INSTRUCTIONAL SUPPORT SPECIALIST
CERTIFICATION EXAM ACTUAL PREP
QUESTIONS AND WELL REVISED ANSWERS -
LATEST AND COMPLETE UPDATE WITH
VERIFIED SOLUTIONS – ASSURES PASS
1. A student with mild cognitive delays struggles to follow multi-step
directions. Which instructional strategy is most appropriate?
A. Assigning independent work without guidance
B. Providing visual step-by-step prompts alongside verbal instructions
C. Expecting the student to memorize all instructions
D. Using only oral instructions without supports
Rationale: Visual supports help students with cognitive delays process and follow
multi-step directions, reinforcing comprehension alongside verbal cues.
2. An instructional support specialist observes a classroom where one student
consistently disrupts peers. What is the first step in addressing this behavior?
A. Assign detention immediately
B. Conduct a functional behavior assessment (FBA)
C. Remove the student from class permanently
D. Ignore the behavior to avoid escalation
Rationale: A functional behavior assessment identifies the cause of the behavior,
guiding appropriate interventions rather than punitive measures.
3. Which of the following is a core responsibility of an instructional support
specialist in inclusive classrooms?
A. Designing the school’s budget
, B. Collaborating with teachers to adapt instruction for diverse learners
C. Administering standardized tests alone
D. Supervising playground activities
Rationale: Instructional support specialists focus on supporting instructional
differentiation and inclusion strategies in collaboration with teachers.
4. A teacher asks for guidance on supporting a student with ADHD who has
difficulty sustaining attention. Which evidence-based strategy should you
recommend?
A. Assigning longer reading passages
B. Breaking tasks into shorter, structured segments
C. Encouraging students to work entirely independently
D. Removing all movement opportunities during lessons
Rationale: Students with ADHD benefit from shorter, structured tasks and
frequent breaks to maintain focus and engagement.
5. When adapting a math lesson for a student with a learning disability, an
instructional support specialist should:
A. Lower all expectations regardless of ability
B. Provide scaffolding such as manipulatives and guided practice
C. Exclude the student from assessments
D. Replace instruction with unrelated activities
Rationale: Scaffolding supports access to content without lowering expectations
and promotes skill development.
, 6. According to IDEA, which of the following is required for students with
disabilities?
A. Placement in separate schools exclusively
B. Access to the least restrictive environment (LRE)
C. Only accommodations without modifications
D. Exemption from all state assessments
Rationale: IDEA mandates that students receive education in the LRE that
allows them to participate alongside peers without disabilities as much as
possible.
7. A high school student demonstrates proficiency in reading comprehension
but struggles with written expression. The instructional support specialist
should:
A. Ignore writing difficulties since reading is proficient
B. Assign longer writing tasks
C. Introduce graphic organizers and assistive technology tools
D. Have the student read silently more often
Rationale: Targeted supports like graphic organizers and assistive technology
help students overcome writing challenges without lowering academic standards.
8. Which of the following reflects ethical practice for instructional support
specialists?
A. Sharing confidential student data with peers casually
B. Advocating for the individual needs of students while maintaining
confidentiality
, C. Ignoring teacher requests to support students
D. Allowing personal bias to influence service delivery
Rationale: Ethical practice requires advocacy for students while protecting
privacy and following professional standards.
9. A student with autism becomes distressed during unstructured group
activities. How should the specialist respond?
A. Remove the student from school permanently
B. Force the student to participate immediately
C. Provide a structured alternative or visual schedule for the activity
D. Ignore the distress and continue the lesson
Rationale: Structured alternatives and visual schedules help students with
autism manage transitions and unstructured settings.
10.Which assessment type is most appropriate for monitoring daily progress in
students receiving targeted interventions?
A. Summative standardized tests
B. Curriculum-based measurement (CBM)
C. IQ testing
D. End-of-year exams
Rationale: Curriculum-based measurements provide frequent, real-time
feedback on a student’s response to interventions.
11.When a teacher expresses concern that a student’s IEP is “too lenient,” an
instructional support specialist should:
A. Advise ignoring the IEP
CERTIFICATION EXAM ACTUAL PREP
QUESTIONS AND WELL REVISED ANSWERS -
LATEST AND COMPLETE UPDATE WITH
VERIFIED SOLUTIONS – ASSURES PASS
1. A student with mild cognitive delays struggles to follow multi-step
directions. Which instructional strategy is most appropriate?
A. Assigning independent work without guidance
B. Providing visual step-by-step prompts alongside verbal instructions
C. Expecting the student to memorize all instructions
D. Using only oral instructions without supports
Rationale: Visual supports help students with cognitive delays process and follow
multi-step directions, reinforcing comprehension alongside verbal cues.
2. An instructional support specialist observes a classroom where one student
consistently disrupts peers. What is the first step in addressing this behavior?
A. Assign detention immediately
B. Conduct a functional behavior assessment (FBA)
C. Remove the student from class permanently
D. Ignore the behavior to avoid escalation
Rationale: A functional behavior assessment identifies the cause of the behavior,
guiding appropriate interventions rather than punitive measures.
3. Which of the following is a core responsibility of an instructional support
specialist in inclusive classrooms?
A. Designing the school’s budget
, B. Collaborating with teachers to adapt instruction for diverse learners
C. Administering standardized tests alone
D. Supervising playground activities
Rationale: Instructional support specialists focus on supporting instructional
differentiation and inclusion strategies in collaboration with teachers.
4. A teacher asks for guidance on supporting a student with ADHD who has
difficulty sustaining attention. Which evidence-based strategy should you
recommend?
A. Assigning longer reading passages
B. Breaking tasks into shorter, structured segments
C. Encouraging students to work entirely independently
D. Removing all movement opportunities during lessons
Rationale: Students with ADHD benefit from shorter, structured tasks and
frequent breaks to maintain focus and engagement.
5. When adapting a math lesson for a student with a learning disability, an
instructional support specialist should:
A. Lower all expectations regardless of ability
B. Provide scaffolding such as manipulatives and guided practice
C. Exclude the student from assessments
D. Replace instruction with unrelated activities
Rationale: Scaffolding supports access to content without lowering expectations
and promotes skill development.
, 6. According to IDEA, which of the following is required for students with
disabilities?
A. Placement in separate schools exclusively
B. Access to the least restrictive environment (LRE)
C. Only accommodations without modifications
D. Exemption from all state assessments
Rationale: IDEA mandates that students receive education in the LRE that
allows them to participate alongside peers without disabilities as much as
possible.
7. A high school student demonstrates proficiency in reading comprehension
but struggles with written expression. The instructional support specialist
should:
A. Ignore writing difficulties since reading is proficient
B. Assign longer writing tasks
C. Introduce graphic organizers and assistive technology tools
D. Have the student read silently more often
Rationale: Targeted supports like graphic organizers and assistive technology
help students overcome writing challenges without lowering academic standards.
8. Which of the following reflects ethical practice for instructional support
specialists?
A. Sharing confidential student data with peers casually
B. Advocating for the individual needs of students while maintaining
confidentiality
, C. Ignoring teacher requests to support students
D. Allowing personal bias to influence service delivery
Rationale: Ethical practice requires advocacy for students while protecting
privacy and following professional standards.
9. A student with autism becomes distressed during unstructured group
activities. How should the specialist respond?
A. Remove the student from school permanently
B. Force the student to participate immediately
C. Provide a structured alternative or visual schedule for the activity
D. Ignore the distress and continue the lesson
Rationale: Structured alternatives and visual schedules help students with
autism manage transitions and unstructured settings.
10.Which assessment type is most appropriate for monitoring daily progress in
students receiving targeted interventions?
A. Summative standardized tests
B. Curriculum-based measurement (CBM)
C. IQ testing
D. End-of-year exams
Rationale: Curriculum-based measurements provide frequent, real-time
feedback on a student’s response to interventions.
11.When a teacher expresses concern that a student’s IEP is “too lenient,” an
instructional support specialist should:
A. Advise ignoring the IEP
