Study Guide

School Psychologist
Sample Questions

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Use the information in the profile and chart below to answer the two questions that follow.

Henri is a gifted fourth-grade student in a general education classroom. Henri reads at a seventh-grade level, has advanced oral communication skills, and is very artistic. However, he has difficulty with written assignments, stating that "my hands don't work as fast as my brain." Henri often tells his teacher that he is bored with classwork. The school psychologist has been asked to observe Henri during class because of recent changes in his behavior. Henri's teacher reports that at the beginning of the year, Henri was an excellent student who completed all work as assigned. He is well liked by classmates and has many friends. It is now halfway through the school year and Henri has begun acting out, refusing to do his classwork and destroying his assignments. His behavior disrupts the class and interferes with his classmates' learning. The school psychologist has completed an antecedent, behavior, and consequences (ABC) chart, which is shown below.

Student: Henri Observer: School Psychologist				Behavior: Destroys assignments
Date	Time	Length of Behavior	Antecedent	Behavior	Consequences
4/23/13	1:20–1:30	20–30 seconds	Students were assigned to write a summary paragraph after reading a text about early settlers of Missouri. The teacher provided assistance to individual students as she walked around the classroom. The teacher was standing at Henri's desk.	Henri wads up his paper and then tears it up and throws the pieces to the floor.	Other students turn to look. The teacher says to Henri, "Get out another sheet of paper and start over." She waits at his desk another 45 seconds.
4/30/13	1:15	15 seconds	Verbal instructions were given on how to complete a prelab worksheet.	Henri wads up his worksheet and clenches it in his fist.	Several students turn to look at Henri. The teacher tells him the work must be completed by the end of class or he will have to stay after school.

Competency 0001
Understand human development and behavior.

1. Given the information about Henri, the school psychologist and Henri's teacher would be most justified in exploring which of the following situations as a potential root cause of his behavior?

1. Henri may be experiencing depression.
2. Henri may be seeking attention from his peers.
3. Henri may benefit from more challenging assignments in varied formats.
4. Henri may have an undiagnosed learning disability related to writing.

AnswerEnter to expand or collapse answer.Answer expanded

Correct Response: C. Students who are gifted may find it frustrating to repeatedly go over information they have already mastered. This frustration may result in disruptive behavior or "shutting down" in the classroom. By using an antecedent, behavior, and consequences (ABC) data collection approach to observing and recording behavior events, the school psychologist is able to illustrate to the classroom teacher that the causes of behavior may be rooted in expectations that are not appropriate to a student's level of learning. Overly challenging or underchallenging work can lead to behavior issues, particularly in elementary-age students who may not possess the language and social skills needed to communicate their frustration.

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Competency 0003
Understand curricula and instruction that promote learning, achievement, and competence in students with diverse strengths and needs.

2. Which of the following instructional approaches is likely to be most responsive to Henri's specific learning needs?

1. designing shorter assignments for Henri related to current topics of study
2. incorporating artistic or oral components into Henri's assignments whenever possible
3. ensuring that Henri has an area away from his peers in which to complete classwork
4. providing Henri with supports such as a pencil grip for written assignments

AnswerEnter to expand or collapse answer.Answer expanded

Correct Response: B. If it is hypothesized on the basis of observational data that Henri's behavior is driven by the frustration of not being challenged, then it would be appropriate to provide him with more challenging options in his assignments. The advantage of allowing him to use his skills by incorporating artistic and oral components into assignments is that it increases the probability that he will feel challenged and recognized for his ability. The artistic and oral approaches allow for a wide variety of elaboration and diversity in responses. As before, the psychologist is making use of observational data combined with previous cognitive assessments and knowledge of the gifted population to recommend effective classroom-based interventions.

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Competency 0005
Understand how to conduct assessments of students with diverse strengths and needs.

3. A school psychologist is administering a cognitive assessment to a fifth-grade student. During the assessment, it would be acceptable for the psychologist to make which of the following comments to the student?

1. "Are you sure that is your answer?"
2. "You are really working hard at this."
3. "You got that one wrong; let's try another."
4. "Oh, sorry, that was so close."

AnswerEnter to expand or collapse answer.Answer expanded

Correct Response: B. Cognitive assessments require that the student's performance represents what he or she can do independently. While many students may want to know the accuracy of their responses during a testing session, administration protocols generally require the examiner to avoid language that can give the student clues to identify the correct answer.

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Competency 0006
Understand how to interpret assessment results to increase knowledge about students' individual strengths and needs.

Use the summary below of a student's scores from the Wechsler Intelligence Scale for Children–Fifth Edition (WISC–V) to answer the question that follows.

4. This student's scaled score in the area of block design suggests that the student would likely have difficulty applying which of the following skills?

1. logic and reasoning
2. visual processing
3. abstract design analysis
4. identification of missing parts

AnswerEnter to expand or collapse answer.Answer expanded

Correct Response: C. The WISC–V is a commonly used cognitive assessment in school settings. Each subtest has correlations to various skills needed for academic and vocational success. In the case of block design, the subject must quickly analyze and replicate a pattern using a set of colored blocks. The amount of time the subject takes to obtain an accurate replication determines his or her score. This analysis of abstract designs is a skill used in assembling objects, making diagrams, and understanding physical relationships.

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Competency 0008
Understand research- and evidenced-based prevention and intervention techniques and resources for addressing individual, group, and schoolwide needs.

5. A school psychologist is providing individual counseling to Mary, a middle school student who has been experiencing depression. Mary confides to the school psychologist that physical violence between adults in her household is a frequent occurrence. She tells the psychologist that she hides in her room but feels a little scared. After addressing Mary's safety, the psychologist's most important priority in responding to this situation should be to:

1. work with Mary to identify specific strategies she can use to ensure her well-being when violence occurs at home.
2. help Mary understand the relationships between her depression and violence in the home.
3. practice conflict-resolution techniques that Mary can apply to help reduce the number of violent episodes in the home.
4. refer Mary's family to a local agency that specializes in addressing issues of family violence.

AnswerEnter to expand or collapse answer.Answer expanded

Correct Response: A. One of the main goals of individual counseling in the school is to help alleviate students' emotional distress. Typically, a school psychologist in a situation such as the one described is unable to exert any direct control over the behavior of adults in a student's household. Therefore, the school psychologist's first priority should be to help the student find ways to cope with her home environment and minimize its adverse emotional consequences.

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Competency 0009
Understand research methods, program evaluation, and principles of data-based decision making and accountability.

6. A school district committee is considering whether to extend funding for a unique early intervention program for students with autism spectrum disorder (ASD) at one of its elementary schools. The school's principal has asked the school psychologist to provide the committee with data on the academic success of students with autism spectrum disorder (ASD), specifically in the areas of English language arts and mathematics. The most appropriate and effective research design for providing this information would be a study of:

1. all students with autism spectrum disorder (ASD) at the district's middle and high schools.
2. randomly selected middle school students with autism spectrum disorder (ASD) who participated in the early intervention program.
3. all students with autism spectrum disorder (ASD) in the district's elementary schools.
4. randomly selected students with autism spectrum disorder (ASD) who are currently enrolled in the early intervention program.

AnswerEnter to expand or collapse answer.Answer expanded

Correct Response: C. Collecting comparable data such as grades or test results from all of the district's elementary school students with autism spectrum disorder (ASD) will enable the school psychologist to compare the academic success of students with autism spectrum disorder (ASD) who have participated in the unique early intervention program with a control group of students with autism spectrum disorder (ASD) who have not participated in the program. This research design allows data to be easily collected and analyzed in response to the committee's inquiry.

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Competency 0010
Understand effective communication, consultation, and collaboration processes for working with educators and other professionals, families, and community agencies to provide students with appropriate educational services.

7. A school psychologist consults with a third-grade teacher about a student who is displaying negative behaviors in class. The psychologist begins by having the teacher identify the student's most challenging behavior. The teacher explains that the student is verbally aggressive toward peers, often threatening physical violence. After identification of the target behavior, the behavioral consultation model recommends the psychologist's next step would be to:

1. brainstorm alternative strategies with the teacher for addressing the target behavior.
2. assess the frequency, duration, location, and intensity of the target behavior.
3. establish goals and criteria for the student's success in reducing the target behavior.
4. research environmental factors that are typically associated with the target behavior.

AnswerEnter to expand or collapse answer.Answer expanded

Correct Response: B. In behavioral consultation, a school psychologist works with a teacher in a collaborative problem-solving process designed to analyze a student's behavior(s) of concern. A series of steps, referred to as a functional behavior assessment (FBA), is used to structure this problem-solving process. The psychologist and the teacher first identify a target behavior that needs to be addressed. Then they define the basic characteristics of the target behavior (including its frequency, duration, location, and intensity) and identify the environmental factors that tend to accompany the target behavior. The next step is to create and implement an effective plan for resolving the problem.

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Competency 0012
Understand the historical, legal, and ethical foundations of the school psychology profession.

8. As a mandated reporter, a school psychologist who believes that a middle school student may be experiencing physical abuse has an immediate obligation to:

1. determine whether the suspicion is valid.
2. call a meeting with the student's family to discuss the issue.
3. refer the student to a local child advocacy group.
4. convey information to the relevant authorities.

AnswerEnter to expand or collapse answer.Answer expanded

Correct Response: D. Mandated reporters are required by state statute to report abuse or neglect when they have reasonable cause to suspect a child has been or is being abused or neglected, or if a child is observed as being subjected to such conditions or circumstances. In Missouri, individuals who are responsible for children and have "reasonable cause to believe" a child is being abused or neglected must report that suspicion to the Missouri Department of Social Services, Children's Division—and are required by law to do so immediately.

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Benjamin is a middle school student who is 12 years, 2 months old and has autism spectrum disorder (ASD) and a mild cognitive disability. He receives support from a special education teacher in a general education classroom for math and science. Benjamin spends the remainder of his day in a self-contained classroom. Ms. Trudy, the school psychologist, is conducting Benjamin's scheduled reevaluation. Use the information below from Ms. Trudy's case file on Benjamin to answer the four questions that follow.

Excerpt from Benjamin's current Individualized Education Program (IEP):

Benjamin's parents requested to update the Childhood Autism Rating Scale (CARS), as it was originally administered when he was determined eligible for special education services over six years ago.

The Childhood Autism Rating Scale, Second Edition (CARS-2)

Benjamin's scores indicate mild to moderate autism spectrum disorder.

Benjamin's score on the Vineland Adaptive Behavior Scales—Interview Edition (administered during his current reevaluation):

Benjamin's scores on the Wechsler Individual Achievement Test—Second Edition (WIAT–II) (administered during his current reevaluation):

Comments from Benjamin's special education teacher:

Summarize this student's academic progress:

Benjamin shows an interest in a variety of academic tasks. He actively participates in science and math and works with the same two students in both classes. He seems to enjoy learning and expresses an interest in discovering more about particular words and topics. He likes to find meaning and real-life connections with the words or concepts he learns. He will frequently page through picture dictionaries and find words of interest. He shows a great deal of interest in science and related topics. He works best with additional time to process information and with familiar people. He sometimes exhibits anxiety when a familiar classroom staff member is absent. Benjamin shows an awareness of his peers, but his social interaction skills are limited. Interaction with peers is almost always initiated by an adult.

Discuss behavior concerns you have for this student:

Benjamin has difficulty interacting with his peers. During a conversation, he does not understand the importance of personal space to address his peer's comfort level. He does not read social cues and does not respond to verbal feedback from his peers, such as "Benjamin, please back up." When I remind Benjamin of the "arm's length" rule when speaking to a friend, he often gets upset and yells that he has no friends, occasionally even running out of the room. He receives counseling to address these behaviors and is making some progress.

Excerpt from Ms. Trudy's notes on Benjamin's case:

Benjamin's special education teacher recommends that Benjamin join a social skills group facilitated by a school counselor to learn and practice how to interact with his peers in a variety of settings. Include this recommendation in his assessment report.

Benjamin's scores on the Wechsler Intelligence Scale for Children—Fifth Edition (WISC–V) (administered by Ms. Trudy):

Competency 0002
Understand processes of learning and learning environments that are responsive to the strengths and needs of students.

9. Ms. Trudy is preparing specific recommendations for Benjamin's special education teacher to use in creating a learning environment that will promote a positive classroom climate between the students, including social interactions and problem solving. Which of the following recommendations would likely be most effective?

1. offering a quiet area with pillows in which Benjamin can refocus when he is overstimulated by classroom activity
2. continuing preferential seating for Benjamin near the front of the classroom to encourage his interactions with others
3. providing opportunities throughout the year for Benjamin and the other students to read books related to cooperation and team building
4. scheduling a weekly class meeting for Benjamin and the other students to brainstorm about and model scenarios involving peer interaction and conflict resolution and to set goals for the week

AnswerEnter to expand or collapse answer.Answer expanded

Correct Response: D. The strategy of incorporating class meetings into a learning environment is effective for helping students with social skills deficits understand the perspectives of others. This is an essential part of building relationships and resolving classroom-related conflicts. Students as a group can share their opinions and brainstorm solutions to classroom conflicts and class behavior problems. Since Benjamin's social skills are at times inappropriate when interacting with his peers, he would benefit from a class meeting in which these topics could be addressed by the other students. He could also receive positive reinforcement from Ms. Trudy and his classmates when he displays appropriate behavior during these activities. Finally, the opportunity to identify appropriate goals related to individual needs as well as the needs of the group will help Benjamin recognize the interrelatedness between himself, his behavior, and others.

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Competency 0004
Understand how to select, adapt, and develop assessments that provide accurate, useful information for working effectively in a multi-tiered system of support, determining appropriate interventions, measuring the progress and outcomes of intervention, determining educational placements, and making educational recommendations for students with diverse strengths and needs.

10. At Benjamin's Individualized Education Program (IEP) meeting, the team is discussing educational placement possibilities for Benjamin for the following year. According to the notes and assessment information from Benjamin's reevaluation, which of the following changes to Benjamin's current placement would likely be most appropriate and beneficial for his social and educational needs?

1. placing Benjamin in general education classes for all subjects to ensure he interacts with a variety of students and teachers
2. recommending the introduction of co-teaching classroom opportunities for Benjamin and reducing his time spent in a self-contained classroom
3. increasing Benjamin's time spent in a self-contained classroom with his current teacher to ensure his anxiety and social behaviors improve
4. recommending that the team consult with Benjamin about where he feels he is able to learn best and feel the least anxious

AnswerEnter to expand or collapse answer.Answer expanded

Correct Response: B. A co-teaching model would be an appropriate placement for Benjamin given his social goals, his scores on the CARS-2 and WISC–IV, and the summary from his special education teacher. A co-teaching classroom would likely give Benjamin positive peer models and increase his social awareness, which is important as he nears the age of transition.

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Competency 0007
Understand how to use assessment information within the Individualized Education Program (IEP) team process to make recommendations and develop interventions that respond to students' identified educational and mental health needs and enhance students' educational functioning.

11. Ms. Trudy and the special education teacher meet before Benjamin's IEP team meeting to review the assessment data. During this meeting, they agree that additional information is needed to determine Benjamin's present level of performance in processing language in both social and academic contexts. Which of the following would be the best next step for Ms. Trudy at this point?

1. meeting with Benjamin to administer an informal inventory to assess his language-processing skills
2. observing Benjamin in unstructured settings (e.g., cafeteria, physical education class, hallway) to complete an observational survey of his social language skills
3. initiating the process of having a speech-language pathologist conduct a formal evaluation of Benjamin's expressive, receptive, and pragmatic language skills
4. completing an interview questionnaire with Benjamin to evaluate his conversational strengths and needs

AnswerEnter to expand or collapse answer.Answer expanded

Correct Response: C. In this type of scenario, as a key member of the multidisciplinary team, the school psychologist often uses his or her knowledge of assessments and child development to assist in making decisions about service delivery options. While Benjamin does demonstrate delays in social interaction and interpersonal skills, he will soon be transitioning to postsecondary skills in addition to academics. Difficulty in processing and using language—both academic and social vocabulary, for example—is a characteristic of autism spectrum disorder (ASD). Benjamin would benefit from expanding opportunities to engage with his peers to provide him the experiences needed to practice and refine his social skills.

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Competency 0011
Understand the roles and responsibilities of school psychologists.

12. Ms. Trudy reviews the special education teacher's comments regarding Benjamin's challenging behaviors toward his peers. She then discusses this concern with Benjamin's special education teacher. The special education teacher and Ms. Trudy agree that Benjamin would benefit from instruction in social language and interpersonal skills along with opportunities to interact with his peers in structured activities. Which of the following describes the most appropriate role for Ms. Trudy to play in helping Benjamin in this area?

1. recommending a set of strategies the special education teacher can use to teach Benjamin to interact more appropriately with his peers
2. collaborating with the multidisciplinary team to develop IEP objectives addressing specific skills that will enable Benjamin to interact more positively with others
3. referring Benjamin to a private therapist for help in overcoming emotional problems that may be negatively influencing his peer interactions
4. working with Benjamin in the special education classroom, applying different behavior modification techniques to assess which ones would be most effective to implement

AnswerEnter to expand or collapse answer.Answer expanded

Correct Response: B. By collaborating with the multidisciplinary team, Ms. Trudy can ensure that the strategies to be used to help Benjamin develop his social skills will be designed as achievable goals and objectives. The IEP objectives can also specify that a variety of settings be used in the development of these skills to maximize the likelihood that new behaviors will be generalized. Ms. Trudy can encourage additional opportunities for Benjamin to participate in structured activities with his peers and use his skills under supervision. Most importantly, including these learning objectives in the IEP ensures that they will be monitored and evaluated regularly.

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