SPECIAL EDUCATION PARAPROFESSIONAL
EXAM ACTUAL PREP QUESTIONS AND WELL
REVISED ANSWERS - LATEST AND COMPLETE
UPDATE WITH VERIFIED SOLUTIONS –
ASSURES PASS
1. A paraprofessional notices that a student with autism spectrum disorder
becomes highly anxious during transitions between classroom activities.
What is the most effective immediate strategy?
A. Ignore the behavior to prevent reinforcement
B. Provide a visual schedule and verbal countdown
C. Move the student to a separate room for the day
D. Ask the student to wait quietly until the transition occurs
Rationale: Providing a visual schedule and countdown helps reduce
anxiety by giving predictability, which aligns with best practices in autism
support.
2. According to IDEA (Individuals with Disabilities Education Act), which of
the following is a parental right?
A. Choosing which teacher will instruct the child
B. Participating in the development of the Individualized Education
Program (IEP)
C. Determining the school’s curriculum for the classroom
D. Setting the student’s daily schedule independently
Rationale: IDEA guarantees parental involvement in IEP development to
ensure educational decisions meet the child’s needs.
3. A student with a learning disability is struggling to decode words. Which
strategy would a paraprofessional most appropriately implement?
, A. Assigning more independent reading without support
B. Using solely auditory lessons
C. Implementing systematic phonics instruction with guided practice
D. Giving multiple-choice comprehension worksheets only
Rationale: Systematic phonics instruction helps improve decoding skills,
which is evidence-based for students with reading disabilities.
4. During a group activity, a student repeatedly interrupts peers. The
paraprofessional should first:
A. Physically remove the student from the group
B. Use a pre-arranged signal to redirect the student
C. Criticize the student in front of peers
D. Ignore the behavior entirely
Rationale: Using pre-arranged signals allows redirection while
maintaining dignity and promoting self-regulation.
5. Which of the following best represents the role of a paraprofessional in
supporting classroom assessments?
A. Creating and grading independent classroom exams
B. Assisting students according to IEP accommodations during
assessments
C. Making final decisions about student grades
D. Writing the IEP independently
Rationale: Paraprofessionals support implementation of accommodations
without altering the teacher’s responsibility for assessment decisions.
6. A student with ADHD has difficulty staying on task. Which intervention is
most evidence-based?
A. Assigning more homework
B. Allowing unlimited free time
, C. Breaking tasks into shorter, structured segments with frequent
feedback
D. Ignoring off-task behaviors
Rationale: Structured tasks with frequent feedback support attention and
executive functioning in students with ADHD.
7. A paraprofessional observes a child being bullied in the hallway. Which is
the first action?
A. Confront the bully aggressively
B. Ensure the child’s immediate safety and report the incident to the
teacher or administrator
C. Ask the child to handle it themselves
D. Punish the child being bullied for “overreacting”
Rationale: Safety is the priority, followed by reporting, consistent with
school policies and child protection standards.
8. What is the primary purpose of a functional behavior assessment (FBA)?
A. To punish inappropriate behaviors
B. To identify antecedents, behaviors, and consequences to develop
behavior interventions
C. To replace the IEP
D. To diagnose a student’s medical condition
Rationale: FBAs guide the creation of effective behavior intervention
plans by understanding the function of behavior.
9. A paraprofessional is supporting a student with a visual impairment. Which
accommodation is most appropriate?
A. Leaving textbooks unchanged
B. Providing materials in large print or Braille and verbal descriptions
of visuals
, C. Only using oral instructions without adaptations
D. Asking the student to memorize all materials
Rationale: Adapted materials and verbal descriptions ensure equitable
access to the curriculum.
10.A student with severe anxiety refuses to participate in group activities. How
should a paraprofessional respond?
A. Force the student into the activity immediately
B. Punish the refusal
C. Gradually scaffold participation using social stories and peer
modeling
D. Ignore the anxiety and move on
Rationale: Gradual scaffolding helps students build confidence and
reduces avoidance behaviors, consistent with best practices.
11.Which of the following best demonstrates professional ethics for a
paraprofessional?
A. Sharing student information with friends to seek advice
B. Maintaining confidentiality and following the teacher’s guidance
C. Deciding independently to modify the curriculum
D. Ignoring instructions from the teacher when convenient
Rationale: Confidentiality and adherence to professional responsibilities
are core ethical standards.
12.A paraprofessional notices a student is not making progress in reading
despite interventions. What is the next step?
A. Ignore and continue same approach
B. Report observations to the teacher and participate in team planning
for adjustments
C. Give the student easier assignments without teacher input
EXAM ACTUAL PREP QUESTIONS AND WELL
REVISED ANSWERS - LATEST AND COMPLETE
UPDATE WITH VERIFIED SOLUTIONS –
ASSURES PASS
1. A paraprofessional notices that a student with autism spectrum disorder
becomes highly anxious during transitions between classroom activities.
What is the most effective immediate strategy?
A. Ignore the behavior to prevent reinforcement
B. Provide a visual schedule and verbal countdown
C. Move the student to a separate room for the day
D. Ask the student to wait quietly until the transition occurs
Rationale: Providing a visual schedule and countdown helps reduce
anxiety by giving predictability, which aligns with best practices in autism
support.
2. According to IDEA (Individuals with Disabilities Education Act), which of
the following is a parental right?
A. Choosing which teacher will instruct the child
B. Participating in the development of the Individualized Education
Program (IEP)
C. Determining the school’s curriculum for the classroom
D. Setting the student’s daily schedule independently
Rationale: IDEA guarantees parental involvement in IEP development to
ensure educational decisions meet the child’s needs.
3. A student with a learning disability is struggling to decode words. Which
strategy would a paraprofessional most appropriately implement?
, A. Assigning more independent reading without support
B. Using solely auditory lessons
C. Implementing systematic phonics instruction with guided practice
D. Giving multiple-choice comprehension worksheets only
Rationale: Systematic phonics instruction helps improve decoding skills,
which is evidence-based for students with reading disabilities.
4. During a group activity, a student repeatedly interrupts peers. The
paraprofessional should first:
A. Physically remove the student from the group
B. Use a pre-arranged signal to redirect the student
C. Criticize the student in front of peers
D. Ignore the behavior entirely
Rationale: Using pre-arranged signals allows redirection while
maintaining dignity and promoting self-regulation.
5. Which of the following best represents the role of a paraprofessional in
supporting classroom assessments?
A. Creating and grading independent classroom exams
B. Assisting students according to IEP accommodations during
assessments
C. Making final decisions about student grades
D. Writing the IEP independently
Rationale: Paraprofessionals support implementation of accommodations
without altering the teacher’s responsibility for assessment decisions.
6. A student with ADHD has difficulty staying on task. Which intervention is
most evidence-based?
A. Assigning more homework
B. Allowing unlimited free time
, C. Breaking tasks into shorter, structured segments with frequent
feedback
D. Ignoring off-task behaviors
Rationale: Structured tasks with frequent feedback support attention and
executive functioning in students with ADHD.
7. A paraprofessional observes a child being bullied in the hallway. Which is
the first action?
A. Confront the bully aggressively
B. Ensure the child’s immediate safety and report the incident to the
teacher or administrator
C. Ask the child to handle it themselves
D. Punish the child being bullied for “overreacting”
Rationale: Safety is the priority, followed by reporting, consistent with
school policies and child protection standards.
8. What is the primary purpose of a functional behavior assessment (FBA)?
A. To punish inappropriate behaviors
B. To identify antecedents, behaviors, and consequences to develop
behavior interventions
C. To replace the IEP
D. To diagnose a student’s medical condition
Rationale: FBAs guide the creation of effective behavior intervention
plans by understanding the function of behavior.
9. A paraprofessional is supporting a student with a visual impairment. Which
accommodation is most appropriate?
A. Leaving textbooks unchanged
B. Providing materials in large print or Braille and verbal descriptions
of visuals
, C. Only using oral instructions without adaptations
D. Asking the student to memorize all materials
Rationale: Adapted materials and verbal descriptions ensure equitable
access to the curriculum.
10.A student with severe anxiety refuses to participate in group activities. How
should a paraprofessional respond?
A. Force the student into the activity immediately
B. Punish the refusal
C. Gradually scaffold participation using social stories and peer
modeling
D. Ignore the anxiety and move on
Rationale: Gradual scaffolding helps students build confidence and
reduces avoidance behaviors, consistent with best practices.
11.Which of the following best demonstrates professional ethics for a
paraprofessional?
A. Sharing student information with friends to seek advice
B. Maintaining confidentiality and following the teacher’s guidance
C. Deciding independently to modify the curriculum
D. Ignoring instructions from the teacher when convenient
Rationale: Confidentiality and adherence to professional responsibilities
are core ethical standards.
12.A paraprofessional notices a student is not making progress in reading
despite interventions. What is the next step?
A. Ignore and continue same approach
B. Report observations to the teacher and participate in team planning
for adjustments
C. Give the student easier assignments without teacher input
