NASP Praxis Practice Exam with correct
| | | | | |
answers
According |to |the |United |States |Census |Bureau, |which |minority |group |will |be |the |largest |
among |school-age |students |in |2050? |- |correct |answer |Hispanics. |
While |the |growth |rate |in |the |Asian |and |Pacific |Islander |population |is |expected |to |be |the |
greatest, |Hispanics |will |be, |by |far, |the |largest |minority |group |among |school-age |students, |
comprising |almost |30 |percent |of |that |population.
Establishing |and |maintaining |productive |working |relationships |between |families |and |schools |to
|facilitate |student |learning |is |called... |- |correct |answer |Home-school |collaboration. |
Home-school |collaboration |is |defined |as |establishing |and |maintaining |productive |working |
relationships |between |families |and |schools |to |facilitate |student |learning.
Within |a |multimethod |model |of |assessment, |child |interviews |are |most |helpful |for |which |
purpose? |- |correct |answer |Establishing |rapport |and |to |better |understand |the |child's |
perspective |on |the |issue.
An |individual |or |group |acquires |the |cultural |traits |of |a |dominant |group |through |the |process |
of... |- |correct |answer |Assimilation. |
Individuals |or |groups |from |different |backgrounds |take |on |characteristics |of |the |majority |
culture |through |assimilation, |as |their |language |and |culture |begin |to |resemble |those |of |the |
larger |group.
Which |of |the |following |strategies |can |teachers |use |to |increase |resilience |in |students? |- |correct
|answer |Encouraging |students |to |help |others |daily; |teaching |that |change |is |a |normal |part |of |
life; |helping |students |develop |and |maintain |routines. |
Regularly |helping |others, |accepting |change, |and |keeping |routines |are |all |ways |of |increasing |
resilience, |but |working |without |breaks |decreases |resilience.
,The |school |psychologist |is |attending |a |meeting |for |Miguel, |a |kindergarten |student |who |has |
been |refusing |to |come |to |school. |The |teacher |reports |that |when |Miguel |does |come |to |school |
he |frequently |complains |of |not |feeling |well |and |asks |to |go |home. |Of |the |following |options, |
which |should |be |explored |first |and |would |likely |result |in |the |most |favorable |outcome |for |
Miguel? |- |correct |answer |Contacting |Miguel's |parents |to |discuss |the |problem |and |develop |
interventions. |
Research |shows |that |the |more |schools |reach |out |and |engage |parents, |the |more |they |
experience |increased |attendance. |Contacting |the |parents |and |discussing |the |situation |may |
provide |insight |as |to |why |the |child |is |avoiding |school, |and |will |involve |the |parents |as |
important |members |of |the |team. |Also, |by |including |the |parents, |a |relationship |may |develop |so
|the |parents |feel |comfortable |sharing |important |information |with |the |team |about |the |child's |
home |life.
Which |of |the |following |is |an |example |of |observer |drift? |- |correct |answer |A |school |psychologist
|unintentionally |changes |the |standards |being |used |to |code |a |behavior |over |time.
Observer |drift |occurs |when, |over |a |period |of |time, |there |is |an |unintentional, |systematic |
change |in |the |operative |definition |of |the |behaviors |that |are |being |observed.
Ms. |Mason |is |a |school |psychologist |who |is |new |to |an |area |with |a |large |Haitian |population. |She
|wants |to |ensure |that |she |is |culturally |sensitive |to |the |Haitian |American |students |with |whom |
she |will |be |working. |Which |of |the |following |is |the |most |effective |way |for |Ms. |Mason |to |bridge
|the |cultural |gap? |- |correct |answer |Consult |with |a |culture |broker |for |advice |and |to |facilitate |
interaction |with |the |community.
A |culture |broker |can |provide |information |about |how |cultural |practices |affect |educational |
needs |and |can |serve |as |an |intermediary |between |the |school |psychologist |and |the |community. |
Culture |brokers |help |school |psychologists |to |adjust |their |style |of |communication |to |match |that
|of |the |families |with |whom |they |work, |thereby |increasing |rapport |and |the |likelihood |of |
success |with |proposed |interventions.
Competence |enhancement |approaches |are |very |effective |for |preventing |substance |abuse |in |
schools |because |they... |- |correct |answer |Teach |generic |skills |for |coping |with |life.
Competence |enhancement |approaches |provide |students |with |coping |skills |to |inoculate |them |
against |the |temptation |of |using |drugs |and |alcohol |as |an |escape |from |difficulties.
,All |of |the |following |types |of |thinking |are |considered |specific |problem-solving |skills |that |relate |
to |a |child's |ability |to |adjust |in |everyday |social |situations |EXCEPT... |- |correct |answer |Problem-
solving |skills |that |relate |to |adjustment |include |alternative-solutions |thinking, |or |the |ability |to |
come |up |with |unrelated |solutions |to |a |problem; |means-end |thinking, |or |awareness |of |the |
intermediate |steps |required |to |achieve |a |particular |goal; |consequential |thinking, |or |the |ability |
to |identify |what |may |happen |as |a |direct |result |of |acting |in |a |particular |way |or |choosing |a |
particular |solution; |and |causal |thinking, |or |the |ability |to |relate |one |event |to |another |over |time
|and |to |understand |why |one |event |led |to |a |particular |action. |Inconsequential |thinking |does |
not |contribute |to |everyday |adjustment.
All |of |the |following |are |challenges |that |a |school |psychologist |faces |when |assessing |infants |and |
toddlers |EXCEPT... |- |correct |answer |Establishing |behavioral |objectives |appropriate |for |such |
young |ages.
It |can |be |challenging |for |a |school |psychologist |to |get |young |children |to |follow |rigid |assessment
|protocols, |pay |attention |for |long |periods |of |time, |and |work |with |an |unfamiliar |adult. |However,
|behavioral |objectives |appropriate |for |these |ages |have |been |established.
On |a |parent-support |website |parents |of |a |fourth-grade |student |with
|attention-deficit/hyperactivity |disorder |(ADHD) |have |found |a |self-management |intervention |
that |helps |students |manage |their |schoolwork. |The |parents |ask |the |school |psychologist |if |they |
should |implement |the |intervention |with |their |child. |Which |of |the |following |describes |the |
school |psychologist's |best |course |of |action? |- |correct |answer |Exploring |the |professional |
literature |to |evaluate |the |effectiveness |of |the |intervention |among |children |with |similar |
characteristics.
In |this |scenario, |the |best |course |of |action |the |school |psychologist |can |take |is |to |read |the |
literature |on |the |intervention |and |determine |if |there |is |enough |research |to |prove |the |
intervention |is |effective.
Ms. |Gillem, |a |fifth-grade |teacher, |is |concerned |about |Elizabeth, |a |student |in |her |class. |
Elizabeth |has |always |been |an |excellent |student, |but |lately |her |grades |have |slipped |slightly |and
|she |has |been |talking |to |other |students |during |class |time. |Ms. |Gillem |tells |the |school |
psychologist |that |she |thinks |Elizabeth |is |bored |and |not |challenged |by |the |material. |Which |of |
the |following |is |the |school |psychologist's |best |approach |to |address |the |situation? |- |correct |
answer |Assessing |Elizabeth |with |an |individual |intelligence |test |to |see |if |she |should |be |in |a |
gifted-education |program.
Elizabeth |has |been |an |outstanding |student. |Her |conversations |with |other |students |may |be |an |
indication |that |she |is |not |being |challenged |enough |by |the |current |curriculum. |An |individual |
, intelligence |test |will |indicate |whether |Elizabeth |meets |the |criteria |for |inclusion |in |the |gifted-
education |program.
In |child |therapy, |the |primary |goal |of |rational |emotive |behavior |therapy |(REBT) |is |to |teach |a |
child... |- |correct |answer |To |identify |and |change |irrational |beliefs |underlying |psychological |
difficulties. |
The |primary |goal |of |rational |emotive |behavior |therapy |is |to |teach |children |to |identify |and |
change |irrational |beliefs |underlying |psychological |difficulties |so |that |they |can |view |themselves |
and |others |in |a |sensible |and |rational |manner.
The |cognitive |ability |of |conservation |is |demonstrated |by |which |of |the |following |tasks? |- |
correct |answer |A |student |is |shown |a |ball |of |clay. |A |teacher |flattens |the |ball |of |clay |and |asks |
the |student |if |there |is |more, |less, |or |the |same |amount |of |clay.
A |student |is |shown |two |rows |of |pennies, |with |seven |pennies |each, |evenly |spaced. |The |teacher
|alters |the |second |row |so |that |the |pennies |are |closer |together |than |in |the |first |row. |The |
teacher |asks |whether |there |are |the |same |number |of |pennies |in |each |row.
According |to |the |American |Psychological |Association's |Ethical |Principles |of |Psychologists |and |
Code |of |Conduct, |when |a |psychologist |obtains |permission |from |parents |or |guardians |to |
conduct |an |assessment |of |a |child, |the |school |psychologist |is |complying |with |which |of |the |
following |principles? |- |correct |answer |Informed |consent.
When |a |school |psychologist |obtains |permission |from |parents |or |guardians |to |conduct |an |
assessment, |the |psychologist |is |seeking |informed |consent.
Which |of |the |following |is |a |teaching |approach |that |promotes |high |levels |of |academic |
engagement |and |prevents |off-task |and |disruptive |behaviors? |- |correct |answer |Proactive |
classroom |management.
Proactive |classroom |management |is |the |only |option |that |is |preventative |and |not |reactive. |
According |to |the |National |Association |of |School |Psychologists |(NASP), |proactive |classroom |
management |involves |the |careful |planning |of |lessons, |assessments, |and |disciplinary |
procedures, |and |promotes |student |success |by |emphasizing |student |involvement |and |allowing |
students |to |make |curricular |choices.
| | | | | |
answers
According |to |the |United |States |Census |Bureau, |which |minority |group |will |be |the |largest |
among |school-age |students |in |2050? |- |correct |answer |Hispanics. |
While |the |growth |rate |in |the |Asian |and |Pacific |Islander |population |is |expected |to |be |the |
greatest, |Hispanics |will |be, |by |far, |the |largest |minority |group |among |school-age |students, |
comprising |almost |30 |percent |of |that |population.
Establishing |and |maintaining |productive |working |relationships |between |families |and |schools |to
|facilitate |student |learning |is |called... |- |correct |answer |Home-school |collaboration. |
Home-school |collaboration |is |defined |as |establishing |and |maintaining |productive |working |
relationships |between |families |and |schools |to |facilitate |student |learning.
Within |a |multimethod |model |of |assessment, |child |interviews |are |most |helpful |for |which |
purpose? |- |correct |answer |Establishing |rapport |and |to |better |understand |the |child's |
perspective |on |the |issue.
An |individual |or |group |acquires |the |cultural |traits |of |a |dominant |group |through |the |process |
of... |- |correct |answer |Assimilation. |
Individuals |or |groups |from |different |backgrounds |take |on |characteristics |of |the |majority |
culture |through |assimilation, |as |their |language |and |culture |begin |to |resemble |those |of |the |
larger |group.
Which |of |the |following |strategies |can |teachers |use |to |increase |resilience |in |students? |- |correct
|answer |Encouraging |students |to |help |others |daily; |teaching |that |change |is |a |normal |part |of |
life; |helping |students |develop |and |maintain |routines. |
Regularly |helping |others, |accepting |change, |and |keeping |routines |are |all |ways |of |increasing |
resilience, |but |working |without |breaks |decreases |resilience.
,The |school |psychologist |is |attending |a |meeting |for |Miguel, |a |kindergarten |student |who |has |
been |refusing |to |come |to |school. |The |teacher |reports |that |when |Miguel |does |come |to |school |
he |frequently |complains |of |not |feeling |well |and |asks |to |go |home. |Of |the |following |options, |
which |should |be |explored |first |and |would |likely |result |in |the |most |favorable |outcome |for |
Miguel? |- |correct |answer |Contacting |Miguel's |parents |to |discuss |the |problem |and |develop |
interventions. |
Research |shows |that |the |more |schools |reach |out |and |engage |parents, |the |more |they |
experience |increased |attendance. |Contacting |the |parents |and |discussing |the |situation |may |
provide |insight |as |to |why |the |child |is |avoiding |school, |and |will |involve |the |parents |as |
important |members |of |the |team. |Also, |by |including |the |parents, |a |relationship |may |develop |so
|the |parents |feel |comfortable |sharing |important |information |with |the |team |about |the |child's |
home |life.
Which |of |the |following |is |an |example |of |observer |drift? |- |correct |answer |A |school |psychologist
|unintentionally |changes |the |standards |being |used |to |code |a |behavior |over |time.
Observer |drift |occurs |when, |over |a |period |of |time, |there |is |an |unintentional, |systematic |
change |in |the |operative |definition |of |the |behaviors |that |are |being |observed.
Ms. |Mason |is |a |school |psychologist |who |is |new |to |an |area |with |a |large |Haitian |population. |She
|wants |to |ensure |that |she |is |culturally |sensitive |to |the |Haitian |American |students |with |whom |
she |will |be |working. |Which |of |the |following |is |the |most |effective |way |for |Ms. |Mason |to |bridge
|the |cultural |gap? |- |correct |answer |Consult |with |a |culture |broker |for |advice |and |to |facilitate |
interaction |with |the |community.
A |culture |broker |can |provide |information |about |how |cultural |practices |affect |educational |
needs |and |can |serve |as |an |intermediary |between |the |school |psychologist |and |the |community. |
Culture |brokers |help |school |psychologists |to |adjust |their |style |of |communication |to |match |that
|of |the |families |with |whom |they |work, |thereby |increasing |rapport |and |the |likelihood |of |
success |with |proposed |interventions.
Competence |enhancement |approaches |are |very |effective |for |preventing |substance |abuse |in |
schools |because |they... |- |correct |answer |Teach |generic |skills |for |coping |with |life.
Competence |enhancement |approaches |provide |students |with |coping |skills |to |inoculate |them |
against |the |temptation |of |using |drugs |and |alcohol |as |an |escape |from |difficulties.
,All |of |the |following |types |of |thinking |are |considered |specific |problem-solving |skills |that |relate |
to |a |child's |ability |to |adjust |in |everyday |social |situations |EXCEPT... |- |correct |answer |Problem-
solving |skills |that |relate |to |adjustment |include |alternative-solutions |thinking, |or |the |ability |to |
come |up |with |unrelated |solutions |to |a |problem; |means-end |thinking, |or |awareness |of |the |
intermediate |steps |required |to |achieve |a |particular |goal; |consequential |thinking, |or |the |ability |
to |identify |what |may |happen |as |a |direct |result |of |acting |in |a |particular |way |or |choosing |a |
particular |solution; |and |causal |thinking, |or |the |ability |to |relate |one |event |to |another |over |time
|and |to |understand |why |one |event |led |to |a |particular |action. |Inconsequential |thinking |does |
not |contribute |to |everyday |adjustment.
All |of |the |following |are |challenges |that |a |school |psychologist |faces |when |assessing |infants |and |
toddlers |EXCEPT... |- |correct |answer |Establishing |behavioral |objectives |appropriate |for |such |
young |ages.
It |can |be |challenging |for |a |school |psychologist |to |get |young |children |to |follow |rigid |assessment
|protocols, |pay |attention |for |long |periods |of |time, |and |work |with |an |unfamiliar |adult. |However,
|behavioral |objectives |appropriate |for |these |ages |have |been |established.
On |a |parent-support |website |parents |of |a |fourth-grade |student |with
|attention-deficit/hyperactivity |disorder |(ADHD) |have |found |a |self-management |intervention |
that |helps |students |manage |their |schoolwork. |The |parents |ask |the |school |psychologist |if |they |
should |implement |the |intervention |with |their |child. |Which |of |the |following |describes |the |
school |psychologist's |best |course |of |action? |- |correct |answer |Exploring |the |professional |
literature |to |evaluate |the |effectiveness |of |the |intervention |among |children |with |similar |
characteristics.
In |this |scenario, |the |best |course |of |action |the |school |psychologist |can |take |is |to |read |the |
literature |on |the |intervention |and |determine |if |there |is |enough |research |to |prove |the |
intervention |is |effective.
Ms. |Gillem, |a |fifth-grade |teacher, |is |concerned |about |Elizabeth, |a |student |in |her |class. |
Elizabeth |has |always |been |an |excellent |student, |but |lately |her |grades |have |slipped |slightly |and
|she |has |been |talking |to |other |students |during |class |time. |Ms. |Gillem |tells |the |school |
psychologist |that |she |thinks |Elizabeth |is |bored |and |not |challenged |by |the |material. |Which |of |
the |following |is |the |school |psychologist's |best |approach |to |address |the |situation? |- |correct |
answer |Assessing |Elizabeth |with |an |individual |intelligence |test |to |see |if |she |should |be |in |a |
gifted-education |program.
Elizabeth |has |been |an |outstanding |student. |Her |conversations |with |other |students |may |be |an |
indication |that |she |is |not |being |challenged |enough |by |the |current |curriculum. |An |individual |
, intelligence |test |will |indicate |whether |Elizabeth |meets |the |criteria |for |inclusion |in |the |gifted-
education |program.
In |child |therapy, |the |primary |goal |of |rational |emotive |behavior |therapy |(REBT) |is |to |teach |a |
child... |- |correct |answer |To |identify |and |change |irrational |beliefs |underlying |psychological |
difficulties. |
The |primary |goal |of |rational |emotive |behavior |therapy |is |to |teach |children |to |identify |and |
change |irrational |beliefs |underlying |psychological |difficulties |so |that |they |can |view |themselves |
and |others |in |a |sensible |and |rational |manner.
The |cognitive |ability |of |conservation |is |demonstrated |by |which |of |the |following |tasks? |- |
correct |answer |A |student |is |shown |a |ball |of |clay. |A |teacher |flattens |the |ball |of |clay |and |asks |
the |student |if |there |is |more, |less, |or |the |same |amount |of |clay.
A |student |is |shown |two |rows |of |pennies, |with |seven |pennies |each, |evenly |spaced. |The |teacher
|alters |the |second |row |so |that |the |pennies |are |closer |together |than |in |the |first |row. |The |
teacher |asks |whether |there |are |the |same |number |of |pennies |in |each |row.
According |to |the |American |Psychological |Association's |Ethical |Principles |of |Psychologists |and |
Code |of |Conduct, |when |a |psychologist |obtains |permission |from |parents |or |guardians |to |
conduct |an |assessment |of |a |child, |the |school |psychologist |is |complying |with |which |of |the |
following |principles? |- |correct |answer |Informed |consent.
When |a |school |psychologist |obtains |permission |from |parents |or |guardians |to |conduct |an |
assessment, |the |psychologist |is |seeking |informed |consent.
Which |of |the |following |is |a |teaching |approach |that |promotes |high |levels |of |academic |
engagement |and |prevents |off-task |and |disruptive |behaviors? |- |correct |answer |Proactive |
classroom |management.
Proactive |classroom |management |is |the |only |option |that |is |preventative |and |not |reactive. |
According |to |the |National |Association |of |School |Psychologists |(NASP), |proactive |classroom |
management |involves |the |careful |planning |of |lessons, |assessments, |and |disciplinary |
procedures, |and |promotes |student |success |by |emphasizing |student |involvement |and |allowing |
students |to |make |curricular |choices.
