Field 290: Learning Behavior Specialist I Practice UPDATED ACTUAL
Questions and CORRECT Answers
A prekindergarten teacher notices that a child is having A. fine-motor coordination
trouble lacing a shoelace through punched holes, is only
able to cut using loop scissors, uses an immature grip to Using a pincer grasp to lace a shoelace; using scissors that have holes for fingers;
draw with crayons, and needs help with zippers on holding crayons with a pencil grasp; and grasping, aligning, and pulling a zipper
clothing. Based on these observations, this child would are all examples of fine-motor developmental skills. A child who has difficulty with
benefit most from activities that develop which of the these types of skills may need additional practice in the developmental area of
following types of skills? fine motor skills to attain expected skill level that will be important for
A. fine-motor coordination independence and future academic work.
B. balance and agility
C. self-advocacy
D. following directions
A special education teacher is planning instruction for C. current research articles in peer-reviewed journals on special education
students who have Individualized Education Program
(IEP) goals targeting mathematics skills and is seeking Peer-reviewed journals focused on special education topics are good sources of
information on evidence-based instructional approaches. information on current research demonstrating approaches that are proven to be
Which of the following resources would most likely have effective and efficient. It is important for teachers to ensure that instructional
reliable information for this educator? approaches are grounded in research and are evidence-based to avoid
A. a personal Web site created by special education implementing ineffective instruction that will deter or delay effective learning.
teachers
B. a social media group for special education teachers
C. current research articles in peer-reviewed journals on
special education
D. special education materials created by teachers
available for purchase online
For children born with a disability that includes both D. establishing a consistent communication system within the first year
deafness and blindness, which of the following factors is
most critical in supporting the development of effective Infants require direct exposure to language and communication to develop these
communication skills? skills during early childhood. Disabilities that affect sensory input require
A. waiting until the child is able to make choices to additional and intentional choices to establish ways to communicate when typical
determine communication modifications routes for communication are not available, such as with a child who has both
B. working on orientation and mobility before starting to hearing and vision loss.
work on communication
C. beginning oral communication when the child
becomes aware of vocal vibrations
D. establishing a consistent communication system within
the first year
An intervention team reviews the Tier 2 Response to B. level of progress given targeted support
Intervention (RtI) data of a second-grade student. Which
of the following determinations is most important for the Part of the RtI process involves analyzing how well a student is responding to the
intervention team to make when reviewing the student's interventions provided. If a student is making progress with Tier 2 interventions,
RtI data? then the interventions appear to be effective; depending on how much progress
A. provision of related services the student has made, interventions may need to be continued to meet expected
B. level of progress given targeted support grade-level skills. If a student is not making progress with this level of intervention,
C. adaptive skills in comparison to peers more intensive interventions may need to be initiated.
D. accommodations for state testing
, In which of the following situations would it be most C. when a student demonstrates consistent challenges with motivation and work
warranted for a special education teacher or team to completion
initiate the process of conducting a functional behavior
assessment (FBA) for a student? A formal FBA is warranted in a case where the student's behavior challenges are
A. when a student begins to show some initial signs not due to a temporary fluctuation and are indicative of a longer-term concern. If
indicating frustration when classwork is difficult the student is consistently demonstrating challenges with motivation and work
B. when a parent/guardian requests help because the completion, it would be important to determine what triggers the behavior and
student shows defiance primarily at home the function that behavior has for the student.
C. when a student demonstrates consistent challenges
with motivation and work completion
D. when a student returns to class following a first in-
school suspension for leaving the school grounds
unaccompanied
A special education teacher is writing progress C. the short-term benchmarks toward goals
summaries at the end of the first grading period for
students who receive services. Which of the following Short-term benchmarks indicate the measurable steps or elements of the broader
elements of a student's Individualized Education Program annual goals and are the measurement of growth toward achieving the annual
(IEP) plays the most significant role in the teacher's goals. The teacher should be collecting data and monitoring achievement using
determination of progress? these benchmarks as measures of progress.
A. the vision statement by the IEP team
B. the student's previous present level of performance
C. the short-term benchmarks toward goals
D. the accommodations provided to the student
Which of the following statements best describes the way D. Interventions for at-risk students happen at an early stage and decisions on
in which instituting a Multi-Tiered System of Supports more intensive needs are based on objective data.
(MTSS) process contributes to more accurate
identification of students with specific learning MTSS allows the school to ensure that if students are performing below grade
disabilities? level, and if the issue could be inadequate learning opportunities rather than
A. Cognitive functioning is evaluated and addressed as disability, there is an opportunity for these areas of weakness to be addressed
part of advancing to progressive tiers, which avoids the through providing needed and targeted interventions. This allows for closer
need for referral. monitoring of the students' learning and can provide additional data that will
B. Universal screenings determine which students likely contribute information if it is determined a student should be referred for a more
have learning disabilities and will need to be referred for comprehensive evaluation.
a full evaluation.
C. Students receive progressive tiers of support through
the year so that all students are at grade-level
expectations by the end of the school year.
D. Interventions for at-risk students happen at an early
stage and decisions on more intensive needs are based
on objective data.
Questions and CORRECT Answers
A prekindergarten teacher notices that a child is having A. fine-motor coordination
trouble lacing a shoelace through punched holes, is only
able to cut using loop scissors, uses an immature grip to Using a pincer grasp to lace a shoelace; using scissors that have holes for fingers;
draw with crayons, and needs help with zippers on holding crayons with a pencil grasp; and grasping, aligning, and pulling a zipper
clothing. Based on these observations, this child would are all examples of fine-motor developmental skills. A child who has difficulty with
benefit most from activities that develop which of the these types of skills may need additional practice in the developmental area of
following types of skills? fine motor skills to attain expected skill level that will be important for
A. fine-motor coordination independence and future academic work.
B. balance and agility
C. self-advocacy
D. following directions
A special education teacher is planning instruction for C. current research articles in peer-reviewed journals on special education
students who have Individualized Education Program
(IEP) goals targeting mathematics skills and is seeking Peer-reviewed journals focused on special education topics are good sources of
information on evidence-based instructional approaches. information on current research demonstrating approaches that are proven to be
Which of the following resources would most likely have effective and efficient. It is important for teachers to ensure that instructional
reliable information for this educator? approaches are grounded in research and are evidence-based to avoid
A. a personal Web site created by special education implementing ineffective instruction that will deter or delay effective learning.
teachers
B. a social media group for special education teachers
C. current research articles in peer-reviewed journals on
special education
D. special education materials created by teachers
available for purchase online
For children born with a disability that includes both D. establishing a consistent communication system within the first year
deafness and blindness, which of the following factors is
most critical in supporting the development of effective Infants require direct exposure to language and communication to develop these
communication skills? skills during early childhood. Disabilities that affect sensory input require
A. waiting until the child is able to make choices to additional and intentional choices to establish ways to communicate when typical
determine communication modifications routes for communication are not available, such as with a child who has both
B. working on orientation and mobility before starting to hearing and vision loss.
work on communication
C. beginning oral communication when the child
becomes aware of vocal vibrations
D. establishing a consistent communication system within
the first year
An intervention team reviews the Tier 2 Response to B. level of progress given targeted support
Intervention (RtI) data of a second-grade student. Which
of the following determinations is most important for the Part of the RtI process involves analyzing how well a student is responding to the
intervention team to make when reviewing the student's interventions provided. If a student is making progress with Tier 2 interventions,
RtI data? then the interventions appear to be effective; depending on how much progress
A. provision of related services the student has made, interventions may need to be continued to meet expected
B. level of progress given targeted support grade-level skills. If a student is not making progress with this level of intervention,
C. adaptive skills in comparison to peers more intensive interventions may need to be initiated.
D. accommodations for state testing
, In which of the following situations would it be most C. when a student demonstrates consistent challenges with motivation and work
warranted for a special education teacher or team to completion
initiate the process of conducting a functional behavior
assessment (FBA) for a student? A formal FBA is warranted in a case where the student's behavior challenges are
A. when a student begins to show some initial signs not due to a temporary fluctuation and are indicative of a longer-term concern. If
indicating frustration when classwork is difficult the student is consistently demonstrating challenges with motivation and work
B. when a parent/guardian requests help because the completion, it would be important to determine what triggers the behavior and
student shows defiance primarily at home the function that behavior has for the student.
C. when a student demonstrates consistent challenges
with motivation and work completion
D. when a student returns to class following a first in-
school suspension for leaving the school grounds
unaccompanied
A special education teacher is writing progress C. the short-term benchmarks toward goals
summaries at the end of the first grading period for
students who receive services. Which of the following Short-term benchmarks indicate the measurable steps or elements of the broader
elements of a student's Individualized Education Program annual goals and are the measurement of growth toward achieving the annual
(IEP) plays the most significant role in the teacher's goals. The teacher should be collecting data and monitoring achievement using
determination of progress? these benchmarks as measures of progress.
A. the vision statement by the IEP team
B. the student's previous present level of performance
C. the short-term benchmarks toward goals
D. the accommodations provided to the student
Which of the following statements best describes the way D. Interventions for at-risk students happen at an early stage and decisions on
in which instituting a Multi-Tiered System of Supports more intensive needs are based on objective data.
(MTSS) process contributes to more accurate
identification of students with specific learning MTSS allows the school to ensure that if students are performing below grade
disabilities? level, and if the issue could be inadequate learning opportunities rather than
A. Cognitive functioning is evaluated and addressed as disability, there is an opportunity for these areas of weakness to be addressed
part of advancing to progressive tiers, which avoids the through providing needed and targeted interventions. This allows for closer
need for referral. monitoring of the students' learning and can provide additional data that will
B. Universal screenings determine which students likely contribute information if it is determined a student should be referred for a more
have learning disabilities and will need to be referred for comprehensive evaluation.
a full evaluation.
C. Students receive progressive tiers of support through
the year so that all students are at grade-level
expectations by the end of the school year.
D. Interventions for at-risk students happen at an early
stage and decisions on more intensive needs are based
on objective data.
