Praxis 5354: Special
Education Core
Knowledge and
Applications
Updated Questions and
Answers
100% Verified Exam Prep
and Comprehensive
Rationales Included
,Piaget Stages of Cognitive Development; asserted that cognitive development was a
reorganization of mental processes resulting from biological maturation and
environmental experiences
Stages of Cognitive Development Sensorimotor, Pre-operational, Concrete Operational, Formal Operational
Sensorimotor What stage of Piaget's Stages of Cognitive Development does this describe?
- 0-2 years
- children figure out the world through sensory and motor experiences
- object permanence and separation anxiety hallmarks of this stage
Pre-Operational What stage of Piaget's Stages of Cognitive Development does this describe?
- 2-6 years
- children identify and use symbols for objects but don't have ability to apply logical
reasoning
- play pretend and are egocentric
Concrete Operational What stage of Piaget's Stages of Cognitive Development does this describe?
- 7-12 years
- logical reasoning about concrete objects kicks in
- conservation, reversibility, serial ordering, understanding cause and effect
relationships hallmark of this stage
- thinking is still limited to the concrete
Formal Operational What stage of Piaget's Stages of Cognitive Development does this describe?
- 12 years-adult
- abstract thinking such as logic, deductive reasoning, comparison, and
classification demonstrated in this stage
Atypical Child Development a child does not develop normally
- can result in developmental disabilities
Developmental Disabilities a group of conditions due to a physical, neurological, learning, language, or
behavior impairment
- these conditions impact day-to-day functioning and usually last throughout a
person's lifetime
Self-Determination the ability to make decisions for oneself and to control one's own future
- a student with a strong ______________ is motivated by opportunities to
collaborate on instructional design, set goals for themselves, and navigate
obstacles to succeed
- best understood through intrinsic motivation
Self-Advocacy speaking up for oneself and expressing needs and wants
- very important in special education because as students get older, they will have
to express their needs for accommodations so they can thrive
Intrinsic Motivation behavior driven by internal rewards rather than external rewards
- driven by autonomy, relatedness, and competence
Autonomy has to do with students' independence and self-governance
- allowing students to decide how and what they learn helps increase this and
increase motivation
- students should be permitted to self-select books and work on things that interest
them
Relatedness students must see the value in what they are learning as it pertains to their
everyday lives
- the best teachers make learning _________ and applicable to the real world
, Competence students must feel they are equipped to meet your expectations
- it's important to challenge students while also providing them with activities based
on readiness levels and ability
Extrinsic Motivation behavior that is driven by external rewards
- providing students with a party if they reach their reading goal, allowing students
extra playtime because they cleaned up the classroom are examples of this
- grades can also be considered this
- often unsustainable because once the reward is removed, the student is no longer
motivated to achieve
Contingency-Based Classroom Management students are responsible for managing their own behavior
- provides rewards for appropriate or positive behaviors
Group Contingency where the teacher reinforces the entire class or a smaller group of students for
completing tasks, engaging in appropriate classroom behaviors, or exhibiting other
targeted behaviors
- most often used as a basic classroom management strategy
- studies have shown that this decreases inappropriate behavior and increase
prosocial behavior in special education classrooms and, in some instances, improve
school-wide indicators of success
Desensitization a technique where a person is exposed to small doses of an anxiety inducing
stimulus alongside a relaxation technique
- used in reinforcement theory in which there is a weakening of a response, usually
emotional, used to change a behavior
- ex: for a student with social anxiety, the teacher may bring the student to a corner
of the playground and help the student with relaxation techniques, so the student
becomes less anxious during playtime
Extinction a technique where the teacher removes the reinforcement for a problem behavior
- in order to decrease or eliminate occurrences of these types of negative (problem)
behavior
Manipulating the Antecedent Stimulus a type of intervention that changes the student's behavior by manipulating
conditions that precede such behavior
- ex: arranging the layout of the classroom so students are less like to cause
disruptions:
- involves presenting the cues for the desired behavior in the child's environment,
arranging the environment or set up a biological condition so that engaging in the
desirable behavior is more valuable to the child, and decreasing the physical effort
needed for the child to engage in the desired behavior
Manipulating the Consequent Stimulus a type of intervention that changes student's behavior by manipulating conditions
that follow such behavior
- ex: when a student misbehaves, the student receives timeout or another
consequence
- often referred to punishment
Planned Ignoring when a teacher identifies undesirable behaviors used for attention and then ignores
those behaviors
- reduces undesirable behaviors
Premack Principle also known as the first-then principle
- ex: "First clean up your centers, then we can go on the playground"
Satiation when an extrinsic reward loses its effectiveness
- ex: giving students candy every time they clean up after playtime as a reward
starts to lose its effectiveness over time because students get sick of the candy
FAPE Free Appropriate Public Education
Education Core
Knowledge and
Applications
Updated Questions and
Answers
100% Verified Exam Prep
and Comprehensive
Rationales Included
,Piaget Stages of Cognitive Development; asserted that cognitive development was a
reorganization of mental processes resulting from biological maturation and
environmental experiences
Stages of Cognitive Development Sensorimotor, Pre-operational, Concrete Operational, Formal Operational
Sensorimotor What stage of Piaget's Stages of Cognitive Development does this describe?
- 0-2 years
- children figure out the world through sensory and motor experiences
- object permanence and separation anxiety hallmarks of this stage
Pre-Operational What stage of Piaget's Stages of Cognitive Development does this describe?
- 2-6 years
- children identify and use symbols for objects but don't have ability to apply logical
reasoning
- play pretend and are egocentric
Concrete Operational What stage of Piaget's Stages of Cognitive Development does this describe?
- 7-12 years
- logical reasoning about concrete objects kicks in
- conservation, reversibility, serial ordering, understanding cause and effect
relationships hallmark of this stage
- thinking is still limited to the concrete
Formal Operational What stage of Piaget's Stages of Cognitive Development does this describe?
- 12 years-adult
- abstract thinking such as logic, deductive reasoning, comparison, and
classification demonstrated in this stage
Atypical Child Development a child does not develop normally
- can result in developmental disabilities
Developmental Disabilities a group of conditions due to a physical, neurological, learning, language, or
behavior impairment
- these conditions impact day-to-day functioning and usually last throughout a
person's lifetime
Self-Determination the ability to make decisions for oneself and to control one's own future
- a student with a strong ______________ is motivated by opportunities to
collaborate on instructional design, set goals for themselves, and navigate
obstacles to succeed
- best understood through intrinsic motivation
Self-Advocacy speaking up for oneself and expressing needs and wants
- very important in special education because as students get older, they will have
to express their needs for accommodations so they can thrive
Intrinsic Motivation behavior driven by internal rewards rather than external rewards
- driven by autonomy, relatedness, and competence
Autonomy has to do with students' independence and self-governance
- allowing students to decide how and what they learn helps increase this and
increase motivation
- students should be permitted to self-select books and work on things that interest
them
Relatedness students must see the value in what they are learning as it pertains to their
everyday lives
- the best teachers make learning _________ and applicable to the real world
, Competence students must feel they are equipped to meet your expectations
- it's important to challenge students while also providing them with activities based
on readiness levels and ability
Extrinsic Motivation behavior that is driven by external rewards
- providing students with a party if they reach their reading goal, allowing students
extra playtime because they cleaned up the classroom are examples of this
- grades can also be considered this
- often unsustainable because once the reward is removed, the student is no longer
motivated to achieve
Contingency-Based Classroom Management students are responsible for managing their own behavior
- provides rewards for appropriate or positive behaviors
Group Contingency where the teacher reinforces the entire class or a smaller group of students for
completing tasks, engaging in appropriate classroom behaviors, or exhibiting other
targeted behaviors
- most often used as a basic classroom management strategy
- studies have shown that this decreases inappropriate behavior and increase
prosocial behavior in special education classrooms and, in some instances, improve
school-wide indicators of success
Desensitization a technique where a person is exposed to small doses of an anxiety inducing
stimulus alongside a relaxation technique
- used in reinforcement theory in which there is a weakening of a response, usually
emotional, used to change a behavior
- ex: for a student with social anxiety, the teacher may bring the student to a corner
of the playground and help the student with relaxation techniques, so the student
becomes less anxious during playtime
Extinction a technique where the teacher removes the reinforcement for a problem behavior
- in order to decrease or eliminate occurrences of these types of negative (problem)
behavior
Manipulating the Antecedent Stimulus a type of intervention that changes the student's behavior by manipulating
conditions that precede such behavior
- ex: arranging the layout of the classroom so students are less like to cause
disruptions:
- involves presenting the cues for the desired behavior in the child's environment,
arranging the environment or set up a biological condition so that engaging in the
desirable behavior is more valuable to the child, and decreasing the physical effort
needed for the child to engage in the desired behavior
Manipulating the Consequent Stimulus a type of intervention that changes student's behavior by manipulating conditions
that follow such behavior
- ex: when a student misbehaves, the student receives timeout or another
consequence
- often referred to punishment
Planned Ignoring when a teacher identifies undesirable behaviors used for attention and then ignores
those behaviors
- reduces undesirable behaviors
Premack Principle also known as the first-then principle
- ex: "First clean up your centers, then we can go on the playground"
Satiation when an extrinsic reward loses its effectiveness
- ex: giving students candy every time they clean up after playtime as a reward
starts to lose its effectiveness over time because students get sick of the candy
FAPE Free Appropriate Public Education
