Praxis 5354 study plan

Sequence the components of an explicit, direct-instruction lesson (set, modeling, guided practice, independent practice, closure) and label each component in a self-written lesson skeleton

Classify 15 short classroom scenarios as either an accommodation or a modification, writing a one-sentence justification for each

Compare three co-teaching arrangements (one teach/one assist, station, parallel) and match each to a described classroom constraint

Construct a three-term contingency (antecedent, behavior, consequence) analysis for two hypothetical student behavior descriptions

Design a scaffolded instructional sequence for a student with a decoding deficit, naming at least three levels of support that are faded over time

Explain how universal design for learning principles change the presentation, response, and engagement options in a single lesson

Identify the defining characteristics of three high-incidence disability categories (specific learning disability, speech/language impairment, other health impairment) and contrast their instructional implications

Draft measurable annual goal statements from three present-level vignettes, including condition, behavior, and criterion

Chart the typical developmental milestones (motor, language, cognitive, social) for ages 3-5, 6-8, and 9-11 and mark the ranges where delays typically trigger referral

Differentiate the characteristics of autism spectrum disorder, intellectual disability, emotional disturbance, and orthopedic impairment in a comparison matrix

Describe the role of executive function, working memory, and processing speed in classroom performance and give one support for each

Explain how cultural, linguistic, and economic factors can be mistaken for disability and state two safeguards against misidentification

Distinguish screening, diagnostic, progress-monitoring, and summative assessment purposes and match each to an appropriate special education decision

Compute and interpret a set of progress-monitoring data points, identifying whether a student's trend line is closing the gap

Select the correct type of test score (percentile, standard score, age/grade equivalent, raw score) to answer five different parent and team questions

Explain the safeguards that protect against bias in assessment and identify procedural errors that invalidate test results

Construct a brief sequence of five data-based decision rules that specify when to continue, adjust, or change an intervention

Summarize the legal and ethical requirements for parental consent, evaluation timelines, and re-evaluation in the assessment process

Evaluate three alternative assessment approaches (portfolio, curriculum-based measurement, functional behavior assessment) for their best-fit uses

Write a plain-language explanation of a student's assessment results suitable for a family conference

Place the major special education legislation and litigation in chronological order and state the principle each one established

Name and define each required component of an IEP and identify which team member is responsible for each

Diagram the procedural flow from referral through eligibility determination and placement, including the required timelines

Describe the dispute-resolution ladder and the professional responsibilities of a special educator regarding confidentiality and advocacy

Re-solve 25 missed or flagged practice items from Domains 2 and 3 and write the reason for each corrected answer

Build a set of 20 self-authored flashcards pairing high-frequency disability characteristics with their instructional implications

Reconstruct from memory the instructional, developmental, and assessment frameworks on a blank outline page and repair the gaps

Explain aloud, without notes, how instruction, learner characteristics, and assessment data interact in one integrated case scenario

Complete two full-length timed practice tests under exam conditions and record a scaled estimate for each

Calculate accuracy by domain and rank the domains from weakest to strongest

Target the two weakest domains with 30 focused review items each and correct every error with a written rationale

Draft a one-page exam-day plan covering timing per question, flagging strategy, and a check of test-day logistics