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SruDY
GU'lDE
THEPRNKIS
S E R
Jssessmenfs
IE S
Prr,fpsstcnal lcr B,:grnr,ng
i:dcheri'
STAI'YOAII'E
,#ir?urkf,*.yledge
f11'1
t.t.it:,.:!. Efr
't
4ffi;i'r:
111]li'!
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Listening.
Learning,
Leading.
Chapter I
'lcsrs
Intr<rductionto the .\peciil Eluc,rtirttt:CoreKrtou,/edge lnd Suegcstions
firr Using rhis Srudv(luide
Chapter 2
BackgroundInfbrmarion on The Pra-xis
SeriesrMAsses.smenrs
Chapter 3
Study'Tbpics firr the SpecialEduc'ation:CoreKnou,ledge'lests t3
Chapter 4
D on'tB cDefeatedbyMultiple -Ch o ic e (f u e s t io n s ....... Jl
Chapter 5
1
Chapter 6
Right Answersand Explanationsfor the SpecialEducation:CoreKnowledge
PracticeQuestions 59
Chapter 7
Are You Ready?Last-MinuteTips . . , . 75
Appendix A
StudyPlanSheet
Appendix B
F'orMore Infbrmarion . . 83
Chapter I
lrrrrocluction to the Speci.rtlEtlucation: Core Knowleilgt
Icsts and Suggestionsfor Using this StuclyGuide
\pccial [rlrtcirtion0-]50,0.]52.,0.]5 I ' {}.15-}
This testis alsovery differentfrom the SAT@or orherassessmenrs of your reading,writing, and
mathematicalskills.You may haveheardit saidthat you can'tstudyfor the SAT:
that is, you should
havelearnedtheseskillsthroughoutyour schoolyears,and you can'rlearnreading
or reasoningskills
shorrlybeforeyou takethe exam.You canpracticeakingrhe SAT and skillstests
like ir to becomemorc
adeptat applvingthe skillsto the particularformat of rhe rest.The Special Education:CoreKnowledge
tests'on the other hand' assess a domainyou can reviewfor and canprepareto be tesredon. Thereforc,
you shouldreviewfor and PrePare for your test,not merelypracricewith the quesrionformars,A
thoroughre'iew of the materialcovered on the resrwill significanrly
increaseiour likelih.odof success.
Moreover,studvingfor your licensingexamis a grearopportuniryto reflecron your
fielcland developa
deeperunderstanding of it beforeyou beginto teachthe subjecrmarrerto others.As you prepareto rake
the test,vou mal' find ir particularlvhelpfulro think abouthow youwouldappll,rhcsrudy,topics and
sampleexercises to 1'orlrou'n clinicalexperienccrhatyou obrainedin schoolsduiing ynu, teacher
preparationProgram.Yourstudentteachingexperience will be especialli,
rclevanrro your thinkingabout
thc materialsin rhc.studv guidc.
Suggestionsfor using the "Practice Questions" and "Right Answers and Explanations for the
PracticeQuestions" Chapters
Decide whether you need more review.After you havelooked ar your resuhs,decidewhetheryou
needto brush up on certainsubjectareasbeforetaking the actualrest.Go back to your rexrbooks
and referencematerialsto seewhetherthe topics arecoveredrhere.You mighr alsowanr ro go over
your questionswith a friend or reacherwho is familiarwith the subjects.
Assessyour readiness.Do you feel confident about your levelof understandingin eachof rhe areas?
If not, wheredo you needmorework?If you feel ready,complererhe checklisrin chapter7 ("Are
You Ready?")to double-checkthat you'vethought throughrhe details.If you needrnoreinformation
aboutregistrationor the testingsituationimelf,usethe resources
in AppendixB: "For More
Information,"
I
Chapter 2
Backgrouncl Informiltion rrn
Asse$sm€nts
I'he Praxis Series"I'M
c
Whor ore The Proxis SeriesSubiecrAssessmenfs?
l-hc PraxisSericsSubjccrr\sscssmcnts ilre .lesigncdbv E,.lucetional'li'stingScrvice(E"fS) to rssessvour
knowledgeof rhe subjccrrrca l,ou plan to terch, and thcv tre a part of rhe licensingprocedurein manv
\rrlrcs.-fhis srudy guide coversan rsscssmentthat testsyour knorvledgeof the actual content vou hope
ro be licensedro rcach.lbur srarehasedopted'fhe PraxisSeriesrcstsbcclusc it wants to be ccrrain that
you haveachieveda specifiedlevelof masteryof your subjectareabefbreit grantsvou a licenseto teach
in a classroom.
The PraxisSeriesresrsare part of a narionaltesringprogram, meaningthat the test coveredin this study
guide is used in more rhan one srate.The advantageof taking Praxistestsis that if you want to move to
anorher starethat uses'['hePraxisSeriestests,you can rransfbryour scoresto that srate.Passingscoresare
set by sraresrhowever,so if you are planning to apply For licensurein another state,you may find that
passingscoresare diffbrent. You can find passingscoresfor all statesthat useThe PraxisSeriestestsin the
LlnderstandingYourPraxisScorespamphlet, availableeither in your college'sSchool of Education or by
calling(609)77r-7395.
Whqf is licensure?
I-icensurein any area- medicine,law,architecture, accounting,cosmetology - i5 2n assuranceto the
public that the personholding rhe licensehasdemonstrared a certainlevelof comPetence. The phrase
usedin licensureis that the personholdingthe licensewill do no barm.In the caseof teacherlicensing,a
the public that rhe personholdingthe licensecan be trustedto cducatechildrencomPete
license'tells ndy
and prof'essionally.
* Labelingstudentswith disabilities
hasbeen
* Be ableto identiS'thebasiccharacreristicsor
controversialsince
the passage
of PL,94-142.
dcfining factorsfor eachqvpeof disabiliry.
What aresomemajorarguments for and
* Is thereonly one definition for eachcarcgory againsrlabeling?
of specificdisabiliry?
- Devclopment;rl .rpproach ebilirv to meet the demandsof rhe rvorkplace.
- C-ulturrl.rpproech Furrher,rhe posr-sehoolrvorld doesnor ofler the
- Individu,rlrrppro,rch rvpesof supportsfbund in IDEA'97. Adulrsrvirh
. .{D H D disabilitiesmusr takea proactiverole in
understandingthcir rightsundcr the ADA and in
seckingsupporrsand resourcesthey may need.
V'hat doesIDEA savilbout ADHD? How do
They also must make decisionsabout rhe cxtcnr ro
studentswith ADHD receivecducational
which thev identifr or considerthemselvesas
services?
"disabled."
I Accountal'rilin'
and meeringeducarional Therapcutic(spe.ech/lrrnguxse,
phvsical,
stanclards ancloccuparional)
and nrcclicirl
approachcs
* lb '*,harexrenrdo rheseconceprualapproaches
r
The approachesa reacherusesro inreracrwirh
overlap? :
srudentsare directlv relatedto the teacherbthcorerical
or conceptualorientarion.For example,in working to I Placement
and programissues
suchas
changea srudent'sbehavior,a teacherwirh a
. Earl)'intertention
behavioralorientation would focus on measuringthe
- Infanrsand ToddlersAct QL 99-457,
behavior and implementing a reward systemfor
ParrC)
improvement. A ceacherfrom a psychodynamic
- Preventionof secondarydisabiliries
background would spend more time tdking with rhe
student, tryrng to discoverthe feelingsand r Leastrestrictiveenvironment
motivations causingthe behavior.In practice, mosr . Inclusion
teachersemploy combinations of conceptual
approaches.Specid education teachersalso need to be
* \Whatarethe characreristics
of schoolswith
awareof generalissuesand trends wirhin the field
successful
inclusionprograms?
that drive placement and program issues.Special
education teachersare part of a large sysrem. * \(hat skillsdo srudentsneedfor successful
Understanding how and why rhat systemworks is an inclusion?
important component of effectiveteaching.
. Roleof individualizededucationprogram
Background knowledge, including (lEP)team
. (lommuniry-basedtraining
I Instructional
developmenrand
. Post-schooltransitions implementarion,
for example
) Integrating best practicesfrom . Instrucrionalactivities
multidisciplinary researchand profbssional
. Curricularmaterialsand resources
literature into rhe educational serring
. \Torking wirh classroomand supporr
. Cooperative learning
personnel
. Ti.rtoringoptions
[)cvelopingand implemenringcurriculum and
instruction are rhe hearrof the teachingprocess.In
'leachingstrategies
) and merhods,fcrrexample
addition to undersrandinggeneralceachingmodels . Modificationof marerials
and equipmenr
and straregies,a specialeducation teachershould
. Learningcenters
be able to modify and individualizecurriculum
rnd instruction ro meer the.specialneedsof . Facilitatedgroups
studentswith exceprionaliries.
Specialeducation . Studyskillsgroups
teachersmusr be awareof the many dimensionsof
. Self-managemcnr
curriculum and instrucrion,taking into account
instructionalformars,rype of curriculum, . C-o<lpcrarivc
learning
technology,and orher facrorswirhin the conrext
of the individual needsof the srudent. What are the differencc.sberweenpecr/cross-
ageturoring and cooperativelearning?
' Diagnosric-prescriprive
merhod
* \X/henis specialeducationappropriatefor
childrenwho speaka language orherthan
* ri(har aremodaliryor learningsryle
English?Vhen is ir not appropriate?
approaches?
* Vhy arerheyconrroversial? . Languageand lireracy,
acquisirion
. Self-care
and daily living skills
Modeling,skilldrill . Pre-vocarional
and vocariondskills
Guidedpracrice
I Careerdevelopmentand rransirionissuesas
Conceptgeneralizarion relaredto curriculumdesignand
Learningstrategyinstrucdon implementationfor studentswith disabilities
accordingro rhe criteriaof ulrimare
funcrioning
* Vhar is meantby metacognitive approaches,
often a componentof learningstraregy . Functionelacademics
insrructionand conceptgeneralization? . Comrnuniry-based
instruction
. Direct instrucdon
* Communiry-based insrructionis an essential
- Precisely sequencedlessons
componenrfor the transitionfrom schoolro
- Modeling,drill, practiceand immediate
feedback the "red world" for many exceptionalsrudenm.
Studentsoften find it easierto learn skills in
- Teacher-centered
the settingsto which they apply rarherthan in
I Instrucrionalformarand componenrs,for the classroom.How do teachersarrangefor
example: community-based instruction?
. Small-and large-groupinstruction
. IndividualTiansitionPlan (ITp)
- Faciliared group straregies
. Funcdonalacademics
* \ifho parricipares
in the developmenrof the
. Generalacademics
with focuson special ITP?
education
I Technologyfor teachingand learningin
* In manyschools,thereis no specialeducarion specideducationsertings,for example:
curriculumfor the majoriryof studentswith o Integratingassisrive
technologvinto the
exceprionaliries.
Rathet specialeducarors are classroom
expectedto adaprthe generaleducation
curriculumro makeir accessiblefor srudents * Did you know rhat assistive
technologyis not
in specialeducation. jusrhi-rech,compurer-based adaptations?
Can you namelower-rechdevicesthat help
. ESLand limitedEnglishproficienw
studentswith disabiliries
adaprro the
educarionalserring?
. Computer-assisted
instrucrion ro know how to interprer theservpesoF
particularlyto gain a senseof the
;lsscssments,
instruction mean lcss
I *Does computer-assisted studenr'sstrengths,weaknesses, and needs.Once
I rcacherinvolvement? for
the srudententersclass,assessment
instructionalpurposesbegins.Teachersgenerally
and alrernative
.{ugmentative find that observingand measuringthe student's
communication ebiliry on the classcurriculum providesrelevant
- Signlanguageand gestures(unaided) i nfo rmation for i nstructional decision-making.
- Communicarionboards(aided) Consequentlv,reachersneed to know how to
V'hrt flcrors ,shouldbe consiclcredin * \{'hlt .rre clithrcnccs ['lcnvccn spccsh lrnr.l
Ir
srructurinqthe lcarningenvironment? l.rngurgc?
ConsidercertainspecificcasesoIsrudentswith * ,'\ccording
ro rheU.S.Dcparrmcnr
of
For eachone, how would you
disabilities. F,ducarion, l9 pcrcenrof dl srudenrsrcceiving
stnlcturethe environmcntto mcct the scrvicesthrough IDL{ havespreech or llngu.rec
studcnr'slearningnceds? difficultics,the sccondmo.srfrequcntlv
occurringdisabilirynexr ro learningdisabilirics.
'l-he physical-social
environment fbr
'
learning ) (,lassroommanagementrechniqucs
- Expectations . Behavioralanalysis
- Rules
- (Jclnsequences
!/hat is the S,-R-S-or the ABC model?
- Consistency
- Attitudes -
- I-ighting antecedents
- Acousticcharacteristics - Target bchavior
- Seating
- {66gsg * How clo you make a bchavior measurablei
- Safbtyprovisions
-- Oonscqucnt cvent.s
- .Strategies
fbr positiveinreractions
Positivereinfbrcernenr
) Communicatingwith parents,guardiansand
appropriatecommunirycollaborators,
for
example:
. directingparentsand guardiansto parent-
educatorsor to other groupsand resources
* Educatorsincreasinglyrecognizethat actively
includingparentsin decision-making processes
providesa numberof benefits. tVhen possible,
the studenrshouldbe an activeparticipantas
well. \X/hataresomeefltctive methodsof
maintainingcommunicarion with parents?
Chapter4
f)on't be Defeatedlry
Multi ple-Choice (|uestions
Why rhe Multiple-Choice UnderstondingMultiple-
Testi Toke Tim'e ChoiceQuestions
When you takethe pracrice questions, you will sce You rvill probably norice thar rhe word order (or
rhatrhereareveryf'ewsimpli idenrification svntax)in multiple-choicequestionsis dif'fcrent
rluestionsof the "V'hich of rhe fbllowingis a kind from the rvord order you'reusedto sceingin
of visualimpairmenr?" sort.W'henThe Praxis ordinary things you read,like newspapersor
SeriesrM Assessments werefirst beingdeveloped by rextbooks.One of the reasonsfbr this differenceis
tcachersand teachereducatorsacross the country that many such questionscontain the phrase
it rvasalmostuniversallyagreedthar prospective "which of the fbllowing."
reachers shouldbe ablerc analyze situations,
svnthesize material,and applyknowledgeto The purposeof the phrase"which of the
specificexamples. In short,they shouldbe ableto fbllowing'l is to limit your choicg of answersonly
think aswell asto recallspecificFacts,figures,or to the list given. For example,look at rhis
fiormulas.Consequently, you will find that you are question.
beingaskedto think and to solveproblemson
\X/hich of the followins is a flavor made fiom
your test.Suchactivitytakesmore time than
beans?
simplyansweringidentificationquestions.
(A) Strawberry
In addition,questionsthat requireyou to analyze
(B) Cherry
situations,synthesizematerial,and apply
knowledgeareusuallylongerthan aresimple (C) Vanilla
identificationquestions.The PraxisSeriestest (D) Mint
questionsoften presentyou with somethingto
Vru may know that chocolateand coffee are flavors
read(a casestudy,a sampleof studentwork, a
made from beansalso. But they are nor lisred, and
chart or graph)and askyou questionsbasedon
the question asksyou to selecrfiom among rhe list
vour reading.Strongreadingskillsarerequired,
thar follows ("which of rhe following"). So rhe
and you must readcarefully.Both on this testand
answer has to be the only bean-derivedflavor in
asa teacher,you will needto processand usewhat
you readefficiently. the list: vanilla.
Computer-assisted instructionhasbeenshown
to be an imporrantteachingmethodfor
Understqnding Gluestions
studentswith mentalretardationfor all of the
Bosed on Cqse Srudies
following reasonsEXCEPT Casestudiesconraina body of inroductory
(A) The computerrequireslittle reacher materialfollowedby a group of relatedquesrions.
intervention,freeingthe teacherto prepare Questionsbasedon a casestudyrequirea careful
upcominglessons. strateg/that balancestime, efficiency,and critical
understanding.
(B) The computercan be programmedto
deliverimmediatefeedbackon rhe Sincethe casestudycan often be denseand
correctnessof a response. complex,you shouldreadthrough the descriprion
(C) The compurercan be programmedro of the situationbeforereadingthe questions,but
provideasmuch repetitionasa student you shouldnor spendtime nking noresor reading
needs, the situationmulriple dmesuntil you know whar
the questionsareaskingyou to do.
(D) Compurergraphicsand soundcan
maintaina studenr'smorivationand For example,you might encounrera casestudy
artenrionto rask. like this:
You'relooking for a reasonrhat doesNOT explain
why computer-assisted insrructionis usefulfor Michelle,a 19 yearold whoseparenrsare
studentswirh menralretardation. The correcr deceased, hasprofoundmenralretardationand
answeris (A), because all of thc otherchoicesare livesin a grouphome.Sheis busedto a special
goodreasons for usingcomputer-assisted classby the localschooldisrrict.Michellehas
instructionfor thesesrudents. (A) is falsebecausc had frequent,exrended absencesfrom school
because of her frail physicalcondition.
tr
Sheis nonambulatory and nonverbal; hervision The correctanswersro theserwo questionsare(B)
and hearingareintact.Shecancornmunicate and (C), respecrively.
a few basicneedsby meansof a pictorid
languageboard.
Be Fomiliorwith Multiple-
In your first reading,you shouldmakesurethat
ChoiceQuestionTypes
you understandthe basics.[n this example,you
shouldgraspthat Michellehasprofoundmental Now that you havereviewedthe basicsof
retardationand is nonambulatoryand nonverbal, succeeding at multiple-choicequestions,it should
and that her parenrsarenot living. In this first help to reviewthe mostcommonquestionformats
reading,you shouldalsoanticipatebeingasked you arelikely to see.
questionsaboutappropriatecurriculumand
methodsfor Michelle.Once you havegainedan t, Comphtc thc statcment
overallunderstanding of the case,you should
In this rypeof question,you aregivenan
answerthe first question.
incompletestaternent. You must selectthe choice
Vhich of the followingis the appropriatefocus that will makethe completedstatementcorrect.
of Michellet individualizededucationplan
(IEP)? Accordingto the Individualswith Disabilities
EducationAct (IDEA), when parentsand
(A) Functionalacademics schoolsdisagreeovereducationalissuesfor a
(B) Self-careskills child with a disabiliry either pafty cenrequesta
(C) Basicacademicskills (A) mediator
For the secondquestion,you needto focuson the (C) new teacherfor the student
statusof Michelle'sparents. (D) court date
rii
ti
:i
4lJ
2. There are no trick questionson the tests. 2. Skip thc questionspu ftnd to bc extremely
\bu don'thaveto find any hiddenmeanings or difficult Therearebound to be some
worry abouttrick wording.,\ll of the questions questionsthat you think arehard. Ratherthan
on the testsaskaboutsubiectmatter trying to answertheseon vour first pass
knowledge manner.
in a straightfbrward rhroughthe test,leavethem blank and mark
rhem in your testbookletso rhat you can come
3 . Don't worry about answer Patterns.There is backto them. Payattentionro the time asyou
one mvth that saysthat answers on multiple-
answerthe restof the questionson the testand
choicetestsfollow Patterns.fhere is another
try to finishwith 10 or l5 minutesremaining
myth that therewill neverbe more than rwo
so that you cango backoverrhe questionsyou
questions with the sameletteredanswer
left blank. Evenif you don't know the answer
fbllowingeachother.'Ihereis no truth to
the secondtime you readthe questions'see
cither of thesemyths.Selectthe answeryou
whetheryou cannarrowdown the possible
think is correct,basedon your knowledgeof
answers, and then guess.
rhesubject.
3. Keep track of the time. Bring a watch to the
4. There is no penalty for guessing.Your test
test,just in casethe clockin the testroom is
scoreis basedon the numberof correct
difficult for you to see.Rememberthat, on
answersyou have,and incorrectanswersare
average,you haveabout one minute to answer
not countedagainstyou. W'henyou don't
eachof the questions.One minute may not
know the answerto a question'try to eliminate
seemlike much time, but you will be ableto
any obviouslywrong answersand then guessat
answera numberof questionsin only a few
the correctone.
secondseach.Youwill probablyhaveplenryof
). It's OK to write in your test booklet. You can time to answerall of the questions,but if you
work problemsright on the pagesof the find yourselfbecomingboggeddown in one
booklet,makenotesto yourself,mark section,you might decideto moveon and
questionsyou want to reviewlater,or write comebackto that sectionlater.
anythingat all.Yourtestbookletwillbe
4, Read all of the possible answersbefore
destroyedafteryou arefinishedwith it, so use
selectingone - and then rereadthe question
it in any way that is helpful to you.
to be surethe answeryou haveselectedreally
answersthe questionbeingasked.Remember
Smqrt Tips for Tqking fhe Tesf that a questionthat containsa phraselike
"\(rhich of the followingdoesNOT. . ." is
l. Put your answersin the right "bubbles." It
askingfor the one answerthat is NOT a
seemsobvious,but be surethat you are
correctstatement or conclusion.
"bubblingin" the answerto the right question
on your answersheet.Youwould be surprised
at how manycandidates fill in a "bubble"
without checkingto seethat the number
matchesthe questiontheyareanswering.
). Check answers.If you haveextratime
ar the end ofthe tesr,look overeach
'<rur
left over
questionand makesurethat you havefilled in
the "bubble"on the answersheerasyou
inrended.Many candidates makecareless
mistakesthat could havebeencorrectedif they
had checkedtheir answers.
6. Don't worry about )rouf sconewhen you irre
talcing the test. No one is expectedto get all
of the questionscorrect.Yourscoreon this test
is not andogousto your scoreon the SAT,the
GRE, or other similartests.It doesntmatter \
on this testwhetheryou scorevery high or
barelypass.If you meetthe minimum passing l,-\
rt\l
scoresfor your stateand you meetthe other
requirementsof the statefor obtaining a
teachinglicense,you will receivea license.Your
, - t -/ .'
" ,\, |
I . r \J"
actualscoredoesnt matter,aslong asit is
abovethe minimum requiredscore.lil7ithyour
scorereport you will receivea booklet entitled
IlnderstandingYourPraxisSrorrr, which lists
the passingscoresfor your state.
Chapter 5
PracticeQuestions fbr the SpecialEducation:
Core Knowletlgt Tests
PrqcficeQuestions llthough the proporrionof quesrionsin crrchlrea
lnd rnlior subarelrvill bc lpproximltclv rhe
Now rhat vou hlve studiedrhe contenr topics same.You shorrldnor expccrthc pcrccnrlsetlf'
end haveworked through stretegies
rclatingto
quesrions-voui.lnswcrcorrccrlvin thcscpractice
multiple-choicequestions,vou should rakerhe
qucsrionsto be exacrlvrhe slme rs w'hcnvou r.rke
fbllowing practicetcst.You will probablyfind it
the restrt rn rctual ldministrarion,since
helpful ro simulareactualtescingconditions, numerotrsfacrorsaffect a pcrson'sperfirrmancein
giving yourselfabout 60 minutes to work on the anv given restingsiruarion.
questions.You can cut out and usethe answer
sheetprovidediFyou wish. Vthen you havefinishcdthe prac'ticequcsrions,\()u
can scoreyour answcrsand rcad rhe explanarionsof
Kcep in mind that the test you take at an acrual
the bcstanswerchoicesin chaprer6.
administration will have diffc.rentquesrions,
THEPRA)KIS
S E R IE S @
Professional
Assessments
forBeginning
Teachers
TEST
GOOE:
TEST
NAME:
0n:
Core
Practice
0uestions
Time-60 Minutes
60 Questions
(Note,at theofficialadministration
of test0350,therewill be 150questions,
andyou will beallowed
120minutesto complete thetest;for test0352.therewill be 50 questions,
andyou will be allowed
60 minutesto completethetest;tbr tests0351and0353,therewill be60 questions,andyou will be
allowed60 minutesto complete thetest.)
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CEFTIFICAnON STATEMENT: (Pleasewriteth€loltowing slatsmentbelow'DONOTPRINT') a
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I Forsr8t[corv I Fl I
t ll
SPECIATEDUCAilON: CORE KNOWLEDGE
self-management
(A) contingency-bascd
(B) Functionalasscssment
(C) realitYtheraPY
t t)) ecologicalasscssment
37. A resourceroom reacherwould be mosrlikely 40. Cedricis a fourth graderwho seems to be
to conracran occuparional
rherapistfor help havingdifficulrvkeepingup with reading
with tasks.His parenrsareinreresred in lookinginro
(A) counseling the possibilig'of specialeducationservices.
a high schoolstudenrwirh
Thevhavemadcan appointmenrwith Cedric's
learningdisabilities
abourapplyingro
college teacherand rhespecialeducationreacher who
(B) teachinga srudenrwith muscular workswirh fourrh-gradesrudents.The likelv
firsr stepthe schoolrn'illtakeis
dysrrophyhow ro painr wirh a brush
(C) ralkingro parenrsabourtheir genericrisk (A) prereferralscreeningand in-class
of producinga seriouslyill infant observarion
(D) arranginga play-therapygroup for.young (B) formal resringand evaluarionfor learnin$
srudentswirh disabilities disabiliries
(C) havingthe parenrsmeerwirh the principal
38. Approximarelyrwo-thirdsof childrenwith to discouragerhem from looking inro
artenriondeficirdisorderor arrenriondeficir specialeducarionservices
hyperactivirydisorderalsohavesomekind of (D) orderingbooks-on-rape for all of Cedric's
(A) conductdisorder fourth-graderexrs
(B) learningdisabiliry
(C) menml retardation 41. Chelsea, a studentwith a mild hearingloss,
(D) tic or witching often hasdifficulry followingthe teachert
directionsin class,particularlywhen the
39. Studentswith learningdisabilitiesaccounrfor teacheris doing work at the blackboard.
approximately what percenageof the students Vhich of rhe followingsuggesrions would be a
in specialeducation? most appropriarefirst stepfor the teacherro
try to improveChelsea's behavior?
(A) 5o/o
(B) l0olo (A) Repeatall directionsdirecdyinto Chelsea'.s
(C) 33o/o ear.
(D) 5oo/o (B) Do not givedirectionswhen facingthe
board.
(C) Providean inrerprererfor Chelsea,
(D) Haveanorhersrudentwrite down all
assignments for Chelsea.
42. Nickv is a fifth-gradesrudent.On an informal 45. All of the followingmethodsaredesignedro
readinginventoryhis independent grade- decrease or extinguishbehaviorLXCEPT
readinglevelwas3.0, his instructionallevel (A) ignoringthe targerbehavior
was3.7, md his frusrrationlevelwas4.2.
(B) costresponse for the targetbehavior,
\X/hichof the followingis rhemostsensible
(C) punishmentof the targetbehavior
advicefor a specialcducationteacherto giveto
(D) negarivereinforcementof the target
Nicky'ssocialstudiesteacher?
behavior
(A) Continueto usefifth-gradereading
material,which will forceNicky to catch 46. \7hich of the fbllowingperspectives attributes
uP. emotionaland behavioraldisordersto poor
(B) Try to find and usecontent-appropriate interactionwith the environment,in which the
readingar a fourth-gradelevel. srudentand the environmentaffecteachother
(C) Try to find and usecontenr-appropriate reciprocally,
and often advocates interventions
readingat a third-gradelevel. that involvedtering the entiresocialsystem?
(D) ExcuseNicky from socialstudiesreading.
(A) Behavioral
(B) Ecological
43. Roberto,who spealaEnglishasa second
(C) Humanisric
language, hasbeenhavingdifficulry with
(D) Psychoanalytic
readirigand writing taslain his third-grade
class.After he is referredfor tesdng,his scores
47. Requiringall membersof a group to achievea
on the \7ISC-lII aresignificantlysubaverage.
certaingod beforeany memberof the group
His family conteststhe resultsof the testing.
receivesan awardis an exampleof
\7hich of the followingprinciplesfrom
IDEA '97 cantheycite asinconsistentwith (A) group-contingency contracting
the test? (B) operant conditioning
(C) response cosr
(A) Zero reiecr
(D) cognitivebehaviormodification
(B) Nondiscriminatoryassessment
(C) Parentparticipation
48. The VinelandAdaptiveBehaviorScaleswould
(D) Individualizededucation
mostlikely be usedin rhe diagnosisof
(A) wholclanguage
(B) phonics
((i) linguistic
( D ) ba sll
55. ."\llof the tbllorvinelrc thc comPonclltsof thc 58. .\n orgrtni?-ation rhat rv*sfiruncledin l92l to
.\,{\1R dcflnirion,ri tncntll rctrtrclltiotr .tdvr:crrtfirr .rll children rvirh clisribiliticsrv.rs
F..XCt'.l'}'f for Retarded(litizcns(ARC)
(,\) .'\ssociation
(]hildrcn (CEC)
l[J) Council fbr F.xceprional
tA) sieniflclntlvsublvcrlgc intcllecttrll
((l) LcarningDisabilities,{ssociation (LDA)
perfbrmancc
rB) dcficits in nvo or rnore areasof a.laptive (D) (lhildrcn and Adulrswith ,'\ttention-
(A) a cochlearimplant
57, \flhich of the fbllowing activitieswould be (B) ASI. as her primary language
LEAS'I likely to foster parent'teacher (C) a hearing aid
cooperation? (D) a hearingguide dog
(A) Inviting Parentsto ParticiPatein the
classroom
(B) Frequentcommunication
(C) Listening to parents
(D) Inviting all the student'stcachcrsto the
lL.P meeting
Chapter 6
il.ight,'\nswer$trnd H*plir"nrrtic:rrrs
inr
:tte Spednl hrluuttioyt: {)'ore Kytoru/r:olr,,,
ilrirctice Qriestions
r>
Right Answers ond Explonqtionsfor the ProcficeQuesfions
j1
i'
,li
]I
fi,
.rll relv,ln stttdents'taking activerolcs.tnd dcvckrpmcnt.Someprote'ssionals
bclievethrrt
interlcting lvirh cachother. Direcr itrstrttction .rrticulrtionclisordcrs
shouldbc trerrtcdonlv irr
is ln rpprortchin rvhich the rclchcr uscs studentsl0 or older,u'hich rvould
prccisclvscquenccdlessotr.s rhar involveoltlv tundoubtedlyrcducerhc prevllc'nce,
"l'l-re Ncverthelcss,
tt udcnt- reacheri n teractions. corrcct lt thc prcsenttime, mrnv \'olltlg
.lnswer,rherefbre,is (C). 'childrcn rcceivescrviccsfirr erticuletion
disorders,The correctanswcr,therefbre,is {(-).
2-1.-t'hisquestionprovidesseveral:rnswersthat
may be true in some circumstanccsbut only 2(r. This questionexploresan undcrlying theme in
is, (A),
one answcrthat is trtre in all cases.'['hat dealingwith personswith severeand multiple
(B), and (Cl) all can be usedto support and disabilities.lv{anyof theseindividuals rcquire
improve communication, but cach represcntsa specializedand inrensiveinstrucrion in urdcr
fhirly specificmeansor approach.On the othcr to acquire and use basicskills becausethey
hand, augmentativecommunication is the havediminished learningand memory
more generalapproach that encompassesmany capabilities.Although individuals may have
diflbrent merhodsto build or augment multiple disabilitiesthat do not include mental
communication.'fhe correctanswer,therefore, retardation,mental retardation is relatively
is (D). pervasivein this population.'l'he correct
answer,therefore,is (D).
Il
stimulusrvhcnthe t:rrgetLrehtvioroccurs.It is ,r8. This questioncxpkrrcsthc purposefor
or cxtillguish
nrlt dc.signcJr.r .lecre,r.se asscssinglcl:rptivcbchavitlr.Sttrdcnrsrvho ,,rrc
bch*r'iors.(,\), (B). rnd ((l) all involvencsrtivc gificd and tulcnted,t,\), rre idcnriflednrost
collsequcnces, but ncgltiveconsequct'lccs arc oficn through tcechcrrecommcnd:rtionrtnd
quite difllrcnt from negxtivereinfbrccment. fbr learning
possiblvI(f tcstinu.'fe'sting
'['he correctrnswer,rhcrefbre,is (D). (B), usuallvinvolvesaptitrrdcand
disabilities,
achievemen!measurcs.FragileX syndrome,
(D), is identifiedthrough genetictesting.The
-i(r.This questionasksvou to diflirentiate thcories
diagnosisof mental retardationdependsnot
rhat are applied to emotional end behavioral
only on significantlysubaverageintellectual
disorders.Both humanistic,(C), and
functioning but alsoon concurrentdcficits in
psychoanalytic,(D), persPectivesfoctrson the
adaptivebehavior,as measuredon instrumcnts
individuals ftelingsand motivationsrather
such as the Vincland. ]'he correctanswer,
than on interacrionswith the environment.
thcrcforc,is (C).
Behavioralperspectives,(A), acknowledgethe
impact of the environment but concentrateon
the learning of new, appropriate behavior.The 49. This questionemphasizesthat transition
ecologicalmodel, with some behavioral planning encompassesrnor€ than simply the
underpinnings,examinesinteractionsof the transition fiom school ro work. IDEA'97
student and the environment.The correct defines transition planning as a coordinated set
answer,therefbre,is (B). of activitiesleadingto outcomesin post-school
education,vocational
activities:postsecondary
training, integratedemployment, continuing
a7 . This question highlights a behavioral
and adult education, adult services,
techniquefor working with groupsof students.
independentliving, or communiry
ln many ways, almost all teachersuse
participation.'[he IEB (A), may contain
contingencies:rewardsare contingent upon
transition plinning, but it is a much broader
demonstrating desiredbehaviors,or goirls.
clocument.l'he IFSB (C), generallyis used
(lontingenciescan be applied to groLlP 'fhe REI,
with familiesof infants and toddlers.
bchavioraswell as individual. Operant (D), was lv{adeline\fill's initiative that spurred
conditioning, (B), whilc it may incorporate
practicesof inclusion.The cclrrectanswcr'
contingencies,is too broad a term, Response
thercfbre,is (B).
cost, (C), focusesmore on withholding or
removingprivilegesas a consequence for
inappropriatebehavior.Cognitive behavior
modification, (D), is a techniquefor acquiring
specificeducationalskills, usuallyusedin onc-
ro-one tcaching,'fhe correctanswcr,thcrcfbrc,
is (A),
50.This qucsrionrackles an oftenthornvissuein 53. This qucsrionasksyou ro be awareof age-
educarion. Suspending a srudenrbecau.se of r appropriate acrivirics.Fora l4-vear-old
disabiliwis a form of discriminarion.lt is nor srudenr,(A), (B), and (D) all address issues
an issueof nondiscriminarory assessment, (B). thar arerelevantro a reenager. Readingfrom a
Parenrsarcnor playinga rolein rhisdecision, second-grade rexr,.u.n rhuughhis reading
(C), and no menrionis madeof timelines or abilirl'mar.'be poor,is nor ageappropriare for
orherconcerns perrinenrro dueprocess, (A). Benjamin.Adaptingmaterialor usinghigh-
Zero reject,(D), rhe principlethat every interesrlow-vocabularv readingrexrswould be
studentis endtledro a freeand appropriate moresensible. The correcranswer,therefore,
educarion(F.A.PE.)and that no srudentcanbe is (C),
rejecredor deniedan educarionbecause ofa
disabilirydoessupportrhe administrarion's
rationaleand decision.The correcranswer. 54. This quesrionresrsyour knowledgeof different
therefore, is (D). observational recordingtechniques.Naralie's
il tantrumsaredisruprivebecause of rhe length
i or durarionof rime involved,nor so much
51. This questionasksyou to identi$,rhe whole- because of how often rheyoccur.(A), (B), and
i
I Ianguageapproachto readinginsrruction.A (C) areall differenrwaysof assessing
t. the
key in rhis questionis the differentiarionof frequencyof a behavior,which is nor the
rhis approachfrom onesrhar breakdown teachertfocus.Duration recording,(D),
readinginro a collectionof separate skills.(B), providesthe amountof time a studentengages
(C), and (D) all approachreadingby in a behavior.By knowing durarion,rhe
strengtheningcomponentskillsof reading.In teachercanserreasonable goalsso rharNaralie
contrast,whole-language insrruction can reducethe lengthof the disruptive
emphasizes a holisticapproach,in which all behaviorunril it is exringuished or ar leasrnor
instructionfocuseson readingfor meaning. disruprive.The correctanswer,therefore,is
The correctanswer,rherefore,is (A). (D).
l
-fhis questionaddresses 'fhis
56. a characteristicshared 59. question looks at how we decidewhat is
bv a numberof srudents with disabilities.This normal and rvhat is not. A sociologicd
behaviorof givingup, combinedwith the rpproach, (A), rvould focuson how individuals
dcficitsassociaredwith disabilities,
presenrsa deviate fiom social standards.A cultural
significant to specialeducation
challenge approach,(B), rvould examinethe dominant
teachers. Most educatorsbelievethis behavior cultural valueslnd how they may conflict with
is learned,a learnedhelplessness,(B). (A) and other cultural values.Exceptiondiry may also
(C) areproblematic behaviors but not be self-defined,(D). The developmental
specificallyconnectedwith giving up. (D) approach comparesan individual's growth
refersto executivefunctioningor self- pattern to a group average,thereby providing
monitoring.The correctanswer,therefore, developmental norms and milestones.The
i s ( B) . correct answer,therefore,is (C).
r>
Checkfisr
J thetesring
requirements
forvourreaching
fiel<lin rhesrare(s)
whereyouplan
,?t#l"tw
l
I
The Doy of rhe Tesf
\bu should havc endedvour rcvicw a day or rn'o beforerhe acrualresrdare.And many clichdsyou may
haveheardabout the day ofthe test are true. You should
Bewell resrcd
'lbke photo idenrificationwirh you
#2 pencils(at leastthree)
Takea supplvof well-sharpened
Eat beforeyou takethe tesr
Generolfnquiries
Phone:800-772-947
6 or 609-77t -7 395(Monday-Friday,
8:00A.M.ro 7:45 p.u.,Easrern
time)
Fax:6A9-771-7906
ExtendedTime
If you havea learningdisabiliryor if English
is not your primary language, you canapply to be given
more tirne to takeyour test.The Registration
Bulletin t.ll, you ho* ylu ;;;";;tfor
extendedtime.
DisqbifirySeruices
Phone:866-i87-86A2or 609-77
t -7780
Fax 609-771-7906
TTy (for deafor hard-of-hearing
callers)
: 609-771_7714
Moifing Address
ETS-The PraxisSeries
PO.Box6051
Princeton,
NJ 08j41-60jI
Generolfnquiries
Phone:800-772-947
6 or 609-77t -7 395(Monday-Friday,
8:00A.M.ro 7:45 p.u.,Easrern
time)
Fax:6A9-771-7906
ExtendedTime
If you havea learningdisabiliryor if English
is not your primary language, you canapply to be given
more tirne to takeyour test.The Registration
Bulletin t.ll, you ho* ylu ;;;";;tfor
extendedtime.
DisqbifirySeruices
Phone:866-i87-86A2or 609-77
t -7780
Fax 609-771-7906
TTy (for deafor hard-of-hearing
callers)
: 609-771_7714
Moifing Address
ETS-The PraxisSeries
PO.Box6051
Princeton,
NJ 08j41-60jI