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100+ Free ILTS School Psychologist (237) Practice Questions

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Which statement best reflects the historical development and contemporary role of the school psychologist?

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2026 Statistics

Key Facts: ILTS School Psychologist (237) Exam

240

Passing Score (scale 100-300)

ILTS School Psychologist (237) test page

$122

Test Fee (2026)

ILTS registration / fee schedule

100 MC

Test Format

ILTS School Psychologist (237) test page

3 hrs 15 min

Testing Time

ILTS School Psychologist (237) test page

3 subareas

Content Domains

ILTS field 237 test framework

50%

Data-Based Decision Making Weight

ILTS field 237 test framework

100-300

Score Scale

ILTS scoring information

ILTS School Psychologist (237) is Illinois' content licensure test for the school psychologist endorsement, delivered by Pearson as a computer-based exam with 100 multiple-choice (selected-response) questions and a passing score of 240 on a 100-300 scale. The test is organized into three subareas with weights of 25%, 50%, and 25%: Human Development, Diversity, and Learning; Data-Based Decision Making to Address Individual, Group, and Schoolwide Needs (the heaviest, at half the score); and The Practice of School Psychology. Testing time is 3 hours 15 minutes within a 3-hour-30-minute appointment, and the registration fee is $122 (reduced in January 2025). This free 100-question bank mirrors the official 25/50/25 weighting so candidates can practice across every subarea.

Sample ILTS School Psychologist (237) Practice Questions

Try these sample questions to test your ILTS School Psychologist (237) exam readiness. Each question includes a detailed explanation. Start the interactive quiz above for the full 100+ question experience with AI tutoring.

1According to Erik Erikson's psychosocial theory, a student in middle childhood (ages 6-11) is primarily working to resolve which developmental crisis?
A.Industry versus inferiority
B.Initiative versus guilt
C.Identity versus role confusion
D.Trust versus mistrust
Explanation: Erikson placed the industry versus inferiority stage in middle childhood (roughly ages 6-11), when children develop a sense of competence by mastering academic and social skills. Success builds industry; repeated failure can foster feelings of inferiority. School psychologists use this framework to understand academic self-concept in elementary students.
2In Piaget's theory of cognitive development, a 9-year-old who can correctly conclude that the amount of water is unchanged after it is poured into a differently shaped glass has demonstrated which ability?
A.Conservation
B.Object permanence
C.Hypothetical-deductive reasoning
D.Egocentrism
Explanation: Conservation is the understanding that quantity remains the same despite changes in appearance or arrangement. Children typically master conservation during Piaget's concrete operational stage (ages 7-11), so a 9-year-old recognizing that pouring water does not change its amount shows this milestone.
3Vygotsky's concept of the zone of proximal development is best defined as the gap between what a learner can do
A.independently and what the learner can do with guidance from a more knowledgeable other
B.at the beginning of the year and at the end of the year
C.verbally and in writing
D.in a familiar setting and in an unfamiliar setting
Explanation: The zone of proximal development (ZPD) is the distance between a learner's actual developmental level (independent problem solving) and the potential level reached with help from a teacher, peer, or other more knowledgeable other. Instruction and scaffolding aimed at the ZPD are most effective for promoting growth.
4A school psychologist explains that a teacher is shaping a behavior by reinforcing successive approximations toward a target skill. This technique is rooted in which theoretical framework?
A.Operant conditioning (behaviorism)
B.Psychoanalytic theory
C.Information processing theory
D.Maslow's hierarchy of needs
Explanation: Shaping by reinforcing successive approximations is a core operant conditioning procedure developed within B. F. Skinner's behaviorism. The learner is reinforced for progressively closer attempts until the full target behavior is achieved, making it a foundational technique in behavior intervention.
5A kindergarten teacher reports that a 5-year-old struggles to follow two-step verbal directions but performs well on tasks requiring visual matching. A school psychologist would most appropriately interpret this pattern as a possible difference in
A.auditory processing or working memory relative to visual processing
B.overall intellectual disability
C.oppositional defiant behavior
D.a sensory impairment in vision
Explanation: A discrepancy between weak performance on multi-step auditory directions and strong visual matching suggests a relative weakness in auditory processing or auditory working memory rather than global delay. This pattern guides further assessment and supports targeted instructional accommodations such as visual supports.
6Which statement best describes the difference between fluid and crystallized intelligence in the Cattell-Horn-Carroll (CHC) model?
A.Fluid intelligence involves novel reasoning and problem solving, while crystallized intelligence reflects acquired knowledge and verbal skills
B.Fluid intelligence is fixed at birth, while crystallized intelligence is entirely learned in school
C.Fluid intelligence measures reading, while crystallized intelligence measures mathematics
D.Fluid and crystallized intelligence are two names for the same general factor
Explanation: In CHC theory, fluid reasoning (Gf) is the ability to solve novel problems independent of prior learning, while crystallized intelligence (Gc) reflects accumulated knowledge, vocabulary, and verbal reasoning shaped by experience and education. Most modern cognitive batteries assess both broad abilities.
7A student newly arrived from another country can converse comfortably on the playground but struggles with academic textbook language. This pattern is best explained by which concept from second-language acquisition research?
A.The difference between BICS (basic interpersonal communicative skills) and CALP (cognitive academic language proficiency)
B.Selective mutism
C.A specific learning disability in reading
D.Code-switching disorder
Explanation: Jim Cummins distinguished BICS, social conversational language that develops within 1-2 years, from CALP, academic language that can take 5-7 years to develop. An English learner who is socially fluent but struggles with academic text is showing the expected lag in CALP, not a disability.
8Under the federal Individuals with Disabilities Education Act (IDEA), which of the following is one of the recognized disability categories under which a student may qualify for special education services?
A.Specific learning disability
B.Slow learner
C.Low motivation
D.Below-average IQ
Explanation: IDEA specifies 13 disability categories, including specific learning disability, autism, emotional disturbance, intellectual disability, and other health impairment. A specific learning disability is one of the most common eligibility categories and requires evidence of a disorder in basic psychological processes affecting achievement.
9A school psychologist is asked to describe how chronic exposure to trauma can affect a young child's classroom functioning. Which response best reflects current trauma-informed understanding?
A.Chronic trauma can impair emotional regulation, attention, and the stress-response system, sometimes appearing as oppositional or distractible behavior
B.Trauma exposure has no measurable effect on learning once the event has passed
C.Children who experience trauma always develop a learning disability
D.Trauma effects can only be addressed through medication
Explanation: Chronic or complex trauma can dysregulate the stress-response system, undermining emotional regulation, attention, memory, and relationships. These effects may present as defiance, withdrawal, or inattention. Trauma-informed practice frames such behaviors as adaptations to stress and emphasizes safety, predictability, and relationship.
10Bronfenbrenner's ecological systems theory would classify a child's immediate family and classroom as part of which system?
A.Microsystem
B.Macrosystem
C.Chronosystem
D.Exosystem
Explanation: In Bronfenbrenner's model, the microsystem contains the settings in which the child directly participates, such as family, classroom, and peer group. School psychologists use this framework to consider how multiple environmental layers interact to influence development.

About the ILTS School Psychologist (237) Exam

The ILTS School Psychologist (237) test is the content-area assessment for the Illinois school psychologist endorsement on the Professional Educator License. The computer-based test includes 100 multiple-choice questions organized into three subareas: Human Development, Diversity, and Learning (25%); Data-Based Decision Making to Address Individual, Group, and Schoolwide Needs (50%); and The Practice of School Psychology (25%). It is developed by the Illinois State Board of Education and administered through Pearson Evaluation Systems.

Questions

100 scored questions

Time Limit

3 hours 15 minutes testing time (3 hours 30 minutes total appointment)

Passing Score

240 (scale 100-300)

Exam Fee

$122 (Illinois State Board of Education (ISBE) / Pearson Evaluation Systems)

ILTS School Psychologist (237) Exam Content Outline

25% of this test

Human Development, Diversity, and Learning (Subarea I)

Children's physical, cognitive, social, and emotional development and behavior; learning theories and processes (behavioral, cognitive, social, and constructivist); student diversity including socioeconomic status, culture, language, trauma, and identity; exceptionalities and IDEA disability categories; and behavioral assessment, deviations, and the influence of family and environment on learning.

50% of this test

Data-Based Decision Making to Address Individual, Group, and Schoolwide Needs (Subarea II)

Selecting and interpreting reliable, valid assessments; analyzing data using norm- and criterion-referenced scores, standard scores, and progress monitoring; IEPs, IFSPs, and Section 504 plans; assistive technology; multi-tiered systems of support (MTSS/RTI) and PBIS; functional behavior assessment and behavior intervention plans; crisis and suicide risk intervention; and designing, implementing, and evaluating academic and social-emotional intervention plans for individuals, groups, and whole schools.

25% of this test

The Practice of School Psychology (Subarea III)

Consultation and collaboration with students, families, educators, and community agencies; communicating and reporting psychological information clearly; ethical and legal standards including IDEA procedures, FERPA, informed consent, confidentiality, and mandated reporting; advocacy and equity; appropriate use of technology and current research; and the historical development and contemporary role of the school psychologist.

How to Pass the ILTS School Psychologist (237) Exam

What You Need to Know

  • Passing score: 240 (scale 100-300)
  • Exam length: 100 questions
  • Time limit: 3 hours 15 minutes testing time (3 hours 30 minutes total appointment)
  • Exam fee: $122

Keys to Passing

  • Complete 500+ practice questions
  • Score 80%+ consistently before scheduling
  • Focus on highest-weighted sections
  • Use our AI tutor for tough concepts

ILTS School Psychologist (237) Study Tips from Top Performers

1Allocate study time by subarea weight: Data-Based Decision Making is half the test, so prioritize assessment, data analysis, MTSS, and intervention planning
2Know the key federal laws cold: IDEA disability categories and procedures, Section 504, FERPA, IFSP versus IEP, and mandated reporting duties
3Practice interpreting scores: standard scores (mean 100, SD 15), scaled scores (mean 10, SD 3), percentile ranks, confidence intervals, and grade equivalents
4Understand functional behavior assessment and function-based intervention, since behavior items are common
5Review consultation models and their stages, plus ethical decision-making and limits of confidentiality
6Take timed mixed practice to manage pacing across 100 questions in 3 hours 15 minutes

Frequently Asked Questions

What is on the ILTS School Psychologist (237) test?

The test covers three subareas: Human Development, Diversity, and Learning (25%); Data-Based Decision Making to Address Individual, Group, and Schoolwide Needs (50%); and The Practice of School Psychology (25%). All items are multiple-choice, and data-based decision making accounts for half of the total score.

How many questions are on the ILTS School Psychologist (237) test and what is the format?

The computer-based test has 100 multiple-choice (selected-response) questions. A portion of the items are non-scored field-test questions, but candidates cannot tell which ones, so every question should be answered carefully.

What is the passing score for ILTS School Psychologist (237)?

You need a scaled score of 240 to pass. ILTS scores are reported on a scale from 100 to 300, and 240 is the qualifying score for the School Psychologist (237) test.

How much does the ILTS School Psychologist (237) test cost in 2026?

The registration fee for the School Psychologist (237) test is $122. ILTS reduced its registration fees effective January 2025, so always confirm the current amount in your Pearson ILTS registration account before checkout.

How long is the ILTS School Psychologist (237) test appointment?

The total appointment is 3 hours and 30 minutes, which includes about 15 minutes for the tutorial and nondisclosure agreement, leaving 3 hours and 15 minutes for the actual test. Budget your time across all 100 multiple-choice questions.

What credential does the ILTS School Psychologist (237) test lead to?

Passing the test is required for the Illinois school psychologist endorsement on the Professional Educator License (PEL), administered by the Illinois State Board of Education (ISBE). Candidates typically take it after completing an approved school psychologist preparation program.