School Psychology Praxis Exam Study Guide - Practice Questions & Verified Answers
4 levels of data-based decision making 1. background data collection and problem identification level
2. Screening level
3. process monitoring and RTI level
Formal assessment level (special education evaluation )
What is data needed for? 1. identify the problem and plan interventions
2. increase or decrease levels of intervention
3. help determine whether interventions are implemented with fidelity
4. decide whether interventions are related to positive student outcomes (effective)
5. plan individualized instruction and strategic long-term educational planning
Name initial data collection sources 1. background information
2. interviews
3. observations
Advantages and limitations of structured interviews More standardized and formal. The same questions are given to each child
Advantage
-high validity and reliability
-comparisons across populations
-indicates the presence or absense of a problem, not level of functioning
Limitation
-unable to modify questions to needs of the interviewee
-interview must follow a strict format and administration
Advantages and limitations of unstructured interviews Based on the assumption that conversational style helps to put the student at ease.
Less structure more that will share
Advantage
- adapted to the needs of the interviewee
Limitation
- child responses can be hard to interpret
-can't be compared to norms
Semi-structured combine the best features of both. This allows of flexibility and follow-up questions
whole-interval recording behavior only recored when occurs during the ENTIRE time interval (good for
continuous behaviors or behaviors that occur in short duration)
Frequency or event recording record the number of behaviors that occurred during a specific period
Duration recording length of time specific period lasts
Latency recording time between onset of stimulus or signal that imitates a specific behavior
Time sampling interval recording select a time period for the observation, divide period into a number of equal
intervals and record whether or not behavior occurs.
Effective when the beginning and end of behavior is difficult to determine or when
only a brief period of time is available for observations
2026-2027 | Stuvia Edition
, School Psychology Praxis Exam Study Guide - Practice Questions & Verified Answers
Partial- interval recording scored if it occurs at any part of the time interval. Multiple episodes of behavior in a
single time interval are counted as one score or mark.
Effective when behaviors occur at a relatively low rate or for inconsistent duration
Momentary time sampling Scored as present or absent only during the moment that a timed interval begins. it
is the lasted biased estimate of behavior as it actually occurs
Purpose of universal screening 1. Broad: determine if need for modifications for:
- core curriculum
-instruction
-general education environment
2. Narrow identify specific student that need more support
Benefits and limitations of universal screening Benefits
-Cost effective
-Time efficient
-Easy to administer
Limitations
misclassifying some students when using the screening tool
Least dangerous assumption better to have treat false positives than miss false negatives
CBM curriculum-based measure reliable but only work if align with local norms,
benchmarks, and standards
DIBELS (dynamic indicators of basic early literacy skills)
Fluency-based indicators measure such things as initial-sound fluency, letter-naming fluency, phoneme
segmentation, nonsense-word fluency, and oral-reading fluency
CogAT cognitive assessment test: cognitive measure, but it is group administered and
qualifies as a screener
stated educational agency screen formal group-administered tests that are given every year to measure growth in
reading, writing, and math
some used alternatives to state-created test i.e. Iowa test of basic skills
STEEP system to enhance educational performance conduct CBMs in reading, math, and
writing several times year to identify students in need of additional support
RIT if a student does not make progress in 30-60 days school must consider special
education 4-8 weeks
Two levels of collecting progress-monitoring data 1. Sub-skill master measurement (SMM): information on student progress is
collected to determine whether the specific intervention for target behavior is
effective.
Should be collected freq. even daily
2. General outcome measurement (GOM): determine if the student is making
progress toward long range goal.
Should be collected less freq. once a week
2026-2027 | Stuvia Edition
, School Psychology Praxis Exam Study Guide - Practice Questions & Verified Answers
How to access data 1. based on systematic and repeated measurement over specific time
2. freq. data, percentage correct, or number of opportunities to respond are the
results that are typically recorded and displayed
3. horizontal axis on graph represents real and appropriate intervals of time (i.e.
days or weeks)
4. note three levels of analysis: variability, level and trend
Variability and sources of error 1. effective if see a change in behavior which should be observable and measured
2. confounding variable includes uncontrolled subject and environmental variables.
try to control whenever possible
3. error measurement: CBM probe not done right
Mitigating factores don't control for extraneous factors might say the intervention is working when it is
something else
Level Average performance within a condition
Trend 1. Performance increases of decreases across time
2.multiple measurements are required to estimate a trend. slope easy to get.
3. visual analysis can be used to estimate the general pattern of change not make
sure to pick the best slope line
Analysis of baseline RTI data 1. no new highs or lows for three consecutive data points
2. 80% of data should fall within 15% of the mean average one or in the case of
increasing or decreasing data points, within 15% of the trend line
3. for baseline collect at least 3-5 points
4. schools, practical considerations often affect that amount of data that can be
collected
Should the intervention be changed? if 2-3 data points fall below the aim line, the intervention needs to be changed.
compare trend line to aim line
Are there no corrects responses in 3 or more days (or change the intervention
sessions) in a row?
Are the data highly variable? consider extraneous factors when data is too variable
Is the percentage of correct responding below 85% Include modifications to the instruction by providing better prompts, additional
modeling, or more effective corrective feedback
Is the student's performance accurate but slow? focus on increasing the student's rate of correct responses. Rate increase is
achieve through repeated practice and systematic contingencies to address student
motivation
Why should a school psychologist not use the DAS-1? because tests with norms older than 10 years old should not used with caution
Comprehensive special education evaluation will include 1. cognitive
formal and informal data within each of the following major 2. achievement
domains 3. communication speech/language
4. motor skills
5. adaptive skills
6. social, emotional, and behavioral functioning
7. sensory processing
2026-2027 | Stuvia Edition
4 levels of data-based decision making 1. background data collection and problem identification level
2. Screening level
3. process monitoring and RTI level
Formal assessment level (special education evaluation )
What is data needed for? 1. identify the problem and plan interventions
2. increase or decrease levels of intervention
3. help determine whether interventions are implemented with fidelity
4. decide whether interventions are related to positive student outcomes (effective)
5. plan individualized instruction and strategic long-term educational planning
Name initial data collection sources 1. background information
2. interviews
3. observations
Advantages and limitations of structured interviews More standardized and formal. The same questions are given to each child
Advantage
-high validity and reliability
-comparisons across populations
-indicates the presence or absense of a problem, not level of functioning
Limitation
-unable to modify questions to needs of the interviewee
-interview must follow a strict format and administration
Advantages and limitations of unstructured interviews Based on the assumption that conversational style helps to put the student at ease.
Less structure more that will share
Advantage
- adapted to the needs of the interviewee
Limitation
- child responses can be hard to interpret
-can't be compared to norms
Semi-structured combine the best features of both. This allows of flexibility and follow-up questions
whole-interval recording behavior only recored when occurs during the ENTIRE time interval (good for
continuous behaviors or behaviors that occur in short duration)
Frequency or event recording record the number of behaviors that occurred during a specific period
Duration recording length of time specific period lasts
Latency recording time between onset of stimulus or signal that imitates a specific behavior
Time sampling interval recording select a time period for the observation, divide period into a number of equal
intervals and record whether or not behavior occurs.
Effective when the beginning and end of behavior is difficult to determine or when
only a brief period of time is available for observations
2026-2027 | Stuvia Edition
, School Psychology Praxis Exam Study Guide - Practice Questions & Verified Answers
Partial- interval recording scored if it occurs at any part of the time interval. Multiple episodes of behavior in a
single time interval are counted as one score or mark.
Effective when behaviors occur at a relatively low rate or for inconsistent duration
Momentary time sampling Scored as present or absent only during the moment that a timed interval begins. it
is the lasted biased estimate of behavior as it actually occurs
Purpose of universal screening 1. Broad: determine if need for modifications for:
- core curriculum
-instruction
-general education environment
2. Narrow identify specific student that need more support
Benefits and limitations of universal screening Benefits
-Cost effective
-Time efficient
-Easy to administer
Limitations
misclassifying some students when using the screening tool
Least dangerous assumption better to have treat false positives than miss false negatives
CBM curriculum-based measure reliable but only work if align with local norms,
benchmarks, and standards
DIBELS (dynamic indicators of basic early literacy skills)
Fluency-based indicators measure such things as initial-sound fluency, letter-naming fluency, phoneme
segmentation, nonsense-word fluency, and oral-reading fluency
CogAT cognitive assessment test: cognitive measure, but it is group administered and
qualifies as a screener
stated educational agency screen formal group-administered tests that are given every year to measure growth in
reading, writing, and math
some used alternatives to state-created test i.e. Iowa test of basic skills
STEEP system to enhance educational performance conduct CBMs in reading, math, and
writing several times year to identify students in need of additional support
RIT if a student does not make progress in 30-60 days school must consider special
education 4-8 weeks
Two levels of collecting progress-monitoring data 1. Sub-skill master measurement (SMM): information on student progress is
collected to determine whether the specific intervention for target behavior is
effective.
Should be collected freq. even daily
2. General outcome measurement (GOM): determine if the student is making
progress toward long range goal.
Should be collected less freq. once a week
2026-2027 | Stuvia Edition
, School Psychology Praxis Exam Study Guide - Practice Questions & Verified Answers
How to access data 1. based on systematic and repeated measurement over specific time
2. freq. data, percentage correct, or number of opportunities to respond are the
results that are typically recorded and displayed
3. horizontal axis on graph represents real and appropriate intervals of time (i.e.
days or weeks)
4. note three levels of analysis: variability, level and trend
Variability and sources of error 1. effective if see a change in behavior which should be observable and measured
2. confounding variable includes uncontrolled subject and environmental variables.
try to control whenever possible
3. error measurement: CBM probe not done right
Mitigating factores don't control for extraneous factors might say the intervention is working when it is
something else
Level Average performance within a condition
Trend 1. Performance increases of decreases across time
2.multiple measurements are required to estimate a trend. slope easy to get.
3. visual analysis can be used to estimate the general pattern of change not make
sure to pick the best slope line
Analysis of baseline RTI data 1. no new highs or lows for three consecutive data points
2. 80% of data should fall within 15% of the mean average one or in the case of
increasing or decreasing data points, within 15% of the trend line
3. for baseline collect at least 3-5 points
4. schools, practical considerations often affect that amount of data that can be
collected
Should the intervention be changed? if 2-3 data points fall below the aim line, the intervention needs to be changed.
compare trend line to aim line
Are there no corrects responses in 3 or more days (or change the intervention
sessions) in a row?
Are the data highly variable? consider extraneous factors when data is too variable
Is the percentage of correct responding below 85% Include modifications to the instruction by providing better prompts, additional
modeling, or more effective corrective feedback
Is the student's performance accurate but slow? focus on increasing the student's rate of correct responses. Rate increase is
achieve through repeated practice and systematic contingencies to address student
motivation
Why should a school psychologist not use the DAS-1? because tests with norms older than 10 years old should not used with caution
Comprehensive special education evaluation will include 1. cognitive
formal and informal data within each of the following major 2. achievement
domains 3. communication speech/language
4. motor skills
5. adaptive skills
6. social, emotional, and behavioral functioning
7. sensory processing
2026-2027 | Stuvia Edition
