PRAXIS 5355 PRACTICE TEST B QUESTIONS
1. In which of the following scenarios is it most appropriate for a teacher to be-
gin to use prompt-fading techniques to support a student's skill development?
A. A student reads only assigned fiction texts and refuses to read nonfiction
texts.
B. A student often becomes argumentative after receiving a grade below 80
percent on
an assignment
C. A student reciprocates greetings only when the teacher provides verbal
reminders.
D. A student ignores the gesture whenever the teacher points to a clock to
remind the
student to stay on task.: Option (C) is correct. A student reciprocates greetings only when the teacher
provides verbal reminders, indicating that the student has become prompt dependent.
2. The teacher of a multigrade self-contained special education classroom con-
siders the needs and abiities of the following students to group them for an
upcoming mathematics lesson.
Student 1 is a first grader with the following IP goal. "Given paper circles and
squares, the student will fold the papers and identify one-half and one-fourth
of the whole with at least 80% accuracy."
Student 2 is a second grader with the following IP goal. "Given a variety
of concrete fraction models of halves, fourths, and eighths, the student will
,correctly name the fractional parts with at least 80% accuracy."
Student 3 is a third grader with the following IP goal. "Given a set of ten
one-step problems involving addition and subtraction of fractions with like
denominators, the student will solve them with at least 80% accuracy."
Student 4 is a fourth grader with the following IP goal. "When shown the
first two steps of a pattern, the student will extend the patter twice with 80%
accuracy on three consecutive days. Based on the students IEP goals, which of
the following grouping formats is most appropriate?
,A. Allowing the third and fourth graders to tutor the first and second graders
B. Working with each student individually on specific learning objectives
C. Teaching the first and second graders together while the others work inde-
pendently
D. Keeping all four students in a whole-group differentiated lesson on fractions-
: Option (C) is correct. The first and second graders have similar IP goals related to fractions, therefore grouping the two
students together makes sense.
3. Which of the following actions most effectively demonstrates that a student
with cognitive delays has developed a generalization of the concept 'red"?
A. Learning how to brush one's teeth with a red toothbrush, a red cup, and a
red toothpaste
B. Identifying a red sweater, a red truck in the play area, and the red apple in
a basket of fruit
C. Separating a pile of red blocks and blue blocks into two sets of blocks
by color
D. Naming the letters in the word red" and finding the word in easy-to-read
picture books: Option (B) is correct. Identifying examples of objects that possess the color red in ditterent
contexts (sweater, truck, apple) indicates a student's ability to generalize redness.
4. Which of the following is an appropriate research-based compensatory inter-
vention for a student with a traumatic brain injury that affects the student's
expressive-language ability?
A. Providing environmental cues to prompt the student to complete tasks
B. Guiding the student to communicate relevant information needed for a task
, C. Labeling the names of classroom items to help the student request needed
items
D. Creating a picture notebook of important items to facilitate communica-
tion: Option (D) is correct. A student struggling significantly with expressive-language demands is likely unable to
speak and communicate ettectively. Using a notebook with pictures that the student can point to can help the student
communicate without having to verbalize.
1. In which of the following scenarios is it most appropriate for a teacher to be-
gin to use prompt-fading techniques to support a student's skill development?
A. A student reads only assigned fiction texts and refuses to read nonfiction
texts.
B. A student often becomes argumentative after receiving a grade below 80
percent on
an assignment
C. A student reciprocates greetings only when the teacher provides verbal
reminders.
D. A student ignores the gesture whenever the teacher points to a clock to
remind the
student to stay on task.: Option (C) is correct. A student reciprocates greetings only when the teacher
provides verbal reminders, indicating that the student has become prompt dependent.
2. The teacher of a multigrade self-contained special education classroom con-
siders the needs and abiities of the following students to group them for an
upcoming mathematics lesson.
Student 1 is a first grader with the following IP goal. "Given paper circles and
squares, the student will fold the papers and identify one-half and one-fourth
of the whole with at least 80% accuracy."
Student 2 is a second grader with the following IP goal. "Given a variety
of concrete fraction models of halves, fourths, and eighths, the student will
,correctly name the fractional parts with at least 80% accuracy."
Student 3 is a third grader with the following IP goal. "Given a set of ten
one-step problems involving addition and subtraction of fractions with like
denominators, the student will solve them with at least 80% accuracy."
Student 4 is a fourth grader with the following IP goal. "When shown the
first two steps of a pattern, the student will extend the patter twice with 80%
accuracy on three consecutive days. Based on the students IEP goals, which of
the following grouping formats is most appropriate?
,A. Allowing the third and fourth graders to tutor the first and second graders
B. Working with each student individually on specific learning objectives
C. Teaching the first and second graders together while the others work inde-
pendently
D. Keeping all four students in a whole-group differentiated lesson on fractions-
: Option (C) is correct. The first and second graders have similar IP goals related to fractions, therefore grouping the two
students together makes sense.
3. Which of the following actions most effectively demonstrates that a student
with cognitive delays has developed a generalization of the concept 'red"?
A. Learning how to brush one's teeth with a red toothbrush, a red cup, and a
red toothpaste
B. Identifying a red sweater, a red truck in the play area, and the red apple in
a basket of fruit
C. Separating a pile of red blocks and blue blocks into two sets of blocks
by color
D. Naming the letters in the word red" and finding the word in easy-to-read
picture books: Option (B) is correct. Identifying examples of objects that possess the color red in ditterent
contexts (sweater, truck, apple) indicates a student's ability to generalize redness.
4. Which of the following is an appropriate research-based compensatory inter-
vention for a student with a traumatic brain injury that affects the student's
expressive-language ability?
A. Providing environmental cues to prompt the student to complete tasks
B. Guiding the student to communicate relevant information needed for a task
, C. Labeling the names of classroom items to help the student request needed
items
D. Creating a picture notebook of important items to facilitate communica-
tion: Option (D) is correct. A student struggling significantly with expressive-language demands is likely unable to
speak and communicate ettectively. Using a notebook with pictures that the student can point to can help the student
communicate without having to verbalize.
