Praxis 5355

Explanation

Down syndrome is caused by trisomy 21, in which an individual has three copies of chromosome 21 instead of the typical two, leading to characteristic physical features and varying degrees of intellectual disability. A is incorrect because deletion of part of chromosome 5 causes Cri-du-chat syndrome, not Down syndrome. C is incorrect because a fragile site on the X chromosome describes Fragile X syndrome, a different genetic condition. D is incorrect because monosomy 18 does not describe Down syndrome; trisomy 18 (Edward syndrome) is a different chromosomal condition.

Explanation

Phonological awareness is the ability to recognize and manipulate the sound structure of spoken language, and segmenting words into individual phonemes is a classic phonological awareness task. A is incorrect because using context clues involves reading comprehension and vocabulary knowledge, not sound manipulation. C is incorrect because silent reading and comprehension involve higher-level literacy skills beyond phonological awareness. D is incorrect because writing with correct conventions involves written language mechanics, not the auditory-sound focus of phonological awareness.

Explanation

In Maslow's hierarchy, physiological needs (food, shelter) and safety needs must be met before social belonging and love needs can be addressed. Esteem needs come after belonging needs, not before. Self-actualization is the highest level and is addressed last. Cognitive needs are part of the extended hierarchy but come after basic and psychological needs have been met.

Explanation

Vygotsky's ZPD refers to the gap between what a learner can accomplish independently and what they can achieve with support from a more knowledgeable other, such as a teacher or peer. A is incorrect because that describes the lower boundary of the ZPD, not the ZPD itself. C is incorrect because the ZPD is a social-constructivist concept, not a biologically determined ceiling. D is incorrect because mastered skills fall below the ZPD; they no longer require instructional scaffolding.

Explanation

The DSM-5 defines ASD by two core domains: persistent deficits in social communication and social interaction, and restricted, repetitive patterns of behavior, interests, or activities. B is incorrect because reading fluency and mathematical reasoning deficits describe specific learning disabilities, not ASD. C is incorrect because motor coordination deficits are associated with Developmental Coordination Disorder, and ASD is not limited to expressive language deficits. D is incorrect because deficits in attention and impulse control are hallmarks of ADHD, not ASD.

Explanation

AAIDD defines adaptive behavior as comprising conceptual skills (e.g., language, literacy), social skills (e.g., interpersonal skills, social responsibility), and practical skills (e.g., activities of daily living). B is incorrect because verbal, nonverbal, and processing skills describe components of cognitive assessment, not adaptive behavior domains. C is incorrect because reading, writing, and mathematics are academic skills assessed in educational settings, not adaptive behavior domains. D is incorrect because sensory, motor, and perceptual skills relate to physical and neurological development, not the AAIDD adaptive behavior framework.

Explanation

Initiative vs. Guilt is the third stage in Erikson's model, occurring during the preschool years (ages 3–6), when children begin to assert control and take initiative in activities. A is incorrect because Trust vs. Mistrust is the first stage, occurring in infancy (birth–18 months). B is incorrect because Autonomy vs. Shame and Doubt is the second stage, occurring in toddlerhood (18 months–3 years). D is incorrect because Industry vs. Inferiority is the fourth stage, occurring in middle childhood (6–12 years).

Explanation

Most children typically produce their first meaningful word between 10 and 14 months of age, which is a well-established developmental milestone in speech-language acquisition. A is incorrect because at 3–4 months, infants are primarily cooing and producing vowel sounds, not meaningful words. B is incorrect because at 6–8 months, babies are babbling (e.g., 'ba-ba'), which are not yet true words. D is incorrect because by 18–24 months, children typically have a vocabulary of 50 or more words and are beginning to combine words into two-word phrases.

Explanation

The preoperational stage (ages 2–7) is defined by symbolic thinking and language development, but children in this stage are egocentric and cannot yet perform logical operations. A is incorrect because the sensorimotor stage (birth–2 years) is characterized by learning through senses and motor actions, not symbolic language. C is incorrect because the concrete operational stage (7–11 years) involves logical thinking applied to concrete objects, and egocentrism decreases. D is incorrect because the formal operational stage (12+) involves abstract and hypothetical reasoning, well beyond egocentrism.

Explanation

The DSM-5 identifies three presentations of ADHD: Predominantly Inattentive, Predominantly Hyperactive-Impulsive, and Combined Presentation. Oppositional-Defiant Presentation is not an ADHD presentation; Oppositional Defiant Disorder (ODD) is a separate diagnosis. A is incorrect as a wrong answer because Predominantly Inattentive Presentation is a legitimate DSM-5 ADHD presentation. B is incorrect as a wrong answer because Predominantly Hyperactive-Impulsive Presentation is also a legitimate DSM-5 ADHD presentation. C is incorrect as a wrong answer because Combined Presentation is the third valid DSM-5 ADHD presentation.