Learning Behavior Specialist 1 (290) UPDATED ACTUAL Questions and CORRECT
Answers
A special education teacher is summarizing the B. Presenting the findings descriptively without reporting standardized scores
evaluation findings of a second-grade student with a
suspected intellectual disability. As part of the *When an assessment is administered to students outside of the normed
assessment, the teacher administered a standardized population, no standard or scaled scores can be accurately calculated, but the
assessment that is normed on a younger population of information could still be useful to demonstrate strengths and needs.
students to obtain information about the student's
developmental age-equivalency. Which of the following
strategies related to scoring the assessment would be
most appropriate in ensuring the accuracy of the
information?
A. Using the highest chronological age presented in the
manual to score assessment.
B. Presenting the findings descriptively without reporting
standardized scores
C. Estimating the student's grade-level abilities based on
performance on the test.
D. Converting the students raw scores into standardized
scores and percentile ranks.
For which of the following purposes would a behavior D. Establishing the baseline for a student's behavior
frequency chart be used most appropriately?
* (Objective 0003) Tracking how frequently a behavior occurs in various contexts
A. Identifying the reward that most effectively motivates is part of establishing baseline and having a comparison to evaluate interventions.
the student.
B. Comparing a student's behavior with that of other
students in the class.
C. Determining the appropriate intervention to address a
student's behavior.
D. Establishing the baseline for a student's behavior
Screening tools are best described as forms of B. They indicate when further assessment or intervention may be needed.
assessment that have which of the following
characteristics? *Screening tools are intended to identify when a student is broadly achieving at or
below expectations in a content area and identify students who may need
A. They provide detailed information on exact supports a additional support or assessment, but they do not provide detailed data or
student requires. precise information on student needs.
B. They indicate when further assessment or intervention
may be needed.
C. They inform school administrators about classroom
achievement levels.
D. They provide data to support a referral for full
educational evaluation.
,Which of the following communication strategies would C. paraphrasing and summarizing they key information presented in the
be most appropriate for a special education teacher to assessment report
use when describing assessment results to family
members during an initial eligibility meeting? * (Objective 0004) This strategy ensures that assessment results are
comprehensible to the family during the meeting and does not put family
A. asking family members what questions they have about members on the spot or assume they do not understand.
assessment results before discussing them.
B. providing a list of terms and definitions used in
assessment reports for family members to refer to during
the meeting.
C. paraphrasing and summarizing they key information
presented in the assessment report
D. reading the assessment report aloud to the family to
accurately present all information included.
The development of a Behavior Intervention Plan (BIP) C. identify acceptable alternatives that serve the same purpose as the challenging
following a Functional Behavior Assessment (FBA) is a behavior.
structured process aimed at addressing the student's
disruptive behaviors effectively. The team begins the BIP *(Objective 0004) Goals should focus on identifying replacement behaviors that
by developing short-term and long-term behavioral will serve the same function as the disruptive behaviors analyzed in the FBA. The
goals. A primary purpose of this step of goal FBA includes an analysis of the function of the behavior, and the BIP seeks to
development is to: provide the student with a more functional alternative to meet the same need.
A. identify which stakeholders should be involved in
implementing the students intervention.
B. determine the most effective and expedient way to
eliminate the challenging behavior and reinforce student
compliance.
C. identify acceptable alternatives that serve the same
purpose as the challenging behavior.
D. determine which preventative strategies would
minimize the student's negative behavior.
,Which of the following steps is required by federal law to D. requesting parental/ guardian consent to administer a full educational
be completed by a school before determining that a assessment.
middle school student who had been identified as having
a specific learning disability no longer meets the criteria *(Objective 0004) Special education services are not allowed to be eliminated
for special education services? without administering an assessment that demonstrates that the student no longer
presents with a learning disability based on comprehensive data from multiple
A. changing from direct to indirect services as a sources and types of assessments. The student's parent/guardian would need to
preliminary decrease in service provision consent to this evaluation.
B. informing the parents/guardians in writing that the
school has terminated services
C. trialing a period of time without services and
documenting student performance.
D. requesting parental/ guardian consent to administer a
full educational assessment.
An elementary school offers a weekly art class for all A. creating a digital sequencing board for the student to use on their tablet.
students. Early in the school year, the art teacher asks the
special education teacher to collaborate on modifying * (Objective 0004) A student who has trouble following instructions required to
the learning environment for a student who receives complete would benefit most from a support that provides a visually presented
special education services and needs support following order of actions to be completed, which would facilitate greater independence
multistep instructions. Which of the following strategies for the student.
would best address the student's needs?
A. creating a digital sequencing board for the student to
use on their tablet.
B. seating the student close to the teacher for
demonstrations of techniques
C. providing the supplies needed for each activity to the
student ahead of time
D. reducing talking and ambient noise in the classroom
during art activities.
According to Illinois law, which of the following steps B. Parents/guardians must be provided with written copies of all reports and
must occur prior to holding an eligibility meeting for a materials that will be discussed at least three days prior to the meeting.
student who has undergone a full educational evaluation
for a suspected learning disability? *(Objective 0004) Illinois law states that all materials to be discussed at such
meetings be provided at least three days before the meeting to ensure that the
A. Parent/guardians must request the meeting date and family has adequate time to review and prepare for the meeting.
time in writing, and the school must accommodate this
request.
B. Parents/guardians must be provided with written
copies of all reports and materials that will be discussed
at least three days prior to the meeting.
C. Parents/guardians must approve of a trial of services to
determine needs prior to presenting draft Individualized
Education Program (IEP) goals at the meeting.
D. Parents/guardians must agree in advance to the
services and supports that are available at the student's
current school.
, Which of the following factors has highest importance B. the recommendation of the full assessment team
when deciding a student's eligibility for special education
services? * (Objective 0004) Eligibility is required to be a team decision, and should not be
based on a single score or a single team members opinion.
A. the lowest test score on a norm-referenced
standardized assessment
B. the recommendation of the full assessment team
C. the parents'/guardians' explicit request for services
D. the school psychologists' assessment report
A high school student with a moderate autism spectrum A. responding in and expected way to the facial expressions of others
disorder (ASD) may likely require additional support in
which of the following areas of social-emotional *People with autism spectrum disorder (ASD) often have challenges with knowing
development? how to respond to nonverbal cues such as facial expressions in ways that the
other person may be expecting.
A. responding in and expected way to the facial
expressions of others
B. Expressing positive emotional reactions to situations
C. Engaging in high-interest tasks for extended periods of
time.
D. separating from family members at the beginning of
the school day.
Which of the following processes for learning across D. engaging in frequent unstructured play and exploration.
domains best supports early elementary school students'
development? *Research shows that children at this age learn best through play activities that
engage cognitive skills through a sense of discovery and exploration.
A. teaching students explicit academic skills to work on
for a specified number of minutes a day.
B. ensuring students are meeting expected
developmental milestones at the same rate.
C. encouraging students to review new content learning
independently each day.
D. engaging in frequent unstructured play and
exploration.
A second-grade student recently arrived from another A. accurately decoding written words.
country to the United States. The student demonstrates a
speech sound disorder when speaking their home *(Objective 0001) A speech sound disorder would affect the pronunciation of
language, which has a different alphabetic system than speech sounds in both the home language and in English.
English. As a result of these factors, which of the
following language milestones will be most directly
impacted when this student learns English?
A. accurately decoding written words.
B. acquiring the meaning of social vocabulary
C. using appropriate greetings with teachers and peers.
D. understanding one- and two-steps directions.
Answers
A special education teacher is summarizing the B. Presenting the findings descriptively without reporting standardized scores
evaluation findings of a second-grade student with a
suspected intellectual disability. As part of the *When an assessment is administered to students outside of the normed
assessment, the teacher administered a standardized population, no standard or scaled scores can be accurately calculated, but the
assessment that is normed on a younger population of information could still be useful to demonstrate strengths and needs.
students to obtain information about the student's
developmental age-equivalency. Which of the following
strategies related to scoring the assessment would be
most appropriate in ensuring the accuracy of the
information?
A. Using the highest chronological age presented in the
manual to score assessment.
B. Presenting the findings descriptively without reporting
standardized scores
C. Estimating the student's grade-level abilities based on
performance on the test.
D. Converting the students raw scores into standardized
scores and percentile ranks.
For which of the following purposes would a behavior D. Establishing the baseline for a student's behavior
frequency chart be used most appropriately?
* (Objective 0003) Tracking how frequently a behavior occurs in various contexts
A. Identifying the reward that most effectively motivates is part of establishing baseline and having a comparison to evaluate interventions.
the student.
B. Comparing a student's behavior with that of other
students in the class.
C. Determining the appropriate intervention to address a
student's behavior.
D. Establishing the baseline for a student's behavior
Screening tools are best described as forms of B. They indicate when further assessment or intervention may be needed.
assessment that have which of the following
characteristics? *Screening tools are intended to identify when a student is broadly achieving at or
below expectations in a content area and identify students who may need
A. They provide detailed information on exact supports a additional support or assessment, but they do not provide detailed data or
student requires. precise information on student needs.
B. They indicate when further assessment or intervention
may be needed.
C. They inform school administrators about classroom
achievement levels.
D. They provide data to support a referral for full
educational evaluation.
,Which of the following communication strategies would C. paraphrasing and summarizing they key information presented in the
be most appropriate for a special education teacher to assessment report
use when describing assessment results to family
members during an initial eligibility meeting? * (Objective 0004) This strategy ensures that assessment results are
comprehensible to the family during the meeting and does not put family
A. asking family members what questions they have about members on the spot or assume they do not understand.
assessment results before discussing them.
B. providing a list of terms and definitions used in
assessment reports for family members to refer to during
the meeting.
C. paraphrasing and summarizing they key information
presented in the assessment report
D. reading the assessment report aloud to the family to
accurately present all information included.
The development of a Behavior Intervention Plan (BIP) C. identify acceptable alternatives that serve the same purpose as the challenging
following a Functional Behavior Assessment (FBA) is a behavior.
structured process aimed at addressing the student's
disruptive behaviors effectively. The team begins the BIP *(Objective 0004) Goals should focus on identifying replacement behaviors that
by developing short-term and long-term behavioral will serve the same function as the disruptive behaviors analyzed in the FBA. The
goals. A primary purpose of this step of goal FBA includes an analysis of the function of the behavior, and the BIP seeks to
development is to: provide the student with a more functional alternative to meet the same need.
A. identify which stakeholders should be involved in
implementing the students intervention.
B. determine the most effective and expedient way to
eliminate the challenging behavior and reinforce student
compliance.
C. identify acceptable alternatives that serve the same
purpose as the challenging behavior.
D. determine which preventative strategies would
minimize the student's negative behavior.
,Which of the following steps is required by federal law to D. requesting parental/ guardian consent to administer a full educational
be completed by a school before determining that a assessment.
middle school student who had been identified as having
a specific learning disability no longer meets the criteria *(Objective 0004) Special education services are not allowed to be eliminated
for special education services? without administering an assessment that demonstrates that the student no longer
presents with a learning disability based on comprehensive data from multiple
A. changing from direct to indirect services as a sources and types of assessments. The student's parent/guardian would need to
preliminary decrease in service provision consent to this evaluation.
B. informing the parents/guardians in writing that the
school has terminated services
C. trialing a period of time without services and
documenting student performance.
D. requesting parental/ guardian consent to administer a
full educational assessment.
An elementary school offers a weekly art class for all A. creating a digital sequencing board for the student to use on their tablet.
students. Early in the school year, the art teacher asks the
special education teacher to collaborate on modifying * (Objective 0004) A student who has trouble following instructions required to
the learning environment for a student who receives complete would benefit most from a support that provides a visually presented
special education services and needs support following order of actions to be completed, which would facilitate greater independence
multistep instructions. Which of the following strategies for the student.
would best address the student's needs?
A. creating a digital sequencing board for the student to
use on their tablet.
B. seating the student close to the teacher for
demonstrations of techniques
C. providing the supplies needed for each activity to the
student ahead of time
D. reducing talking and ambient noise in the classroom
during art activities.
According to Illinois law, which of the following steps B. Parents/guardians must be provided with written copies of all reports and
must occur prior to holding an eligibility meeting for a materials that will be discussed at least three days prior to the meeting.
student who has undergone a full educational evaluation
for a suspected learning disability? *(Objective 0004) Illinois law states that all materials to be discussed at such
meetings be provided at least three days before the meeting to ensure that the
A. Parent/guardians must request the meeting date and family has adequate time to review and prepare for the meeting.
time in writing, and the school must accommodate this
request.
B. Parents/guardians must be provided with written
copies of all reports and materials that will be discussed
at least three days prior to the meeting.
C. Parents/guardians must approve of a trial of services to
determine needs prior to presenting draft Individualized
Education Program (IEP) goals at the meeting.
D. Parents/guardians must agree in advance to the
services and supports that are available at the student's
current school.
, Which of the following factors has highest importance B. the recommendation of the full assessment team
when deciding a student's eligibility for special education
services? * (Objective 0004) Eligibility is required to be a team decision, and should not be
based on a single score or a single team members opinion.
A. the lowest test score on a norm-referenced
standardized assessment
B. the recommendation of the full assessment team
C. the parents'/guardians' explicit request for services
D. the school psychologists' assessment report
A high school student with a moderate autism spectrum A. responding in and expected way to the facial expressions of others
disorder (ASD) may likely require additional support in
which of the following areas of social-emotional *People with autism spectrum disorder (ASD) often have challenges with knowing
development? how to respond to nonverbal cues such as facial expressions in ways that the
other person may be expecting.
A. responding in and expected way to the facial
expressions of others
B. Expressing positive emotional reactions to situations
C. Engaging in high-interest tasks for extended periods of
time.
D. separating from family members at the beginning of
the school day.
Which of the following processes for learning across D. engaging in frequent unstructured play and exploration.
domains best supports early elementary school students'
development? *Research shows that children at this age learn best through play activities that
engage cognitive skills through a sense of discovery and exploration.
A. teaching students explicit academic skills to work on
for a specified number of minutes a day.
B. ensuring students are meeting expected
developmental milestones at the same rate.
C. encouraging students to review new content learning
independently each day.
D. engaging in frequent unstructured play and
exploration.
A second-grade student recently arrived from another A. accurately decoding written words.
country to the United States. The student demonstrates a
speech sound disorder when speaking their home *(Objective 0001) A speech sound disorder would affect the pronunciation of
language, which has a different alphabetic system than speech sounds in both the home language and in English.
English. As a result of these factors, which of the
following language milestones will be most directly
impacted when this student learns English?
A. accurately decoding written words.
B. acquiring the meaning of social vocabulary
C. using appropriate greetings with teachers and peers.
D. understanding one- and two-steps directions.
