Praxis Special Education: Severe to Profound study plan

Define each eligibility category term used for students with severe to profound disabilities, including multiple disabilities, deaf-blindness, and traumatic brain injury, and write a one-sentence operational definition for each.

Describe the characteristics and learning implications of cortical visual impairment, deaf-blindness, and severe intellectual disability in writing, citing at least two instructional implications per condition.

Distinguish profound intellectual disability, multiple disabilities, and medical fragility by their educational support needs rather than by IQ scores alone.

Explain the concepts of partial participation, presumed competence, and the least dangerous assumption, and give one classroom example of each.

Map the stages of early communication development (pre-intentional, intentional but pre-symbolic, symbolic) onto observable student behaviors.

Identify at least five communicative functions students express through behavior (requesting, protesting, gaining attention, commenting, choice-making) and describe how to respond to each.

Compare aided and unaided AAC systems and match at least three system features to student sensory, motor, and cognitive profiles.

Describe how hearing and vision loss interact to shape communication access, and list two adaptations for a student with deaf-blindness.

Sequence the referral-to-eligibility process, naming the role of each team member and the documentation each produces.

Select and justify at least four assessment approaches appropriate for students with severe to profound disabilities, such as ecological inventory, portfolio review, and structured observation.

Explain why standard norm-referenced testing is often inappropriate for this population and identify two valid alternatives for documenting present levels of performance.

Write present-levels statements that link assessment data to observable, measurable baseline behavior.

Translate assessment findings into at least three measurable annual goals with conditions, behavior, and criterion specified.

Construct short-term objectives that scaffold toward each annual goal and align with alternate achievement standards.

Design a data collection plan naming the measurement method, frequency, and person responsible for each goal.

Align at least two goals to grade-level alternate content standards and justify the alignment in writing.

Design a lesson plan that embeds systematic instruction within a routine-based activity and identifies the target stimulus, prompt hierarchy, and reinforcement.

Differentiate massed trial, distributed trial, and embedded instruction, and select the appropriate arrangement for three different skill types.

Create a task analysis for a functional routine and specify the prompt level and data method for each step.

Build a multi-sensory materials list that accommodates a student with both vision and hearing loss within a general education activity.

Apply time delay, most-to-least prompting, and least-to-most prompting to the same target skill and explain when each is preferred.

Describe how to plan for and program generalization across settings, materials, and people, naming at least three tactics.

Explain the purpose of assistive technology in access and participation, and match three devices to three distinct student needs.

Outline a self-determination or self-advocacy instructional sequence appropriate for secondary students with significant disabilities.

Describe the function-based behavior support process from observation through hypothesis, and write a behavior intervention plan for one target behavior.

Identify at least four sensory integration or sensory regulation strategies and state the student profile each suits.

Explain positioning, handling, and mobility considerations for students with significant motor impairments, including how to consult with related service providers.

Distinguish social skill instruction from embedded social interaction supports and plan peer-mediated supports for one student.

Describe the roles and collaboration protocols among teachers, paraprofessionals, related service providers, and families, including supervision responsibilities.

Apply ethical decision-making to at least three scenarios involving confidentiality, least restrictive environment, and restraint or seclusion.

Review all seven domains using missed practice questions and re-teach the two weakest areas with new notes.

Complete a timed full-length practice test and analyze errors by domain.