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 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 35). 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 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 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 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% Environments 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 Test Specifications 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 on page 28. 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 Environments 1. Understands the impact of a safe, equitable, positive, and supportive environments 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 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. 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 Autism spectrum disorder (ASD) now includes categories previously identified separately as autistic disorder, Asperger syndrome, pervasive developmental disorder not otherwise specified (PDD-NOS), and childhood disintegrative disorder. As used in this test, the terms refer to the same group. Emotional and behavioral disturbance may be referred to as EBD. Directions: Each of the questions or statements that follow is followed by four suggested answers or completions. Select the one that is best in each case. 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 The Praxis Study Companion 13

14 Step 3: Practice with Sample Test Questions 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 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. 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)? 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 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 The Praxis Study Companion 14

15 Step 3: Practice with Sample Test Questions 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. 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) Autism spectrum disorder (ASD) (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. The Praxis Study Companion 15

16 Step 3: Practice with Sample Test Questions 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. The least restrictive environment (LRE), as defined in IDEA, requires that students with a disability be 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 19. 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 20. 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? 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. 21. Which of the following activities is the best example of a summative assessment? An end of chapter test (B) Writing sentences using spelling words (C) Completing a homework assignment (D) Completing a cloze activity 22. 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 The Praxis Study Companion 16

17 Step 3: Practice with Sample Test Questions 23. Which of the following is a required component of any student s Individualized Education Program (IEP)? Functional behavioral assessment (B) Behavior intervention plan (C) Daily class schedule (D) Annual goals 24. Which of the following rewards would be most appropriate for fifth-grade students who have demonstrated appropriate classroom behavior? Giving them ice cream sandwiches as an afternoon treat (B) Assigning them no homework for an entire week (C) Excusing them from the next chapter test (D) Providing them with extra computer time 25. As an intervention, response cost is best suited for which of the following purposes? Improving students understanding of directions (B) Increasing the speed of performance in mathematics (C) Decreasing the incidence of angry outbursts (D) Decreasing excessive competitiveness among students 26. What is the teacher s primary role when conflicts arise during unstructured playtime in a prekindergarten inclusion setting? To help children develop appropriate ways to resolve conflict (B) To teach children the essential features of good manners and etiquette (C) To reconsider the need for free play in the pre-kindergarten schedule (D) To intervene and discipline children as soon as conflict occurs during an activity 27. 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? 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-readinglevel assignments 28. Karen, an eighth-grade student, who has an IEP that states 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? Limiting the amount of written homework (B) Providing software for home use (C) Assigning keyboarding homework (D) Allowing choice of topic for written assignments 29. Which of the following 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 30. 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 17

18 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 spectrum disorder. (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. The correct answer is (B) because 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. 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 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 18

19 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 spectrum disorder. 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. (B) is correct because 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., (C), and (D) do not match the definition of least-restrictive environment. 19. 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. 20. (C) is correct because if the teacher discusses the student s positive qualities first, the parents will be more willing to discuss difficulties and challenges. 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. The Praxis Study Companion 19

20 Step 3: Practice with Sample Test Questions 21. is correct because 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 follow-up to classroom instruction. (D) is incorrect because it related to language arts instruction. 22. (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. 23. The correct answer is (D) because annual goals must be included in any student s IEP. 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. 24. The correct answer is (D) because computer time is often a motivator for students. 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. 25. The correct answer is (C) because response cost needs to be tied to the occurrence of a specific, observable behavior. The behaviors that are identified in, (B), and (D) would not benefit from the use of response cost. 26. is correct because early childhood is a time to learn respectful communication and social skills through play and structured activities. (B) is incorrect because good manners and etiquette vary by culture and are best taught in informal home situations. (C) is incorrect because prekindergarten students need free play, which should not be restricted due to common conflicts. (D) is incorrect because teacher intervention is not always needed when conflicts arise; children should be encouraged and supported in solving basic conflicts. 27. The correct answer is (B) because using a visual reminder can increase appropriate behavior. is not correct because a peer buddy should not be given the task of keeping another student on task. (C) is not correct because that is not an appropriate strategy for Trish. (D) is not correct because that strategy is not related to the behavior. 28. The correct answer is (B) because the student would be able to practice using the same programs at school and home, thus reinforcing her writing skills. 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. 29. (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. 30. 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 20