WGU C802 TASK 1: EHR FUNCTIONS
ASSESSMENT PRACTICE EXAMINATION
2026 QUESTIONS WITH ANSWERS
GRADED A+
◍ parts of the brain and their basic functions.
Answer: brain stem- regulation of essential body functions limbic system-
processing emotions, memory formation, and decision makingcerebellum-
balance, coordination, and motor control cerebrum- thinking, reasoning,
problem-solving, processing, information, learning new skills, higher-level
thinking prefrontal cortex- decision-making, impulse control, emotional
regulation, planning, organising, prioritising, tasks
◍ distributed practice.
Answer: explores how the brain retains information when learning is spread
out over time rather than condensed.
◍ Probe.
Answer: A brief, timed assessment used in Curriculum-Based Measurement
(CBM) to evaluate students' performance in specific academic areas.
◍ aspects of neurodiversity and classroom behavior impact.
Answer: emotional regulation: explanation- emotional regulation involves
controlling and expressing emotions in a balanced way behavior impact-
neurodivergent students might struggle with intense emotions, leading to
frustration, anxiety, or sudden outbursts. this can make it hard for them to
stay calm and focused during lessons. executive function:explanation:
executive function includes skills likes planning, decision-making, and
maintaining focus.behavior impact: students may have difficulty organising
tasks, following through on assignments, or staying focused. this can result
, in procrastination, incomplete work, or frequent distractions. working
memory:explanation: working memory is the ability to hold and use
information temporarily. behavior impact: challenges with working memory
can cause students to forget instructions, lose their place in tasks, or struggle
with multi-step directions.
◍ learning strategies examples.
Answer: retrieval practice- Instead of just re-reading notes, students practice
recalling information without looking at their materials.spacing- Rather than
studying for six hours the night before a test, students might study for one
hour each day over six days.interleaving- Instead of practicing one type of
math problem at a time, students might practice a mix of addition,
subtraction, multiplication, and division problems.feedback-driven
metacognition- After receiving feedback on an essay, a student reflects on
areas for improvement and adjusts their writing strategies accordingly.
◍ trust versus mistrust stage.
Answer: Infants learn to rely on caregivers for their basic needs, fostering
trust, while inconsistency in meeting these needs can lead to mistrust,
suspicion, and anxiety about their environment.
◍ learning science/debunking the myth the brain is a computer.
Answer: Information processing theory, which includes encoding, storage,
and retrieval, further strengthens this comparison by using terminology like
computer functions. Concepts like sensory input, working memory, and
long-term memory, which are fundamental to understanding brain function,
also echo the language and processes of computer systems. However, the
danger lies in going beyond this comparison, as it oversimplifies the brain's
complexity and fails to capture its holistic nature. By recognizing the
limitations of the brain-computer comparison, we can move beyond the
myth and embrace a more detailed understanding of the brain's complex
connections to the body.
◍ Functional (Skill).
Answer: Everyday life skills, such as communication or self-care, that help
, individuals function independently.
◍ identity versus role confusion stage.
Answer: Adolescents between the ages of 12-17 engage in the exploration
and formation of personal identity, including values, beliefs, and aspirations
◍ Chained Task.
Answer: A complex task made up of multiple smaller steps or actions, such
as brushing teeth.
◍ myth of cognitive rigidity.
Answer: The myth of cognitive rigidity suggests that our cognitive abilities
become rigid and fixed as we age, making it harder to learn new things.
◍ storage.
Answer: involves retaining encoded information over time
◍ neurodiversity.
Answer: recognises and celebrates diversity in nerual functioning and
cognitive styles
◍ Intervention Meetings.
Answer: Meetings that bring together teachers, families, and support staff to
create and review plans to help students who need additional support.
◍ Interagency Collaboration.
Answer: Cooperative efforts between different agencies to provide a unified
support system for students.
◍ fixed mindset.
Answer: when a person sees abilities as unchangeable
◍ cognitivism.
Answer: seeks to understand the internal processes involved in learning,
such as perception, memory, problem-solving, and decision-making
◍ Baseline Data.
Answer: The initial data collected on a student's performance before any
interventions, used as a comparison point to measure progress.
ASSESSMENT PRACTICE EXAMINATION
2026 QUESTIONS WITH ANSWERS
GRADED A+
◍ parts of the brain and their basic functions.
Answer: brain stem- regulation of essential body functions limbic system-
processing emotions, memory formation, and decision makingcerebellum-
balance, coordination, and motor control cerebrum- thinking, reasoning,
problem-solving, processing, information, learning new skills, higher-level
thinking prefrontal cortex- decision-making, impulse control, emotional
regulation, planning, organising, prioritising, tasks
◍ distributed practice.
Answer: explores how the brain retains information when learning is spread
out over time rather than condensed.
◍ Probe.
Answer: A brief, timed assessment used in Curriculum-Based Measurement
(CBM) to evaluate students' performance in specific academic areas.
◍ aspects of neurodiversity and classroom behavior impact.
Answer: emotional regulation: explanation- emotional regulation involves
controlling and expressing emotions in a balanced way behavior impact-
neurodivergent students might struggle with intense emotions, leading to
frustration, anxiety, or sudden outbursts. this can make it hard for them to
stay calm and focused during lessons. executive function:explanation:
executive function includes skills likes planning, decision-making, and
maintaining focus.behavior impact: students may have difficulty organising
tasks, following through on assignments, or staying focused. this can result
, in procrastination, incomplete work, or frequent distractions. working
memory:explanation: working memory is the ability to hold and use
information temporarily. behavior impact: challenges with working memory
can cause students to forget instructions, lose their place in tasks, or struggle
with multi-step directions.
◍ learning strategies examples.
Answer: retrieval practice- Instead of just re-reading notes, students practice
recalling information without looking at their materials.spacing- Rather than
studying for six hours the night before a test, students might study for one
hour each day over six days.interleaving- Instead of practicing one type of
math problem at a time, students might practice a mix of addition,
subtraction, multiplication, and division problems.feedback-driven
metacognition- After receiving feedback on an essay, a student reflects on
areas for improvement and adjusts their writing strategies accordingly.
◍ trust versus mistrust stage.
Answer: Infants learn to rely on caregivers for their basic needs, fostering
trust, while inconsistency in meeting these needs can lead to mistrust,
suspicion, and anxiety about their environment.
◍ learning science/debunking the myth the brain is a computer.
Answer: Information processing theory, which includes encoding, storage,
and retrieval, further strengthens this comparison by using terminology like
computer functions. Concepts like sensory input, working memory, and
long-term memory, which are fundamental to understanding brain function,
also echo the language and processes of computer systems. However, the
danger lies in going beyond this comparison, as it oversimplifies the brain's
complexity and fails to capture its holistic nature. By recognizing the
limitations of the brain-computer comparison, we can move beyond the
myth and embrace a more detailed understanding of the brain's complex
connections to the body.
◍ Functional (Skill).
Answer: Everyday life skills, such as communication or self-care, that help
, individuals function independently.
◍ identity versus role confusion stage.
Answer: Adolescents between the ages of 12-17 engage in the exploration
and formation of personal identity, including values, beliefs, and aspirations
◍ Chained Task.
Answer: A complex task made up of multiple smaller steps or actions, such
as brushing teeth.
◍ myth of cognitive rigidity.
Answer: The myth of cognitive rigidity suggests that our cognitive abilities
become rigid and fixed as we age, making it harder to learn new things.
◍ storage.
Answer: involves retaining encoded information over time
◍ neurodiversity.
Answer: recognises and celebrates diversity in nerual functioning and
cognitive styles
◍ Intervention Meetings.
Answer: Meetings that bring together teachers, families, and support staff to
create and review plans to help students who need additional support.
◍ Interagency Collaboration.
Answer: Cooperative efforts between different agencies to provide a unified
support system for students.
◍ fixed mindset.
Answer: when a person sees abilities as unchangeable
◍ cognitivism.
Answer: seeks to understand the internal processes involved in learning,
such as perception, memory, problem-solving, and decision-making
◍ Baseline Data.
Answer: The initial data collected on a student's performance before any
interventions, used as a comparison point to measure progress.
