NEW DECK

Question 1

A school psychologist analyzes response-to-intervention (RTI) data that have been collected on a student’s reading skills after the first 3 weeks of an intervention. The psychologist notes the RTI data demonstrates variability, with scores very low at certain times, but at other times the scores show significant gains. What is an accurate evaluation of this data?

A.The data are valid as all students show variability with new interventions
B.The data are valid and should be interpreted
C.The data are invalid and should not be used to make educational decisions
D.The data should be screened for confounding variables that are vital to consider

Answer 1

The best answer is answer D because confounding variables should always be considered when analyzing any type of collected data. A confounding factor could be related to the student’s variability in performance, learning, and development. It should be noted that answer A uses the categorical term “all,” which makes this option unlikely. Also, answer B is not necessarily true because best practice is to attempt to explain the variability before interpretation takes place. Practices That Permeate All Aspects of Service Delivery

Question 2

Question
Michele, a third-grade student, struggles to read at grade level. Teachers believe that Michele’s reading skills are a full year below her grade. Michele’s family is collaborative and they want direct support for Michele, but they are struggling financially and had to move twice in the past 2 years. The parents and teachers are worried that Michele will fall further behind in her reading development. In a consultation situation, what should the school psychologist recommend?

A.The psychologist should recommend a special education evaluation based on the Child Find law
B.The psychologist should recommend an after-school tutoring program and connect the family with community support services
C.The psychologist should make a formal recommendation to the school’s response-to-intervention (RTI) team
D.The psychologist should tell the student’s team to focus initially on building the student’s phonologic processes

Answer 2

Answer: C. The psychologist should make a formal recommendation to the school’s response-to-intervention (RTI) team

Because the student has reading problems, a formal intervention should be recommended. Special education might be an option, but typically a referral to special education is made at a later time. Because Michele has moved twice at a young age, it is likely that there is an environmental factor influencing her learning. Answer D is valid, but we don’t know if the student has phonologic difficulties without more information. Answer C is specific and likely to lead to formal supports for the student. Direct and Indirect Services for Children, Families, and Schools—Student-Level Services

Question 3

Cooperative learning is an effective teaching method. A chief benefit of cooperative learning is which one of the following choices?

A.Students increase their prosocial skills
B.Students increase their own learning by helping others and gain a greater understanding of individual learning differences
C.Cooperative learning techniques are more time efficient and effective than other teaching methods
D.Cooperative learning increases students’ concentration abilities as well as academic grades

Answer 3

Answer: B. Students increase their own learning by helping others and gain a greater understanding of individual learning differences

Answer B is the best choice because it includes both an increase in personal learning and knowledge of other skills. Answer A is also a good choice, but it does not include an increase in academic skills. Answer C is not necessarily accurate because some cooperative lessons are more time intensive than other methods. Answer D may be a valid response, but research related to cooperative learning does not necessarily focus on increasing concentration. Direct and Indirect Services for Children, Families, and Schools—Student-Level Services

Question 4

According to the Virginia Model of Threat Assessment, what are the three qualitative identification levels for threats?

A.Low, medium, and high
B.Nonsignificant, insignificant, and imminent
C.Transient, substantive, and imminent
D.Low, medium, and significant

Answer 4

Answer: C. Transient, substantive, and imminent

The Virginia Model of Threat Assessment (see Dr. Cornell’s work) uses three qualitative categories for threats. The most current classifications for threat assessments are transient, substantive, and imminent. The older classifications, offered by the U.S. Secret Service, are low, medium, and high. Direct and Indirect Services for Children, Families, and Schools—Systems-Level Services

Question 5

A school psychologist, practicing in an affluent public school district, is notified by the district’s crisis team that an unfortunate situation has occurred. A seventh-grade student died from a self-inflicted injury late at night. The next morning, the psychologist is called to assist the crisis team at the student’s school. The administration has already been notified of the situation and they are awaiting support from the district crisis team.
Question
In the situation just described, the initial and primary concern is which of the following?

A.You must support and provide resources for the student’s family
B.You must locate the student’s classmates within the school and provide them support
C.You must debrief all staff about the situation before school starts
D.You must discuss and plan for contagion effects with school staff

Answer 5

Answer: D. You must discuss and plan for contagion effects with school staff

Although it is important to talk to staff as soon as possible and provide support to the family and peers of the student, it is primary to plan for contagion effects and prevent dangerous copycat actions by others who are sensitive to suicidal topics. Typically, a discussion with key staff will yield names of sensitive students who should be monitored and supported. Note that answer C may not be practical because holding a meeting before school for all staff is very difficult. Direct and Indirect Services for Children, Families, and Schools—Systems-Level Services

Question 6

A school psychologist is asked to test a female student suspected of having a learning disability. The female student only speaks a few words of English, but she is fluent in Spanish. When the psychologist conducts an assessment, it is prudent to do which of the following?

A.When using an interpreter, the interpreter should be certified by the National Association of Interpreters and speak both languages proficiently
B.If a cognitive test battery is employed, only use tests that are normed on a Spanish normative group
C.Use informal measures as well as appropriately normed standardized assessments
D.Use parent interviews, teacher data, and developmental history

Answer 6

Answer: C. Use informal measures as well as appropriately normed standardized assessments

Although answer B is valid, the best response is answer C because it includes critical informal data as well as information taken from formal tests that are normed appropriately. Note that answer D also contains valid information, but it is incomplete as more information is needed than what is provided in this choice. Practices That Permeate All Aspects of Service Delivery

Question 7

A school psychologist is asked to complete a social and emotional evaluation for a fifth-grade female student who has behavioral problems, but average grades. Which of the following assessment approaches will be most effective?

A.Administer the Behavior Assessment System for Children (BASC) and the Woodcock–Johnson Test of Cognitive Abilities
B.Interview the parent to gather key developmental history and conduct a student interview
C.Conduct a functional behavioral assessment (FBA) and administer a brief cognitive test
D.Give the BASC behavior assessment and conduct an FBA observation

Answer 7

Answer: D. Give the BASC behavior assessment and conduct an FBA observation

Given that your focus is a social/emotional and behavioral evaluation, a psychologist should use a formal social/emotional measure, such as the BASC, and conduct a FBA. This combination will provide formal and informal data that are necessary to address the referral question. Note that cognitive assessments are not typically administered for social/emotional evaluations. Practices That Permeate All Aspects of Service Delivery

Question 8

The information-processing model, originally created by cognitive psychologists, helps practitioners conceptualize how humans think and learn. Which of the following choices best illustrates the cognitive processing model?

A.Attention→ input → processing → long-term storage
B.Attention → decoding → processing → output
C.Processing → encoding → decoding
D.Attention → encoding → storage → decoding

Answer 8

Answer: D. Attention → encoding → storage → decoding

There are more elaborate depictions of the information processing model, but in its simplest form, answer D best represents this cognitive process. Although the information processing model is still used by practitioners, some researchers caution that the model is too simplistic. Brain processes illustrated by computer models are useful, but not entirely accurate. Foundations of School Psychological Service Delivery

Question 9

On most mainstream cognitive tests, a T-score of 64 is considered to be within which range?

A.Above average
B.Average
C.Below average
D.Significantly below average

Answer 9

The answer is factual and straightforward. T-scores typically have an average range between 40 to 60. Make sure you do not confuse T-scores with standard scores (SS). If this question asked about an SS of 64, then the answer would be substantially different (e.g., SS = 64 is significantly below average). Practices That Permeate All Aspects of Service Delivery

Question 10

When a formal ethical complaint is filed against a National Association of School Psychologists (NASP) member, NASP can take several potential actions. Which one of the following actions is not valid?

A.Expel the member from the NASP
B.Recommend the member seek additional training and skill building
C.Require the member to provide a formal apology
D.Revoke the license of the practitioner

Answer 10

Answer: D. Revoke the license of the practitioner

Answer D is correct because only state authorities can revoke the license of a legally licensed practitioner. Although the NASP has authority that governs membership privileges, it does not have law enforcement powers. Foundations of School Psychological Service Delivery

Question 11

Bullying and harassment are major problems in schools. Many times, administrators are required to have strict discipline codes to address bullying in their school. School psychologists play a pivotal role consulting with administrators and helping to mitigate bullying in schools.
Question
A student is caught harassing a group of students in a younger grade. A school psychologist is asked to intervene. What is an effective approach to this situation?

A.It is best to start individual counseling, but maintain student confidentiality
B.Seek parental permission and then start counseling
C.Recommend a restorative practice approach to the parents and administration
D.Recommend group interventions, such as group counseling, for the victims

Answer 11

Answer: C. Recommend a restorative practice approach to the parents and administration

Although counseling is effective and may be part of a corrective measure, the bully should make amends with the victims in a positive manner. Restorative practices are a highly recommended and current intervention strategy. Direct and Indirect Services for Children, Families, and Schools—Student-Level Services

Question 12

Bullying and harassment are major problems in schools. Many times, administrators are required to have strict discipline codes to address bullying in their school. School psychologists play a pivotal role consulting with administrators and helping to mitigate bullying in schools.
Question
Effective antibullying programs include all of the following except:

A.Widespread staff supervision of students
B.Programs to address bystander beliefs and behavior
C.Strict consequences for bullying behavior and zero-tolerance policies
D.Systems to build social skills and to address social skill deficits

Answer 12

Answer: C. Strict consequences for bullying behavior and zero-tolerance policies

Zero-tolerance policies are not effective. Schools should try to re-educate students who harass and bully other students. A psychologist’s role is to remediate and educate, not to harshly punish. Direct and Indirect Services for Children, Families, and Schools—Systems-Level Services

Question 13

Bullying and harassment are major problems in schools. Many times, administrators are required to have strict discipline codes to address bullying in their school. School psychologists play a pivotal role consulting with administrators and helping to mitigate bullying in schools.
Question
One of the first steps a school psychologist can take to address bullying issues in a school is to educate the administration about research related to this topic. A consulting school psychologist should emphasize which of the following concepts to a school’s administration?

A.Ninety percent of students have experienced bullying in grade school
B.Suspending students accused of bullying may have a disparate impact on minority students and special populations
C.The school resource officer should be consulted on all bullying cases
D.Restorative practices, although effective for social and emotional issues, are not as effective for bullying cases

Answer 13

Answer: B. Suspending students accused of bullying may have a disparate impact on minority students and special populations

Many times, students accused of bullying are suspended from school, which is not necessarily an effective practice. Additionally, suspensions may negatively impact minority students and special populations, which is a social justice issue currently emphasized by the National Association of School Psychologists (NASP). An effective alternative to suspensions and to address bullying issues is restorative justice practices. Direct and Indirect Services for Children, Families, and Schools—Systems-Level Services and Foundations of School Psychological Service Delivery

Question 14

A school psychologist is counseling a regular education high school student who has been caught using his brother’s attention deficit hyperactivity disorder (ADHD) medication. The parent believes her son is distraught because he was denied admission to a selective college that he wanted to attend. When the psychologist meets with the student, the student is told that he has control of how he chooses to respond to the situation. Which counseling theorist emphasizes that people can always choose how to respond to difficult situations?

A.Viktor Frankl
B.Sigmund Freud
C.Carl Rogers
D.Abraham Maslow

Answer 14

Of all the choices provided, Viktor Frankl emphasized that people have a choice in how they respond to events, even in the most difficult situations. Direct and Indirect Services for Children, Families, and Schools—Student-Level Services and Foundations of School Psychological Services

Question 15

Which one of the following approaches is considered a highly effective teaching practice (pedagogy)?

A.Explicit and brief approach to presenting information
B.Explicit and systematic approach to presenting information
C.Repetition and practice of new information
D.Exposure and rehearsal of new concepts

Answer 15

Answer: B. Explicit and systematic approach to presenting information

This question is difficult to answer because it requires specific knowledge of pedagogy. Key terms to remember for effective teaching practices are ”direct,” “explicit,” and “systematic instruction.” Direct and Indirect Services for Children, Families, and Schools—Student-Level Services

Question 16

Which of the following choices are not typically associated with school-wide zero-tolerance policies?

A.Racial disproportionality and social justice issues
B.An increased incidence of suspensions and expulsions
C.Elevated dropout rates
D.Effective behavioral management

Answer 16

Answer: D. Effective behavioral management

Answer D is the correct choice because zero-tolerance policies are not effective. All other choices are valid responses. Remember, the role of school is to educate students, not punish them harshly. Direct and Indirect Services for Children, Families, and Schools—Systems-Level Services

Question 17

Trauma-informed care is an emerging area of practice that is emphasized by the National Association of School Psychologists (NASP). What are the four aspects of trauma-informed care?

A.Recognize, plan, react, monitor
B.Plan, intervene, respond, report
C.Realize, recognize, react, relate
D.Realize, recognize, respond, resist retraumatization

Answer 17

Answer: D. Realize, recognize, respond, resist retraumatization

This question might be difficult to answer if you are not well-versed in trauma-informed care and related concepts. NASP resources address this specific question and provide the four aspects of trauma care. The R alliteration may help test takers remember the four aspects. As mentioned, NASP is emphasizing trauma response and care; therefore, it is important to read NASP resources on this topic. Direct and Indirect Services for Children, Families, and Schools—Student-Level Services

Question 18

school psychologists typically consult with several educational specialists and must know some of the concepts and terms from other professional disciplines. In one situation, a school psychologist is told by a speech–language pathologist that a fifth-grade student frequently makes grammatical mistakes in class. For example, during a conversation, the student stated, “To car we the go.” When the school psychologist consults with the teacher, the area of concern is focused on the student’s _______.

A.Semantics
B.Syntax
C.Phonologic awareness
D.Phonemic awareness

Answer 18

Syntax is related to the rules governing how words and sentences are constructed, including the order of words. Semantics involves word meanings and is not a correct response in this case. The correct syntax in the given example should be, “We go to the car.” Phonologic and phonemic concepts involve the sound structure of words and language, not the order of words. Practices That Permeate All Aspects of Service Delivery

Question 19

A first-grade teacher asks for a consultation with the school psychologist. The teacher is concerned about a student named Jack. Jack has difficulty interacting with his peers, teases girls in class, and is frequently off task.
Question
In this example, the school psychologist decides to call a meeting with all relevant stakeholders, such as the teacher, parents, and administrator. This type of special consultation is called which of the following?

A.Conjoint behavioral consultation
B.Client-centered consultation
C.Consultee-centered consultation
D.Multisystemic consultation

Answer 19

In the conjoint behavioral model, the focus is on the behavior of the student and the consultation involves a joint effort among all parties. Answer D may sound valid, but it is a fictitious term. Practices That Permeate All Aspects of Service Delivery

Question 20

A psychologist is asked to collaborate and consult on a student with behavioral problems in the classroom. What are the basic steps of the behavioral model of consultation?

A.Consult with stakeholders, create a plan, implement the plan, and evaluate the plan
B.Consult with stakeholders, create a plan, implement the plan, and monitor the plan
C.Identify the problem, implement a plan, monitor the plan, and evaluate the plan
D.Identify the problem, consult with stakeholders, implement a plan, and evaluate the plan

Answer 20

Answer: C. Identify the problem, implement a plan, monitor the plan, and evaluate the plan

This is one of those seemingly simple questions that takes time to answer. Although all choices may seem valid, it is critical to identify and define the problem first. A problem must be circumscribed to better focus on the consultation conversation and interventions within a behavioral plan. The first two choices do not contain the term “identification” and therefore are not appropriate responses. Answer D is close, but it does not have the critical “monitor” phase of the model. For the exam, it is important to be familiar with behavioral models, mental health models, instructional models, and organizational models of consultation. As mentioned previously, models that focus on building the consultee’s skills (indirect consultee-centered model) is a highly endorsed practice. Practices That Permeate All Aspects of Service Delivery

Question 21

A school psychologist is asked to perform a focused assessment on a student suspected of having attention deficit hyperactivity disorder, combined type (ADHD-C). The psychologist already conducted a formal observation of the student in two classes, has administered a standardized broad-spectrum assessment, and interviewed the parents for developmental information.
Question
In the situation provided, the Behavioral Assessment System for Children (BASC) teacher and parent forms show significant score variability. The teacher form reveals a T-score of 66, whereas the parent form illustrates a T-score of 78. How would you interpret these results?

A.While both forms show significant score differences, both sets of scores suggest the student has indications of an attention problem
B.Due to the significant score discrepancy, best practice is not to interpret the BASC results and put more emphasis on other measures to make a professional impression about attention deficit hyperactivity disorder (ADHD)
C.Both sets of scores, while discrepant, are still within the normal (average) range and do not indicate clinical concerns
D.The teacher form does not indicate high-level attention concerns, but the parent form shows substantial concerns

Answer 21

A. While both forms show significant score differences, both sets of scores suggest the student has indications of an attention problem

On the BASC, T-scores above 65 are elevated and may signal a problem area for the student. Although there are significant score differences, both the parent and teacher forms are signifying that the student has difficulties with attention. In other words, both scores are concerning. Note that T-scores above 69 are “clinically significant.” Practices That Permeate All Aspects of Service Delivery

Question 22

A school psychologist is asked to perform a focused assessment on a student suspected of having attention deficit hyperactivity disorder, combined type (ADHD-C). The psychologist already conducted a formal observation of the student in two classes, has administered a standardized broad-spectrum assessment, and interviewed the parents for developmental information.
Question
What other formal measure would you employ as part of your comprehensive evaluation?

A.Behavioral Assessment System for Children (BASC)
B.Working Memory Subtest from the Wechsler Intelligence Scale for Children (WISC)
C.Behavior Rating Inventory for Executive Function (BRIEF)
D.The Primrose attention deficit hyperactivity disorder (ADHD) Test

Answer 22

C. Behavior Rating Inventory for Executive Function (BRIEF)

Although the BASC is an effective formal measure to aid in an ADHD assessment, it is considered a broad-spectrum assessment, which has already been administered. Answer B may be helpful if administered, but it will yield very narrow information. Answer D is a fictitious test and not valid. The only viable option is answer C because the BRIEF is correlated to several traits of ADHD. Remember, it is important and ethical to give the most current version of a standardized test. Practices That Permeate All Aspects of Service Delivery

Question 23

Two mainstream cogitive test batteries are the Wechsler Intelligence Scale for Children (WISC) and the Stanford–Binet. When these tests were being constructed, their overall full-scale scores were statistically analyzed and the scores were found to be highly correlated. What is the purpose of correlating overall scores on similar tests when creating them?

A.To establish validity
B.To establish convergent reliability
C.To establish predictive reliability
D.To establish the degree of similarity between tests

Answer 23

B. To establish convergent reliability

When two similar measures are purposely correlated, this is done to establish validity. Two similar, but different tests should be highly correlated. If two similar tests do not correlate well, then one of the tests might be an invalid measure of the construct being assessed. Correlation coefficients for test validity are typically within the 0.70 to 0.90 range. Note that tests need both high validity and reliability, but both of these concepts are distinctly different. Practices That Permeate All Aspects of Service Delivery

Question 24

What is the recommended guideline when collecting baseline response-to-intervention (RTI) data?

A.There should be no new highs (spikes) or lows for three consecutive data points
B.You should collect student baseline data for at least 2 weeks
C.Eighty-five percent of your baseline data should be at least 15% below the class average
D.Fifteen percent of your baseline data should be at least 85% below the class average

Answer 24

Answer: A. There should be no new highs (spikes) or lows for three consecutive data points

Baseline data should not have significant variability in performance. Baseline data collection is not generally time driven, as seen in response answer B, but one should collect at least three data points. Note that the last two options are not valid responses. Practices That Permeate All Aspects of Service Delivery

Question 25

A school psychologist is reviewing research about several new assessments for reading fluency. As the psychologist reviews the reliability data, they note there is significant variability in the correlations. Which of the following correlation coefficients depicts the strongest reliability? A.0.96 B.−0.97 C.0.100 D.−0.450

Answer 25

B. −0.97 Remember that a negative correlation can be stronger than a positive correlation. Note that a −0.97 is a very high and almost perfect (i.e., 1.0) correlation. Practices That Permeate All Aspects of Service Delivery

Question 26

Students who have an external-locus-of-control perspective typically have difficulty in school and in life. An external locus of control is most closely aligned with which of the following? A.Display of helplessness B.Learned helplessness C.Inhibition difficulties D.Executive functioning problems

Answer 26

B. Learned helplessness “Learned helplessness” is a term created by Dr. Martin Seligman. People who believe that they have little control over events in life typically develop a learned helplessness perspective. Some children with learned helplessness attitudes typically have depressive symptoms and do not have positive life outcomes. Foundations of School Psychological Service Delivery

Question 27

When conducting a problem-solving and ecologic assessment, what four components should psychologists examine? A.The school environment, student records, formal assessments, and student learning styles B.The school environment, home environment, community environment, and interpersonal skills C.Instruction, curriculum, environment, and learning style D.Informal assessments, formal assessments, cognitive abilities, and gender

Answer 27

Answer: C. Instruction, curriculum, environment, and learning style This item might be difficult to answer because other choices may be valid or have components that are valid. Remember the acronym ICEL when answering ecologic types of questions. ICEL stands for instruction, curriculum, environment, and learning style. Practices That Permeate All Aspects of Service Delivery

Question 28

A middle school administrator calls the school psychologist into a conference with a student’s parents at the end of the school year. The student in question has been struggling this year and has failed many classes. On state assessments, the student has scored significantly below the standards for her grade level. The parents are worried about moving their daughter to high school because she does not have adequate academic skills. What would be a good recommendation for the school psychologist to make in this situation? A.Administer the Light’s Retention Scale to see whether the student qualifies for grade retention B.Recommend remediation in core subject areas at the high school and allow the student to take a few elective courses C.Seek additional information to determine whether other factors are involved in the student’s struggles that may necessitate Multi-Tiered System of Supports (MTSS) or special education services D.Recommend summer school to make up for failed courses instead of grade retention

Answer 28

Answer: C. Seek additional information to determine whether other factors are involved in the student’s struggles that may necessitate Multi-Tiered System of Supports (MTSS) or special education services Grade retention in general is not an endorsed practice. Although answer D is a good choice, it should be given after additional information is gathered on the problem. Direct and Indirect Services for Children, Families, and Schools—Student-Level Services

Question 29

Which brain-based function is considered a basic neurocognitive process that is related to reading fluency and academic fluency? A.Nonverbal reasoning B.Verbal reasoning C.Visual–spatial reasoning D.Processing speed

Answer 29

Answer: D. Processing speed Although all the other neurocognitive processes listed might be involved in reading, processing speed is considered a basic neurocognitive function that is related to both reading and academic fluency. Remember, if you see the term “reasoning,” this implies a higher order process, not a basic neurocognitive function. Foundations of School Psychological Services Delivery

Question 30

A school psychologist is asked to impact a school system by implementing a school-wide literacy program. At a meeting with various stakeholders, the school psychologist discusses the “goodness-of-fit” between the intervention and the school. The school psychologist considers the cost, duplication of programming, and the skills of the implementers for the new program. At which stage of implementation is the school psychologist engaged in this example? A.Adoption B.Initial implementation C.Dissemination D.Critical review

Answer 30

Answer: C. Dissemination As outlined in this guide, there are four stages of implementation. Dissemination is the first stage, which is linked to the concept of “goodness of fit.” Test participants should review the work of Forman and Tripptree (2014) for more information. Note that answer D is a fictiti ous distractor, but it sounds valid. Direct and Indirect Services for Children and Families—Systems-Level Services

Question 31

A teacher tells her class that they can have 10 minutes of free computer time to play recreational games if they complete their short math assignment first. What behavioral principle is this teacher employing to motivate her students? A.Positive reinforcement B.Skinner’s principle C.Premack principle D.Contingency reward

Answer 31

Answer: C. Premack principle The Premack principle is a well-known behavioral tenet related to B. F. Skinner’s theories. The Premack principle states that a higher order (desired) behavior can shape a less desired behavior. Note that answer B is fictitious and answer D is valid but is considered part of the Premack principle. Foundations of School Psychological Service Delivery

Question 32

Which analysis is not included in the three levels of an effective response-to-intervention (RTI) data analysis? A.Analysis of the trend of the data B.Analysis of the level of the data C.Analysis of the quantity of the data D.Analysis of the variability in the data

Answer 32

Answer: C. Analysis of the quantity of data Generally, there are three levels of RTI analysis: variability, level, and trend. Practices That Permeate All Aspects of Service Delivery

Question 33

What is the primary difference between punishment and negative reinforcement? A.Punishment increases a desired behavior by decreasing undesired behavior, whereas negative reinforcement does not B.Negative reinforcement increases behavior, whereas punishment decreases behavior C.Negative reinforcement decreases desired behavior, whereas punishment decreases undesired behavior D.Punishment and negative reinforcement are functionally the same terms

Answer 33

Answer: B. Negative reinforcement increases behavior, whereas punishment decreases behavior Negative reinforcement can increase a target behavior and is typically confused with the term “punishment” because punishment also uses negative means to achieve its goal. On the other hand, punishment uses negative means to decrease a behavior (e.g., punishing a child to decrease stealing). To help with the distinction between terms, think of the annoying seat-belt reminder noise in a car. The noise is a negative stimulus designed to increase your seat-belt-buckling behavior. Foundations of School Psychological Service Delivery

Question 34

According to cognitive behavioral theorists, learning is supported by mental representations of new concepts merging with a person’s existing mental concepts. In this example, existing mental concepts are called: A.Visualizations B.Neurocognitive representations C.Imprints D.Schemata

Answer 34

Answer: D. Schemata This answer is straightforward and the term “schemata” (the plural of “schema”) is well-known to learning specialists. “Schema” is defined by some professionals as the mental structure of ideas and a framework representing some aspect of the world. A schema can be a system of organizing and perceiving new information. All other choices sound valid, but are indeed invalid. Foundations of School Psychological Service Delivery

Question 35

n addition to student motivation, school climate, and school policies, what is another factor in student success or failure? A.Family involvement B.Socioeconomic status C.Gender D.Standardized curriculum

Answer 35

Answer: A. Family involvement Although other choices are valid and might be good responses, the best response would be answer A. Family involvement and educational support provided by parents can offset factors such as those associated with socioeconomic status (SES). Direct and Indirect Services for Children, Families, and Schools—Systems-Level Services

Question 36

A rural school district has two curriculum tracks. One track is for college-bound students and one track is for vocational training. The vocational track is typically for students with limited financial means. This school district was sued because it violated the law regarding tracking students and denying access to courses for some students. In the final legal decision, the judge based his opinion on which landmark case? A.Diane v. State Board of Education B.Brown v. Board of Education C.Hobson v. Hansen D.Larry v. Riles

Answer 36

Answer: C. Hobson v. Hansen In the case of Hobson v. Hansen, the court ruled that schools must provide equal educational opportunities despite a family’s socioeconomic status (SES). Foundations of School Psychological Service Delivery

Question 37

A fourth-grade student was referred to a school psychologist due to low academic performance. In addition to the Multi-Tiered System of Supports (MTSS) data and informal measures, the psychologist decides that a full cognitive test battery is appropriate to administer. At the initial special education meeting, the psychologist meets with the parents. What is best practice when describing the Wechsler Intelligence Scale for Children (WISC) results to the parents? A.Start with interpreting the individual subtests, and then explain the global score B.Start with interpreting the global score, and then explain major index scores C.Only provide and interpret the global score D.It is generally good practice only to describe areas of concern and below-average scores

Answer 37

Answer: B. Start with interpreting the global score, and then explain major index scores Test interpretation should begin from broad scores because these scores are the most valid and reliable. Item and subtest interpretation generally do not have the validity of broader scores. Answers C and D are not good choices because it is important to report the pattern of strengths and weaknesses. Practices That Permeate All Aspects of Service Delivery

Question 38

During a traumatic event, children may experience a wide variety of emotions and reactions. When actively intervening with students who may have been exposed to a trauma, or a crisis situation, school psychologists should screen for what type of mental health issue? A.Contagion effects B.Posttraumatic stress disorder (PTSD) C.Depression D.Anxiety

Answer 38

Answer: B. Posttraumatic stress disorder (PTSD) PTSD is a primary concern after exposure to a traumatic event. PTSD symptoms are varied, but center on hyperarousal, over-alertness, anxiety, avoidance, and obsessive thoughts about the incident. Direct and Indirect Services for Children, Families, and Schools—Student-Level Services

Question 39

A large suburban middle school has been having difficulty with reports of harassment directed toward students within the LGBTQIA+ community. The administration asks the counseling department and the school psychologist to implement a systems-wide intervention to address this problem. Question Part of establishing an effective systems-wide intervention to address harassment is to build a culture that does not support bullying. To build an effective culture, which one of the following interventions is important to teach students? A.Teach students how to increase their self-awareness B.Teach students responsible decision-making C.Teach students what a bystander is and how they can impact peer interactions D.Teach students how to be assertive

Answer 39

Answer: C. Teach students what a bystander is and how they can impact peer interactions All other response choices for this question are related to building specific skills that primarily impact individual student skills, but answer C is a skill that can impact the school’s culture and environment. Direct and Indirect Services for Children, Families, and Schools—Systems-Level Services

Question 40

A large suburban middle school has been having difficulty with reports of harassment directed toward students within the LGBTQIA+ community. The administration asks the counseling department and the school psychologist to implement a systems-wide intervention to address this problem. Question The school psychologist consults with the counseling department and suggests that teachers in the school teach a social–emotional learning (SEL) curriculum based on the Collaborative for Academic, Social, and Emotional Learning (CASEL) model in the classroom. Which one of the following components of the CASEL model would be best to emphasize during the classroom-wide instruction in this situation? A.Self-awareness B.Self-management C.Responsible decision-making D.Social awareness

Answer 40

Answer: D. Social awareness There are five well-known components of the CASEL model. Although all five components are important to teach students, the two CASEL components that are most important and relevant for this question’s scenario are social awareness and relationship skills. Test takers should be familiar with the CASEL model and aspects of SEL. Direct and Indirect Services for Children, Families, and Schools—Systems-Level Services

Question 41

Deb was referred to a school’s special education team for a full evaluation. The referral centered on Deb’s below-average performance in reading and her lack of an age-expected response to reading interventions. While reviewing academic records and Deb’s performance on the Woodcock–Johnson Test of Achievement, the school psychologist notices that Deb struggles with quantitative concepts as well as reading. In addition to conducting a reading disorder evaluation, it would be appropriate to screen Deb for which specific disorder? A.Dyslexia B.Dyscalculia C.Dysgraphia D.Specific learning disability

Answer 41

swer: B. Dyscalculia In this scenario, Deb is already being assessed for dyslexia (reading disorder) due to the formal referral related to her poor reading. The new information indicates that she may also have a quantitative reasoning problem, which is the hallmark feature of dyscalculia. Note that dysgraphia is related to writing. Related to this case, the Diagnostic and Statistical Manual of Mental Disorders (5th ed.; DSM-5) identifies the learning disorder with classifiers under the umbrella term “Specific Learning Disorder With Impairments in Math.” Practices That Permeate All Aspects of Service Delivery

Question 42

The Standard Response Protocol (SRP) is an important crisis response framework that is implemented nationwide in most school systems. The SRP provides schools with a common language that facilitates effective communication during crisis situations. Which one of the following is not part of the SRP language? A.Escape B.Hold C.Secure D.Lockdown

Answer 42

Answer: A. Escape This question is straightforward. Answer A (Escape) is not part of the SRP. Direct and Indirect Services for Children, Families, and Schools—Systems-Level Services

Question 43

When conducting a comprehensive special education evaluation, school psychologists are required to use which of the following items? A.Valid and informal assessment data B.Multiple informal and formal sources of information C.Standardized and formal tests D.Response-to-intervention (RTI) and observational data

Answer 43

Answer: B. Multiple informal and formal sources of information Best practice and legal mandates clearly state that practitioners must use a variety of sources that include formal and informal measures. Although valid and reliable data (answer A) is a good choice, these statistical terms are generally used to describe standardized and formal measures. Also, answer C describes only one type of assessment data. Practices That Permeate All Aspects of Service Delivery

Question 44

A school psychologist is counseling a second-grade student who is significantly concerned about her father’s recent unemployment. From Abraham Maslow’s perspective, the psychologist could say this student is coping with the aspects found at which level? A.Love and belonging B.Safety needs C.Self-actualization D.Primary needs

Answer 44

Answer: B. Safety needs Family health and employment stability are aspects of Maslow’s lower level of needs, called safety needs. Safety needs come after physiologic needs, which are the most basic needs. Direct and Indirect Services for Children, Families, and Schools—Student-Level Services

Question 45

A school psychologist is asked to evaluate a new cognitive abilities screening test for a middle school. In the technical manual, the psychologist notices the full-scale standard score of the new test has a statistical correlation of 0.68 with another well-respected cognitive test’s full-scale score. Given these details, you can make which of the following assumptions? A.The new test has acceptable reliability B.The new test has unacceptable reliability C.The new test shows a moderate effect size D.The new test shows at least moderate validity

Answer 45

Answer: D. The new test shows at least moderate validity The first two choices are not valid responses to this question because reliability involves the consistency of scores and performance across time. The correct answer involves the concept of validity. One method of determining validity is found by comparing a test to another test that measures the same underlying trait. It is important to understand the difference between validity and reliability. Practices That Permeate All Aspects of Service Delivery

Question 46

A teacher alerts the school psychologist to a high school transgender student who has made suicidal comments during a class assignment. The psychologist meets with the student and decides that a full suicide assessment is prudent. Given this situation, it is critical to do which of the following? A.Secure parent permission immediately and start a student clinical interview B.Inform your school administrator that you are engaged in a priority assessment C.Do not leave the student unsupervised during any part of the process D.Immediately notify the parent(s) and conduct a suicide assessment with another mental health team member

Answer 46

Answer: C. Do not leave the student unsupervised during any part of the process Although it is important to notify parents and your school administrator of the assessment (answers A and B), it is most critical that you never leave a potentially suicidal student alone. Direct and Indirect Services for Children, Families, and Schools—Student-Level Services

Question 47

Student learning develops as targeted skills progress through phases. Which of the following processes is an accurate depiction of student learning? A.Acquisition → proficiency → generalization → adaptation B.Acquisition → practice → generalization → adaptation C.Acquisition → proficiency → application → adaptation D.Practice → proficiency → generalization → adaptation

Answer 47

Answer: A. Acquisition → proficiency → generalization → adaptation The terms “practice” and “application” are not valid terms for this question. The previous terms are found in the other choices and therefore exclude answers B, C, and D from being selected. Foundations of School Psychological Service Delivery and Direct and Indirect Services for Children, Families, and Schools—Student-Level Services

Question 48

Interviewing is an important means to collect informal data. Which interview technique has a high degree of validity and allows for additional questioning? A.Semi-structured interview B.Structured interview C.Flexible interview D.Standardized interview

Answer 48

Answer: A. Semi-structured interview Semi-structured interviews have high validity because the interview questions are standardized and asked of all interviewees. Unlike the structured interview method, this method also allows the interviewer to ask follow-up questions. Note that answer C sounds legitimate, but this response is not a valid term. Practices That Permeate All Aspects of Service Delivery

Question 49

What is the primary difference between a curriculum-based assessment (CBA) and a curriculum-based measurement (CBM)? A. CBM is a term used to describe a specific type of measurement used for reading intervention programs in a response-to-intervention (RTI) process B. CBA is a term used to describe a broad assessment program or process, which may include CBMs or structured observations C.A CBM is an assessment designed to measure the effectiveness of class-wide intervention programs D.A CBA is specifically designed to evaluate a student for special education

Answer 49

Answer: B. CBA is a term used to describe a broad assessment program or process, which may include CBMs or structured observations A CBA is broader than a CBM and may include specific measurements such as CBMs. CBMs can be used for reading, math, or spelling, not just for reading in the RTI process (answer A). Note that answers C and D are invalid choices. Practices That Permeate All Aspects of Service Delivery

Question 50

According to the Individuals With Disabilities Education Improvement Act (IDEIA), how much time does a special education team have to complete a formal evaluation if signed permission to proceed with an evaluation has been provided? A.45 days B.60 days C.30 days D.90 days

Answer 50

Answer: B. 60 days The answer to this question is factual and straightforward. Once a parent signs permission to evaluate, the special education team has 60 days to complete the evaluation. Foundations of School Psychological Service Delivery

Question 51

Which critical law or case law states that special education students must have a manifestation meeting to review placement if they are suspended for more than 10 days? A.Buckley Amendment to the Family Education Act B.Lau v. Nichols C.Larry P v. Riles D.Honig v. Doe

Answer 51

Answer: D. Honig v. Doe Honig v. Doe affirmed the “stay put” rule and prevents a special education student from being removed from school without a proper review. Note that answer A is fictitious. Foundations of School Psychological Service Delivery

Question 52

Which of the following are effective practices related to bullying and harassment policies? A.Modify suspensions and refer students of concern to the school’s response-to-intervention (RTI) process B.Face-to-face parent meetings and explicit policies that are easily accessible C.The development of clear harassment policies and equitable punishment for bullies D.Multi-Tiered System of Supports (MTSS) and restorative practices that include restitution and the learning of new skills for students who are bullying

Answer 52

Answer: D. Multi-Tiered System of Supports (MTSS) and restorative practices that include restitution and the learning of new skills for students who are bullying There are several new and effective practices to address harassment and bullying in schools. The National Association of School Psychologists (NASP) currently endorses restorative practices and the use of MTSS to address bullying issues. Answer A is not a good choice because it involves suspensions, which is not an encouraged practice. Answer C may be valid, but it is too narrow in scope and does not capture the “systems” approach like the correct response. Direct and Indirect Services for Children and Families—Systems-Level Services

Question 53

Although token economies are effective systems to use in behavioral modification programs, what is a complaint often stated by teachers regarding these methods? A.Token economies need relevant reinforcers to work effectively B.Token economies are generally effective for younger elementary students, not older students C.Token economies are sometimes cumbersome to implement and maintain D.Token economies do not maintain the target behavior once withdrawn

Answer 53

Answer: C. Token economies are sometimes cumbersome to implement and maintain Token economies are effective in changing behaviors, but busy teachers have difficulty collecting data and rewarding students immediately after a desired behavior. Token economies are effective with all ages and are typically not too expensive to employ. If fading is done properly with a cognitive component, then the target behavior can be maintained after tokens are withdrawn. Direct and Indirect Services for Children, Families, and Schools—Systems-Level Services

Question 54

As a school psychologist, you are asked to help support a student who has significant neurologic impairments in the right hemisphere of the brain due to a stroke. As you consult with the teacher, you state that the student will most likely have which of the following learning problems? A.Difficulty with memory for previously learned skills B.Phonologic processing problems C.Reading and spelling difficulties D.Difficulty with novel problem-solving

Answer 54

Answer: D. Difficulty with novel problem-solving Although the student in this question might have several academic problems, it is important to know that the right hemisphere of the brain is associated with new learning, nonverbal reasoning, and processing novel information. The left hemisphere, in general, helps with memory for learned facts, logic, and details. Direct and Indirect Services for Children, Families, and Schools—Student-Level Services

Question 55

A school psychologist typically discusses with parents a wide variety of behavioral and emotional disorders listed in the Diagnostic and Statistical Manual of Mental Disorders (5th ed., text rev.; DSM-5-TR). In one particular case, the psychologist evaluated a student who had significant attention problems. Both formal and informal measures indicated that the student had difficulty sustaining his concentration and he had been observed to fidget across multiple domains. During the parent meeting, the psychologist mentioned to the parents that their son had characteristics of attention deficit hyperactivity disorder (ADHD). The parents wanted to know the research on ADHD. Which of the following choices is an appropriate research-based response about ADHD? A. ADHD is diagnosed in approximately 17% of a school’s population B. ADHD is overdiagnosed, but the parents could benefit from a consultation with their pediatrician C.School psychologists do not diagnose ADHD, but rather school psychologists identify students with attention difficulties D. ADHD is diagnosed more in males than in females

Answer 55

Answer: D. ADHD is diagnosed more in males than in females This question might seem simple at first, but some response options have a slight error that invalidates their selection. The prevalence of ADHD is approximately 3% to 7% of the population, not 17%. Although ADHD might be overdiagnosed, this statement is debatable and partly based in professional opinion rather than a solid research-based response. Answer C might be a valid response, but answer D is the best answer because it is supported by long-standing research. Direct and Indirect Services for Children, Families, and Schools—Student-Level Services and Foundations of School Psychological Service Delivery

Question 56

Brooke is a first-year psychologist practicing in a small public school district. A struggling teacher asks Brooke for a consultation regarding effective teaching practices. During her consultation, Brooke should not make which of the following statements to the teacher? A.Try activating students’ prior knowledge before teaching new concepts B.Provide corrective feedback to students during frequent practice sessions C.Give additional homework as often as possible D.Try to place new concepts within the students’ zone of proximal development

Answer 56

Answer: C. Give additional homework as often as possible All of the other choices are valid responses. Answer C might be a common practice, but the research regarding homework is variable and is not the best response given the other choices for this test question. Direct and Indirect Services for Children, Families, and Schools—Student-Level Services

Question 57

A student is receiving special education services for mild dyscalculia. The special education team leader has placed this student in a class designed for students with significant needs. The special education teacher reasons that it is better to “overserve” a student with mild needs than it is to underserve such students. In this case, which legal aspect of special education law does the teacher run the risk of violating? A.Every Student Succeeds Act (ESSA) B.Least-restrictive environment (LRE) C.Individuals With Disabilities Education Act (IDEA) D.Family Educational Rights and Privacy Act (FERPA)

Answer 57

Answer: B. Least-restrictive environment (LRE) LRE is the specific legal clause within the IDEA which states that, “To the maximum extent appropriate, children with disabilities should be educated with children who are not disabled, and special classes, separate schooling, or other removal of children with disabilities from the regular educational environment should occur only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily” (2004, Section 1412[a][5]).Note that all other choices are related to special education law, but they are used as distractors and not the proper responses. Foundations of School Psychological Service Delivery

Question 58

A parent is demanding that her son be placed in an Individualized Education Program (IEP) because he has a formal diagnosis of schizophrenia. The student’s pediatrician also recommended an IEP and wrote a prescription for one. Despite the mother’s concern, the student’s medication appears to be effective in managing his disorder and he is able to make educational progress at school. What is the school psychologist’s response to the parent? A.If there is no educational or social impact, then a formal IEP may not be appropriate B.Legally, a medical diagnosis and recommendation from the doctor must be honored C.Although the school is not legally obligated to provide an IEP in this situation, it is good practice to provide special education support D.Students with schizophrenia should be provided formal supports and an IEP, especially to prevent the student’s difficulties from getting worse within the school environment

Answer 58

Answer: A. If there is no educational or social impact, then a formal IEP may not be appropriate Special education qualifications have strict criteria that a special education team must consider. A primary consideration by the special education team is to determine whether a student cannot access the general curriculum due to a disability and if there is a negative social impact from the suspected disability. In this case, it is stated that the student is making “reasonable educational progress.” There may be other ways to address the concerns of the parent and the needs of the student outside of the special education progress (e.g., Multi-Tiered System of Supports [MTSS]). Note that medical doctors who are not employed by a school district have no authority to dictate educational services. Practices That Permeate All Aspects of Service Delivery

Question 59

A school psychologist is evaluating a sixth-grade male student named Cameron for special education services. The psychologist administers a full cognitive test battery (e.g., Wechsler Intelligence Scale for Children [WISC]) and various social–emotional measures. The preliminary results are as follows: The full-scale standard score on Cameron’s cognitive test battery is 113 (SS-113). All major cognitive domains (indexes) were found to be within two standard score points of each other. The Behavior Assessment System for Children (BASC) indicates that both the teacher and parent forms have T-scores above 69 within the attention domain. The semi-structured student interview reveals that Cameron follows the rules of the school, but he appears to follow these rules only to avoid punishment or gain rewards. Question In addition to the assessment tools used in the previous example, what other assessments should be completed as part of a comprehensive evaluation? A.A review of student records and a student observation B.A parent interview and a behavioral checklist C.A behavioral and emotional checklist D.A parent interview and an adaptive/functional standardized assessment

Answer 59

Answer: A. A review of student records and a student observation Although all choices could be valid, the choice that would complete a comprehensive evaluation is answer A. A review of student records involves both previous academic and behavioral information. Also, answer A is the only choice that involves a student observation, which is key for initial evaluations. Practices That Permeate All Aspects of Service Delivery

Question 60

A school psychologist is evaluating a sixth-grade male student named Cameron for special education services. The psychologist administers a full cognitive test battery (e.g., Wechsler Intelligence Scale for Children [WISC]) and various social–emotional measures. The preliminary results are as follows: The full-scale standard score on Cameron’s cognitive test battery is 113 (SS-113). All major cognitive domains (indexes) were found to be within two standard score points of each other. The Behavior Assessment System for Children (BASC) indicates that both the teacher and parent forms have T-scores above 69 within the attention domain. The semi-structured student interview reveals that Cameron follows the rules of the school, but he appears to follow these rules only to avoid punishment or gain rewards. Question Based on the provided Behavior Assessment System for Children (BASC) results, what is an accurate initial impression regarding Cameron’s attention? A.Cameron’s attention scores are within the high-average range and indicate he might have attention deficit hyperactivity disorder (ADHD) B.Cameron’s BASC T-scores place him in a category for significant attention problems, but more information is needed to confirm the presence of a disability C.Cameron’s scores on the BASC are only elevated slightly above normal, so it is prudent to monitor his level of attention throughout the school year D.Cameron’s scores on the BASC are well within the average range and both the teacher and parent forms confirm each other’s observations in two environments

Answer 60

Answer: B. Cameron’s BASC T-scores place him in a category for significant attention problems, but more information is needed to confirm the presence of a disability A T-score of 69 or more is near the clinically significant range on the BASC. Although the two scores are cause for concern, more information from observations and other measures is necessary to make professional judgments regarding ADHD. The BASC is a good tool, but it is only one source of data and the National Association of School Psychologists (NASP) endorses multiple sources of information in formal evaluation situations. Practices That Permeate All Aspects of Service Delivery

Question 61

A school psychologist is asked to determine whether a child qualifies for special education services under the identification of intellectual disability (ID). The psychologist already completed a cognitive assessment using the Wechsler Intelligence Scale for Children (WISC). Which one of the following should the psychologist also complete to help in the formal evaluation? A.Woodcock–Johnson Test of Achievement B.Differential Ability Scales C.Vineland Adaptive/Functional Assessment D.Beery–Buktenica Developmental Test

Answer 61

Answer: C. Vineland Adaptive/Functional Assessment School psychologists typically utilize cognitive assessments and adaptive–functional assessments when evaluating a student for an intellectual disability. Although a psychologist can administer tests of achievement, typically learning specialists administer this type of test. Note that you do not have to know the names of these tests if other terms in the choices describe the nature of the test. Practices That Permeate All Aspects of Service Delivery

Question 62

Landon is a seventh-grade student suspected of having mild autism. When shown pictures of people engaging in various social interactions, the school psychologist asks Landon how each person in the picture feels. Landon has difficulty with this task and provides atypical responses. This informal task provides information related to which one of the following choices? A.Theory of the mind B.Objective point of view C.Theory of subjectivity D.Social skills deficit

Answer 62

Answer: A. Theory of the mind “Theory of the mind” is the appropriate name of a specific theory associated with the perspective-taking difficulties associated with autism. Of the choices offered, answer A is the best answer, whereas answer C is fictitious. Foundations of School Psychological Service Delivery

Question 63

A school psychologist is asked to help address a kindergartener’s difficult behavior. The teacher is new and the psychologist decides to personally address the problem. The psychologist directly teaches the student self-regulation skills. In this case, the psychologist is engaged in which type of consultation model? A.Consultee-centered model B.Student-centered model C.Strength-based model D.Client-centered model

Answer 63

Answer: D. Client-centered model When the consultant is personally involved and provides direct services to the client (e.g., student), this is an example of the client-centered model. Practices That Permeate All Aspects of Service Delivery