Special Education: Core Knowledge and Mild to Moderate Applications

Transcription

1 The Praxis Study Companion Special Education: Core Knowledge and Mild to Moderate Applications

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 36). 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. 3

4 Table of Contents Table of Contents The Praxis Study Companion guides you through the steps to success 1. Learn About Your Test...5 Learn about the specific test you will be taking 2. Familiarize Yourself with Test Questions...8 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 Study Topics Review study topics with questions for discussion 7. Review Smart Tips for Success Follow test-taking tips developed by experts 8. Check on Testing Accommodations See if you qualify for accommodations that may make it easier to take the Praxis test 9. Do Your Best on Test Day Get ready for test day so you will be calm and confident 10. Understand Your Scores Understand how tests are scored and how to interpret your test scores Appendix: Other Questions You May Have

5 Step 1: Learn About Your Test 1. Learn About Your Test Learn about the specific test you will be taking Special Education: Core Knowledge and Mild to Moderate Applications (5543) Test Name Test at a Glance Special Education: Core Knowledge and Mild to Moderate Applications Test Code 5543 Time 2 hours Number of Questions 90 selected-response questions; 3 integrated constructed-response questions Format Selected response: 75% of total score Integrated constructed response: 25% of total score Delivery Computer delivered Approximate Approximate Content Categories Number of Percentage of Questions Examination V VI IV I III II I. Development and Characteristics 17 14% of Learners II. Planning and the Learning Environment 20 17% III. Instruction 20 17% IV. Assessment 17 14% V. Foundations and Professional 16 13% Responsibilities VI. Integrated Constructed-response 3 25% Questions About This Test The Special Education: Core Knowledge and Mild to Moderate Applications test is designed for examinees who plan to teach students with mild to moderate disabilities at any grade level from preschool through grade 12. Its focus is on five major content areas: Development and Characteristics of Learners, Planning and the Learning Environment, Instruction, Assessment, and Foundations and Professional Responsibilities. ETS refers to current practices as specified by the National Council for Accreditation of Teacher Education (NCATE), the Council for Exceptional Children (CEC), and teacher education universities. In developing assessment material for these tests, ETS works in collaboration with teacher educators, higher education content specialists, and accomplished practicing teachers to keep the test updated and representative of current standards. The 90 selected-response questions assess the knowledge and understanding of principles and practices related to special education and mild to moderate applications. The three constructed-response questions are integrated ones that assess an examinee s knowledge of students with mild to moderate disabilities as related to instruction and assessment, learning environment and classroom management, and collaboration. In allocating time for this assessment, expect to spend about 90 minutes on the multiple-choice section and about 30 minutes on the constructed-response section; the sections are not independently timed. Some of the questions on this test may not count toward your score. 5

6 Step 1: Learn About Your Test 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. Topics Covered Test specifications in this chapter describe the knowledge and skills measured by the test. Study topics to help you prepare to answer test questions can be found in 6. Review Study Topics on page 30. I. Development and Characteristics of Learners (approximately 14%) A. Human development and behavior B. Theoretical approaches to student learning and motivation C. Basic characteristics and defining factors for each of the major disability categories D. Impact of disabilities on individuals, families, and society across the life span E. Impact of language, cultural, and gender differences on the identification process F. Co-occurring conditions G. How family systems contribute to the development of individuals with disabilities H. Environmental and societal influences on student development and achievement II. Planning and the Learning Environment (approximately 17%) A. Characteristics of good lesson plans B. Basic elements of effective lesson plans C. Learning objectives that are measurable and appropriately challenging D. Means of providing access to the curriculum E. Organizing the learning environment F. Understands how to manage student behavior G. Design and maintenance of a safe and supportive classroom environment that promotes student achievement III. Instruction (approximately 17%) A. Instructional strategies/techniques that are appropriate, considering students ages and abilities B. Instructional strategies for ensuring individual academic success in one-to-one, small group, and large group settings C. Instructional strategies that facilitate maintenance and generalization of concepts D. Selection and implementation of research-based interventions for individual students E. Selection and implementation of supplementary and/or functional curriculum F. Options for assistive technology G. Instructional strategies/techniques that support transition goals H. Preventive strategies and intervention strategies for at-risk learners IV. Assessment (approximately 14%) A. Evidence-based assessments that are effective and appropriate B. Defines and uses various assessments C. Interprets assessment results D. Understands and uses the results of assessments 6

7 Step 1: Learn About Your Test V. Foundations and Professional Responsibilities (approximately 13%) A. Federal definitions B. Federal requirements for the pre-referral, referral, and identification C. Federal safeguards of the rights of stakeholders D. Components of a legally defensible individualized education program E. Major legislation F. Roles and responsibilities of the special education teacher G. Roles and responsibilities of other professionals who deliver special education services H. Strengths and limitations of various collaborative approaches I. Communication with stakeholders J. Potential bias issues that may impact teaching and interactions with students and their families VI. Integrated Constructed-response Questions (approximately 25%) A. Instruction and Assessment B. Learning environment and classroom management C. Collaboration 7

8 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. 8

9 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? (A) 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? (A) 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). 9

10 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. 10

11 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 in Understanding Constructed-Response Questions on page

12 Step 3: Practice with Sample Test Questions 3. Practice with Sample Test Questions Answer practice questions and find explanations for correct answers This test is available via computer delivery. To illustrate what a computer-delivered test looks like, the following sample question shows an actual screen used in a computer-delivered test. For the purposes of this guide, sample questions are provided as they would appear in a paper-delivered test. 12

13 Step 3: Practice with Sample Test Questions 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, the following special education terminology will appear: Individualized Education Program may be referred to as an IEP; Attention-deficit/hyperactivity disorder may be referred to as ADHD; The Individuals with Disabilities Education Act may be referred to as IDEA; A multidisciplinary team or Child Study Team may be referred to as an IEP team; A teacher assistant, teacher aide, or paraeducator may be referred to as a paraprofessional; A biological parent, legal guardian, surrogate, natural, adoptive, or foster parent may be referred to as a parent; Students with emotional and behavioral disturbances may be referred to as EBD. 1. Sharmaine is a second-grade student who has been found eligible for special education under the classification of intellectual disability. She receives daily mathematics instruction in a resource room. Her special education teacher wants to introduce Sharmaine to the addition of single digit numbers. Which of the following strategies would be the best activity to use? (A) Make a ten (B) Skip counting (C) Counting backward (D) Font-end addition 2. The least restrictive environment (LRE), as defined in IDEA, requires that students with a disability be (A) educated with nondisabled peers only for elective courses (B) educated with nondisabled peers to the greatest extent possible (C) educated in a special school so that there is no interaction with nondisabled peers (D) educated with the most assistance, whether or not it be in the same environment as with nondisabled peers 3. Toni is a seventh-grade student classified with a specific learning disability (SLD). Her science teacher states that she is an active participant in class, completes homework on time, but her reading comprehension is below grade level. A chapter test is planned for next week. Which of the following assessment accommodations would be most appropriate for Toni s individualized education program (IEP)? (A) Allowing the use of a dictionary to check spelling (B) Reading the test aloud to her (C) Administering the test to her in a separate room (D) Providing her frequent breaks during testing 4. Trish is a sixth-grade student who is diagnosed with autism spectrum disorder (ASD). She has difficulty maintaining eye contact and makes impulsive comments during lessons. Which of the following behavioral strategies would best help Trish? (A) Assigning Trish a peer buddy to help her keep on task (B) Providing Trish a visual menu of appropriate behaviors (C) Seating Trish next to the window so she can look outside (D) Giving Trish high-interest, low-reading-level assignments 13

14 Step 3: Practice with Sample Test Questions 5. Isaac is a fourth-grade student who has been classified with a mild intellectual disability. He struggles to complete assignments independently, requires redirection to keep on task, and needs to be constantly reminded of the classroom rules. Which of the following is required before a behavior intervention plan (BIP) can be developed? (A) Hiring a paraprofessional to work with Isaac (B) Conducting a functional behavioral assessment (C) Assigning homework less frequently (D) Applying the current behavior reward system 6. Under IDEA, which of the following age-groups are qualified to receive early-intervention services? (A) 0 3 years (B) 3 4 years (C) 5 6 years (D) 7 8 years 7. Which of the following rewards would be most appropriate for fifth-grade students who have demonstrated appropriate classroom behavior? (A) Giving them ice-cream sandwiches as an afternoon treat (B) Assigning no homework for an entire week (C) Excusing them from the next chapter test (D) Providing extra computer time 8. Which co-teaching model is demonstrated when the lead and support teachers each deliver a lesson to separate groups of students? (A) Complementary teaching (B) Alternative teaching (C) Parallel teaching (D) Shared teaching 10. Jerrie is a 10-year-old girl who scores within the average range for her age on both intelligence tests and achievement tests but has difficulty completing tasks in school due to a lack of focus and impulsive behaviors. These symptoms are most consistent with a diagnosis of (A) oppositional defiant disorder (ODD) (B) traumatic brain injury (TBI) (C) attention-deficit/hyperactivity disorder (ADHD) (D) specific learning disability (SLD) 11. Seating students in a semicircle is most beneficial in which of the following ways? (A) Students can easily work in small groups. (B) The teacher can easily monitor each student. (C) Students can leave the classroom quickly. (D) The desks fit better in the classroom. 12. Justin is a second-grade student who has a classification of mild intellectual disability. What is an advantage of seating him in a cooperative cluster? (A) Justin will be able to participate more in classroom discussions. (B) Justin will be in closer proximity to the teacher. (C) Justin can work with a partner if he has questions. (D) Justin can sit near the window. 13. Which of the following activities is the best example of a summative assessment? (A) An end of chapter test (B) Writing sentences using spelling words (C) Completing a homework assignment (D) Completing a cloze activity 9. Which of the following is a required component of an individualized education program (IEP)? (A) Functional behavior assessment (B) Behavior intervention plan (C) Daily class schedule (D) Annual goals 14

15 Step 3: Practice with Sample Test Questions 14. Which of the following is the best example of differentiating instruction? (A) Exempting half the class from a homework assignment (B) Assigning different students to read certain chapters of a read-aloud book (C) Asking all the boys to make a poster and all the girls to write an essay (D) Allowing students to summarize a chapter with a poem, essay, or cartoon 15. Patrick, a third-grade student, has recently been diagnosed with Tourette syndrome. Which of the following symptoms would Patrick most likely exhibit? (A) Involuntary movements (B) Paralyzed legs (C) Loss of visual acuity (D) Hearing loss 16. Jamie is a first-grade student with a specific learning disability (SLD) in the area of mathematics. The class is learning to solve addition problems. Which of the following accommodations would most likely be included in his individualized education program (IEP)? (A) Permitting Jamie to use a calculator to solve word problems (B) Allowing Jamie to answer word problems verbally during tests (C) Allowing Jamie to use manipulatives to solve word problems (D) Reading problems to Jamie during tests 17. The Individuals with Disabilities Education Act (IDEA) requires that early intervention services for infants and toddlers be delivered according to an Individualized Family Service Plan (IFSP). An IFSP and an IEP are similar yet contain important differences. Which of the following is exclusive to the IFSP? (A) It includes a statement of the child s strengths and needs. (B) It includes information on family support services, nutrition services, and case management. (C) It includes projected dates for the beginning of each service, and where each service will take place. (D) It includes a statement of the rights of parents or guardians to accept or decline any special education service or related service without jeopardizing any other service. 18. Which of the following actions will most likely facilitate productive communication between a special education teacher and a student s parents or guardians at a parent-teacher conference? (A) The special education teacher sets the agenda and ensures that the student s parents adhere to the discussion points. (B) The special education teacher conducts the conference using education jargon and technical language. (C) The special education teacher discusses the student s academic strengths and offers suggestions for how the student can improve on weaknesses. (D) The special education teacher instructs the parents on how to provide guidance to the student in a more consistent manner. 15

16 Step 3: Practice with Sample Test Questions 19. Which of the following is an accurate statement about what IDEA requires for any IEP? (A) The IEP must include a multiyear outline of instructional objectives. (B) The IEP must include a section on assistive devices, regardless of the nature or degree of the student s disability. (C) The IEP must be in effect before special education services or related services are provided. (D) The IEP must not be made available to any school personnel except special education teachers 20. To promote the transfer of word attack skills to newspaper reading, a middle school teacher of students with mild intellectual disabilities is most likely to (A) prepare teacher-made newspaper articles for the students to read (B) select articles from the local newspaper for students to read (C) develop writing exercises using words from the curriculum (D) prepare worksheet exercises based on single sentences from newspaper articles 22. Which of the following would be an important daily-living skill for a high school student with an intellectual disability? (A) Knowing the multiplication table (B) Using a microwave oven (C) Identifying the states on a map (D) Stating the main idea of a paragraph 23. Which of the following supports is most likely to help Beth, a middle-school student with autism spectrum disorder (ASD), be successful in her new placement? (A) Allowing Beth to attend school for a half-day for the first month (B) Providing Beth with a visual schedule of daily activities (C) Taking Beth on a tour of the school so that she can become familiar with the layout of the classrooms (D) Providing Beth with time away from her classmates when she has an outburst 21. Jen, a sixth-grade student, receives special education services under the category of specific learning disability. Jen s IEP states that written assignments will be completed using word processing and speech recognition software. Which of the following is most likely to promote successful use of assistive technology? (A) Limiting the amount of written homework (B) Providing software for home use (C) Assigning keyboarding homework (D) Allowing choice of topic for written assignments 16

17 Step 3: Practice with Sample Test Questions Answers to Practice Questions 1 The correct answer is (A). Make a ten is a strategy for learning addition facts, which would be developmentally appropriate for Sharmaine. (B) is incorrect because skip counting is a precursor to multiplication, not addition. (C) is incorrect because counting backward is a prerequisite to subtraction. (D) is incorrect because front-end addition is a skill used to estimate when adding large-digit numbers. 2 The correct answer is (B). IDEA ensures that students are not unnecessarily removed from the general classroom or isolated from nondisabled students of their age. These decisions are made based on a student s ability to function in the school environment. (A), (C), and (D) do not match the definition of least-restrictive environment. 3 The correct answer is (B). Toni comprehends the material presented in class; thus, reading the test to her would eliminate the struggle to read the questions and allow her to focus on the content of the test. (A) is incorrect because Toni s disability is in the area of reading comprehension and a dictionary would not be an appropriate accommodation. (C) is incorrect because there is no indication that Toni is suffering from test anxiety or another condition that would be alleviated by testing in a separate room. (D) is incorrect because there is no indication that Toni has difficulty concentrating or any other condition that would require frequent breaks. 4 The correct answer is (B). Using a visual reminder can increase appropriate behaviors, such as maintaining eye contact and reducing impulsive contacts, in students with autism spectrum disorder (ASD). (A) is incorrect because there is no indication that Trish needs help staying on task. (C) is incorrect because being able to look outside would not address the behavioral problems of maintaining eye contact or making impulsive comments. (D) is incorrect because high-interest, low-reading-level assignments are appropriate for a student who is not reading on grade level, and Trish is able to complete grade-level assignments. 5 The correct answer is (B). Under federal law the team must conduct a functional behavioral assessment (FBA) before the implementation of a behavior intervention plan. (A) is incorrect because paraprofessional provide academic support, not behavioral intervention. (C) is incorrect because it does not address the behavior problems. (D) is incorrect because it is not a required step to implementing a behavior intervention plan. 6 The correct answer is (A). According to Part C of IDEA, students qualify for early-intervention services from birth through 2 years of age. 7 The correct answer is (D). Extra computer time is an appropriate motivating reward for a fifth-grade student. (A) is incorrect because many schools do not allow food as a reward. (B) is incorrect because homework is a key part of learning, and although a homework pass for one night might be an appropriate reward, a week without homework is too generous. (C) is incorrect; excusing students from a chapter test is not an appropriate reward. 8 The correct answer is (C). In parallel teaching, the lead and support teachers each deliver a lesson to a separate group of students. (A) is incorrect because complementary teaching occurs when the lead teacher presents a group lesson to the class and the support teacher assists or pulls a small group for instruction. (B) is incorrect because alternative teaching uses remedial or enrichment lessons delivered to the whole class. (D) is incorrect because shared teaching techniques involve both teachers presenting the lesson simultaneously to the whole class. 9 The correct answer is (D). According to IDEA, annual goals must be included in an individualized education program. (A) is incorrect because a functional behavior assessment is not a required component, although it may be included if the student requires one, depending on classification. (B) is incorrect because a behavior intervention plan is a separate document from an IEP. (C) is incorrect because, although a daily class schedule is important, it is not part of the IEP document. 17

18 Step 3: Practice with Sample Test Questions 10 The correct answer is (C). The primary symptoms of attention-deficit/hyperactivity disorder (ADHD) are impulsivity and inattention. (A) is incorrect because the primary symptoms are poor peer relationships due to negative, hostile, and vindictive ways. (B) is incorrect because this diagnosis is characterized by brain damage, whereas Jerrie scores within the average range of intelligence. (D) is incorrect because an individual with a specific learning disability would have difficulty with academics but not necessarily with inattention or impulsiveness. 11 The correct answer is (B). The semicircle seating arrangement allows the teacher to see and have easy access to all of the students, in addition to monitoring their progress and behavior. (A) is incorrect because it does not describe a benefit. (C) is incorrect because this seating arrangement does not allow students to leave the room more quickly than any other arrangement. (D) is incorrect because this arrangement does not make the desks fit better in the classroom. 12 The correct answer is (C). Cooperative clusters allow students to work together to complete a task with the teacher facilitating. (A) is not correct because just by sitting him in a cooperative cluster will not increase his chances of participating. (B) is not correct because sitting in a cooperative cluster does not necessarily mean he will be closer to the teacher. (D) is not correct because sitting near a window is likely to be a distraction for a student with a mild intellectual disability. 13 The correct answer is (A). Summative assessments are given to test student learning relative to the curriculum and a chapter test assesses knowledge of the entire chapter. (B) is incorrect because writing sentences is not the best activity to use as a summative assessment. (C) is incorrect because homework is a followup to classroom instruction. (D) is incorrect because it related to language arts instruction. 14 The correct answer is (D). Differentiated instruction allows students to show their understanding of the assignment using various products. (A) is incorrect because it is not a differentiation strategy. (B) is incorrect because assigning different chapters from the same book does not differentiate instruction. (C) is incorrect because the students are not able to choose the presentation of their final product. 15 The correct answer is (A). Tourette syndrome is characterized by repetitive, involuntary movements and vocalizations called tics. (B), (C), and (D) are incorrect because they are not symptoms of Tourette syndrome. 16 The correct answer is (C). Using manipulatives in mathematics for elementary students gives them concrete ways to solve problems. (A) is incorrect because it is not developmentally appropriate. (B) is incorrect because there is no indication that she cannot write the answer down. (D) is incorrect because there is no indication that she cannot read the number problems. 17 The correct answer is (B). In addition to the services provided in Part B of IDEA, the IFSP also includes information about family support services, nutrition services, and case management. (A), (C), and (D) are incorrect because they refer to information that is included in both the IFSP and the IEP. 18 The correct answer is (C). If the teacher discusses the student s positive qualities first, the parents will be more willing to discuss difficulties and challenges. (A) is incorrect because there should be a conversational exchange between the teacher and the parents. (B) is incorrect because the use of jargon and technical language could intimidate parents, which would not foster trust and a good rapport. (D) is incorrect because pointing out inconsistencies in parenting could be seen as judgmental and might provoke anger and hostility. 18

19 Step 3: Practice with Sample Test Questions 19 The correct answer is (C). According to IDEA, an IEP must be in effect before special education and related services are provided to an eligible student. None of the other choices is required. The objectives in an IEP are ordinarily for a single year, so (A) is not correct. (B) is not correct because what IDEA requires is that an IEP include a statement of the services and aids to be provided to the child. For some students with disabilities, this will include assistive devices, but many students with disabilities do not require such devices. Although special education teachers certainly have access to their students IEPs, IDEA requires that regular education teachers and other service providers who are responsible for implementing a student s IEP have access to it as well, so (D) is not correct. 20 The correct answer is (B). One component of successful transfer of learning is the similarity between the situation on which a skill is learned and the situation to which it is to be applied. (A), (C), and (D) are not correct because they are activities that would most likely not promote word attack skills. 21 The correct answer is (B). The student would be able to practice using the same programs at school and home, thus reinforcing her writing skills. (A) is incorrect because limiting homework does not help her to use the writing programs. (C) is incorrect because although typing practice is useful, it does not help her to use the programs, one of which is voice recognition software and does not require typing. (D) is incorrect because the accommodation of choice will not promote more successful use of assistive technology. 22 The correct answer is (B). Being able to heat up food would allow the student a measure of independence. (A), (C), and (D) are incorrect because they are not daily-living skills. 23 The correct answer is (B). Research has indicated that children with autism spectrum disorder prefer routines and structure in daily academic life. Using the visual schedule would help Beth anticipate the routine and become more accustomed to the new environment. (A) is not correct because reducing a child s school attendance to a half-day would not help her adjust to the new environment. (C) is not correct because taking Beth on a tour of the school would be useful but it is not a long-term support like a visual schedule. (D) is not correct because providing time away would not help Beth adjust to her school. Instead, this would limit interactions with peers and teachers, which would inhibit the adjustment process. 19

20 Step 3: Practice with Sample Test Questions Sample Test Question This section presents a sample question and sample responses along with the standards used in scoring the responses. When you read these sample responses, keep in mind that they will be less polished than if they would have been developed at home, edited, and carefully presented. The examinee does not know what questions they will be asked and must decide, on the spot, how to respond. The scorers of these questions take these circumstances into account when scoring the responses. Scorers will assign scores based on the following scoring guide. Scoring Guide Score of 3 The response demonstrates a thorough understanding of the aspects of special education relevant to the question. A response in this category appropriately addresses all parts of the question shows a thorough understanding of any stimulus material presented exhibits a strong knowledge of students, subject matter, pedagogy, and/or facts relevant to the question provides strong explanations that are supported by details Score of 1 This response demonstrates a weak or limited understanding of the aspects of special education relevant to the question. A response in this category appropriately addresses some parts of the question shows a weak understanding of any stimulus material presented exhibits a weak knowledge of students, subject matter, pedagogy, and/or facts relevant to the question provides weak explanations that are not well supported by details Score of 0 The response demonstrates little or no understanding of the aspects of special education relevant to the question. A response in this category fails to address appropriately any parts of the question or simply restates the prompt shows no understanding of any stimulus material presented exhibits no knowledge or has serious misconceptions of students, subject matter, pedagogy, and/or facts relevant to the question Score of 2 The response demonstrates a basic or general understanding of the aspects of special education relevant to the question. A response in this category appropriately addresses all or most parts of the question shows a general understanding of any stimulus material presented exhibits a basic knowledge of students, subject matter, pedagogy, and/or facts relevant to the question provides basic explanations that are somewhat supported by details 20

21 Step 3: Practice with Sample Test Questions Sample Responses Directions: One constructed-response question follows: CAREFULLY READ AND FOLLOW THE SPECIFIC DIRECTIONS FOR THE QUESTION If the question has more than one part, be sure to answer each part of the question. At a test administration, you will write your answers to three constructed-response questions on the screen. Teaching Scenario By mid-october, Catherine s third grade teacher has become concerned because Catherine has great difficulty reading grade-level materials. Her written work is largely illegible and contains sentence fragments and numerous spelling errors. Catherine does not initiate conversations, does not make eye contact, and never raises her hand to volunteer in class. Catherine does perform well on some mathematics work that does not require interactions with other children or adults. The teacher has decided to refer Catherine for a special education evaluation. Task 1. List THREE types of data that the teacher should collect PRIOR to making a referral. 2. Explain the value of collecting each of these types of data. In your explanation, be sure to relate the types of data to Catherine s reading, writing, and social behavior. Sample Response that Received a Score of 3 Types of Data 1. anecdotal info concerning social interactions 2. writing sample 3. reading evaluation- IRI to determine reading level Explanation of value 1. Catherine is not socializing appropriately in the classroom. Anecdotal info must be collected to evaluate Catherine s behavior in a variety of situations such as the playground, cafeteria, and physical education. A checklist could be used to measure Catherine s behavior in these situations. Field notes could also be gathered and used to discuss Catherine s behavior. 2. Writing samples should be analyzed to see patterns in Catherine s spelling errors- i.e. does she need help with CVCe words, CVC words, etc. An analysis of the writing samples would also show Catherine s use of fragments vs. complete sentences. 3. Catherine may be uncomfortable in class because of a low reading level. An informal Reading Inventory could be used to determine Catherine s reading level. The IRI could also show problems with decoding that could be related to Catherine s poor spelling ability. Sample Response that Received a Score of 2 Types of Data 1. informal reading sample 2. spelling test 3. checklist of social behaviors Explanation of value 1. Catherine is not able to read grade level materials, but by doing a reading sample it can me determined why she cannot. 2. A spelling test will check her level and type of errors. 3. A behavioral checklist will record Catherine s social interactions with classmates which will be helpful as part of the referral. 21

22 Step 3: Practice with Sample Test Questions Sample Response that Received a Score of 1 Types of data writing sample running records Explanation of value It is important to collect a writing sample b/c it allows the teach to examine growth in a child s writing and the child s strengths and weaknesses. It is also helpful in making a referral to an occupational therapist. It is also the teacher to examine if common errors and repeating Sample Response that Received a Score of 0 Collect data to bring to meeting When you collect data you can show parents their child s progress so they can make the appropriate placement decisions. 22

23 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. 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 in 1. Learn About Your Test on page 5, which outlines the content categories that the test measures and what percentage of the test covers each topic. Visit 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. 23