PRAXIS 3

Question 1

ASEBA (Achenbach System of Empirically Based Assessment)

Answer 1

Suite of behavioral rating forms for assessing social-emotional and behavioral functioning.
Includes:

CBCL: Parent form
TRF: Teacher Report Form
YSR: Youth Self ReportUsed For:
➔ Broad-spectrum behavioral screening; compares scores to normative samples.

Question 2

Needs Assessment

Answer 2

Needs Assessment:
➔ Systematic process for identifying gaps between current conditions and desired outcomes.
Used for program development and evaluation.

Example:
➔ Survey staff and students to identify mental health service gaps before designing a school-wide SEL initiative.

Question 3

Ecological Assessment: ICEL Framework

Answer 3

ICEL = Instruction, Curriculum, Environment, Learner
➔ Helps determine if learning issues are due to environmental factors or internal.

Example of ICEL Use:
➔ If a student is struggling, examine:

Instruction: Is it effective?
Curriculum: Is it appropriate?
Environment: Are there distractions?
Learner: Do they have the skills?

Question 4

Stanford-Binet Breakdown:

Answer 4

Cognitive test ➔ Assesses 5 factors:

Fluid reasoning
Knowledge
Quantitative reasoning
Visual-spatial
Working memory

Question 5

Universal Nonverbal Intelligence Test (UNIT):

Answer 5

Fully nonverbal, ideal for language-diverse students
(including deaf). Measures memory, reasoning.

Question 6

Standard Response Protocol (SRP):

Answer 6

➔ Common language for crisis response:

Hold
Secure
Lockdown
Evacuate
Shelter

Question 7

Virginia Model for Threat Assessment:

Answer 7

➔ Focuses on behavior (not labels), context, and early intervention to prevent violence.

Question 8

Contingency Reward:

Answer 8

➔ Deliver a reward only if a specific behavior occurs.
Example: “You earn tokens for every 5 minutes seated.”

Question 9

Premack Principle (“Grandma’s Rule”):

Answer 9

➔ Use a high-frequency behavior to reinforce a low-frequency one.
Example: “You can play video games after you finish homework.”

Question 10

Punishment vs. Negative Reinforcement:

Answer 10

Punishment = decrease behavior
Negative Reinforcement = remove something aversive to increase behavior
Example: Taking away homework (negative reinf.) for good behavior

Question 11

Right Hemisphere:

Answer 11

➔ Visual-spatial, creativity, emotion, big-picture processing. Novel and nonverbal problem solving

Question 12

Left Hemisphere:

Answer 12

➔ Language, logic, analytical thinking, detail-oriented.

Question 13

Cerebellum:

Answer 13

➔ Balance, coordination, fine motor control.

Question 14

Hippocampus:

Answer 14

➔ Memory formation.

Question 15

Amygdala:

Answer 15

➔ Emotion processing, especially fear and aggression.

Question 16

Occipital Lobe:

Answer 16

➔ Vision.

Question 17

Temporal Lobe:

Answer 17

➔ Hearing, language, memory.

Question 18

Parietal Lobe:

Answer 18

➔ Spatial orientation, touch, body awareness.

Question 19

Frontal Lobe:

Answer 19

➔ Planning, decision-making, movement, personality. Related to EF and ADHD

Question 20

Victor Frankl’s Logotherapy:

Answer 20

➔ Focuses on finding meaning in life, even in suffering.

Question 21

Humanistic Psychology Principles:

Answer 21

➔ Emphasizes growth, free will, self-actualization.
Key figures: Carl Rogers (unconditional positive regard), Maslow (hierarchy of needs)

Question 22

Key SEL Skills:

Answer 22

Self-awareness
Self-regulation
Social awareness
Relationship skills
Responsible decision-making

Question 23

Gifted IQ Score Range:

Answer 23

➔ Typically ≥ 130 (2 SDs above mean)

Question 24

Standard Score (SS) Breakdown:

Answer 24

➔ Mean = 100, SD = 15
< 70 = Extremely Low
70–79 = Low
80–84 = Below Average
85–115 = Average
116–129 = High average
130+ = Gifted range

Question 25

T-Score Breakdown:

Answer 25

➔ Mean = 50, SD = 10 < 40 = Below Average / Weakness 40–59 = Average 60–64 = Mildly elevated (at-risk) 65–69 = Clinically significant 70+ = Highly significant

Question 26

Validity:

Answer 26

➔ Does the test measure what it’s supposed to? Types: Content (covers full range) Construct (matches theoretical trait) Criterion (predicts outcomes) Acceptable: r ≥ 0.60

Question 27

Reliability:

Answer 27

➔ Consistency of measurement. Types: Test-retest: stability over time Inter-rater: agreement between raters Internal consistency: items measure same construct Acceptable: r ≥ 0.80

Question 28

Correlation Coefficient (r):

Answer 28

➔ Measures strength of relationship between two variables. Closer to ±1 = stronger 0 = no relationship 0.7+ = strong 0.3 = moderate 0.1 = weak

Question 29

Simultaneous Processing:

Answer 29

➔ Integrating stimuli into a unified whole (e.g., recognizing patterns or solving puzzles).

Question 30

Metacognitive Processing:

Answer 30

➔ Thinking about one’s own thinking; involves planning, monitoring, and evaluating strategies.

Question 31

Nonverbal Processing:

Answer 31

➔ Interpreting and responding to visual-spatial, facial, and body language cues.

Question 32

Cognitive Processing:

Answer 32

Mental actions like attention, memory, reasoning, and problem-solving.

Question 33

Event Recording:

Answer 33

➔ Count how often a behavior occurs; best for discrete, countable behaviors (e.g., raising hand).

Question 34

Narrative Recording:

Answer 34

➔ Open-ended, descriptive notes of everything observed over a time period (running record).

Question 35

Interval Recording:

Answer 35

➔ Divide time into intervals. Whole-interval: behavior must occur for the entire interval. Partial-interval: behavior occurs at any point in the interval. Momentary time sampling: record if behavior occurs at the exact moment the interval ends.

Question 36

ERIKSON Trust vs. Mistrust (0–18 months):

Answer 36

➔ Develops trust when caregivers are responsive.

Question 37

ERIKSONAutonomy vs. Shame/Doubt (1–3 years):

Answer 37

➔ Learns independence; failure may lead to shame. Age: 1–3 years • Key Idea: Toddler wants independence. • Example: “I do it myself!” • Memory Tip: “Toddlers want to do it AUTOmatically.

Question 38

ERIKSON Initiative vs. Guilt (3–6 years):

Answer 38

➔ Begins to assert control and initiate activities. • Age: 3–6 years • Key Idea: Preschoolers start planning and doing. • Example: Pretend play and asking lots of questions. • Memory Tip: “Preschoolers take INITIATIVE like little bosses.”

Question 39

ERIKSON Industry vs. Inferiority (6–12 years):

Answer 39

➔ Mastery of skills and social comparison; success leads to competence. • Age: 6–12 years • Key Idea: School-age kids focus on doing things well. • Example: Proud of school projects or sports. • Memory Tip: “SCHOOL kids INDUSTRIOUSLY do homework.

Question 40

ERIKSON Identity vs. Role Confusion (12–18 years):

Answer 40

➔ Develops personal identity; explores roles and values. • Age: 12–18 years • Key Idea: Teens explore who they are. • Example: Trying new styles, friends, beliefs. • Memory Tip: “TEENS try on IDENTITIES like outfits.”