Praxis 5543 Practice
Exams
Updated Questions and
Answers
100% Verified Exam Prep
and Comprehensive
Rationales Included
,A second-grade student who started receiving special C
education services at the age of 3 was recently
reevaluated. The results of testing indicate that the student
has an IQ score of 70, poor expressive communication
skills, and difficulty performing daily-living skills. The
deficits affect the student's ability to complete age-
appropriate tasks. Which of the following categories best
defines the student's disability?
A.Specific learning disability
B.Other health impairment
C.Intellectual disability
D.Autism spectrum disorder
Which of the following skills is most appropriate to include D
in a functional academic curriculum for high school
students with mild-to-moderate disabilities?
A.Using community resources and services
B.Managing one's own emotional state
C.Dressing appropriately for the weather
D.Balancing a personal spending account
Rebecca is a 9-year-old student who receives instruction in D
a third-grade inclusion classroom. She has been
diagnosed with ADHD and a specific learning disability in
reading. Rebecca is very impulsive and shouts out
answers and interrupts others when they are speaking.
She easily forgets concepts taught in class and has
difficulty completing assignments on time. Rebecca is
learning to keep her desk organized and to remind herself
to bring in her homework. She prefers to work by herself
yet close to the teacher.
Which of the following is the most appropriate instructional
strategy that the special education teacher can use to best
support Rebecca in the classroom?
A.Providing opportunities to complete tasks with others
B.Incorporating the use of assistive technology in
assignments
C.Incorporating the use of homogeneous small groups in
class
D.Reviewing previous lessons and relating them to new
material
Rebecca is a 9-year-old student who receives instruction in A
a third-grade inclusion classroom. She has been
diagnosed with ADHD and a specific learning disability in
reading. Rebecca is very impulsive and shouts out
answers and interrupts others when they are speaking.
She easily forgets concepts taught in class and has
difficulty completing assignments on time. Rebecca is
learning to keep her desk organized and to remind herself
to bring in her homework. She prefers to work by herself
yet close to the teacher.
Which of the following is most likely to help Rebecca solve
multistep word problems in mathematics?
A.Encouraging Rebecca to use hands-on manipulatives to
model word problems
B.Repeating instructions verbally for Rebecca on how to
solve word problems
C.Providing Rebecca with a checklist of the steps to follow
when solving word problems
D.Giving Rebecca a talking calculator to help her solve
word problems
,Rebecca is a 9-year-old student who receives instruction in B
a third-grade inclusion classroom. She has been
diagnosed with ADHD and a specific learning disability in
reading. Rebecca is very impulsive and shouts out
answers and interrupts others when they are speaking.
She easily forgets concepts taught in class and has
difficulty completing assignments on time. Rebecca is
learning to keep her desk organized and to remind herself
to bring in her homework. She prefers to work by herself
yet close to the teacher.
Which of the following teacher actions is most likely to
control Rebecca's impulsive behavior in the classroom?
A.Giving Rebecca the option of working with a peer in the
classroom
B.Establishing a visual cue for Rebecca to follow before an
activity begins
C.Providing Rebecca with a copy of the classroom rules
and consequences
D.Seating Rebecca next to the teacher and away from
distractions during activities
Rebecca is a 9-year-old student who receives instruction in C
a third-grade inclusion classroom. She has been
diagnosed with ADHD and a specific learning disability in
reading. Rebecca is very impulsive and shouts out
answers and interrupts others when they are speaking.
She easily forgets concepts taught in class and has
difficulty completing assignments on time. Rebecca is
learning to keep her desk organized and to remind herself
to bring in her homework. She prefers to work by herself
yet close to the teacher.
Which of the following establishes the most appropriate
consequences for Rebecca's impulsivity?
A.Calling a team meeting with Rebecca's parents each
time the behavior occurs
B.Designating a time-out space with a determined amount
of time based on each interruption
C.Using collaborative discipline in which Rebecca has
input in monitoring her own behavior
D.Establishing a response-cost system with points taken
away for outbursts
Which TWO of the following are essential components of a AD
special education teacher's well-prepared lesson plans?
A-Student learning objectives and instructional resources
B-Teaching responsibilities of IEP team members
C-Schedules for related services provided to students in
the class
D-Assessment instruments to measure student progress
toward goals
E-Guidelines for professional development as a special
education teacher
Which of the following characteristics of students with a B
mild intellectual disability has the most detrimental effect
on their ability to develop basic reading skills in school?
A.Limited social skills
B.Limited language skills
C.Limited adaptive behavior
D.Limited attention span
, A fifth-grade special education teacher is introducing the C
concept of simplifying fractions using common factors to a
collaborative math class. After the lesson, the teacher
wants to determine which students will require more
guided practice. Which of the following strategies is most
appropriate for the teacher to use to assist students in
evaluating their own level of understanding?
A.Asking students to simplify several fractions as a warm-
up exercise during the next class
B.Giving students time to write in their journal about what
they learned in class
C.Asking students to fill out a rubric on an exit slip as they
leave the classroom
D.Giving the students a homework assignment relating to
simplifying fractions
Which of the following types of student results are most B
appropriate to consider when making adjustments to
instruction?
A.Outcomes from psychological evaluations
B.Scores on formative assessments
C.Outcomes from state standardized tests
D.Scores on summative exams
A third-grade special education teacher in a collaborative D
classroom asks students to clean up before music class. A
student with autism spectrum disorder (ASD) refuses to
comply and continues to play with a puzzle. The ABC chart
describes the interaction between the teacher and the
student. Which of the following is the most appropriate way
for the teacher to prevent similar situations in the future?
A.Encouraging the student to ask the teacher or others for
help
B.Displaying a list of consequences for noncompliant
behaviors
C.Communicating frequently with the student's parents
D.Providing the student with verbal and visual transitional
cues
A teacher recommends that a 10-year-old student from A
Kosovo be evaluated to determine whether the student
has a disability and needs special education services. If
the parents consent to the evaluation, which of the
following factors must be considered to ensure that the
assessment instruments used are not discriminatory?
A.The student's cultural and linguistic background
B.The student's access to out-of-school tutoring
C.The student's IQ score and proficiency with self-care
skills
D.The student's age and ability to use assistive technology
A special education teacher is instructing second-grade B
students on a new math skill. Which of the following
activities is the best way for the teacher to check for
student understanding during guided practice?
A.Asking students if there are any questions after they
receive instruction and watch the teacher solve several
sample problems
B.Having students write their answer to a sample problem
on a card that they hold up when they are ready for a class
discussion
C.Giving students ten problems to solve independently
and later checking their answers to determine which
students need reteaching
D.Suggesting that students circle all problems on a
worksheet that they do not understand and want to solve
with a peer tutor
Exams
Updated Questions and
Answers
100% Verified Exam Prep
and Comprehensive
Rationales Included
,A second-grade student who started receiving special C
education services at the age of 3 was recently
reevaluated. The results of testing indicate that the student
has an IQ score of 70, poor expressive communication
skills, and difficulty performing daily-living skills. The
deficits affect the student's ability to complete age-
appropriate tasks. Which of the following categories best
defines the student's disability?
A.Specific learning disability
B.Other health impairment
C.Intellectual disability
D.Autism spectrum disorder
Which of the following skills is most appropriate to include D
in a functional academic curriculum for high school
students with mild-to-moderate disabilities?
A.Using community resources and services
B.Managing one's own emotional state
C.Dressing appropriately for the weather
D.Balancing a personal spending account
Rebecca is a 9-year-old student who receives instruction in D
a third-grade inclusion classroom. She has been
diagnosed with ADHD and a specific learning disability in
reading. Rebecca is very impulsive and shouts out
answers and interrupts others when they are speaking.
She easily forgets concepts taught in class and has
difficulty completing assignments on time. Rebecca is
learning to keep her desk organized and to remind herself
to bring in her homework. She prefers to work by herself
yet close to the teacher.
Which of the following is the most appropriate instructional
strategy that the special education teacher can use to best
support Rebecca in the classroom?
A.Providing opportunities to complete tasks with others
B.Incorporating the use of assistive technology in
assignments
C.Incorporating the use of homogeneous small groups in
class
D.Reviewing previous lessons and relating them to new
material
Rebecca is a 9-year-old student who receives instruction in A
a third-grade inclusion classroom. She has been
diagnosed with ADHD and a specific learning disability in
reading. Rebecca is very impulsive and shouts out
answers and interrupts others when they are speaking.
She easily forgets concepts taught in class and has
difficulty completing assignments on time. Rebecca is
learning to keep her desk organized and to remind herself
to bring in her homework. She prefers to work by herself
yet close to the teacher.
Which of the following is most likely to help Rebecca solve
multistep word problems in mathematics?
A.Encouraging Rebecca to use hands-on manipulatives to
model word problems
B.Repeating instructions verbally for Rebecca on how to
solve word problems
C.Providing Rebecca with a checklist of the steps to follow
when solving word problems
D.Giving Rebecca a talking calculator to help her solve
word problems
,Rebecca is a 9-year-old student who receives instruction in B
a third-grade inclusion classroom. She has been
diagnosed with ADHD and a specific learning disability in
reading. Rebecca is very impulsive and shouts out
answers and interrupts others when they are speaking.
She easily forgets concepts taught in class and has
difficulty completing assignments on time. Rebecca is
learning to keep her desk organized and to remind herself
to bring in her homework. She prefers to work by herself
yet close to the teacher.
Which of the following teacher actions is most likely to
control Rebecca's impulsive behavior in the classroom?
A.Giving Rebecca the option of working with a peer in the
classroom
B.Establishing a visual cue for Rebecca to follow before an
activity begins
C.Providing Rebecca with a copy of the classroom rules
and consequences
D.Seating Rebecca next to the teacher and away from
distractions during activities
Rebecca is a 9-year-old student who receives instruction in C
a third-grade inclusion classroom. She has been
diagnosed with ADHD and a specific learning disability in
reading. Rebecca is very impulsive and shouts out
answers and interrupts others when they are speaking.
She easily forgets concepts taught in class and has
difficulty completing assignments on time. Rebecca is
learning to keep her desk organized and to remind herself
to bring in her homework. She prefers to work by herself
yet close to the teacher.
Which of the following establishes the most appropriate
consequences for Rebecca's impulsivity?
A.Calling a team meeting with Rebecca's parents each
time the behavior occurs
B.Designating a time-out space with a determined amount
of time based on each interruption
C.Using collaborative discipline in which Rebecca has
input in monitoring her own behavior
D.Establishing a response-cost system with points taken
away for outbursts
Which TWO of the following are essential components of a AD
special education teacher's well-prepared lesson plans?
A-Student learning objectives and instructional resources
B-Teaching responsibilities of IEP team members
C-Schedules for related services provided to students in
the class
D-Assessment instruments to measure student progress
toward goals
E-Guidelines for professional development as a special
education teacher
Which of the following characteristics of students with a B
mild intellectual disability has the most detrimental effect
on their ability to develop basic reading skills in school?
A.Limited social skills
B.Limited language skills
C.Limited adaptive behavior
D.Limited attention span
, A fifth-grade special education teacher is introducing the C
concept of simplifying fractions using common factors to a
collaborative math class. After the lesson, the teacher
wants to determine which students will require more
guided practice. Which of the following strategies is most
appropriate for the teacher to use to assist students in
evaluating their own level of understanding?
A.Asking students to simplify several fractions as a warm-
up exercise during the next class
B.Giving students time to write in their journal about what
they learned in class
C.Asking students to fill out a rubric on an exit slip as they
leave the classroom
D.Giving the students a homework assignment relating to
simplifying fractions
Which of the following types of student results are most B
appropriate to consider when making adjustments to
instruction?
A.Outcomes from psychological evaluations
B.Scores on formative assessments
C.Outcomes from state standardized tests
D.Scores on summative exams
A third-grade special education teacher in a collaborative D
classroom asks students to clean up before music class. A
student with autism spectrum disorder (ASD) refuses to
comply and continues to play with a puzzle. The ABC chart
describes the interaction between the teacher and the
student. Which of the following is the most appropriate way
for the teacher to prevent similar situations in the future?
A.Encouraging the student to ask the teacher or others for
help
B.Displaying a list of consequences for noncompliant
behaviors
C.Communicating frequently with the student's parents
D.Providing the student with verbal and visual transitional
cues
A teacher recommends that a 10-year-old student from A
Kosovo be evaluated to determine whether the student
has a disability and needs special education services. If
the parents consent to the evaluation, which of the
following factors must be considered to ensure that the
assessment instruments used are not discriminatory?
A.The student's cultural and linguistic background
B.The student's access to out-of-school tutoring
C.The student's IQ score and proficiency with self-care
skills
D.The student's age and ability to use assistive technology
A special education teacher is instructing second-grade B
students on a new math skill. Which of the following
activities is the best way for the teacher to check for
student understanding during guided practice?
A.Asking students if there are any questions after they
receive instruction and watch the teacher solve several
sample problems
B.Having students write their answer to a sample problem
on a card that they hold up when they are ready for a class
discussion
C.Giving students ten problems to solve independently
and later checking their answers to determine which
students need reteaching
D.Suggesting that students circle all problems on a
worksheet that they do not understand and want to solve
with a peer tutor
