100+ Free ABPP School Psychology Practice Questions

Comprehensive School Psychology Services

NASP Practice Model (2020) — 10 domains: data-based decision making; consultation and collaboration; academic interventions; mental and behavioral health interventions; school-wide practices to promote learning; preventive and responsive services; family-school collaboration; equity, diversity, and inclusion; research and evidence-based practice; legal, ethical, and professional practice. Cognitive assessment — WISC-V (6-16), WPPSI-IV (2:6-7:7), WAIS-V (16+), DAS-II, KABC-II, WJ-IV Cognitive, Stanford-Binet 5, RIAS-2, NNAT-3 — grounded in CHC theory. Academic achievement — WJ-IV, WIAT-4, KTEA-3. CTOPP-2 (phonological awareness, phonological memory, rapid naming). Behavior rating — BASC-3, ASEBA CBCL/TRF/YSR, Conners-3. Adaptive — Vineland-3 (Communication, Daily Living, Socialization, Motor), ABAS-3. Universal mental health screening — SAEBRS, BIMAS-2, BESS-3. Depression — PHQ-A, CDI-2, MFQ. Consultation — Bergan & Kratochwill behavioral (problem identification, analysis, plan implementation, plan evaluation), Caplan mental-health consultation, Rosenfield instructional consultation, Sheridan & Kratochwill conjoint behavioral. Family-school partnership (Christenson; Sheridan). Twice-exceptional (gifted + disability). Gifted identification (NAGC). Early childhood (Bayley-4, BDI-3, DAYC-2, DP-3; IDEA Part C birth-3 and Section 619 ages 3-5). Supervision per APA/NASP guidelines.

Evidence-Based Interventions for School-Aged

RtI/MTSS three tiers — Tier 1 universal core instruction (~80% successful), Tier 2 targeted small-group (~15%), Tier 3 intensive individualized (~5%) — with brief repeated CBM probes and data-based decision rules (e.g., 4 data points below aim line). PBIS (Sugai & Horner) — school-wide multi-tiered positive behavioral framework. Check-In/Check-Out (CICO; Crone, Hawken, Horner) Tier 2 intervention with Daily Progress Report. FBA — ABC analysis identifying function (escape, attention, tangible, sensory) → function-based BIP. Curriculum-Based Measurement (Deno). CASEL Social-Emotional Learning five competencies — self-awareness, self-management, social awareness, relationship skills, responsible decision-making. Reading intervention — National Reading Panel/IDA — systematic explicit phonics with phonological awareness, fluency, vocabulary, comprehension (Orton-Gillingham, Wilson, Lindamood-Bell, science of reading). Reciprocal teaching (Palincsar & Brown). Math intervention — explicit instruction with worked examples, CRA (concrete-representational-abstract), fluency. Writing — Self-Regulated Strategy Development (SRSD; Graham & Harris). Universal Design for Learning (UDL; CAST) — multiple means of engagement, representation, action/expression. Restorative practices (Zehr; Pranis). School-based trauma — CBITS (Stein), Bounce Back. Group CBT for anxiety — SASS (Masia Warner) for social anxiety, FRIENDS for Life (Barrett), Coping Cat group. School-based mindfulness — MindUP, Learning to BREATHE, Inner Explorer. Executive function instruction (Meltzer; Dawson & Guare). Pre-referral intervention. Self-efficacy (Bandura, Schunk). DIBELS, AIMSweb Plus, easyCBM, FastBridge early literacy screening.

Special Education Law

IDEA 2004 — IEP required components (present levels of academic achievement and functional performance, measurable annual goals, special education and related services, accommodations, justification for general education participation, statewide assessment participation, transition services by age 16, progress reporting). FAPE per Endrew F. v. Douglas County (2017) — IEP reasonably calculated to enable progress appropriate in light of the child's circumstances. LRE — to the maximum extent appropriate, students with disabilities educated with non-disabled peers. Section 504 of the Rehabilitation Act (1973) — broader civil rights law; substantial limitation of major life activity; 504 Plan with accommodations. SLD identification options — severe discrepancy, RtI, or pattern of strengths and weaknesses (PSW; Flanagan, Hale, Naglieri). 60-day federal evaluation timeline (state may set shorter). Reevaluation every 3 years. Manifestation Determination Review (MDR) — required for disciplinary removal beyond 10 cumulative days; if behavior is manifestation of disability, FBA/BIP follows. Transition services by age 16 — measurable postsecondary goals, transition activities, coordinated agency referrals. Alternate assessments (AA-AAAS) reserved for <1% with significant cognitive disabilities (Dynamic Learning Maps). Plyler v. Doe (1982) — undocumented children's constitutional right to public K-12 education. Independent Educational Evaluation (IEE) at public expense when parents disagree with school's evaluation. Procedural safeguards including prior written notice, mediation, and due process hearing. Eligibility for ID requires cognitive + adaptive deficits + developmental-period onset. ED criteria — at least one of five characteristics (inability to learn unexplained by other factors, relationship difficulties, inappropriate behaviors/feelings, pervasive unhappiness/depression, physical symptoms/fears) over time and to marked degree with adverse educational impact. Per 34 CFR 300.304, no single measure determines eligibility.

Multicultural & Equity Considerations

NASP and APA Multicultural Guidelines. Culturally and linguistically appropriate measures, qualified bilingual evaluators (per IDEA), integration of cultural framework into interpretation. Disproportionality in special education identification (particularly ID, EBD), placement (more restrictive settings), and discipline (Black, Latinx, Native American students disproportionately affected) — IDEA 2004 and ESSA require monitoring/intervention. English Learner (EL) assessment — assess language proficiency (WIDA ACCESS, WMLS-III), distinguish language difference from disability, use native-language assessment when feasible, use nonverbal cognitive measures with newcomer/limited-prior-schooling ELs (UNIT-2, Leiter-3, KABC-II nonverbal index, NNAT-3). Bilingual school psychologists or qualified interpreters trained for testing. Plyler v. Doe — undocumented students have constitutional right to public education; protect immigration status privacy. Twice-exceptional (2e) — identify both giftedness and disability without masking. Culturally informed gifted identification with ELs — nonverbal measures, portfolios, performance assessments to reduce underidentification. LGBTQ+ affirmative care per NASP/APA — chosen name/pronouns, anti-bullying protection, family acceptance (Ryan et al.), facilities consistent with gender identity per applicable policy, affirming counseling, prohibition of conversion practices. Cultural humility (Tervalon & Murray-García). Intersectionality (Crenshaw). Systemic equity work — disaggregated data analysis, implicit bias training, culturally responsive PBIS (CR-PBIS), restorative practices, family/community engagement. ESSA accommodations for ELs.

Prevention & Crisis Response

NASP PREPaRE Crisis Prevention and Intervention Model — Prevent and PREpare, Reaffirm physical health/safety, Evaluate trauma risk, Provide interventions/Respond, Examine effectiveness. Established crisis team with defined roles (commander, mental health lead, communications), pre-developed plan, ICS-aligned. Suicide prevention — universal mental health literacy, gatekeeper training (QPR, Signs of Suicide), validated screening (C-SSRS, ASQ), means restriction counseling, safety planning (Stanley-Brown), crisis response, postvention (After a Suicide toolkit, safe messaging per Reporting on Suicide guidelines — avoid method/location details, romanticization). Threat assessment — Virginia Comprehensive School Threat Assessment Guidelines (CSTAG; Cornell) distinguishing transient (no intent) vs substantive (intent + capability); Salem-Keizer Threat Assessment System. Olweus Bullying Prevention Program — multi-tiered. SBIRT for substance use with CRAFFT 2.1+N (Car, Relax, Alone, Forget, Family-Friends, Trouble, Nicotine — 2+ positive). Trauma-informed schools (SAMHSA framework). Mental health stigma reduction (Mental Health First Aid for Youth, Teen MHFA). Chronic absenteeism — Attendance Works framework (10%+ school days). School refusal — Kearney functional assessment (anxiety, escape, attention, tangible). Acute crisis response — ASQ/C-SSRS, de-escalation, supervision, family notification, safety plan, emergency services if needed.

Ethics

NASP Principles for Professional Ethics 2020 — four broad principles: I. Respecting the Dignity and Rights of All Persons; II. Professional Competence and Responsibility; III. Honesty and Integrity in Professional Relationships; IV. Responsibility to Schools, Families, Communities, the Profession, and Society. APA Ethics Code (2017) — Standard 2.01 Boundaries of Competence; 3.05 Multiple Relationships; 3.10 Informed Consent; 4.02 Confidentiality Limits; 4.05 Disclosures; 9.02 Use of Assessments. FERPA (1974) — educational records at federally funded schools; parental access rights until student turns 18 or attends postsecondary; sole-possession notes exempt if not shared. HIPAA vs FERPA boundaries — generally FERPA covers school records, HIPAA covers healthcare records (with exceptions). Mandated reporting to CPS — prompt (typically same day), individual responsibility (cannot delegate to principal), reason-to-suspect standard. Dual relationships — Standard 3.05; manage in small communities with disclosure, role-clarity, supervision, documentation. Confidentiality with minors — discuss limits up front with student and parents; safety exceptions; mandated reporting; certain threats. Predetermination of eligibility outcomes prohibited. Response to confidentiality breach by colleague — address directly, report per district policy, document, advocate. Documentation per APA Record Keeping Guidelines. Technology — FERPA, HIPAA, COPPA (Children's Online Privacy Protection Act for under-13). Plyler v. Doe protection of immigration status. Cultural humility. Independent Educational Evaluation rights.