Michigan School Psychologist Advanced
Certification Exam Practice Questions
And Correct Answers (Verified Answers)
Plus Rationale 2026 Q&A| Instant
Download Pdf
1. A school psychologist conducting a Functional Behavior Assessment
(FBA) is most concerned with identifying which of the following?
A. Student’s normative test scores
B. Antecedents, behaviors, and consequences maintaining a behavior
C. Teacher perceptions about school climate
D. Family history of behavior disorders
The FBA focuses on determining the antecedents and consequences
that maintain a target behavior in order to guide intervention
planning.
2. Which assessment is most appropriate for evaluating a student’s
cognitive processing strengths and weaknesses?
A. Vineland Adaptive Behavior Scales
B. Woodcock-Johnson Tests of Cognitive Abilities
C. Beck Depression Inventory
D. Connors’ Teacher Rating Scale
The Woodcock-Johnson cognitive battery is designed to assess a wide
range of cognitive processes relevant to learning.
3. When interpreting standardized test scores, a school psychologist
should prioritize which of the following?
A. The student’s grade level
B. Reliability and validity of the scores
C. The student’s favorite subjects
, D. Teacher opinion of performance
Understanding the psychometric properties of a test is critical to
accurate interpretation and decision making.
4. In Michigan, a comprehensive evaluation for Specific Learning
Disability must include which component?
A. A medical diagnosis
B. Multiple measures of academic achievement and cognitive
functioning
C. Only reading fluency data
D. Parent satisfaction questionnaire
State and federal guidelines require multiple sources of academic
and cognitive data for SLD determination.
5. The primary purpose of Response to Intervention (RTI) is to:
A. Replace individualized education programs
B. Diagnose psychological disorders
C. Provide early intervention and monitor student progress
D. Standardize curriculum
RTI is an early intervention framework that uses data-based decision
making to address learning and behavior issues.
6. A school psychologist is planning curriculum-based measurement
(CBM). CBM is best described as:
A. A personality assessment
B. A brief, frequent measure of student performance in core
academic skills
C. A measure of teacher effectiveness
D. A comprehensive diagnostic test
CBM provides repeated measures of student academic performance
to monitor growth.
7. Ethical standards require that assessment results be communicated to
parents in a manner that is:
A. Highly technical
B. Understood by recipients
C. Provided only upon request
D. Delayed until disciplinary action is taken
, Assessments must be explained clearly so families can make
informed decisions.
8. A discrepancy model in learning disability evaluation refers to the
difference between:
A. Social and emotional functioning
B. Expected achievement and actual achievement
C. IQ and classroom grades
D. Attendance and homework completion
The traditional discrepancy model evaluates gaps between ability
and academic performance.
9. Functional communication training is an intervention designed to:
A. Improve academic skills
B. Replace inappropriate behavior with communicative alternatives
C. Teach test-taking strategies
D. Reduce parent involvement
Functional communication training focuses on teaching
communication behaviors that serve the same function as problem
behavior.
10. A school psychologist using behavioral consultation primarily
engages in:
A. Diagnosing disorders
B. Collaborating with teachers to develop interventions
C. Direct classroom instruction
D. Grading student work
Behavioral consultation involves working with educators to address
student behavior concerns.
11. The Individuals with Disabilities Education Act (IDEA) mandates
that evaluations be conducted in a manner that is:
A. Based on one test score
B. Non-discriminatory and culturally fair
C. Focused only on English-speaking students
D. Completed within a week
IDEA requires assessments that do not discriminate on the basis of
cultural or linguistic differences.
Certification Exam Practice Questions
And Correct Answers (Verified Answers)
Plus Rationale 2026 Q&A| Instant
Download Pdf
1. A school psychologist conducting a Functional Behavior Assessment
(FBA) is most concerned with identifying which of the following?
A. Student’s normative test scores
B. Antecedents, behaviors, and consequences maintaining a behavior
C. Teacher perceptions about school climate
D. Family history of behavior disorders
The FBA focuses on determining the antecedents and consequences
that maintain a target behavior in order to guide intervention
planning.
2. Which assessment is most appropriate for evaluating a student’s
cognitive processing strengths and weaknesses?
A. Vineland Adaptive Behavior Scales
B. Woodcock-Johnson Tests of Cognitive Abilities
C. Beck Depression Inventory
D. Connors’ Teacher Rating Scale
The Woodcock-Johnson cognitive battery is designed to assess a wide
range of cognitive processes relevant to learning.
3. When interpreting standardized test scores, a school psychologist
should prioritize which of the following?
A. The student’s grade level
B. Reliability and validity of the scores
C. The student’s favorite subjects
, D. Teacher opinion of performance
Understanding the psychometric properties of a test is critical to
accurate interpretation and decision making.
4. In Michigan, a comprehensive evaluation for Specific Learning
Disability must include which component?
A. A medical diagnosis
B. Multiple measures of academic achievement and cognitive
functioning
C. Only reading fluency data
D. Parent satisfaction questionnaire
State and federal guidelines require multiple sources of academic
and cognitive data for SLD determination.
5. The primary purpose of Response to Intervention (RTI) is to:
A. Replace individualized education programs
B. Diagnose psychological disorders
C. Provide early intervention and monitor student progress
D. Standardize curriculum
RTI is an early intervention framework that uses data-based decision
making to address learning and behavior issues.
6. A school psychologist is planning curriculum-based measurement
(CBM). CBM is best described as:
A. A personality assessment
B. A brief, frequent measure of student performance in core
academic skills
C. A measure of teacher effectiveness
D. A comprehensive diagnostic test
CBM provides repeated measures of student academic performance
to monitor growth.
7. Ethical standards require that assessment results be communicated to
parents in a manner that is:
A. Highly technical
B. Understood by recipients
C. Provided only upon request
D. Delayed until disciplinary action is taken
, Assessments must be explained clearly so families can make
informed decisions.
8. A discrepancy model in learning disability evaluation refers to the
difference between:
A. Social and emotional functioning
B. Expected achievement and actual achievement
C. IQ and classroom grades
D. Attendance and homework completion
The traditional discrepancy model evaluates gaps between ability
and academic performance.
9. Functional communication training is an intervention designed to:
A. Improve academic skills
B. Replace inappropriate behavior with communicative alternatives
C. Teach test-taking strategies
D. Reduce parent involvement
Functional communication training focuses on teaching
communication behaviors that serve the same function as problem
behavior.
10. A school psychologist using behavioral consultation primarily
engages in:
A. Diagnosing disorders
B. Collaborating with teachers to develop interventions
C. Direct classroom instruction
D. Grading student work
Behavioral consultation involves working with educators to address
student behavior concerns.
11. The Individuals with Disabilities Education Act (IDEA) mandates
that evaluations be conducted in a manner that is:
A. Based on one test score
B. Non-discriminatory and culturally fair
C. Focused only on English-speaking students
D. Completed within a week
IDEA requires assessments that do not discriminate on the basis of
cultural or linguistic differences.
