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PRAXIS II School Psychologist Test Questions Answer Key
1. Establishing good rapport is key to creating the trust required for the respondent to share personal information with the interviewer (d). Establishing a relationship with the respondent will not interfere with the interview process (a). Interview questions are not most often standardized for uniformity (b). Standardization is a characteristic of survey questionnaires, but interviews are interactive dialogues. The interviewer pursues additional information by further questioning the respondent. Good interviewers do not concentrate only on information and not on social factors (c). A good interviewer will give equal attention to the social interaction with the respondent, as this can yield equally important insights. Interviews are not standardized like questionnaires but are interactive dialogues; surveys can be self-reports or may have fixed alternative answers (such as yes/no/not sure ) whereas psychological interviews will not. Therefore, interviews are not simply oral versions of written questionnaires (e).
2. No one answer is true (e). Psychological observations may focus either on the processes of behavior (a), i.E. what things the subject does and how s/he does them; or on the products of the behavior (b), i.E. the results it produces. Thus observations are not restricted to only one of these in every case. Observations of subjects may be made directly, but this is not always required (c). If the behavior is overt and easy to record, direct observation is appropriate. However, if the psychologist wants to observe behaviors that occur naturally without the subject's knowledge to avoid influencing the behavior, naturalistic observation should be used, but this method is not always required (d).
3. Portfolio assessments (b) would be least indicated. Portfolio assessments are performance-based and contain products of the student's learning. At the beginning of the school year a new student with no previous assessments or school records will not have a portfolio. A portfolio assessment reflects a student's progress over the school year in a given area. For problem identification with a new student who has no records, a school psychologist would administer such instruments as comprehensive IQ testing scales (a) to determine intellectual levels; personality inventories (c) to learn about the student's individual psychological makeup; tests to determine the student's social skills (d) including strengths and weaknesses; and tests of hearing and speech (e) to identify or rule out hearing deficits and speech problems, as well as tests of language development.
4. The ABA Inventory is not designed to explore a student's grades (c). It is designed to explore a student's activities outside of class. It covers the student's role as a member of his or her family (a); the student's role as a friend (b) with others; the kinds of games (d), hobbies, or crafts in which the student engages; and to what groups (e) in the community and/or in school the student belongs as a participant.
5. The only true statement about the CBCL is (a). The information about the child's behavior is reported by the parents. The CBCL does not assess social competencies (b). 118 CBCL items consider possible behavior problems and 20 to social competencies such as school functioning, friendships, group memberships, recreational activities, work activities, and so forth. This instrument can be self-administered by the parent(s) or administered by an interviewer (c). This checklist is standardized and cannot be individualized (d). The CBCL has a standardized format based on empirical research and has norms based on a sample of 1,300 children's parent responses which was found to be representative of the population. The CBCL is not designed for pre-school and elementary school students only (e); it is designed for use with children aged 4 to 18.
6. The History/Transition Information Profile would be most useful for (c), a teacher with a class of all new students who have past school records. This instrument helps teachers to learn each student's educational history by offering information about the student's abilities, interests, strengths and weaknesses, and which educational strategies and methods have worked or failed previously. "Step-up" teachers (a) and teachers with mixed-age classes who teach the same students for several years in a row (b) are less likely to need this tool after their first year with students. Teachers with all new students who have no earlier school records (d) would be less able to make use of this transition instrument. They could only use the section "from the family's perspective" to gather information from parents as well as pertinent medical records . Since the teachers described in (c) would benefit most from this instrument, answer (e), all could benefit equally, is incorrect.
7. 27 Alfred Binet (a) published the first working intelligence test in France in 1905. Lewis Terman (b) of Stanford University adapted Binet's test for American children in 1916, standardized the test's administration, and later developed age-level norms. Terman's adaptation of Binet's test is called the Stanford Revision of the Binet - Simon scale. David Wechsler (c) published the Wechsler-Bellevue (for Bellevue Hospital in New York, where Wechsler worked) Intelligence Scale in 1939, adding nonverbal as well as verbal measures. It was renamed the Wechsler Adult Intelligence Scale (WAIS) in 1955. Wechsler later created the Wechsler Intelligence Scale for Children (WISC) and the Wechsler Preschool and Primary Scale of Intelligence (WPPSI) to evaluate different age groups. Raymond Cattell (d) created the Culture-Fair (or Culture-Free) Intelligence Test in 1949; in 1963 he identified the distinction between crystallized intelligence and fluid intelligence. Howard Gardner (e) of Harvard University conceived his theory of multiple intelligences in 1983, identifying eight types of intelligence and later adding a ninth.
8. The TAT (e), or the Thematic Apperception Test, is a projective test used for personality assessment. The test taker is given ambiguous pictures to view and asked to make up a narrative of what s/he perceives the picture is about. The ITBS (a) or the Iowa Test of Basic Skills, the CTBS (b) or Comprehensive Test of Basic Skills, the SAT (c) or Stanford Achievement Test, and the CAT (d) or California Achievement Test, are all standardized achievement tests. These are normed tests commonly given annually to entire classes of students in elementary and secondary schools. Students' scores are compared to national standards. Results typically give age and grade equivalents for a student's scores, based on national averages.
9. The Digit Span (b) subtest of the WISC evaluates short-term or working memory by asking the child to repeat a numbers series after hearing it spoken. Repetition may be in the same order or, in a harder exercise, in reversed order. The Vocabulary (a) subtest measures verbal comprehension (understanding of words) by asking the child to define given words. The Block Design (c) subtest is designed to assess perceptual reasoning ability by asking the child to assemble blocks to match an example given. The Symbol Search (d) subtest, which involves matching symbols from rows to target symbols given, measures processing speed. The Picture Concepts (e) subtest is a perceptual reasoning measure (like the Block Design) and asks the child to identify matching pictures from different rows of pictures.
10. Being able to follow specific, step-by-step directions (d) is not an executive function. While an inability to follow step-by-step directions represents cognitive dysfunction, following directives represents micromanagement by the director and thus does not require executive functioning from the child. Executive functions require the child to self-direct and make decisions rather than be directed at every step. Retrieving previously learned material (a), and being able to organize one's work (b) are examples of executive function, as are the ability to decide the importance of items in a group, or to assign them priorities (c), and realistic time management (e). Other executive functions include emotional self-regulation; regulation of processing rate; focusing one's attention on a specific task; sustaining one's attention; making transitions from one thing to another when needed; coming up with strategies for studying, test-taking and the like; knowing how to start an assignment; presenting material in a logical order; and monitoring one's own progress.
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