ETS Practice Test Flashcards
(125 cards)
1
Q
Which of the following is a commonly used metric for establishing reliability of measurement within the context of a single-subject design?
A. Internal consistency
B. Test-retest reliability
C. Interobserver agreement
D. The generalizability coefficient
A
C. Interobserver agreement
2
Q
A school psychologist is working with a cultural broker to understand how to support a student who recently moved to the district from India. The school psychologist then shares the information from the cultural broker with the teachers to use in the classroom. Which of the following best describes the type of consultation being used?
A. Consultee-centered
B. Multicultural
C. Problem-solving
D. Indirect
A
B. Multicultural
3
Q
A school psychologist serves a population consisting primarily of non-White students, many of whom identify as Black and Hispanic American. The school psychologist approaches a more experienced colleague for advice. Which TWO of the following recommendations should be offered to the school psychologist?
A. When using an interpreter in a family conference, direct statements and questions to the interpreter to increase the accuracy of the translation.
B. Understand that stereotypes can prevent understanding of factors unique to individual students and their families.
C. Be aware that individuals within a family often differ in the degree to which they identify with the majority culture.
D. Set aside personal cultural beliefs and values in working with this population.
A
Both B and C
4
Q
Which of the following is the best example of action research?
A. Reviewing the results of an empirical research study to find out whether a reading intervention is effective
B. Conducting an experimental study in the school to determine whether cognitive behavior techniques are effective in alleviating anxiety
C. Assisting a teacher in implementing a math intervention to determine whether it improves a class’s math computation ability
D. Reading testimonials on a Web site for a writing intervention program and deciding to implement the program in the school
A
C. Assisting a teacher in implementing a math intervention to determine whether it improves a class’s math computation ability
5
Q
Emily is a kindergarten student with a hearing impairment. She is experiencing difficulties in phonemic awareness and reading comprehension. Teacher of the Deaf (TOD) services have been recommended for Emily; however, the student support team director would prefer that a special education teacher provide these services, stating that the special education teacher can provide the same instruction as the TOD instructor.
Which of the following is the most appropriate course of action to ensure that Emily’s needs are met?
A. Training the special education teacher to provide TOD services
B. Proceeding with the director’s recommendation that only special education teacher supports are warranted
C. Insisting that Teacher of the Deaf services have been recommended and should be considered
D. Consulting with the speech and language therapist to revise Emily’s plan of services
A
C. Insisting that Teacher of the Deaf services have been recommended and should be considered
6
Q
Juan is a third-grade student whose primary language is Spanish. Juan’s teacher has observed that he has difficulty understanding and following directions. The teacher reports concerns with his sentence structure and grammar. Juan is reportedly quiet and does not speak much within the school environment.
Based on this information, which of the following is the most appropriate recommendation at this time?
A. Retaining Juan so he can develop his English skills with native-speaking peers
B. Considering English-language learner services or supports
C. Providing individual pull-out services for English language arts to improve Juan’s grammar
D. Recommending small-group social skills training for Juan
A
B. Considering English-language learner services or supports
7
Q
Which THREE of the following does NASP suggest school psychologists do to combat implicit bias?
A. Raise awareness of implicit bias by sharing research on the topic at faculty meetings
B. Advocate hiring faculty from diverse cultural backgrounds to work in the district
C. Take additional classes in multicultural psychology
D. Only work with students from the same cultural background as themselves
E. Continually be mindful of their own implicit biases when working with students and families
F. Decline to evaluate students from diverse backgrounds to avoid supporting disproportionate representations in special education
A
A, B, E
8
Q
Which THREE of the following are key components NASP considers necessary for developing threat-assessment policies in schools?
A. Creating district-wide procedures
B. Conducting a needs assessment at the district and school levels
C. Creating a team of professionals from different disciplines to evaluate crisis response
D. Interviewing parents and students regarding the district’s school safety policy
E. Raising awareness of district policies on school safety and threat response
F. Consulting cultural brokers for culturally sensitive crisis responses
A
A, C, E
9
Q
A school psychologist is interested in research on grade retention and believes that reviewing a meta-analysis may be helpful. Which of the following studies best exemplifies a meta-analysis?
A. Many studies related to grade retention were analyzed, and the overall effect size was calculated as a result of the synthesis of the research.
B. A study was conducted that compared grade retention rates to student dropout rates in one school.
C. A county researched the grade retention rates and compared the retention rates to the pass rate on the national state exam.
D. A student examines the number of students who have been retained over the past ten years in one district and compares their performance to their overall final high school GPA.
A
A. Many studies related to grade retention were analyzed, and the overall effect size was calculated as a result of the synthesis of the research.
10
Q
Which of the following is an example of test sensitivity?
A. Performance on the DIBELS reading fluency measure was found to correlate well with other established measures of reading fluency.
B. Two different teachers complete the BASC-3 for the same student, and similar scores are found across most subscales between the two teachers.
C. The WISC-V accurately predicts which students are likely to be diagnosed with a specific learning disability.
D. The Woodcock-Johnson IV shows good consistency of results over multiple administrations across most subtests.
A
C. The WISC-V accurately predicts which students are likely to be diagnosed with a specific learning disability.
11
Q
Which of the following court cases focuses on the duty to warn and protect others who may be in danger when someone reports intent to harm?
A. Tarasoff v. Regents of the University of California
B. Mills v. Board of Education of the District of Columbia
C. Larry P. v. Riles
D. Lau v. Nichols
A
A. Tarasoff v. Regents of the University of California
12
Q
An elementary school recently implemented a new reading program with the goal of reducing referrals. Based on the initial screening, students identified as being at risk for reading difficulty will receive more intensive intervention. Because this initiative is new for the teachers, the building principal has asked the school psychologist to assist with implementation of the program.
Which of the following activities is most appropriate for the school psychologist to participate in when assisting the teachers?
A. Coteaching lessons once weekly to observe the students in the classroom
B. Conducting weekly observations of each classroom to determine if the teachers are correctly following the curriculum and reporting to the principal with information from the observation
C. Taking over for the teacher when implementing the reading program to identify students who might need more individualized support
D. Helping to develop a means of tracking the progress of students receiving the intervention program and assisting teachers with the data collection process
A
D. Helping to develop a means of tracking the progress of students receiving the intervention program and assisting teachers with the data collection process
13
Q
Which of the following instructional quality variables can be directly observed, allowing for progress to be monitored, within a consultative model?
A. Teacher praise statements
B. Teacher-student connectedness
C. Teacher burnout
D.Teacher use of explicit instruction
A
A. Teacher praise statements
14
Q
A school psychologist reviews the first-semester grade-level benchmarking data for reading and notices that a disproportionate number of underrepresented students were identified as at-risk.
Which of the following should be the immediate next step for the school psychologist to take?
A. Comparing the current data with last year’s first-semester data to see whether the pattern represents a trend across classes
B. Comparing second-semester data from that same group for the previous year to the current first-semester data
C. Disaggregating the data by IEP status
D. Implementing an intervention program for the at-risk students
A
A. Comparing the current data with last year’s first-semester data to see whether the pattern represents a trend across classes
15
Q
A second-grade class completes a math unit about shapes. One student in the class has a visual impairment, so the teacher consults with the school psychologist to determine how to validly assess the student’s mastery of the lesson. The school psychologist advises the teacher to provide captions for all figures, to use fonts with high contrast, and to use a large type size. The teacher modifies the exam and provides the new version to the whole class.
The preceding scenario is an example of which of the following?
A. Curriculum-based assessment
B. Universal design
C. A Tier 3 modification
D. A wraparound service
A
B. Universal design
16
Q
Giovanni is 3 years old and has recently begun preschool. Giovanni has limited expressive language skills and receives special education services, including speech and language therapy. Giovanni’s primary caregiver is his father, who is a military service member and was recently deployed. Staff members have reported that Giovanni has exhibited an increase in crying behavior, refusals, and running away from staff interaction. Giovanni’s mother is concerned about the change in Giovanni’s behavior and notes similar changes at home.
How should the school psychologist work with Giovanni’s mother and school staff to best support his needs?
A. By suggesting that Giovanni’s mother pursue play-based therapy services within the community
B. By reaching out to the school’s speech and language pathologist to increase Giovanni’s services
C. By exploring whether Giovanni’s family receives Military and Family Life Counseling (MFLC) supports
D. By collaborating with both Giovanni’s mother and his teacher on home and school supports for Giovanni
A
D. By collaborating with both Giovanni’s mother and his teacher on home and school supports for Giovanni
17
Q
Which TWO of the following are considered strong instructional targets?
A. Sam will read an average of 100 words per minute on a third-grade reading probe.
B. Max will follow conventions in paragraph writing with 90% accuracy.
C. Jack will complete single-digit addition fact probes with 100% accuracy in 4 of 5 trials.
D. Sarah will demonstrate understanding of the functions of a cell with 90% accuracy.
A
A, C
18
Q
Which THREE of the following are approaches NASP recommends for bullying prevention?
A. The implementation of schoolwide positive behavioral support programs to promote positive peer interactions
B. The use of a stand-alone antibullying lesson plan within the students’ health class
C. The use of zero-tolerance policies when working with students who bully others
D. The creation of a multidisciplinary team to address the emotional and behavioral needs of students who are bullied and those who bully others
E. The handling of bullying issues by certain teachers or administrators who know the involved students the best
F. The use of continued staff training and education on bullying legislation and issues related to the school community
A
A, D, F
19
Q
If a student with an Individualized Education Program (IEP) is suspended frequently enough that it triggers a disciplinary change in placement, a procedure is initiated to determine if the reason for the behavior that triggered the disciplinary change in placement is related to the disability. This procedure is called which of the following?
A. Child Find
B. Zero-reject principle
C. Manifestation determination
D. Stay-put rule
A
C. Manifestation determination
20
Q
The base rate of a disability is directly tied to which of the following critical assessment considerations?
A. The reliability of the assessment
B. The accuracy of the diagnosis
C. The construct validity of the assessment
D. The false positive rate of the assessmen
A
B. The accuracy of the diagnosis
21
Q
How can a school psychologist best communicate with school and community stakeholders to advocate for trauma-informed supports and initiatives?
A. By presenting a clearly outlined daily schedule of the school psychologist’s responsibilities and availability to pursue trauma-informed supports and initiatives
B. By providing training to parents and families on trauma-informed supports and initiatives
C. By working with the local police department to gather data and statistics on instances of domestic abuse within the community
D. By approaching the student support team to examine ways to integrate the four aspects of trauma-informed care into school practice
A
D. By approaching the student support team to examine ways to integrate the four aspects of trauma-informed care into school practice
22
Q
Students can be taught which of the following to increase their understanding of the connection between academic effort and outcomes?
A. Engagement
B. Shaping behaviors
C. Behavioral momentum
D. Self-regulatory behaviors
A
D. Self-regulatory behaviors
23
Q
Which THREE of the following should school psychologists do when a student is thought to be at risk for suicide?
A. Interview the student to determine if the student has a plan
B. Avoid asking the student if they want to hurt themselves out of fear this will make the student want to commit suicide
C. Respect the student’s desire to keep the information confidential from their parent
D. Do not leave the student alone following the risk being reported
E. Decide whether to investigate the student’s threat based on previous behavior or risk assessments
F. Use compassion and approach the student without judgment
A
A, D, F
24
Q
Which of the following situations is an example of informed consent?
A. After parents learn about the type, frequency, and duration of counseling recommended for their child, they give permission to begin counseling.
B. After a 12-year-old student with behavior problems understands how counseling services will be delivered, the school psychologist gives permission for counseling to occur.
C. A school principal grants permission for a school psychologist to analyze student test scores for a research project.
D. A special education teacher agrees to conduct a universal social-emotional screening on the students in an inclusion classroom.
A
A. After parents learn about the type, frequency, and duration of counseling recommended for their child, they give permission to begin counseling.
25
Which of the following consultative strategies has been shown experimentally to increase intervention integrity?
A. Weekly check-ins with the consultee
B. Choice of intervention
C. Monitoring the progress of intervention effects
D. Interviewing to explore implementer resistance
B. Choice of intervention
26
How might a school psychologist best explain results of a student’s psychoeducational assessment to a parent?
A. Keeping communication short by highlighting the full-scale IQ score only
B. Citing current research on the benefits of special education before reviewing the assessment
C. Providing a thorough description of each assessment tool used
D. Providing an overview of the assessment, noting areas of strength and weakness
D. Providing an overview of the assessment, noting areas of strength and weakness
27
Which of the following is the second step in the problem-solving method?
A. Defining the problem
B. Identifying the problem
C. Looking at effects
D. Exploring alternative solutions
A. Defining the problem
28
Which of the following should be the first step for a school psychologist who is starting a parent consultation program with a new family?
A. Setting up a home-school communication log to distribute to the parents
B. Discussing with the parents what their mutual goals are for the consultation sessions
C. Creating a schedule for the parents to follow of when the sessions will take place
D. Explaining to the parents how the data collected in school will inform home-based decisions
B. Discussing with the parents what their mutual goals are for the consultation sessions
29
Ms. Ziegler is the only school psychologist in a rural school district. A good friend of Ms. Ziegler’s believes his 8-year-old daughter has a learning disability and wants her evaluated. Ms. Ziegler believes she can do a professional evaluation that will benefit the child. According to the NASP Principles for Professional Ethics, what is Ms. Ziegler’s best next step?
A. Requiring her friend to pursue an outside evaluation
B. Proceeding with the evaluation and personal friendship because together they will enhance her understanding of the results of the evaluation
C. Encouraging her friend to work with the school to establish a multitiered system of supports as a method to support his daughter
D. Proceeding with the evaluation but informing her friend that they need to suspend their relationship during the evaluation process
D. Proceeding with the evaluation but informing her friend that they need to suspend their relationship during the evaluation process
30
Ernie, a first-grade student, has been referred for an evaluation to determine whether he has autism. He moved to the United States from Ecuador the summer before the current school year. Ernie has very limited proficiency in English, and he and his family primarily speak Spanish at home. Ernie’s classroom teacher has limited Spanish proficiency, and Ernie receives pull-out support with an EL teacher for 90 minutes daily. Which of the following findings from a comprehensive evaluation will lend the greatest support to a classification of autism?
A. Ernie’s mother reports that he speaks regularly at home, but he often speaks overly loudly and has unusual speech patterns.
B. The school psychologist observes that Ernie typically responds to other students in his class with one-word responses.
C. Ernie’s teacher reports that he does not initiate interactions with his peers in school and often plays by himself during recess.
D. During breaks in testing, Ernie draws pictures of trains, and when the examiner asks about the pictures, Ernie reports that he likes playing with trains.
A. Ernie’s mother reports that he speaks regularly at home, but he often speaks overly loudly and has unusual speech patterns.
31
Luan is a seventh-grade student with a significant visual impairment and often has difficulty reading text materials. Which of the following accommodations is most appropriate for Luan to access the material?
A. Providing extra time on tests and assignments
B.Providing a screen reader and large-print text
C. Reducing the number of questions Luan needs to complete
D. Providing class materials in braille
B.Providing a screen reader and large-print text
32
A student who receives a reading intervention at school is not meeting the intervention goal. The school psychologist checks in with the teacher and learns that the teacher has missed some intervention sessions due to scheduling conflicts.
Which of the following is the most appropriate step for the school psychologist to take?
A. Adjusting the intervention goal
B. Changing the intervention
C. Promoting treatment integrity
D. Gathering more progress monitoring data
C. Promoting treatment integrity
33
Which THREE of the following steps are commonly used in problem-solving consultation models?
A. Establishing rapport
B. Problem analysis
C. Problem identification
D. Research and review of evidence-based interventions
E. Treatment intervention
F. Involvement of a multidisciplinary team
B, C, E
34
A school psychologist is evaluating Mona, a first-grade student, following a referral to the student support team. During testing, the school psychologist notices that Mona has difficulty understanding directions and answering questions. When speaking with Mona’s teacher, the school psychologist learns that Mona has had similar difficulties in the classroom. Which of the following best describes how the school psychologist should proceed with the evaluation process?
A. The school psychologist should speak with the school’s speech therapist and discuss the potential for a speech and language evaluation.
B. The school psychologist should consider adding additional subtests to the evaluation in case Mona was not concentrating during the first testing session.
C. The school psychologist should document observations and a teacher interview in her report and discuss it with Mona’s parents.
D. The school psychologist should consider waiting to evaluate Mona until she has had more time in school to learn how to follow directions.
A. The school psychologist should speak with the school’s speech therapist and discuss the potential for a speech and language evaluation.
35
A school psychologist participating in an organizational consultation would most likely engage in which of the following activities?
A. Conducting a classroom observation to identify areas of strength and areas of improvement in the structure and organization the teacher has established in the classroom
B. Working with a teacher to help a student develop and utilize improved organizational strategies
C. Working with school staff to develop a schoolwide system for recognizing positive student behaviors
D. Conducting a functional behavioral assessment for a student and developing a behavior intervention plan
C. Working with school staff to develop a schoolwide system for recognizing positive student behaviors
36
Which TWO of the following have been shown to be effective in reducing student truancy?
A. Working with a community truancy board to negotiate attendance contracts with students
B. Calling parents after every unexplained or undocumented absence
C. Exploring alternative education programs at a vocational school or community college depending on student interest and ability
D. Suspending habitually truant students
A, C
37
Frequency recording should be used when observing which of the following behaviors?
A. A student is out of seat for long periods of time.
B. A student calls out multiple times.
C. A student takes several minutes to begin an assignment.
D. A student is off task during math lessons.
B. A student calls out multiple times.
38
Which TWO of the following best describe alternative approaches to retaining a student?
A. Allowing the student to move to the next grade while repeating specific grade level classes they failed
B. Providing additional social-emotional and behavioral interventions to support the student in areas that affected academic performance
C. Retaining the student and outlining a specific plan for them to catch up to their same-age peers
D. Providing the student with additional opportunities to receive academic support either before, during, or after school
E. Providing the student’s parents with educational materials to complete with the student to close the educational gap
B, D
39
Which of the following research designs is most appropriate to measure the effectiveness of a reading intervention for three separate students?
A. Reversal
B. Changing criterion
C. Multiple treatment
D. Multiple baseline
D. Multiple baseline
40
A school psychologist is counseling an anxious student. A coworker has suggested that the school psychologist use a behavioral approach during counseling sessions. If the school psychologist follows this advice, which of the following will most likely occur?
A. The school psychologist will interpret the student’s lack of progress as the result of executive dysfunction.
B. The school psychologist will ask the student to keep a journal in which the student identifies the thoughts that correspond with the student’s mood.
C. The school psychologist will interpret the student’s lack of progress as a form of resistance.
D. The school psychologist will help the student identify triggers, gratifying activities, and achievable goals.
D. The school psychologist will help the student identify triggers, gratifying activities, and achievable goals.
41
A school psychologist is assessing a student for a suspected learning disability. The speech and language pathologist suspects that the student has difficulties with expressive language. In which of the following ways can the school psychologist best assess the student to produce the most fair and valid results?
A. Allowing the student to respond to the assessment by pointing or drawing rather than by verbalizing responses
B. Administering the assessment without modifications to keep standardization intact
C. Providing extra time for the student to respond verbally to assessment prompts
D. Omitting the sections of the assessment that require expressive language
A. Allowing the student to respond to the assessment by pointing or drawing rather than by verbalizing responses
42
The four functions of behavior include sensory stimulation and which of the following?
A. Peer/adult attention, access to tangible item or preferred activity, escape/avoidance
B. Adult attention, access to peer attention, escape/avoidance
C. Peer attention, access to adult attention, access to tangible item or preferred activity
D. Peer/adult attention, access to tangible item, access to preferred activity
A. Peer/adult attention, access to tangible item or preferred activity, escape/avoidance
43
A school psychologist reads an article about a highly validated high school social skills intervention and decides to implement it with a group of five elementary school students.
Which of the following is the most important consideration in using this intervention?
A. It is being used with a different population than the one on which it was validated.
B. The group size is too small to collect meaningful progress-monitoring data.
C. The results of the intervention cannot be generalized, since the sample size will be small.
D. It will be difficult to implement the intervention with fidelity with such a small group of students
A. It is being used with a different population than the one on which it was validated.
44
A 9-year-old student struggles with deductive problem-solving and often cannot determine what shape would logically complete a pattern. According to the Cattell-Horn-Carroll (CHC) theory of cognitive development, the student likely has difficulty in which of the following areas?
A. Crystallized intelligence
B. Fluid reasoning
C. Processing speed
D. Short-term memory
B. Fluid reasoning
45
Which of the following statements best characterizes the difference between an Individualized Education Program (IEP) and a Section 504 plan?
A. An IEP should be reviewed and updated annually, while a Section 504 plan does not require review once in place.
B. An IEP provides for specialized instruction, while a Section 504 plan outlines which accommodations, modifications, and supports a student will receive.
C. An IEP is based on the Rehabilitation Act of 1973, while a Section 504 plan is based on the Individuals with Disabilities Education Improvement Act (IDEA).
D. An IEP can travel with a student to college, while a Section 504 plan cannot.
B. An IEP provides for specialized instruction, while a Section 504 plan outlines which accommodations, modifications, and supports a student will receive.
46
Leandra is an 18-year-old high school senior with bipolar disorder who currently receives wraparound services. She reports that her mother is controlling and does not allow her to date or see friends socially. Leandra’s mother defends her actions, saying that Leandra has not made good decisions in the past. Since receiving wraparound services, Leandra’s decision making has improved and her mood has been stable. She has expressed a desire to move out of her mother’s house.
Which of the following people is most appropriate for Leandra to consult to help her address this issue with her mother?
A. Her mental health counselor
B. Her psychiatrist
C. A youth and family wrapround partner
D. A member of her IEP team
C. A youth and family wrapround partner
47
Ms. Owens is a school psychologist in a middle school that is implementing a schoolwide social-emotional learning curriculum. Following the initial classroom lesson, she is interested in identifying students who might be in need of additional social-emotional support. Which of the following is the most appropriate way for Ms. Owens to screen the students for additional interventions?
A. Asking the teacher to create a list of specific students to be screened
B. Asking the entire class to complete a screening questionnaire following the lesson
C. Asking the students to self-identify if they feel they need further help
D. Asking the administration to identify students who need additional social skills support
B. Asking the entire class to complete a screening questionnaire following the lesson
48
A student is currently receiving a phonics-based reading intervention once a day, three times a week, in a group of eight students. The student's growth in reading fluency is monitored for three months, and it is determined that the student is not responding to the intervention.
Which of the following intensification approaches would be most likely to result in a faster rate of growth in reading fluency?
A. Reducing the size of the intervention group
B. Adding self-regulated learning strategies
C. Adding additional phonemic awareness instruction
D. Increasing the frequency of the intervention
D. Increasing the frequency of the intervention
49
According to NASP, which THREE of the following best describe effective district-wide policies for discipline in school?
A. Selecting and identifying a zero-tolerance policy that is supported by research and data
B. Abolishing the use of a zero-tolerance policy and selecting an alternative policy that is supported by research and data
C. Establishing district-wide rules and expectations that are used in each school
D. Having building-based administration be responsible for creating consequences for when students break rules within the classroom
E. Creating multidisciplinary teams at the district- and building-wide levels to review student discipline policies
F. Having each school within the district create rules and consequences that are most effective for the developmental ages of the students within the building
B, C, E
50
During a small group counseling session, a student disclosed a personal experience about a previous incident of abuse. Another group member shared this story with a parent, who called the school psychologist, asking for specific details about the case out of concern for the student.
Which of the following aspects of counseling is most important in this situation?
A. Practicing unconditional positive regard
B. Clarifying the problem
C. Maintaining confidentiality
D. Implementing interventions
C. Maintaining confidentiality
51
Jesse is an eleventh-grade student with a moderate intellectual disability and is currently engaged in transition planning with the IEP team. After taking a course in plant care last semester, he has expressed an interest in finding a job at a plant nursery.
Which of the following would be most helpful in helping Jesse meet his goal?
A. A vocational rehabilitation counselor
B. An independent living facility
C. The Social Security Administration
D. The local community college
A. A vocational rehabilitation counselor
52
Which of the following skills is most closely related to executive functioning?
A. Running
B. Word recognition
C. Planning
D. Empathy
C. Planning
53
Marcus, a preschool student, struggles with attending school. When Marcus arrives at school, he cries and does not want his parent to leave. Throughout the school day, Marcus is unable to focus on class instruction and is preoccupied with when his parent will return to pick him up. Marcus’s symptoms are most closely aligned with which of the following diagnoses?
A. Separation anxiety disorder
B. Generalized anxiety disorder
C. Major depressive disorder
D. Social phobia
A. Separation anxiety disorder
54
A school psychologist is conducting a study to research the effects of a new reading curriculum, using two different first-grade classes as a sample. One class will receive the reading intervention, while the other class will continue with their current classroom curriculum.
Which of the following threats to internal validity is most likely to result from this sampling technique?
A. History
B. Maturation
C. Instrumentation
D. Selection
D. Selection
55
A school psychologist is on a team that reviews academic screening data. The team reviews criterion standards and normative data for decision making about students’ progress and the possible need for interventions.
Which of the following patterns of data is most consistent with a student at the greatest risk for needing additional intervention?
A. Oral reading fluency scores at the 66th percentile in the fall, at the 70th percentile in the winter, and at the 50th percentile in the spring
B. Oral reading fluency scores at the 20th percentile in the fall, at the 10th percentile in the winter, and at the 11th percentile in the spring
C. Math fluency scores of 60% accuracy, 58% accuracy, 65% accuracy, and 70% accuracy
D. Math fluency scores of 40% accuracy, 45% accuracy, 60% accuracy, and 58% accuracy
B. Oral reading fluency scores at the 20th percentile in the fall, at the 10th percentile in the winter, and at the 11th percentile in the spring
56
In which TWO of the following ways can a teacher best create an inclusive environment for students who are English learners (ELs)?
A. By advocating representation of diverse groups in school showcases
B. By enforcing an English-only rule in the classroom to help students who are ELs acclimate
C. By providing instructions verbally to increase English exposure
D. By including small-group work to allow students to work with peers with whom they are comfortable
A, D
57
Kyle is a seventh-grade general education student who displays off-task behaviors in each of his academic classes. Kyle’s teachers approach the school psychologist to share their concerns and ask for guidance on what they should do to support him in class. Under a consultation model, which of the following best describes the first step the school psychologist should take in collaborating with the teachers?
A. Asking for classroom artifacts and data on his task-avoidant behaviors
B.Presenting the teachers with behavior intervention strategies that have previously helped other students
C. Interviewing Kyle’s sixth-grade teachers to see why there is a change in behavior this year
D. Working with the teachers to define the problem and clearly define the targeted behavior for the intervention
D. Working with the teachers to define the problem and clearly define the targeted behavior for the intervention
58
Which of the following best describes how conjoint behavioral consultation differs from behavioral consultation?
A. Conjoint behavioral consultation addresses behaviors and emotions simultaneously, whereas behavioral consultation deals strictly with behaviors.
B. Conjoint behavioral consultation relies on two consultants working with one consultee, whereas behavioral consultation focuses on one consultant and one consultee.
C. Conjoint behavioral consultation addresses two behaviors at one time, whereas behavioral consultation focuses on just one.
D. Conjoint behavioral consultation addresses behavior in the home and school settings, whereas behavioral consultation focuses on one environment.
D. Conjoint behavioral consultation addresses behavior in the home and school settings, whereas behavioral consultation focuses on one environment.
59
Which THREE of the following are strategies suggested by NASP for developing cultural competency?
A. Taking courses to learn the language of the students in the community
B. Displaying brochures and materials that promote resources and services in the languages of the students and parents the district serves
C. Communicating with parents through an interpreter when English is not the native language spoken
D. Making frequent home visits to understand the students’ living environment
E. Educating other staff on the importance of utilizing culturally fair and unbiased procedures
F. Working exclusively with students where one has cultural competence
B, C, E
60
An early-career school psychologist feels there are limited opportunities for consultation, collaboration, and interaction with other school psychologists to address various case issues. Which of the following actions would best help the school psychologist to find support?
A. Increasing self-care
B. Taking an additional course
C. Reaching out to the school administrators
D. Applying for the NASP mentorship program
D. Applying for the NASP mentorship program
61
Joe is a fifth-grade student with high-functioning autism spectrum disorder and comorbid attention-deficit/hyperactivity disorder (ADHD). He often has difficulty accepting consequences, raising his hand before he speaks, and accepting invitations from peers to join their groups. Joe understands these skills and is motivated to perform them but has difficulty performing them consistently.
Which of the following is most likely to be effective in helping Joe display prosocial behaviors, such as raising his hand, more consistently?
A. Providing a written checklist of steps to follow to complete a prosocial behavior
B. Instituting a consequence every time Joe fails to display a desired behavior
C. Reinforcing prosocial behaviors as they occur for Joe and the rest of the class
D. Ignoring the undesirable behavior to facilitate extinction
C. Reinforcing prosocial behaviors as they occur for Joe and the rest of the class
62
Which of the following best describes when a standardized test of academic achievement should be administered?
A. As part of a comprehensive year-end review to determine if the student is at grade level and can be promoted to the next grade
B. As part of a comprehensive evaluation of the student’s academic strengths and weaknesses when determining eligibility for an IEP and for program placement
C. To determine if the student is making sufficient progress within the class curriculum
D. To determine if the student has developed a sufficient understanding of the class material and can demonstrate proficiency through reading from class text or completing a series of math problems in a timed format
B. As part of a comprehensive evaluation of the student’s academic strengths and weaknesses when determining eligibility for an IEP and for program placement
63
Which of the following is the strongest early indicator of at-risk status in literacy?
A.Working memory
B. Phonological awareness
C. Letter-naming fluency
D. Rapid naming
B. Phonological awareness
64
Which of the following best describes the use of evidence-based practices?
A. The use of a practice or intervention that has previously been implemented within the district
B. The use of a practice or intervention that is backed by empirically based research
C. The use of a practice or intervention that is recommended by another district
D. The use of a practice or intervention that the district creates and plans to collect data to demonstrate efficac
B. The use of a practice or intervention that is backed by empirically based research
65
Which of the following questions best aligns with the problem identification stage of problem solving?
A. What is the problem?
B. Why is the problem happening?
C. What can be done about the problem?
D.Did the intervention work?
A. What is the problem?
66
In which TWO of the following ways can a school psychologist best support a student with epilepsy?
A. By calling the student’s primary health-care provider at the onset of a seizure
B. By providing referrals for outside counseling for related depression and anxiety
C. By working with the school social worker to provide case management services if the student has significant absences
D. By developing a seizure action plan
C, D
67
Which TWO of the following are typically included in a functional behavioral assessment?
A. A preference assessment completed with the student to target desired reinforcers
B. Collection of frequency data through observations of the student
C. Collection of data to determine the efficacy of the interventions implemented
D. Teacher completion of a questionnaire assessing causes of the behaviors
E. A behavioral intervention plan
B, D
68
A second-grade teacher has approached a school psychologist regarding the off-task behavior of a student. The school psychologist confirms high levels of off-task behavior and notes that the student appears to be motivated by adult and peer attention.
Which of the following is the most appropriate intervention for the school psychologist to suggest as an initial recommendation?
A. Small-group counseling
B. Check-In, Check-Out
C. Skill streaming
D. Elkonin box
B. Check-In, Check-Out
69
Which TWO of the following best describe the benefits of a multitered system of supports (MTSS) approach in schools?
A. An MTSS approach allows students to be more quickly identified as needing an IEP.
B. An MTSS approach is beneficial to all students regardless of ability level.
C. An MTSS approach allows for districts to incorporate more than one intervention at a time.
D. An MTSS approach is an appropriate substitution for other interventions already in place within the district.
E. An MTSS approach is a good second alternative if other interventions do not work.
B, C
70
A student’s parent requests that the school psychologist send the student’s psychological evaluation report to the parent’s work e-mail address before an Individualized Education Program (IEP) meeting. The most ethical procedure for the psychologist to follow is to
A. inform the parent that only a personal e-mail address may be used, and if that is provided, send the report as an encrypted attachment
B. obtain the parent’s consent to transmit the report to the work e-mail address and send it as an encrypted attachment
C. send the e-mail via a third-party company that handles high-security e-mail and copy the principal
D. ask the parent to pick up a hard copy of the report at the school prior to the meeting
B. obtain the parent’s consent to transmit the report to the work e-mail address and send it as an encrypted attachment
71
Which TWO of the following can best help educators increase interagency collaboration?
A. Creating a community resource map
B. Allowing outside agencies to develop transition plans
C. Focusing on postsecondary education rather than job opportunities
D. Providing clear and frequent communication between special educators and outside agencies
A, D
72
Which of the following best describes how student work samples should be used in the evaluation process?
A. They serve as an appropriate substitute for a standardized achievement test if the district does not have a testing kit available.
B. They are reviewed and used as the deciding factor to determine whether a student will be classified if the child study team is in disagreement over eligibility.
C. They are used to demonstrate a student’s academic progress and highlight areas of strength and weakness and the efficacy of academic interventions implemented.
D. They may be used in lieu of reevaluating students every three years to determine continued eligibility for an Individualized Education Program (IEP).
C. They are used to demonstrate a student’s academic progress and highlight areas of strength and weakness and the efficacy of academic interventions implemented.
73
Which of the following considerations in intervention planning reflects a possible motivating operator for problem behavior?
A. Whether the student receives sufficient adult attention prior to entering the classroom
B. Whether the student is motivated by tangible reinforcement
C. Whether the student’s problem behavior is maintained by escape due to task aversion
D. Whether the student’s reinforcement plan follows a variable or fixed schedule
A. Whether the student receives sufficient adult attention prior to entering the classroom
74
A second-grade student is struggling with reading grade-level material. Which of the following should be the school psychologist’s next step according to the multitiered systems of support?
A. Reviewing data collected on the student’s reading skills at the next student support team meeting to determine whether the student would benefit from additional support
B. Asking the student’s teacher and parents to review the reading skills data to determine if extra help after school is needed
C. Instructing the teacher to collect additional data for one month prior to suggesting a referral for evaluation
D. Placing the student in a reading support intervention group
D. Placing the student in a reading support intervention group
75
A school psychologist evaluates a new measure of emotional well-being and finds that it correlates strongly with another measure of emotional well-being and a measure of depression. From the findings, the new measure most likely has which of the following?
A. Good convergent and good divergent validity
B. Poor convergent and poor divergent validity
C. Poor convergent and good divergent validity
D. Good convergent and poor divergent validity
D. Good convergent and poor divergent validity
76
Sam is a 14-year-old who is experiencing changes to his identity and finds that his values no longer mesh with his family’s. As a result, he is having a difficult time connecting with his parents. According to Abraham Maslow, which of Sam’s needs is most likely not being met by his family?
A. Physiological
B. Love and belonging
C. Esteem
D. Self-actualization
B. Love and belonging
77
Which of the following would most likely lead to a reduction in ethnic disproportionality in the number of students referred to special education for emotional and/or behavioral problems?
A. Use of a validated screening system
B. Teacher professional development on implicit bias
C. Adoption of zero-tolerance policies
D. Formation of a problem-solving team
A. Use of a validated screening system
78
A town was hit by a hurricane, and the majority of the town suffered extreme damage to both homes and businesses. Which THREE of the following should be included in the district’s crisis response plan?
A. Each family in the district should be contacted to determine if they are in need of assistance.
B. Schools should remain closed for a week to allow families time to rest after the storm.
C. Crisis counselors should be made available to meet with students and their families both during school and at other designated times.
D. The district should develop a school reentry plan to assist students as they reacclimate to school following the storm.
E. All students within the district should participate in weekly group counseling sessions for the remainder of the school year to discuss their reaction to the storm.
F. Abbreviated school days should be considered to allow students time at home to clean up and assist with recovery efforts.
A, C, D
79
Jessica, a fourth-grade student, has a known hearing impairment and receives services under Section 504 to accommodate her in the classroom. Her parents are concerned that she also has emotional and academic struggles, and they provide consent for testing. Ms. Fanshaw, the school psychologist in the district, has no experience in assessing students with hearing impairments.
Using an ethical problem-solving model, which of the following should be Ms. Fanshaw’s first step?
A. Consulting the available ethical and legal guidelines, such as district policies
B. Determining the potential ethical and legal issues of evaluating Jessica herself
C. Conferring with her supervisors and colleagues
D. Considering alternative solutions and their legal and ethical consequences
B. Determining the potential ethical and legal issues of evaluating Jessica herself
80
At the universal level of schoolwide positive behavioral interventions and supports, the main goal of the staff is to create an environment that
A. teaches students skills to behave appropriately and positively acknowledges students engaging in desired behaviors
B. correctly identifies challenging students for office referrals
C. allows students to independently explore and discover the staff’s expectations for appropriate behavior
D. provides a rigid structure for student activities during the school day
A. teaches students skills to behave appropriately and positively acknowledges students engaging in desired behaviors
81
In Murray Bowen's family systems theory, which of the following represents the smallest stable network of relationship systems?
A. Microsystem
B. Macrosystem
C. Emotional cutoff
D. Emotional triangle
D. Emotional triangle
82
Which of the following best defines a curriculum-based assessment?
A. An evaluation of a student’s knowledge of curriculum using an assessment developed by the state
B. An evaluation using material from classroom curriculum to assess student understanding of academic concepts taught
C. An evaluation of a student’s knowledge of math, reading, and writing utilizing a standardized measure of achievement (such as the Woodcock-Johnson IV Tests of Achievement)
D. An evaluation administered at the beginning of the school year to assess how much material a student remembers from the previous grade
B. An evaluation using material from classroom curriculum to assess student understanding of academic concepts taught
83
Which of the following is a commonly used outcome variable when implementing Positive Behavioral Interventions and Supports (PBIS)?
A. Teacher-student relationship quality
B. Office discipline referrals
C. Broadband internalizing/externalizing functioning
D. Adaptive functioning
B. Office discipline referrals
84
Which of the following data patterns best illustrates evidence of disproportionality?
A. A classification of emotional disturbance is much more likely in cases where students engaged in oppositional and defiant behavior (57% of cases) rather than internalizing behavior (21% of cases).
B. Black male students, who represent 11% of the school population, comprise 36% of those enrolled in special education for emotional disturbance.
C. Students do not typically display evidence of emotional disturbance until they are at least 12 years of age.
D. Classification of students as emotionally disturbed occurs more frequently when a newer version of a behavior rating scale is administered in place of the older version.
B. Black male students, who represent 11% of the school population, comprise 36% of those enrolled in special education for emotional disturbance
85
Which TWO of the following are broadband measures of developmental and adaptive functioning?
A. Conners 3
B. Achenbach System of Empirically Based Assessment (ASEBA)
C. Children’s Depression Inventory 2 (CDI 2)
D.Behavior Assessment System for Children Third Edition (BASC-3)
E.Vineland Adaptive Behavior Scales
B, D
86
Which of the following describes one of the primary differences between Section 504 of the Rehabilitation Act of 1973 and the Individuals with Disabilities Education Improvement Act (2004)?
A. Section 504 provides a plan for accommodations, whereas IDEA provides specialized instruction in addition to accommodations.
B. A student does not need an evaluation in order to be placed on a 504 plan but does need one for a plan through IDEA.
C. A student who is eligible for a plan through IDEA can instead choose a 504 plan.
D. A student with a 504 plan never needs a reevaluation, whereas a student with a plan through IDEA must be reevaluated every three years.
A. Section 504 provides a plan for accommodations, whereas IDEA provides specialized instruction in addition to accommodations.
87
Which of the following is a Tier 1 intervention using a multitiered systems of support (MTSS) model?
A. Conducting weekly individual counseling sessions with the school psychologist
B. Holding a school-wide assembly promoting positive self-esteem and peer relationships
C. Providing a student’s family with resources from a community counseling agency following concern in school for mental health
D. Providing social skills intervention to a group of students identified by teachers as being at greater risk for social isolatio
B. Holding a school-wide assembly promoting positive self-esteem and peer relationships
88
Alex is a first-semester kindergarten student who did not attend preschool and struggles with letter identification and basic counting. As Alex is not functioning academically at the same level as his peers who attended preschool, his teacher reaches out to the student support team (SST) to explore making a referral for special education.
Which of the following best describes whether this referral is appropriate?
A. The referral is appropriate if the teacher is able to demonstrate attempts at interventions prior to contacting the SST.
B. The referral is appropriate, as Alex is struggling and early identification is beneficial for long-term success.
C. The referral is not appropriate, as it may be against district policy to evaluate younger students for special education.
D. The referral is not appropriate, as Alex did not attend preschool and was not exposed to the same level of academic instruction as his peers, which may account for his difficulty.
D. The referral is not appropriate, as Alex did not attend preschool and was not exposed to the same level of academic instruction as his peers, which may account for his difficulty.
89
A tenth-grade student frequently calls out in class. The school psychologist is interested in collecting data on the frequency of the behavior in each of the student’s classes. Which of the following is the most effective way to collect the data?
A. Creating an online spreadsheet where teachers can enter the number of times the student called out during each class at the end of the period
B. Creating a chart for the student to take to each class so the teachers can record the number of times the student called out
C. Asking the student’s teachers to e-mail the school psychologist at the end of the day with the number of times the student called out in class
D. Consulting with the teachers once weekly to ask for the frequency of the behavior
A. Creating an online spreadsheet where teachers can enter the number of times the student called out during each class at the end of the period
90
Local norms are useful for which of the following purposes?
A. Providing a context for setting student goals
B. Diagnosing students who may have a disability
C. Preparing students for college entrance exams
D. Comparing student performance to that of a previous cohort
A. Providing a context for setting student goals
91
Which of the following statements best describes a way in which implicit bias can affect students of diverse cultural and racial backgrounds?
A. The rate at which students of diverse backgrounds are sent to the principal’s office, referred for special education, and suspended is comparable to that of European American students relative to the size of the student population.
B. Students of diverse backgrounds are referred for special education more frequently, but rates of suspensions and behavioral concerns are comparable to those of European American students.
C. School staff unintentionally label students of diverse backgrounds as displaying more problematic behaviors, but rates of suspensions and referrals for special education are mostly comparable.
D. Implicit bias from school faculty results in disproportionately higher rates of suspension, special education referrals, and exclusion from accelerated programming.
D. Implicit bias from school faculty results in disproportionately higher rates of suspension, special education referrals, and exclusion from accelerated programming.
92
Tara is a sixth-grade student who is being reevaluated for an IEP. As a part of the evaluation process, two of her teachers completed the Behavior Assessment System for Children, Third Edition (BASC™-3) Teaching Rating Scales. The following two tables show Tara’s scores for the Externalizing and Internalizing Composites.
Dimension Teacher A Teacher B
Externalizing Composite 56 57
Hyperactivity 54 58
Aggression 57 52
Conduct Problems 57 61
Dimension Teacher A Teacher B
Internalizing Composite 71 73
Anxiety 75 78
Depression 74 76
Somatization 64 66
Based on these scores, which of the following best describes Tara’s social-emotional functioning at school?
A. Tara’s social-emotional functioning is within normal limits for both the Externalizing and Internalizing Composites.
B. Based on the teachers’ reports, Tara’s behaviors assessed under the Externalizing Composite are clinically significant and should be used to develop interventions to support Tara within the classroom.
C. Teacher B does not like Tara and reports Tara’s behaviors as being more severe than Teacher A does. Feedback from Teacher B should not be included in the finalized report.
D. Based on the teachers’ reports, Tara’s behaviors assessed under the Internalizing Composite are clinically significant and should be used to develop interventions to support Tara within the classroom.
D. Based on the teachers’ reports, Tara’s behaviors assessed under the Internalizing Composite are clinically significant and should be used to develop interventions to support Tara within the classroom.
93
Which of the following explains the relationship between reading fluency and comprehension?
A. Reading fluency is not related to reading comprehension.
B. Reading comprehension is necessary for reading fluency.
C. Fluent reading frees up cognitive resources necessary for reading comprehension.
D. Reading comprehension is easier for nonfluent readers.
C. Fluent reading frees up cognitive resources necessary for reading comprehension.
94
According to NASP, which THREE of the following are considered main components of school climate?
A. Engagement
B. Student attendance
C. Staff satisfaction
D. Safety
E. Environment
F. Parent satisfaction
A, D, E
95
Which of the following is true with respect to assessment of culturally and linguistically diverse students?
A. Current standardized assessments represent culturally and linguistically diverse students well in norming samples.
B. An effective assessment process will include gathering information about the culture and language use of students and students' families.
C. Standardized assessments should not be used with diverse populations based on the potential for biased results.
D. Effective assessment allows for students to serve as interpreters for parents if necessary.
B. An effective assessment process will include gathering information about the culture and language use of students and students' families.
96
When instruction is within a student’s zone of proximal development, that student will
A. experience the greatest amount of academic growth
B. become overchallenged
C. experience minimal academic growth
D. become overstimulated
A. experience the greatest amount of academic growth
97
Natasha has suddenly begun engaging in disruptive behaviors at school, such as yelling at classmates, using profanity, and destroying other students’ property. Her teacher reaches out to her family, soccer coach, and tutor to collect data on her behaviors and functioning outside of school to determine if there have been any major changes and to see if her behaviors are consistent elsewhere.
Which of the following types of assessment is the teacher conducting?
A. Functional behavior assessment
B. Family assessment
C. Ecological assessment
D. Cognitive assessment
C. Ecological assessment
98
Research suggests that youths who identify as LGBTQ+ feel safer, have fewer absences, and earn higher grades at school under which of the following conditions?
A. They participate in psychotherapy.
B. They postpone coming out until after high school.
C. Their school has creative arts and music programs.
D. Their school has a Gender and Sexuality Alliance (GSA) club.
D. Their school has a Gender and Sexuality Alliance (GSA) club.
99
Mr. Mora, a school psychologist, receives a new referral for an evaluation. While reviewing the referral, Mr. Mora notices the student is his best friend’s son. Which of the following best describes how Mr. Mora should proceed with the evaluation?
A. Mr. Mora should proceed as he would with any other evaluation, being careful to ignore his personal connection to the student.
B. Mr. Mora should continue with the evaluation and use the preexisting relationship with the family to develop rapport.
C. Mr. Mora should consult with his best friend before deciding whether there is a conflict of interest in completing the evaluation.
D. Mr. Mora should request that the referral be handled by another school psychologist to avoid a dual relationship.
D. Mr. Mora should request that the referral be handled by another school psychologist to avoid a dual relationship.
100
Which of the following best illustrates the difference between Tier 1 and Tier 2 supports?
A. Tier 1 supports are available to all students, while Tier 2 supports are intensive services available only to individual students.
B. Tier 1 supports are intended to address behavior issues, while Tier 2 supports are for academic intervention.
C. Tier 1 supports are available to all students, while Tier 2 supports are generally provided in small-group settings to a targeted group of students.
D. Tier 1 supports are not available to students who have an identified educational disability, while Tier 2 supports are only for students with an identified disability.
C. Tier 1 supports are available to all students, while Tier 2 supports are generally provided in small-group settings to a targeted group of students.
101
Which of the following is the most efficient way to measure the effectiveness of a targeted phonics intervention administered to two out of four first-grade classrooms?
A. Comparing curriculum-based measurement scores of students who received the intervention to the scores of students who did not receive the intervention
B. Comparing scores of students who received the intervention to the scores they received during the same time of the previous school year
C. Reviewing benchmarks of the students’ reading levels before and after the intervention
D. Measuring how many words the students can correctly write within a minute
A. Comparing curriculum-based measurement scores of students who received the intervention to the scores of students who did not receive the intervention
102
Which of the following best describes how parents benefit from participation in school-based activities?
A. Parents gain a better understanding of district-wide interventions and how to interpret data for progress monitoring.
B. Parents form positive relationships with district administration and play an active role in curriculum development.
C. Parents form positive connections with teachers and staff while also understanding how to better support their students.
D. Parents receive support in how to reinforce academic material at home when students complete homework.
C. Parents form positive connections with teachers and staff while also understanding how to better support their students.
103
Which TWO of the following activities best exemplify a school psychologist’s commitment to professional growth?
A. Volunteering to assist school administrators in developing a system for managing files
B. Writing a plan containing knowledge and skill objectives to pursue over the coming year
C. Requesting feedback from a supervisor regarding the quality of professional services and recommendations for improvement
D. Organizing personal files containing certificates documenting attendance at professional conferences
B, C
104
Ms. Michaels, a school psychologist in an urban school district, has been asked to assist the school administration in selecting an intervention to reduce school truancy. After reviewing relevant research on districts with similar demographics, Ms. Michaels selects a plan. However, the school principal prefers a plan recommended by a principal from a suburban school.
Which of the following is the best way for Ms. Michaels to respond to the principal’s decision?
A. Advocate for her plan since research supports the intervention’s efficacy among schools with similar demographics to those of her school
B. Agree with the school principal’s preferred plan
C. Involve stakeholders and consult parents during the selection of the intervention plan
D. Offer to implement both plans for a trial period before the final plan is selected
A. Advocate for her plan since research supports the intervention’s efficacy among schools with similar demographics to those of her school
105
Which of the following has been found to be most effective for treating students with anxiety disorders?
A. Adlerian therapy
B. Humanistic therapy
C. Desensitization
D. Cognitive behavioral therapy
D. Cognitive behavioral therapy
106
A teacher has asked a school psychologist for a consultation on a student’s perceived academic problems in the classroom. The school psychologist uses the problem-solving model as the basis for the consultation approach.
After reviewing the student’s relevant medical and academic records and conducting appropriate interviews, the school psychologist should sample from which TWO of the following data domains?
A. Observations
B. Cognitive
C. Tests
D. Personality
A, C
107
Which of the following represents a culturally sensitive trauma-informed practice in schools?
A. Scared Straight programs as a means to deter juvenile crime
B. Zero-tolerance discipline policies
C. Conflict-resolution strategies
D. Suspension for fear-based truancy
C. Conflict-resolution strategies
108
Which of the following best describes the role outside agencies should play in supporting school-wide interventions and programs?
A. Outside agencies can implement programs for the district so school employees can focus on teaching.
B. Outside agencies can help promote mental health awareness and school safety by being involved in activities both inside and outside of the school.
C. Outside agencies can support the district in creating after-school activities for students of all ages.
D.Outside agencies can make the district aware of the primary needs of the students and families.
B. Outside agencies can help promote mental health awareness and school safety by being involved in activities both inside and outside of the school.
109
Ms. Appleton, a school psychologist, is doing an evaluation with a student of a different cultural background. She consistently uses eye contact to engage the student, but because of the student’s background, this makes the student uncomfortable. The student’s diminished comfort negatively affects the student’s performance more so than it would for other students.
Which of the following is the most likely reason for the impact on the student’s performance?
A. Atmosphere bias
B. Implicit bias
C. Negative stereotyping
D. Discrimination
A. Atmosphere bias
110
Which of the following factors must be addressed to determine whether a student qualifies for a classification of emotional and behavioral disability?
A. A comorbid chronic disorder such as attention-deficit/hyperactivity disorder
B. Inappropriate behaviors or feelings under normal circumstances
C. Whether the inability to learn can be explained by intellectual, sensory, or other health factors
D. Deficits in adaptive behavior
B. Inappropriate behaviors or feelings under normal circumstances
111
Which THREE of the following best describe factors used to assess school climate?
A. Academic performance
B. Physical environment
C. Academically stimulating environment
D. Social environment
E. Emotional environment
B, D, E
112
A student with autism receives behavioral supports under an IEP. The student’s teacher is concerned because the building principal wants the student to be included in homeroom for more exposure to the student’s neurotypical peers. However, this means that the student would lose some individual learning time in social studies based on the services stipulated in the IEP.
Which of the following is the best recommendation the school psychologist can make?
A. Asking the subject teacher to push in with the student in order to provide individualized services during the whole-class social studies lesson
B. Telling the teacher to ignore the principal and continue with the student’s schedule as written
C. Creating a social studies pull-out group with some students from the homeroom for the student to join
D. Asking for a meeting to rewrite the services in the IEP
A. Asking the subject teacher to push in with the student in order to provide individualized services during the whole-class social studies lesson
113
Which of the following is the most commonly recommended schedule for using curriculum-based measurement to screen for academic deficits?
A. Annual
B. Biannual
C. Triannual
D. Bimonthly
C. Triannual (fall, winter, spring)
114
Jared is a fifth-grade student with a diagnosed anxiety disorder. In class, Jared frequently has trouble completing tests and will comment that he feels “too overwhelmed” when looking at the words on the page.
Which of the following best describes a modification to assist Jared with test taking?
A. Jared should continue taking the same test as his peers and also receive additional counseling the day testing takes place.
B. Jared should receive a modified test with fewer questions and fewer visual distractions on each page.
C. Jared should be given an alternate assessment in the form of a project instead of taking a test.
D. Until Jared’s anxiety is managed effectively, he should be excused from test taking.
B. Jared should receive a modified test with fewer questions and fewer visual distractions on each page.
115
Which of the following strategies is most appropriate to use when developing a bullying prevention program?
A. Collecting, organizing, and interpreting bullying behavior data
B. Fostering positive relationships between students and teachers
C. Engaging students in conflict resolution and peer mediation
D. Presenting a school-wide assembly on bullying
B. Fostering positive relationships between students and teachers
116
The use of interviews in a multimethod approach to assessment fosters which of the following relationship types between school personnel, families, and students?
A. An isolated relationship
B. An independent relationship
C. A collaborative relationship
D. A competitive relationship
C. A collaborative relationship
117
Which of the following is often characteristic of school-linked community partnerships for mental health?
A. A school administrator has the authority to decide which of several options for mental health services a student will receive from the community agency.
B. The school provides a full range of mental health services within the physical structure of the school.
C. Following referral by the school to the community agency, mental health services are provided by school employees who are supervised by agency personnel.
D. They may include programs or services that are not easily accessible or affordable to some families with children enrolled in the school.
D. They may include programs or services that are not easily accessible or affordable to some families with children enrolled in the school.
118
Which of the following is an example of including stakeholders in a program evaluation?
A. A preschool director studies how playing music during children’s unstructured play relates to childhood activity level.
B. An elementary school principal surveys parents about bullying incidents after an antibullying program is implemented.
C. A middle school psychologist recruits a group of teachers to research journal articles on the effectiveness of an intervention with students with disabilities.
D. Students are asked to participate in a positive behavioral support model to help determine whether it is effective in maintaining on-task behavior.
B. An elementary school principal surveys parents about bullying incidents after an antibullying program is implemented.
119
Which of the following is a potential barrier to family engagement in home-school partnerships?
A. Accessible teachers and administrators
B. Inclusion in decision-making
C. One-sided relationships between school and home
D. Advocacy for families who feel less empowered or marginalized
C. One-sided relationships between school and home
120
Which THREE of the following are functions of a threat management plan in a school setting?
A. Containing the situation or attack
B. Conducting a school-based investigation
C. Protecting potential targets from the threat
D. Providing support and guidance to at-risk students
E. Informing discipline for students who carry out threats of school violence
A, C, D
121
Dr. Patterson works in a district that includes a large group of students whose families recently immigrated to the United States. Which of the following best describes how Dr. Patterson should first familiarize herself with the needs of the students she serves?
A. Dr. Patterson should review empirically based research articles on working with children of immigrant families.
B.Dr. Patterson should meet with the teacher of the students to understand behaviors in the classroom.
C. Dr. Patterson should consult with the district’s community liaison to understand the culture and needs of the students.
D. Dr. Patterson should hold meetings to talk with the students personally and understand their needs.
C. Dr. Patterson should consult with the district’s community liaison to understand the culture and needs of the students.
122
Which of the following is an example of an activity a school psychologist may perform in the problem identification phase of a problem-solving model?
A. Testing a hypothesis
B. Collecting baseline data
C. Collecting progress monitoring data
D. Recommending generalization strategies
B. Collecting baseline data
123
A school psychologist is reading a research study on a reading intervention that was found to have an effect size of 1.25.
Which of the following is the best interpretation of this finding?
A. The reading intervention was 1.25 times as likely to work as any other intervention.
B. The reading intervention was 1.25 times less likely to work as any other intervention.
C. The typical student who received the reading intervention would likely score 1.25 standard deviations higher than a student who did not receive the intervention.
D. The typical student who received the reading intervention would likely score 1.25 standard deviations lower than a student who did not receive the intervention.
C. The typical student who received the reading intervention would likely score 1.25 standard deviations higher than a student who did not receive the intervention.
124
Which of the following is most likely to be considered the best sign of successful implementation of a district-wide Tier 1 system of Positive Behavior Interventions and Supports (PBIS) that will lead to long-term benefits?
A. The district recreation department posts signs indicating behavior expectations on each sports field.
B. All schools use the same metrics for success and have consistent teaching strategies.
C. Local businesses partner with the district to provide incentives for students.
D. Students can recite the expectations of the program when asked.
B. All schools use the same metrics for success and have consistent teaching strategies.
125
Dr. Shor receives paperwork for a new referral for Matthew, a tenth-grade student. Wanting to schedule a meeting to plan evaluations, Dr. Shor asks Matthew if it would be better to call his mother or his father. When Matthew responds that he has two fathers and that it would be fine to call either, Dr. Shor realizes he has made a mistake by assuming Matthew had two opposite-sex parents. Which of the following best describes Dr. Shor’s assumption?
A. An unbiased assumption
B. An explicitly biased assumption
C. An implicitly biased assumption
D. Both an implicitly and explicitly biased assumption
C. An implicitly biased assumption
