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100+ Free Praxis SpEd Behavioral/Emotional Practice Questions
Praxis Special Education: Teaching Students with Behavioral Disorders & Emotional Disturbances (5372) practice questions are available now; exam metadata is being verified.
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Sample Praxis SpEd Behavioral/Emotional Practice Questions
Try these sample questions to test your Praxis SpEd Behavioral/Emotional exam readiness. Each question includes a detailed explanation. Start the interactive quiz above for the full 100+ question experience with AI tutoring.
1Under IDEA, a key requirement for eligibility under the category of emotional disturbance is that the characteristic must be exhibited:
A.For a brief period during a single school year
B.Only in the home environment
C.Solely as a result of a medical condition
D.To a marked degree and over a long period of time
Explanation: IDEA's definition of emotional disturbance requires that one or more of the listed characteristics be exhibited 'over a long period of time and to a marked degree' that adversely affects educational performance. Both duration and intensity must be present. A single brief incident does not meet the criteria.
2Which of the following is explicitly EXCLUDED from the IDEA definition of emotional disturbance unless the student also meets the other criteria?
A.Children who are socially maladjusted
B.Children who have schizophrenia
C.Children with an inability to build relationships
D.Children with pervasive unhappiness or depression
Explanation: IDEA states that the term emotional disturbance does not apply to children who are socially maladjusted unless they also meet the criteria for emotional disturbance. Schizophrenia is specifically included in the definition.
3A student who withdraws from peers, appears anxious, and frequently complains of stomachaches before tests is most likely displaying which type of disorder?
A.An externalizing disorder
B.A conduct disorder
C.An internalizing disorder
D.Oppositional defiant disorder
Explanation: Internalizing disorders are directed inward and include anxiety, depression, social withdrawal, and somatic complaints. The described behaviors of withdrawal, anxiety, and physical complaints are classic internalizing symptoms rather than outward-directed acting-out behaviors.
4In applied behavior analysis, reinforcement is best defined as a consequence that:
A.Always involves giving a tangible reward
B.Decreases the future frequency of a behavior
C.Increases the future frequency of a behavior
D.Is the same as a bribe
Explanation: By definition, a reinforcer is any consequence that increases the future probability or frequency of the behavior it follows. Reinforcement is defined functionally by its effect on behavior, not by the type of stimulus delivered.
5A functional behavior assessment (FBA) is primarily designed to identify:
A.The medical diagnosis underlying a behavior
B.The student's overall intelligence level
C.The most appropriate grade-level placement
D.The function or purpose that a behavior serves
Explanation: An FBA is a systematic process used to determine the function (purpose) a problem behavior serves for the student, such as gaining attention, escaping a task, obtaining a tangible, or sensory stimulation. Understanding the function guides the design of an effective intervention.
6In the antecedent-behavior-consequence (ABC) model, the antecedent refers to:
A.The reward delivered after a behavior
B.The event or situation that immediately precedes a behavior
C.The long-term outcome of a behavior
D.The student's developmental history
Explanation: In the ABC three-term contingency, the antecedent is the event, condition, or trigger that occurs immediately before the behavior and sets the occasion for it. The behavior is the observable action, and the consequence is what follows.
7A schoolwide PBIS framework is organized around how many tiers of support?
A.Two tiers
B.Three tiers
C.Four tiers
D.Five tiers
Explanation: PBIS uses a three-tiered framework: Tier 1 (universal, schoolwide supports for all students), Tier 2 (targeted supports for some students), and Tier 3 (intensive, individualized supports for a few students). This continuum matches support intensity to student need.
8In a typical PBIS model, approximately what percentage of students respond successfully to Tier 1 universal supports alone?
A.About 20 percent
B.About 50 percent
C.About 80 percent
D.About 5 percent
Explanation: In the standard PBIS distribution, approximately 80 percent of students respond to universal Tier 1 supports, about 15 percent require targeted Tier 2 supports, and roughly 5 percent need intensive Tier 3 supports. This pyramid reflects efficient allocation of resources.
9A behavior intervention plan (BIP) should be based directly on the results of:
A.A norm-referenced achievement test
B.The student's report card grades
C.A vision and hearing screening
D.A functional behavior assessment
Explanation: A BIP is developed from the hypothesized function identified in an FBA. The plan uses the function to teach replacement behaviors, modify antecedents, and adjust consequences so the appropriate behavior meets the same need as the problem behavior.
10Extinction, as a behavioral procedure, involves:
A.Adding an aversive stimulus after a behavior
B.Withholding the reinforcement that previously maintained a behavior
C.Teaching a brand-new academic skill
D.Increasing the difficulty of a task
Explanation: Extinction occurs when the reinforcer that has been maintaining a behavior is no longer delivered, leading to a gradual decrease in that behavior. For example, planned ignoring removes the attention that was reinforcing a call-out behavior.
About the Praxis SpEd Behavioral/Emotional Practice Questions
Verified exam format metadata for Praxis Special Education: Teaching Students with Behavioral Disorders & Emotional Disturbances (5372) is pending. The practice questions above remain available while official exam length, timing, passing score, fee, and administrator details are reviewed.