer. Some questions may have more than one place to enter a response. Clicking check boxes. You may be asked to click check boxes instead of an oval when more than one choice within a set of answers can be selected. Clicking parts of a graphic. In some questions, you will select your answers by clicking on a location (or locations) on a graphic such as a map or chart, as opposed to choosing your answer from a list. Clicking on sentences. In questions with reading passages, you may be asked to choose your answers by clicking on a sentence (or sentences) within the reading passage. Dragging and dropping answer choices into targets on the screen. You may be asked to select answers from a list of options and drag your answers to the appropriate location in a table, paragraph of text or graphic. Selecting options from a drop-down menu. You may be asked to choose answers by selecting options from a drop-down menu (e.g., to complete a sentence). Remember that with every question you will get clear instructions. Perhaps the best way to understand computer-delivered questions is to view the Computer-delivered Testing Demonstration on the Praxis Web site to learn how a computer-delivered test works and see examples of some types of questions you may encounter. The Praxis Study Companion 9

10 Step 2: Familiarize Yourself with Test Questions Understanding Selected-Response Questions Many selected-response questions begin with the phrase which of the following. Take a look at this example: Which of the following is a flavor made from beans? Strawberry (B) Cherry (C) Vanilla (D) Mint How would you answer this question? All of the answer choices are flavors. Your job is to decide which of the flavors is the one made from beans. Try following these steps to select the correct answer. 1) Limit your answer to the choices given. You may know that chocolate and coffee are also flavors made from beans, but they are not listed. Rather than thinking of other possible answers, focus only on the choices given ( which of the following ). 2) Eliminate incorrect answers. You may know that strawberry and cherry flavors are made from fruit and that mint flavor is made from a plant. That leaves vanilla as the only possible answer. 3) Verify your answer. You can substitute vanilla for the phrase which of the following and turn the question into this statement: Vanilla is a flavor made from beans. This will help you be sure that your answer is correct. If you re still uncertain, try substituting the other choices to see if they make sense. You may want to use this technique as you answer selected-response questions on the practice tests. Try a more challenging example The vanilla bean question is pretty straightforward, but you ll find that more challenging questions have a similar structure. For example: Entries in outlines are generally arranged according to which of the following relationships of ideas? Literal and inferential (B) Concrete and abstract (C) Linear and recursive (D) Main and subordinate You ll notice that this example also contains the phrase which of the following. This phrase helps you determine that your answer will be a relationship of ideas from the choices provided. You are supposed to find the choice that describes how entries, or ideas, in outlines are related. Sometimes it helps to put the question in your own words. Here, you could paraphrase the question in this way: How are outlines usually organized? Since the ideas in outlines usually appear as main ideas and subordinate ideas, the answer is (D). The Praxis Study Companion 10

11 Step 2: Familiarize Yourself with Test Questions QUICK TIP: Don t be intimidated by words you may not understand. It might be easy to be thrown by words like recursive or inferential. Read carefully to understand the question and look for an answer that fits. An outline is something you are probably familiar with and expect to teach to your students. So slow down, and use what you know. Watch out for selected-response questions containing NOT, LEAST, and EXCEPT This type of question asks you to select the choice that does not fit. You must be very careful because it is easy to forget that you are selecting the negative. This question type is used in situations in which there are several good solutions or ways to approach something, but also a clearly wrong way. How to approach questions about graphs, tables, or reading passages When answering questions about graphs, tables, or reading passages, provide only the information that the questions ask for. In the case of a map or graph, you might want to read the questions first, and then look at the map or graph. In the case of a long reading passage, you might want to go ahead and read the passage first, noting places you think are important, and then answer the questions. Again, the important thing is to be sure you answer the questions as they refer to the material presented. So read the questions carefully. How to approach unfamiliar formats New question formats are developed from time to time to find new ways of assessing knowledge. Tests may include audio and video components, such as a movie clip or animation, instead of a map or reading passage. Other tests may allow you to zoom in on details in a graphic or picture. Tests may also include interactive questions. These questions take advantage of technology to assess knowledge and skills in ways that standard selected-response questions cannot. If you see a format you are not familiar with, read the directions carefully. The directions always give clear instructions on how you are expected to respond. QUICK TIP: Don t make the questions more difficult than they are. Don t read for hidden meanings or tricks. There are no trick questions on Praxis tests. They are intended to be serious, straightforward tests of your knowledge. Understanding Constructed-Response Questions Constructed-response questions require you to demonstrate your knowledge in a subject area by creating your own response to particular topics. Essays and short-answer questions are types of constructed-response questions. For example, an essay question might present you with a topic and ask you to discuss the extent to which you agree or disagree with the opinion stated. You must support your position with specific reasons and examples from your own experience, observations, or reading. Take a look at a few sample essay topics: Celebrities have a tremendous influence on the young, and for that reason, they have a responsibility to act as role models. We are constantly bombarded by advertisements on television and radio, in newspapers and magazines, on highway signs, and the sides of buses. They have become too pervasive. It s time to put limits on advertising. Advances in computer technology have made the classroom unnecessary, since students and teachers are able to communicate with one another from computer terminals at home or at work. The Praxis Study Companion 11

12 Step 2: Familiarize Yourself with Test Questions Keep these things in mind when you respond to a constructed-response question 1) Answer the question accurately. Analyze what each part of the question is asking you to do. If the question asks you to describe or discuss, you should provide more than just a list. 2) Answer the question completely. If a question asks you to do three distinct things in your response, you should cover all three things for the best score. Otherwise, no matter how well you write, you will not be awarded full credit. 3) Answer the question that is asked. Do not change the question or challenge the basis of the question. You will receive no credit or a low score if you answer another question or if you state, for example, that there is no possible answer. 4) Give a thorough and detailed response. You must demonstrate that you have a thorough understanding of the subject matter. However, your response should be straightforward and not filled with unnecessary information. 5) Reread your response. Check that you have written what you thought you wrote. Be sure not to leave sentences unfinished or omit clarifying information. QUICK TIP: You may find that it helps to take notes on scratch paper so that you don t miss any details. Then you ll be sure to have all the information you need to answer the question. For tests that have constructed-response questions, more detailed information can be found on page 5. The Praxis Study Companion 12

13 Step 3: Practice with Sample Test Questions 3. Practice with Sample Test Questions Answer practice questions and find explanations for correct answers Sample Test Questions The sample questions that follow illustrate the kinds of questions on the test. They are not, however, representative of the entire scope of the test in either content or difficulty. Answers with explanations follow the questions. Directions: Each of the questions or statements below is followed by four suggested answers or completions. Select the one that is best in each case. Note: In this test, EBD is used to refer to the general category of classifications used to identify students with either emotional or behavioral disorders. In cases in which a specific diagnosis is relevant to the question, that classification or label is used. An Individualized Educational Program is referred to as an IEP and the Individuals with Disabilities Education Improvement Act (Public Law ) or its reauthorizations is referred to as IDEA. 1. Which of the following is the most common identifier of a learning disability in a school-age student? Average or below-average intelligence (B) Poor performance in all academic areas (C) A coexisting visual, hearing, or orthopedic impairment (D) A gap between potential and actual achievement 2. Which of the following actions should a teacher take before developing an applied behavior analysis (ABA) plan? Defining the target behavior and identifying antecedents and consequences related to the behavior (B) Identifying the hidden curriculum that pertains to the student and discussing how it affects his or her behavior (C) Reading social stories and having the student identify positive and negative behaviors (D) Identifying inappropriate behaviors and providing remediation for social skills 3. Which of the following correctly identifies the best sequence to use when introducing concepts to students with EBD who are experiencing difficulty with problem solving? (B) (C) (D) Concrete-representational-abstract Concrete-abstract-representational Representational-concrete-abstract Representational-abstract-concrete 4. Mrs. Gennaro received a grant to help students with emotional and behavioral disturbances learn empathy for people through interactions with and learning about empathy for animals. This is an example of concept generalization (B) overlearning of material (C) differentiation of instruction (D) scaffolding the learning experience 5. Which of the following is the most likely reason for the increased number of mental health issues among students in middle school and high school? The presence of atypical social and communication behaviors (B) Subaverage cognitive skills (C) Delayed language skills (D) Bullying issues 6. Jenny, a ninth-grade student, is experiencing frequent swings between energized and depressed moods. Her uneven temperament has caused both academic and social problems. Based on her behavior, Jenny would most likely qualify for special education services under which of the following categories? Traumatic brain injury (B) Emotional disturbance (C) Multiple disabilities (D) Other health impairment The Praxis Study Companion 13

14 Step 3: Practice with Sample Test Questions 7. What are the three components of the socialcognitive theory triangle most often associated with Bandura? Parental level of education, family structure, and age (B) Personal happiness, conflicting feelings, and anxiety state (C) Socioeconomic status, level of education, and family size (D) Environment, behavior, and personal perceptions and actions 8. A transition plan for a first-year high school student should take into consideration all of the following EXCEPT the individual student s needs (B) tools to help a student plan for life after high school (C) appropriate courses of study (D) a plan that considers only the upcoming school year 9. Chloe is a 13-year-old girl who exhibits signs of selective mutism. She is personable and talkative at home. At school, Chloe will only speak to her friends at lunch or in passing between classes and will not verbally participate in any class discussions. Which of the following strategies is most likely to support Chloe in class? Creating a step-by-step approach with guidance from school professionals, parents, and teachers to build coping skills (B) Waiting for Chloe to speak and to tell the teacher about her fear of speaking (C) Displaying a chart in class and marking it when Chloe speaks (D) Setting up a schedule for Chloe to ask questions in class 10. Ozzy is an eleven-year-old middle school student who is classified as EBD. If he has no other special education classifications, which of the following behaviors or characteristics is Ozzy most likely to exhibit? Poor visual-motor integration (B) Unreasonable demands for attention (C) Difficulty focusing on assignments (D) Lack of oral communication skills 11. What are the two key assumptions underlying the behavioral model for describing maladaptive behavior? Maladaptive behavior is based on unconscious motivation and on unresolved, underlying conflicts. (B) Maladaptive behavior is the result of family composition and is based on cultural interactions. (C) Maladaptive behavior is an inappropriate learned response and is a function of environmental events. (D) Maladaptive behavior is caused by physiological reactions and can be controlled by medication. 12. In which of the following ways does a functional behavioral assessment (FBA) help a teacher to work with a student who has an emotional or behavioral disorder? An FBA offers prescriptions to keep the student focused on academic tasks that are frustrating. (B) An FBA indicates changes needed in the instructional materials appropriate to the student s level of functioning. (C) An FBA identifies the antecedents to, and reasons for, the problematic behaviors a student is exhibiting. (D) An FBA indicates whether the student can perform the replacement behaviors an IEP team recommends. The Praxis Study Companion 14

15 Step 3: Practice with Sample Test Questions 13. Ms. Hartford, a second-grade resource room teacher, is presenting a lesson on counting money. Which of the following reinforcement activities is the most appropriate for her students? Students making purchases in a classroom store (B) Students completing worksheets by adding and subtracting amounts of money (C) Students in a classroom learning center identifying coin values and recording them on worksheets (D) Students in small groups identifying coin values 14. What is the most commonly co-occurring type of disability associated with emotional and behavioral disorders? A speech and language processing disorder (B) Attention-deficit/hyperactivity disorder (ADHD) (C) Pervasive developmental disorder (PDD) (D) Obsessive-compulsive disorder (OCD) 15. Which of the following best explains why a student, Will, with a diagnosed emotional/ behavioral disorder is classified as a student with multiple disabilities? Will has additional conditions that affect his learning and require services. (B) Will s parents believe a classification of EBD is prejudicial and must be avoided. (C) Intelligence testing cannot be used to determine whether Will has an EBD. (D) A Functional Behavioral Assessment (FBA) indicates Will engages in task avoidance. 16. Which of the following is a limitation of Positive Behavioral Interventions and Supports (PBIS) as related to Tier 3 interventions? The recommended supports reduce the incidence of targeted, negative behaviors through prevention rather than remediation. (B) The recommended supports must be ones that can be applied throughout the school to all students. (C) The recommended supports are limited to clarifying, teaching, and reinforcing expectations for students with behavioral disorders. (D) The recommended supports are often not specific enough to be helpful in identifying the purpose of a targeted behavior. 17. A psychiatrist examines 13-year-old Benjamin and reports that Benjamin speaks in a monotonous voice, has diminished facial expressions, shows a reduced level of expressiveness, and presents as an extremely listless, indifferent child. Benjamin is showing signs of which of the following? (B) (C) Noncompliance Passive-aggressiveness Irritability (D) Flat affect 18. Harry is a ninth-grade student who is often truant. In addition, he has been caught breaking into lockers, starting fights on the bus and in the cafeteria, and threatening to injure other students. Harry is exhibiting signs of which of the following? (B) Conduct disorder Hyperactivity (C) Normative behavior (D) Schizophrenia The Praxis Study Companion 15

16 Step 3: Practice with Sample Test Questions 19. Which of the following behaviors is LEAST likely to be associated with a student who exhibits passive-aggressive behaviors? Pretending to be in agreement with others (B) Performing poorly on written tasks (C) Damaging intimate relationships (D) Failing to comply with teacher requests 22. Federal safeguards in IDEA state that parental consent is required prior to each of the following steps in the IEP process EXCEPT (B) initial evaluation reevaluation (C) initial provision of services (D) monitoring student progress 20. The report from the school psychologist read as follows. Johnny has been previously diagnosed with a severe learning disability and over the past year he has become much more aggressive toward his peers. Johnny has been in several fights, he often disobeys his teachers, frequently talks back to staff members, and blames others for his poor performance in school. Based upon the psychologist s report, with which of the following comorbid conditions will Johnny most likely be diagnosed? Conduct disorder (B) Depressive disorder (C) Attention-deficit hyperactivity disorder (D) Oppositional defiant disorder 21. Special education teachers are expected to hold highly qualified status when teaching in all of the following areas EXCEPT core academic subjects (B) alternate achievement standards (C) multiple subjects (D) primary grades 23. Which of the following individuals is responsible for monitoring a student s progress toward meeting the objectives in the student s IEP? The chief school administrator (B) The members of the IEP team (C) The principal (D) The student s guidance counselor 24. Section 504 of the Rehabilitation Act of 1973 provides students who attend a school that receives federal funds with protection against which of the following? Discrimination based solely on an individual s disability (B) Discrimination based solely on an individual s gender or sexual orientation (C) Discrimination based solely on an individual s citizenship status (D) Discrimination based solely on an individual s socioeconomic status The Praxis Study Companion 16

17 Step 3: Practice with Sample Test Questions Answers to Sample Questions 1. (D) is correct because the most common identifier of a learning disability is that there appears to be a gap between the individual s potential and actual achievement; thus, the individual may be unable to demonstrate the skill level expected of him or her. is incorrect because students with learning disabilities are generally of average or above-average intelligence. (B) is incorrect because a common characteristic among students with learning disabilities is uneven areas of ability, not poor performance in all academic areas. (C) is incorrect because learning disabilities are not primarily the result of a visual, hearing, or motor impairment. 2. is correct because an ABC (antecedent, behavior, consequence) chart is completed before developing an ABA. (B), (C), and (D) are incorrect because they do not address ABA principles. 3. is correct because the purpose of teaching through a concrete-representational-abstract sequence of instruction is to ensure students truly have a thorough understanding of the mathematics concepts they are learning by using concrete materials, then representing information through drawings, and finally using abstract symbols to demonstrate knowledge. (B), (C), and (D) are incorrect because they are not the correct sequence for teaching problem-solving strategies. 4. is correct because generalizing, or the transfer of learning, is the process by which a behavior that is reinforced in one situation will be exhibited in another situation. (B) is incorrect because overlearning is an approach for developing automaticity with specific concepts. (C) is incorrect because differentiation is a method of meeting all children s needs by modifying teaching methods. (D) is incorrect because scaffolding is a teaching technique used to bring students to a new idea. 5. (D) is correct because the children who have been bullied or who bully are at increased risk for mental health problems. is incorrect because this is a characteristic of those at risk to be diagnosed with autism. (B) is incorrect because this describes a characteristic of those likely to be diagnosed with an intellectual disability. (C) is incorrect because this describes a characteristic of those at risk to be diagnosed with a learning disability. 6. (B) is correct because Jenny s scenario describes more than one of the characteristics that fit the category of emotional disturbance difficulty maintaining interpersonal relationships, inappropriate feelings, depression, and school problems. is incorrect because it means an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child s educational performance. (C) is incorrect because it means concomitant impairments, the combination of which causes such severe educational needs that the student cannot be accommodated in a special education program solely for one of the impairments. (D) is incorrect because it means having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness, with respect to the educational environment, due to chronic or acute health problems 7. (D) is correct because social-cognitive theory focuses on the triad of environment, person, and behavior., (B), and (C) are incorrect because they do not correctly identify the three components of the social-cognitive theory triangle. 8. (D) is correct because transition services are designed to focus on improving the academic and functional achievement of the student based on individual needs by identifying instruction, related sources, and community experiences which will help the student plan for life after high school. The transition plan also is NOT designed solely for the next school year., (B), and (C) are incorrect because they are required parts of a transition plan. 9. is correct because the student will receive guidance in building coping skills, providing her with confidence to overcome the anxiety that is causing her selective mutism. (B) is incorrect because waiting for a child to speak will make the student more anxious and will not support the student in deciding to speak in class. (C) is incorrect because displaying the student s work in front of the class will make her feel anxious and is unlikely to encourage her to increase her verbalizations. (D) is incorrect because a student in this situation is unlikely to respond to a participation schedule. The Praxis Study Companion 17

18 Step 3: Practice with Sample Test Questions 10. (B) is correct because students with emotional behavior disorders often demand attention in inappropriate ways. is incorrect because poor visualmotor integration is not a symptom of an EBD. (C) is incorrect because difficulty focusing on assignments is more likely to be associated with attention-deficit disorders. (D) is incorrect because a lack of communication skills is often associated with language disorders or autism. 11. (C) is correct because the behavioral model states that all behaviors are learned as a function of the environment; therefore, maladaptive behavior is an inappropriate learned response. is incorrect because it represents the psychological model of behavior. (B) is incorrect as this describes the ecological model of behavior. (D) is incorrect as this represents the biological model of behavior. 12. (C) is correct because the purpose of a functional behavioral assessment is to identify the antecedents and functions of a maladaptive behavior. is incorrect because an FBA does not offer a prescription to keep a child focused on academic tasks.(b) and (D) are incorrect because they are outcomes of analyzing the behaviors identified in the FBA. 13. is correct because students who recently learned to count money can combine coins to purchase items, thus practicing their math skills in a realistic environment. (B) is incorrect because learning to add and subtract money comes after learning to count money and does not reinforce the recently acquired skill. (C) and (D) are incorrect because the concept of identifying coin values precedes learning to count money and would not provide reinforcement for counting money. 14. (B) is correct because many children with emotional and behavioral disorders act impulsively, have short attention spans, and often exhibit anxiety, thus allowing the comorbid classification of ADHD., (C), and (D) are incorrect because although they may be comorbid with an EBD, none of them are the most commonly co-occurring disability. 15. is correct because a student with multiple disabilities has two or more disabling conditions that affect learning and/or other important life functions. (B) is incorrect because parental or personal preferences cannot override the results obtained by a multidisciplinary team of professionals. (C) is incorrect because although testing is used to determine some classifications, it does not explain a classification of having multiple disabilities. (D) is incorrect because an FBA is insufficient to determine a comorbid classification. 16. (D) is correct because Tier 3 interventions require a functional behavioral analysis to identify the function of the targeted behavior and PBIS are limited in that they are general interventions that are not specific to the needs of the student. is incorrect because Tier 3 interventions are remedial in nature and applied to only a select group of students who do not respond to interventions at Tiers 1 and 2. (B) is incorrect because most students require only the first tier of support. (C) is incorrect because PBIS are not intended for only students with EBD. 17. (D) is correct because a flat affect is characterized by a significant reduction in emotional expressiveness as described in the scenario. is incorrect because noncompliance is failure to agree or comply with directions. (B) is incorrect because passive-aggressive behavior is characterized by pretending to be in agreement, which may sabotage relationships. (C) is incorrect because irritability is characterized by an abnormal increase in sensitivity. 18. is correct because a conduct disorder is a repetitive and persistent pattern of behavior, by a child or teenager, in which the basic rights of others or major age-appropriate societal norms or rules are violated. (B) is incorrect because there is no evidence of easy distractibility or inability to focus. (C) is incorrect because normative behavior is that of the greatest proportion of the population. (D) is incorrect because schizophrenia is characterized by unrealistic perceptions. 19. (D) is correct because passive-aggressive behaviors are not associated with noncompliant behavior, such as the failure to comply with a request or the refusal to yield., (B), and (C) are incorrect because they are all symptoms of passive-aggressive behavior The Praxis Study Companion 18

19 Step 3: Practice with Sample Test Questions 20. (D) is correct because oppositional defiant disorder is characterized by a pattern of tantrums, arguing, angry, or disruptive behavior toward authority figures. is incorrect because a conduct disorder is a pattern of behaviors that violate the rights of others or the norms of society. (B) is incorrect because a depressive disorder is indicated by the loss of pleasure for an extended period of time. (C) is incorrect because ADHD is the inability to focus or maintain attention to such a degree that academic performance is adversely affected. 21. (D) is correct because special education teachers at the elementary school level are not required to be highly qualified., (B), and (C) are incorrect because these situations require highly qualified status. 22. (D) is correct because monitoring is ongoing and parental consent is NOT needed., (B), and (C) are incorrect because parental consent is necessary before each of these steps are taken. 23. (B) is correct because the IEP team is responsible for reviewing student progress toward achieving his/her annual goals and revising the IEP as necessary. is incorrect because the chief school administrator does not supervise individual students. (C) is incorrect because the principal is in charge of the school. (D) is incorrect because although they may work with all students, guidance counselors are not responsible for the progress of classified students. 24. is correct because the basic premise of Section 504 of the Rehabilitation Act is that a qualified individual cannot be denied participation due to a disability if the school receives federal funds. (B), (C), and (D) are incorrect because Section 504 of the Rehabilitation Act does not relate to discrimination based on gender, citizenship, or socioeconomic status. The Praxis Study Companion 19

20 Step 4: Determine Your Strategy for Success 4. Determine Your Strategy for Success Set clear goals and deadlines so your test preparation is focused and efficient Effective Praxis test preparation doesn t just happen. You ll want to set clear goals and deadlines for yourself along the way. Otherwise, you may not feel ready and confident on test day. A helpful resource is the Strategies for Success video, which includes tips for preparing and studying, along with tips for reducing test anxiety. 1) Learn what the test covers. You may have heard that there are several different versions of the same test. It s true. You may take one version of the test and your friend may take a different version a few months later. Each test has different questions covering the same subject area, but both versions of the test measure the same skills and content knowledge. You ll find specific information on the test you re taking on page 5, which outlines the content categories that the test measures and what percentage of the test covers each topic. Visit testprep for information on other Praxis tests. 2) Assess how well you know the content. Research shows that test takers tend to overestimate their preparedness this is why some test takers assume they did well and then find out they did not pass. The Praxis tests are demanding enough to require serious review of likely content, and the longer you ve been away from the content, the more preparation you will most likely need. If it has been longer than a few months since you ve studied your content area, make a concerted effort to prepare. 3) Collect study materials. Gathering and organizing your materials for review are critical steps in preparing for the Praxis tests. Consider the following reference sources as you plan your study: Did you take a course in which the content area was covered? If yes, do you still have your books or your notes? Does your local library have a high school-level textbook in this area? Does your college library have a good introductory college-level textbook in this area? Practice materials are available for purchase for many Praxis tests at Test preparation materials include sample questions and answers with explanations. 4) Plan and organize your time. You can begin to plan and organize your time while you are still collecting materials. Allow yourself plenty of review time to avoid cramming new material at the end. Here are a few tips: Choose a test date far enough in the future to leave you plenty of preparation time. Test dates can be found at Work backward from that date to figure out how much time you will need for review. Set a realistic schedule and stick to it. The Praxis Study Companion 20

21 Step 4: Determine Your Strategy for Success 5) Practice explaining the key concepts. Praxis tests with constructed-response questions assess your ability to explain material effectively. As a teacher, you ll need to be able to explain concepts and processes to students in a clear, understandable way. What are the major concepts you will be required to teach? Can you explain them in your own words accurately, completely, and clearly? Practice explaining these concepts to test your ability to effectively explain what you know. 6) Understand how questions will be scored. Scoring information can be found on page 32. 7) Develop a study plan. A study plan provides a road map to prepare for the Praxis tests. It can help you understand what skills and knowledge are covered on the test and where to focus your attention. Use the study plan template on page 25 to organize your efforts. And most important get started! Would a Study Group Work for You? Using this guide as part of a study group People who have a lot of studying to do sometimes find it helpful to form a study group with others who are working toward the same goal. Study groups give members opportunities to ask questions and get detailed answers. In a group, some members usually have a better understanding of certain topics, while others in the group may be better at other topics. As members take turns explaining concepts to one another, everyone builds self-confidence. If the group encounters a question that none of the members can answer well, the group can go to a teacher or other expert and get answers efficiently. Because study groups schedule regular meetings, members study in a more disciplined fashion. They also gain emotional support. The group should be large enough so that multiple people can contribute different kinds of knowledge, but small enough so that it stays focused. Often, three to six members is a good size. Here are some ways to use this guide as part of a study group: Plan the group s study program. Parts of the study plan template, beginning on page 25, can help to structure your group s study program. By filling out the first five columns and sharing the worksheets, everyone will learn more about your group s mix of abilities and about the resources, such as textbooks, that members can share with the group. In the sixth column ( Dates I will study the content ), you can create an overall schedule for your group s study program. Plan individual group sessions. At the end of each session, the group should decide what specific topics will be covered at the next meeting and who will present each topic. Use the topic headings and subheadings in the Test at a Glance table on page 5 to select topics, and then select practice questions, beginning on page 13. Prepare your presentation for the group. When it s your to turn present, prepare something that is more than a lecture. Write two or three original questions to pose to the group. Practicing writing actual questions can help you better understand the topics covered on the test as well as the types of questions you will encounter on the test. It will also give other members of the group extra practice at answering questions. The Praxis Study Companion 21