Special Education: Teaching Students with Intellectual Disabilities

The Praxis Study Companion Special Education: Teaching Students with Intellectual Disabilities 5322 www.ets.org/praxis

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 www.ets.org/praxis/states. How are the Praxis tests given? Praxis tests are given on computer. Other formats are available for test takers approved for accommodations (see page 29) The Praxis Study Companion 2

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

Table of Contents Table of Contents The Praxis Study Companion guides you through the 10 steps to success 1. Learn About Your Test...5 Learn about the specific test you will be taking 2. Familiarize Yourself with Test Questions...9 Become comfortable with the types of questions you ll find on the Praxis tests 3. Practice with Sample Test Questions... 13 Answer practice questions and find explanations for correct answers 4. Determine Your Strategy for Success... 20 Set clear goals and deadlines so your test preparation is focused and efficient 5. Develop Your Study Plan... 23 Develop a personalized study plan and schedule 6. Review Smart Tips for Success... 27 Follow test-taking tips developed by experts 7. Check on Testing Accommodations... 29 See if you qualify for accommodations that may make it easier to take the Praxis test 8. Do Your Best on Test Day... 30 Get ready for test day so you will be calm and confident 9. Understand Your Scores... 32 Understand how tests are scored and how to interpret your test scores Appendix: Other Questions You May Have... 34 The Praxis Study Companion 4

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 Intellectual Disabilities (5322) Test Name Test Code 5322 Time Number of Questions 120 Format Test Delivery Test at a Glance Special Education: Teaching Students with Intellectual Disabilities 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 Intellectual Disabilities II. Planning and Managing the Learning 31 26% Environment III. Instruction 31 26% IV. Assessment 19 16% V. Foundations and Professional 17 14% Responsibilities About This Test This test is designed for examinees who plan to teach students with intellectual disabilities, at any grade level from preschool through grade 12. The 120 selected-response questions assess the knowledge and understanding of the principles and other factors related to teaching students with intellectual disabilities. Some of these questions are based on a case study of about 500 words that is related to the teaching of students with intellectual disabilities. 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

Step 1: Learn About Your Test Topics Covered Representative descriptions of topics covered in each category are provided below. I. Development and Characteristics of Students with Intellectual Disabilities A. Human Development and Behavior A beginning teacher of students with intellectual disabilities... 1. Knows typical human growth and development in each domain 2. Knows the impact of ID on development in each domain. 3. Understands the major cognitive, behavioral, and social characteristics of students with ID 4. Knows the similarities and differences among students with ID 5. Is familiar with the etiology of ID 6. Knows indicators or behaviors that may be associated with the early identification of ID 7. Is familiar with the factors that influence the educational experience of students with ID 8. Understands the impact of conditions coexisting with ID 9. Understands that medications can affect students with ID B. Theoretical Approaches to Learning and Motivation A beginning teacher of students with intellectual disabilities... 1. Understands how deficits in cognitive function affect students with ID 2. Knows major theoretical approaches to student learning and motivation II. Planning and Managing the Learning Environment A. Curriculum Development A beginning teacher of students with intellectual disabilities... 1. Understands the basic concepts of curriculum development 2. Understands how to select instructional content, resources, and strategies appropriate for students with ID 3. Understands how to integrate reading, writing, and mathematics instruction into daily activities for students with ID 4. Knows how to plan instruction for developing the social skills of students with ID 5. Knows how to plan instruction for developing independent functional life skills in students with ID 6. Knows how to plan instruction for supporting the development of verbal and non-verbal language and communication skills 7. Knows how to integrate educational and assistive technology into instructional planning B. Managing the Learning Environment A beginning teacher of students with intellectual disabilities... 1. Understands the impact of a safe, equitable, positive, and supportive environment on learning 2. Understands basic classroom management theories and strategies 3. Knows how to structure the physical environment to support learning for students with ID 4. Knows how to establish and communicate expectations for student behavior in a variety of settings 5. Knows how to select and implement behavior management strategies appropriate for individual students 6. Knows how to implement a behavior intervention plan. Knows the components of a BIP The Praxis Study Companion 6

Step 1: Learn About Your Test 7. Knows how to design and manage daily routines 8. Knows strategies for crisis prevention and intervention 9. Knows universal precautions 10. Knows how to adapt a learning environment based on input from stakeholders III. Instruction A beginning teacher of students with intellectual disabilities... 1. Knows and understands instructional strategies and techniques 2. Understands that a number of variables affect how individual students learn and perform 3. Knows how to develop observable and measurable instructional objectives 4. Knows how to develop and implement a lesson plan 5. Knows how to include task analysis to instructional planning 6. Understands strategies for supporting students progress in the general education curriculum in a variety of settings 7. Understands strategies for facilitating understanding of subject matter for students with ID 8. Knows methods for facilitating the generalization of skills/behaviors across learning environments 9. Knows how to implement and/or adapt strategies, interventions, and resources appropriate to the needs of individual students 10. Knows how to manage instructional variables in a variety of settings 11. Knows ways to support the development of students self-advocacy skills 12. Knows strategies for promoting students development of self-regulatory skills 13. Knows how to use student responses and performance for guiding instruction and providing feedback 14. Knows how to integrate input from students and parents/caregivers in instructional planning and decision making IV. Assessment A. Knows the definitions and uses of various assessments A beginning teacher of students with intellectual disabilities... 1. Knows the basic terminology used in assessment 2. Is familiar with the uses, strengths, and limitations of various assessment instruments 3. Understands procedures for evaluating and determining eligibility for students with ID 4. Knows how to use assessment data to develop/modify an educational program, to evaluate students needs and progress, and to adapt instruction 5. Knows the components of a functional behavior assessment 6. Knows how to use functional behavior assessments to develop behavior intervention plans 7. Understands factors that can lead to misidentification of students with ID 8. Knows how to communicate assessment data to a variety of stakeholders 9. Knows how to create, access, and maintain assessment records 10. Is familiar with the purpose and appropriate uses of alternative assessments The Praxis Study Companion 7

Step 1: Learn About Your Test V. Foundations and Professional Responsibilities A. Educational Rights for Students with Disabilities A beginning teacher of students with intellectual 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 IDEA 3. Understands procedural safeguards of stakeholders rights and their impact on education decisions 4. Understands the components of an Individualized Education Plan (IEP) 5. Is familiar with the components of an Individualized Family Service Plan (IFSP) 6. Knows the provisions of major legislation that impact the field of special education 7. Is familiar with the basic characteristics and defining factors for each of the disability categories as defined under IDEA B. Historical and Professional Foundations A beginning teacher of students with intellectual disabilities... 1. Is familiar with current issues and trends in the field of special education 2. Knows how to locate information on research, practice, and movements in the field of special education 3. Understands the legal and ethical implications of major laws and regulations related to the rights of students and teachers 4. Knows the impact of ID on individuals, families, and society across the life span 5. Knows strategies for assisting families in understanding the implications of a student s ID 6. Is familiar with services, networks, and organizations for students with ID and their families 7. Knows strategies for planning and conducting collaborative conferences with students, their families, and school and community members 8. Understands their collaborative role in the creation, implementation, and assessment of IEPs 9. Knows that there is a continuum of placement options and services available for students with ID 10. Knows strategies for assisting students, families, school personnel, and community members in planning appropriated transitions for students with ID 11. Knows how to structure activities of personnel who work with students with ID 12. Knows a variety of strategies for communicating with parents/caregivers about students progress and needs 13. Understands their role as an advocate for special education 14. Understands their role as a resource for parents/caregivers, school personnel, and members of the community for information relating to students with ID and their educational experience 15. Knows how to use reflection to improve practice and guide professional growth The Praxis Study Companion 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. The Praxis Study Companion 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). The Praxis Study Companion 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. The Praxis Study Companion 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 on page 5. The Praxis Study Companion 12

Step 3: Practice with Sample Test Questions 3. Practice with Sample Test Questions Answer practice questions and find explanations for correct answers Sample Test Questions The sample questions that follow illustrate the kinds of questions on the test. They are not, however, representative of the entire scope of the test in either content or difficulty. Answers with explanations follow the questions. Directions: Each of the questions or incomplete 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 as follows: 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 The No Child Left Behind Act may be referred to as NCLB A biological parent, legal guardian, surrogate, natural, adoptive, or foster parent may be referred to as parent The term students with intellectual disabilities is used to refer to students previously referred to as students with mental retardation. As used in this test, the two terms refer to the same group. 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 with the classification of an 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) Front-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 The Praxis Study Companion 13

Step 3: Practice with Sample Test Questions 3. Isaac is a fourth-grade student who has been classified with a mild intellectual disability. He attends a resource room for all academic subjects. 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) Administering a functional behavioral assessment (C) Assigning less homework (D) Applying the current behavior reward system 4. Justin is a second-grade student who has a classification of 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. 5. 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 6. Which of the following actions should a teacher take before developing an applied behavior analysis (ABA) plan? (A) 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 7. What are the three components of the socialcognitive theory triangle most often associated with Bandura? (A) 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. What are the two key assumptions underlying the behavioral model for describing maladaptive behavior? (A) 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. The Praxis Study Companion 14

Step 3: Practice with Sample Test Questions 9. Which of the following is a limitation of Positive Behavioral Interventions and Supports (PBIS) as related to Tier 3 interventions? (A) 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. 10. 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? (A) 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 11. Joshua is a 14-year-old student with severe intellectual and physical disabilities. Joshua s parents want to ensure that he learns selfhelp skills so that he can be as independent as possible. Which of the following strategies will help Joshua s teacher build good communication with Joshua s parents? (A) Involving Joshua s parents in writing the curriculum (B) Allowing Joshua s parents to eat lunch with Joshua every day (C) Asking Joshua s parents to come to the school s open house (D) Sending home a weekly log of Joshua s activities and progress. 12. 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 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) Practicing how to write the directions for baking a cake 14. A deficit in which of the following areas would most accurately be called a phonological deficit? (A) Comprehension of the meanings associated with words (B) Ability to recognize differences between sound combinations (C) Monitoring the volume of one s own speech (D) Construction of complete sentences 15. Which of the following theoretical explanations best accounts for the difficulties that students with learning disabilities often experience with short-term memory function? (A) Inefficient processing and initial encoding of information (B) Inefficient transfer of information into long-term memory (C) Difficulties in utilizing working memory (D) Difficulties in generalizing from one situation to another 16. According to Piaget s stages of cognitive development, the last stage in development is (A) preoperational (B) sensorimotor (C) formal operations (D) concrete operations The Praxis Study Companion 15

Step 3: Practice with Sample Test Questions 17. Which of the following is developed by a team planning early intervention services for a 2-year-old preschooler? (A) Individualized Family Service Plan (B) Individualized Education Program (C) Behavior Intervention Plan (D) Section 504 Plan 18. Which of the following instructional models is most appropriate to follow when teaching reading to a tenth-grade student with a learning disability who cannot decode well and does not recognize important sight words? (A) A constructivist approach with a focus on making meaning using high-quality literature (B) A multimodal approach with an emphasis on oral and visual language (C) A direct instruction approach with an emphasis on explicit phonics and decoding (D) A sheltered English immersion approach like that used with the student s Englishas-a-second-language (ESL) peers 19. Corinna is a young student with a mild intellectual disability who uses a wheelchair. With which of the following will she most need support when toileting? (A) Moving into the restroom and positioning the wheelchair (B) Locking the wheelchair s breaks and undoing her seatbelt (C) Moving to the edge of the wheelchair seat (D) Standing, turning, and sitting on the toilet 20. To promote the transfer of word attack skills to newspaper reading, a middle school teacher of students with 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 21. Which of the following techniques is likely to be most successful in helping learners with intellectual disabilities to retain previously acquired skills? (A) Scheduling frequent peer tutoring sessions (B) Acknowledging appropriate behavior regularly (C) Providing periodic review of lessons (D) Allowing longer independent practice periods 22. As an intervention, response cost is best suited for which of the following purposes? (A) 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 23. Which of the following is the best rationale for using task analysis in instructing students with disabilities? (A) Instruction is delivered in steps that are easily achievable and that promote student success. (B) Students can eventually learn to analyze assigned tasks themselves. (C) Students learn classification skills by identifying similar aspects of different kinds of tasks. (D) Instruction can be delivered effectively to many students at once without need for individualization. 24. An IEP must include which of the following components? (A) The present levels of academic achievement and functional performance (B) A record of past student performance (C) A description of the student s intellectual functioning (D) Suggestions for parental involvement The Praxis Study Companion 16

Step 3: Practice with Sample Test Questions Answers to Sample Questions 1. (A) is the correct answer because 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. (B) is the correct answer 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. 3. (B) is the correct answer because under federal law the team must conduct a functional behavioral assessment (FBA) prior to implementation of a behavior intervention plan. (A) is incorrect because paraprofessionals 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. 4. (C) is the correct answer because 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 mild mental retardation. 5. (D) is correct because 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. 6. (A) 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. 7. (D) is correct because social-cognitive theory focuses on the triad of environment, person, and behavior. (A), (B), and (C) are incorrect because they do not correctly identify the three components of the social-cognitive theory triangle. 8. (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. (A) 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. 9. (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. (A) 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 behavior disorders 10. (A) 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. 11. (D) is the correct answer because a log will communicate Joshua s progress and allow his parents to ask questions or comment on the activities. (A) and (B) are incorrect because they will not build communication between the teacher and the parent. (C) is incorrect because although it is a good start to communication, an open house meeting as a stand-alone activity, will not build communication. 12. (B) is the correct answer because 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. The Praxis Study Companion 17

Step 3: Practice with Sample Test Questions 13. (A) 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 using spelling words is an example of an instructional activity, not a summative assessment. (C) is incorrect because homework is used as a follow-up to classroom instruction. (D) is incorrect because practicing a skill is part of instruction, not assessment. 14. (B) is correct because a phonological deficit is one involving the sound structure of a language, such as how sounds combine into sequences. (A) is incorrect because comprehension of the meanings attached to words relates to the semantic rather than the phonological structure of language. (C) is incorrect because monitoring the volume of one s own speech is a difficulty with speech output, but is not related to the sound structure of the language and so does not represent a phonological deficit. (D) is incorrect because the construction of complete sentences relates to syntactic structure. 15. (A) is correct because the difficulties that students with learning disabilities experience commonly appear to arise because information is not processed and coded efficiently as it comes in. (B) is incorrect because the inefficient transfer of information into long-term memory is not generally believed to account for difficulties with the short-term memory itself. (C) is incorrect because difficulties in utilizing working memory, the ability to keep information in mind while performing other cognitive tasks is not generally believed to account for difficulties with the shortterm memory itself. (D) is incorrect because, although a student with learning disabilities may experience difficulties in generalizing from one situation to another, it does not clearly account for short-term memory problems. 16. (C) is correct because the period of formal operations goes from 12 years and onwards. (A) is incorrect because it covers ages 2-7 years. (B) is incorrect because the stage lasts from birth to 2 years old. (D) is incorrect because the period spans from 7-12 years. 17. (A) is correct because an Individualized Family Service Plan focuses on the family and the child s needs. (B) is incorrect because although an Individualized Education Program may be necessary when the child turns 3, the Individualized Family Service Plan fits their immediate needs better. (C) is incorrect because a behavior intervention plan is developed in response to a functional behavior assessment in order to change inappropriate behaviors in students. (D) is incorrect because a Section 504 plan is utilized for a child with a physical or mental impairment and lists the accommodations and modifications that will help them to succeed, but does not address the family needs. 18. (C) is correct because the student needs practice and frequent feedback in the fundamental skills of reading decoding, recognizing sound combinations, sounding out words, recognizing words in isolation and in passages, and comprehending. (A) is incorrect because a constructivist approach is best for an independent learner who has mastered the basic reading skills. (B) is incorrect because a multimodal approach is also constructivist and requires that a student use oral and written language confidently and with ease. (D) is incorrect because a sheltered English approach is for English learners who do not have reading disabilities. 19. (D) is correct because this description requires the most skill from the student, so is most likely to require the assistance of a teacher or other adult. (A), (B), and (C) are skills that require minimal support; thus, they are most likely to be handled independently by the student. 20. (B) is correct since 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. 21. (C) is correct because once a skill has been mastered, the teacher can best assure its retention by providing additional meaningful learning situations in which the student can recall and use the skill. (A), (B), and (D), would not support the retention of previously acquired skills. 22. (C) is correct because response cost needs to be tied to the occurrence of a specific, observable behavior. The behaviors that are identified in (A), (B), and (D) would not benefit from the use of response cost. The Praxis Study Companion 18

Step 3: Practice with Sample Test Questions 23. (A) is the correct answer. It provides two key justifications for the use of task analysis. (B) is incorrect because, although the skill it describes is a possible benefit of using task analysis, it is not the basic rationale for the use of task analysis. (C) is not correct because the learning of classification skills is not a primary objective of task analysis. (D) is not correct because individualization of instruction is always important in instructing students with disabilities. 24. The correct answer is (A), as mandated in IDEA. The Praxis Study Companion 19

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

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