PRAXIS II Special Education: Teaching Students with Behavioral Disorders/Emotional Disturbance Exam (5372)

The PRAXIS II Special Education: Teaching Students with Behavioral Disorders/Emotional Disturbance Exam (5372) is designed for individuals who would like to teach students from grades preschool through 12 with behavioral and emotional disorders. You will be given two hours to complete this 120 multiple choice question exam. The test can be broken down into five sections:

Development and Characteristics of Students and EBD – 22 questions
Planning and Managing the Learning Environments – 31 questions
Instruction – 31 questions
Assessment – 20 questions
Foundations and Professional Responsibilities – 16 questions

Development and Characteristics of Students and EBD:
This section includes topics like the similarities and differences between students with and without EBD, how social/emotional development may differ in students with EBD, the relationship between EBD and other associated conditions, and the distinguishing characteristics of conceptual approaches to teaching students with EBD.

Planning and Managing the Learning Environments:
This section includes topics such as the basic concepts of curriculum development, how to select instructional content, resources, and strategies appropriate for students with EBD, how to use formal and informal assessment data to inform instruction, and how to implement a behavior intervention plan.

This section includes topics like how to develop observable and measurable instructional objectives in the cognitive and affective domains, how to manage instructional variables in an inclusive classroom, and methods for facilitating generalization of skills across learning environments.

This section includes topics like the procedures for the ongoing formal and informal assessment of students with EBD, how to assess the social behaviors of students with EBD, and factors that can lead to misidentification and under-identification of students with EBD.

Foundations and Professional Responsibilities:
This section includes topics such as the components of an Individualized Education Program (IEP), the provisions of major legislation that impact the field of special education, and current issues and trends in the field of special education.

PRAXIS II Special Education: Teaching Students with Behavioral Disorders/Emotional Disturbance Practice Questions

1. B.F. Skinner believed a complete study of behavior must include how many levels of understanding?

A. Four
B. Three
C. Two
D. None of the above

2. Why is learning conflict resolution in childhood important?

A. Critical to developing healthy friendships
B. Directly influences behavior
C. Huge impact on social acceptance
D. All of the above

3. In a collaborative consultation, a general education teacher works with a special education teacher to:

A. plan physical accommodations
B. develop lessons and activities
C. devise instructional tools
D. All of the above

4. Which of the following is not a true statement about attention deficit hyperactivity disorder?

A. It is a learning disability.
B. Usually diagnosed in childhood
C. Frequently continues into adulthood
D. Medication may help.

5. The main characteristics of attention deficit hyperactive disorder are:

A. inattention
B. hyperactivity
C. impulsivity
D. All of the above

Answer Key For Special Education: Teaching Students with Behavioral Disorders/Emotional Disturbance

1. Answer: B

B.F. Skinner defined behaviorism as a “function of the environmental histories of experiencing consequences.” As a result of his studies, he wrote a number of works introducing his concept of behavior modification through operant conditioning as a way to improve society. His controversial approach was considered a form of social engineering. As radical behaviorism’s best-known theorist, Skinner believed feelings and introspection existed, should be considered when studying behavior, and were measurable and treatable.

One important aspect of human behavior is recognizing the internal processes that determine what instructions are accepted and how these processes control actions. He also believed humans used language to influence and control behavior. Skinner postulated that a complete study of behavior must include three levels of understanding: the biological or natural selection process, the behavior history of the entire species, and the cultural practices of the social group to which the subject belongs.

2. Answer: D

A child’s ability to resolve conflicts with his peers has a strong influence on his acceptance into or rejection from the group. Learning to deal with conflict in a positive manner is critical to developing healthy friendships, which directly influences behavior and has a huge impact on social acceptance. Elementary school children with self-control are better able to find solutions that consider both sides in a dispute, which is more likely to result in mutually acceptable resolution of conflicts.

Social acceptance in elementary school is a fairly accurate predictor of how successful a person will be in college and in his professional career. Researchers followed two groups of eight-year-olds into their mid-forties. People whose peers rated their social behavior acceptable in elementary school were more successful than those who had social difficulties. This is a compelling reason to deal with aggressive behavior early in life since if left unchecked, it can have serious academic and career consequences later in life.

3. Answer: D

Support is available to teachers with students who have learning disabilities, especially when the student is in a regular classroom rather than a special education setting. Help varies depending upon individual state mandates and the particular school district’s resources. However, once a student with a learning disability has been identified, there are two ways a teacher can be assisted. In a collaborative consultation the general education teacher works with a special education teacher outside the classroom to plan any necessary physical accommodations, develop lessons and activities, and devise instructional tools to help the student.

In a co-teaching situation, the two teachers make the same decisions as above, but the difference is the general education teacher and the special education teacher share instructional responsibilities in the same classroom. In both situations, the teachers involved should respect each other’s talents and contributions and work together to address and meet the needs of the student with learning disabilities.

4. Answer: A

Attention deficit hyperactivity disorder (ADHD) is a behavior problem involving inattention, hyperactivity, and impulsivity that affect all areas of life: home, school, work, and social relationships. While some children with ADHD also have various learning disabilities, ADHD is not classified as a learning disability. Scientists, citing recent research, are making a case for ADHD to be included on the list because the disorder directly impacts functions needed to learn. However, it currently is not included with learning disabilities.

The American Psychiatric Association estimates that in a group of one hundred children, between three and seven are affected with one or more characteristics of ADHD. The disorder is usually diagnosed in childhood and frequently continues into adolescence and adulthood. Children with the problem can sometimes be helped with medication and behavior modification and may eventually learn to cope with and work around the problems caused by the disorder.

5. Answer: D

The main characteristics of attention deficit hyperactivity disorder (ADHD) are inattention, hyperactivity, and impulsivity. At times everyone can be absent-minded, fidgety, or impulsive, so why are some children diagnosed with ADHD, while similar behavior in others is considered normal? The difference is the degree of the behavior: when, where, how much, how often. In people with ADHD, these behavior patterns are the rule, not the exception.

ADHD symptoms vary. Individuals will have problems in different areas. Some are hyperactive, while others are underactive. Some children may be unable to pay attention for more than a minute or two but have few problems with impulsive behavior. Some children may only have minor problems with paying attention but are unable to curb impulsive actions. Some may have problems in all three areas. ADHD is a complex behavior disorder, so the symptoms of each child, adolescent, and adult should be dealt with according to his particular issues.