Michigan School Psychologist Advanced
Specialty Exam Practice Questions And
Correct Answers (Verified Answers) Plus
Rationale 2026 Q&A| Instant Download
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1. A student exhibits persistent difficulty with reading comprehension
but age-appropriate decoding skills. The most appropriate initial
assessment focus is on:
A. Phonological awareness.
B. Language processing and comprehension.
C. Rapid automatic naming.
D. Visual tracking.
Language processing skills directly influence comprehension;
decoding alone does not reveal comprehension deficits.
2. When conducting a Functional Behavioral Assessment (FBA), the
primary purpose is to:
A. Diagnose a psychiatric disorder.
B. Determine disciplinary action.
C. Identify the function of behavior.
D. Evaluate academic instruction.
FBA is designed to clarify why a behavior occurs by determining its
function within the environment.
3. In interpreting standardized test scores, a z-score of +2.0 indicates
performance that is:
A. At the mean.
B. Below average.
C. Two standard deviations above the mean.
, D. Within the 10th percentile.
A z-score of +2.0 is two standard deviations above the mean,
indicating high relative performance.
4. A 504 plan differs from an IEP in that it:
A. Requires more frequent progress reports.
B. Is only for students with emotional disturbances.
C. Provides specialized instruction.
D. Provides accommodations without special education services.
Section 504 focuses on equal access through accommodations
without mandating specialized instruction.
5. The best method to assess social-emotional functioning in a culturally
diverse child is to:
A. Use only norm-referenced tests.
B. Combine multiple sources and culturally responsive tools.
C. Rely solely on teacher report.
D. Administer the strongest predictor test.
Combining data sources and culturally responsive tools ensures a
more valid interpretation across backgrounds.
6. A student’s response to intervention (RTI) data show minimal progress
after research-based Tier 2 instruction. The next step should be to:
A. Initiate disciplinary procedures.
B. Increase instructional time without data review.
C. Refer family for private tutoring.
D. Consider intensive assessment and Tier 3 intervention.
Lack of progress at Tier 2 warrants more intensive intervention and
assessment.
7. Norm-referenced assessments are most appropriate when the goal is
to:
A. Evaluate mastery of a specific curriculum.
B. Compare performance to a peer group.
C. Determine criterion-based proficiency.
D. Assess teaching quality.
Norm-referenced tests compare individual performance to a defined
normative sample.
, 8. In ethical practice, dual relationships should be avoided because they:
A. Are always illegal.
B. Enhance data validity.
C. Can impair objectivity and harm clients.
D. Maximize school efficiency.
Dual relationships risk bias and conflict with professional objectivity
and client well-being.
9. A student is referred for assessment due to suspected ADHD. The
most appropriate first step is to:
A. Prescribe medication.
B. Mandate suspension.
C. Gather comprehensive behavioral data across settings.
D. Administer an intelligence test.
Assessment of ADHD requires data from multiple environments
before diagnostic decisions.
10. A discrepancy between verbal and performance IQ scores may
suggest:
A. Perfect cognitive functioning.
B. Uniform processing skills.
C. Specific cognitive processing strengths and weaknesses.
D. Necessity to discard intelligence data.
Differences between verbal and performance scores reveal areas of
relative strength/weakness.
11. Cultural bias in standardized tests most often occurs when:
A. Tests are administered without norms.
B. Norms do not reflect the student’s background.
C. Test publishers provide validity data.
D. Items are open-ended.
Bias arises when normative samples exclude relevant cultural
experiences.
12. A school psychologist’s primary role in crisis response is to:
A. Provide long-term therapy.
B. Punish those involved.
C. Support stabilization and safety.
D. Conduct psychoanalysis.
Specialty Exam Practice Questions And
Correct Answers (Verified Answers) Plus
Rationale 2026 Q&A| Instant Download
1. A student exhibits persistent difficulty with reading comprehension
but age-appropriate decoding skills. The most appropriate initial
assessment focus is on:
A. Phonological awareness.
B. Language processing and comprehension.
C. Rapid automatic naming.
D. Visual tracking.
Language processing skills directly influence comprehension;
decoding alone does not reveal comprehension deficits.
2. When conducting a Functional Behavioral Assessment (FBA), the
primary purpose is to:
A. Diagnose a psychiatric disorder.
B. Determine disciplinary action.
C. Identify the function of behavior.
D. Evaluate academic instruction.
FBA is designed to clarify why a behavior occurs by determining its
function within the environment.
3. In interpreting standardized test scores, a z-score of +2.0 indicates
performance that is:
A. At the mean.
B. Below average.
C. Two standard deviations above the mean.
, D. Within the 10th percentile.
A z-score of +2.0 is two standard deviations above the mean,
indicating high relative performance.
4. A 504 plan differs from an IEP in that it:
A. Requires more frequent progress reports.
B. Is only for students with emotional disturbances.
C. Provides specialized instruction.
D. Provides accommodations without special education services.
Section 504 focuses on equal access through accommodations
without mandating specialized instruction.
5. The best method to assess social-emotional functioning in a culturally
diverse child is to:
A. Use only norm-referenced tests.
B. Combine multiple sources and culturally responsive tools.
C. Rely solely on teacher report.
D. Administer the strongest predictor test.
Combining data sources and culturally responsive tools ensures a
more valid interpretation across backgrounds.
6. A student’s response to intervention (RTI) data show minimal progress
after research-based Tier 2 instruction. The next step should be to:
A. Initiate disciplinary procedures.
B. Increase instructional time without data review.
C. Refer family for private tutoring.
D. Consider intensive assessment and Tier 3 intervention.
Lack of progress at Tier 2 warrants more intensive intervention and
assessment.
7. Norm-referenced assessments are most appropriate when the goal is
to:
A. Evaluate mastery of a specific curriculum.
B. Compare performance to a peer group.
C. Determine criterion-based proficiency.
D. Assess teaching quality.
Norm-referenced tests compare individual performance to a defined
normative sample.
, 8. In ethical practice, dual relationships should be avoided because they:
A. Are always illegal.
B. Enhance data validity.
C. Can impair objectivity and harm clients.
D. Maximize school efficiency.
Dual relationships risk bias and conflict with professional objectivity
and client well-being.
9. A student is referred for assessment due to suspected ADHD. The
most appropriate first step is to:
A. Prescribe medication.
B. Mandate suspension.
C. Gather comprehensive behavioral data across settings.
D. Administer an intelligence test.
Assessment of ADHD requires data from multiple environments
before diagnostic decisions.
10. A discrepancy between verbal and performance IQ scores may
suggest:
A. Perfect cognitive functioning.
B. Uniform processing skills.
C. Specific cognitive processing strengths and weaknesses.
D. Necessity to discard intelligence data.
Differences between verbal and performance scores reveal areas of
relative strength/weakness.
11. Cultural bias in standardized tests most often occurs when:
A. Tests are administered without norms.
B. Norms do not reflect the student’s background.
C. Test publishers provide validity data.
D. Items are open-ended.
Bias arises when normative samples exclude relevant cultural
experiences.
12. A school psychologist’s primary role in crisis response is to:
A. Provide long-term therapy.
B. Punish those involved.
C. Support stabilization and safety.
D. Conduct psychoanalysis.
