1
School SW PEL Exam Practice Questions
. In an assessment context, the concept of cultural loading refers to the:
ER
A. administration of unique test forms that are responsive to different cultures.
H
B. extent to which a test requires knowledge of and experience with the dominant
IG
culture.
H
C. provision of culturally based special accommodations for a test.
G
D. understanding that individuals view test questions through a personal cultural lens. -
N
I
ANS Correct Response: B.
Cultural loading is the degree to which a test or item is specific to a particular culture,
Y
usually the dominant culture. A test with greater cultural loading has greater potential
L
bias when administered to people of diverse cultures.
F
(Subarea 1 - 0001) A classroom of tenth grade students were asked to write about the
challenges they think their parents experienced during their own childhood. Which
theory
explains the reason the students are able to engage in this type of thinking?
, 2
a) Sensorimotor
b) Preoperational
c) Concrete Operational
d) formal operational - ANS d) Formal Operational
ER
(Subarea 1 - 0001) Fifth grade students are assigned a task comparing their
H
educational experiences with their parents' educational experience, but they are
experiencing difficulty completing this task. What explanation helps explain their
G
dilemma?
a) Sensorimotor
HI
G
b) Preoperational
c) Concrete Operational
N
d) Formal Operational - ANS c) Concrete Operational
YI
(Subarea 2 - 0006) The school IEP team is having a difficult time with parents who
L
disagree with the decisions being made. The school social worker is asked to talk to the
F
parents about their disagreement. What strategy should the school social worker use
with the parent?
a) Arrange to meet with the parents in private and listen to them with intention and care.
b) Tell the parents that we need to work together to fulfill the needs of the child.
, 3
c) Advise/advocate for them to file a due process. - ANS a) Arrange to meet with
the parents in private and listen to them with intention and care.
R
3 competencies in a traditional strengths-based assessment... - ANS 1.
E
Interpersonal Skills
H
2. School Functioning
3. Affective Strength
IG
7 Steps in CISM Process - ANS 1. The Assessment Phase. During planning,
H
team leaders and facilitators tailor the program for the situation, the people, and the
G
specific needs of the group. As the CISD begins, they explain what the group can
expect from the process.
IN
2 The Fact Phase. Participants share a brief account of the event from their point of
Y
view, focused on facts and not emotions.
FL
3. The Thought Phase. The group vents their thoughts and feelings about the incident.
Validation is an important aspect of this step.
4. The Reaction Phase. People discuss the impact of the event. Facilitators prompt
participants to share the worst or most painful aspect of the event for them.
, 4
5. The Symptom Phase. Participants share the physical, emotional, behavioral, and
cognitive symptoms they've been experiencing.
6. The Teaching Phase. Facilitators help the group understand their reactions and
R
provide stress management and self-care tools.
HE
7. The Re-entry Phase. The group leaders summarize the takeaways from the session
and encourage people to ask questions or share what they've learned. Facilitators
G
provide information about next steps and additional resources. Team leaders often hold
I
individual meetings afterward as the first step in follow-up care.
GH
7th grade students in social skills group are familiarizing themselves with the tasks and
roles in the group and learning about other members of the group. These behaviors are
N
characteristics of which of the following groups of developing?
A. storming
YI
FL
B. performing
C. Forming
D. adjourning - ANS C. Forming
School SW PEL Exam Practice Questions
. In an assessment context, the concept of cultural loading refers to the:
ER
A. administration of unique test forms that are responsive to different cultures.
H
B. extent to which a test requires knowledge of and experience with the dominant
IG
culture.
H
C. provision of culturally based special accommodations for a test.
G
D. understanding that individuals view test questions through a personal cultural lens. -
N
I
ANS Correct Response: B.
Cultural loading is the degree to which a test or item is specific to a particular culture,
Y
usually the dominant culture. A test with greater cultural loading has greater potential
L
bias when administered to people of diverse cultures.
F
(Subarea 1 - 0001) A classroom of tenth grade students were asked to write about the
challenges they think their parents experienced during their own childhood. Which
theory
explains the reason the students are able to engage in this type of thinking?
, 2
a) Sensorimotor
b) Preoperational
c) Concrete Operational
d) formal operational - ANS d) Formal Operational
ER
(Subarea 1 - 0001) Fifth grade students are assigned a task comparing their
H
educational experiences with their parents' educational experience, but they are
experiencing difficulty completing this task. What explanation helps explain their
G
dilemma?
a) Sensorimotor
HI
G
b) Preoperational
c) Concrete Operational
N
d) Formal Operational - ANS c) Concrete Operational
YI
(Subarea 2 - 0006) The school IEP team is having a difficult time with parents who
L
disagree with the decisions being made. The school social worker is asked to talk to the
F
parents about their disagreement. What strategy should the school social worker use
with the parent?
a) Arrange to meet with the parents in private and listen to them with intention and care.
b) Tell the parents that we need to work together to fulfill the needs of the child.
, 3
c) Advise/advocate for them to file a due process. - ANS a) Arrange to meet with
the parents in private and listen to them with intention and care.
R
3 competencies in a traditional strengths-based assessment... - ANS 1.
E
Interpersonal Skills
H
2. School Functioning
3. Affective Strength
IG
7 Steps in CISM Process - ANS 1. The Assessment Phase. During planning,
H
team leaders and facilitators tailor the program for the situation, the people, and the
G
specific needs of the group. As the CISD begins, they explain what the group can
expect from the process.
IN
2 The Fact Phase. Participants share a brief account of the event from their point of
Y
view, focused on facts and not emotions.
FL
3. The Thought Phase. The group vents their thoughts and feelings about the incident.
Validation is an important aspect of this step.
4. The Reaction Phase. People discuss the impact of the event. Facilitators prompt
participants to share the worst or most painful aspect of the event for them.
, 4
5. The Symptom Phase. Participants share the physical, emotional, behavioral, and
cognitive symptoms they've been experiencing.
6. The Teaching Phase. Facilitators help the group understand their reactions and
R
provide stress management and self-care tools.
HE
7. The Re-entry Phase. The group leaders summarize the takeaways from the session
and encourage people to ask questions or share what they've learned. Facilitators
G
provide information about next steps and additional resources. Team leaders often hold
I
individual meetings afterward as the first step in follow-up care.
GH
7th grade students in social skills group are familiarizing themselves with the tasks and
roles in the group and learning about other members of the group. These behaviors are
N
characteristics of which of the following groups of developing?
A. storming
YI
FL
B. performing
C. Forming
D. adjourning - ANS C. Forming
