Assessment 2: TNT 800.2AMEC-12 Comprehensive Assessment: The Learner for Middle and EC-12 Certification Areas ¦ Answered latest updated 2026.

Assessment 2: TNT 800.2AMEC-12 Comprehensive Assessment: The Learner for Middle and EC-12 Certification Areas. 1. How would you apply what you learned about the impact of poverty in the classroom to motivate your students to learn? A. Help them realize the possibilities of their lives B. Offer many extrinsic rewards C. Become friends with your students D. Make sure they pass on to the next grade ### 2. What is the function of a co-teacher? A. For the teachers to share the workload of lesson planning and grading. B. To have a general education teacher present to modify for and support special education students. C. For the students to have the minds of two teachers to learn from. D. To have a special education teacher present to modify for and support special education students. ### 3. How do you justify to your administrator the incorporation of social skills into your lesson with at-risk students? A. At risk kids aren’t ever taught social skills at home and always struggle with this at school B. Many at risk students have the inability to maintain appropriate social connections which impacts their ability to learn C. All kids need regular instruction on social skills in general D. Teachers need practice with preparing social skills lessons ### 4. What approach would you use to meet the needs of GT kids in a general education setting? A. Allow a GT student to read if they finish ahead of other students B. Give the GT student more work to do to occupy the same amount of time as the general education students. C. Let the GT student serve as a peer tutor, they will both benefit from this. D. Compact the GT student’s curriculum based on a pre-assessment and assign them an alternate project ### 5. How would you use information from knowledge of the community a student is living in to be a more supportive teacher for a student? A. The knowledge of how a student lives would allow you to feel sorry for them. B. The knowledge of how a student lives would allow a teacher to develop new instructional strategies. C. The information about a student’s life would help the teacher develop a common interest. D. The knowledge of how a student lives would allow the teacher to more fully understand the stresses and challenges a student is facing. ### 6. Based on what you know about gifted and talented students, why would a GT child potentially prefer to sit with the teacher at lunch? A. GT kids may struggle with social skills B. GT kids aren’t liked by their peers C. GT kids don’t need to spend time with kids their age D. GT kids don’t enjoy talking while eating ### 7. How do you justify participation in a bilingual class over participation in an ESL program? A. Students who continue to develop their native language in a bilingual program do learn English and score higher academically than those who sacrifice their native language. B. Students who continue to develop their native language in a bilingual program don’t lose the support of their families in their education. C. Students who continue to develop their native language in a bilingual program have better communications skills than those students in an ESL program. D. Students who continue to develop their native language in a bilingual program have greater chances of getting a college scholarship. ### 8. What are the differences in accommodations and modifications? A. Accommodations are available for special education students only and modifications are for all students. B. Accommodations are used to make the same material available to each student and modifications change or adapt the content. C. Modifications are for classwork and accommodations are for tests. D. Accommodations are for tests and modifications are for classwork. ### 9. Which two special populations have increased over the past ten years in Texas? A. Economically Disadvantaged and Bilingual or English as a Second Language B. Special Education and Economically Disadvantaged C. English as a Second Language and Gifted and Talented D. Gifted and Talented and Special Education ### 10. Which of the following instructional accommodations would you use to support an ELL in the classroom? A. Emphasizing visual literacy B. Using graphic organizers C. Extending wait time D. Using word walls ### 11. How are procedures and routines related to the needs of an ELL? A. ELL students like the variety of ever changing procedures and routines. B. Consistent procedures and routines can build a sense of comfort for ELLs. C. Procedures and routines are the same for ELLs as they are for general education students. D. ELLs need flexibility in procedures and routines to be successful. ### 12. What would you cite to defend the implementation of the least restrictive environment? A. ARD B. FAPE C. IDEA D. NCLB ### 13. What is the function of a menu in a GT classroom? A. For students to select from a set of different yet challenging activities to show understanding B. For students to read after they complete work C. For students to expand their knowledge of math and science D. For students to study a variety of genre of literature ### 14. How would you compare the definition of special populations in the past to the current definition? A. The definitions have not changed over time. B. The current definition includes any population of students who has needs that must be considered by the teacher. C. The historical definition includes any population of students who has needs that must be considered by the teacher. D. The current definition only includes those that are economically disadvantaged. ### 15. What is an IEP? A. An IEP is the meeting help to determine a special education student’s placement. B. An IEP is an individualized education plan for a special education student. C. An IEP is the group of people available to provide related services to a special education student. D. An IEP is a contract with all outside specialists who will work with a special education student. ### 16. What is the primary difference between Bilingual education and English as a Second Language programs? A. Bilingual only teaches in one language. B. English as a second language incorporates the student’s first language into instruction. C. Bilingual education is only appropriate for newcomers. D. English as a second language only uses English to teach students. ### 17. What are the two essential questions on the home language survey? A. What language is spoken in the home most of the time? AND What language does the child speak at school? B. What is the country of origin? AND What language is spoken by the child’s parents? C. What language do the parents speak to the child? AND What language did the child learn first? D. What language is spoken in the home most of the time? AND What language does the student speak most of the time? ### 18. What information would you NOT share at an ARD meeting with parents? A. Curriculum in the regular classroom B. Opinions about the child C. Specific unbiased information about the student’s performance D. Strategies that are effective for the student ### 19. How would you summarize differentiated instruction? A. Differentiated instruction is a method to break down learning objectives into smaller pieces. B. Differentiated instruction is a way to modify the lesson or delivery to suit the needs of multiple students. C. Differentiated instruction is a step taken by special education teachers in lesson planning. D. Differentiated instruction is sending students out for specific classes they need. ### 20. How would you summarize the difference between generational poverty and situational poverty? A. General and situational poverty mean the same thing B. Situational poverty is ongoing and spans several generations C. Situational poverty is shorter and usually due to a specific situation D. Generational poverty is brief and circumstantial ### 21. Children raised in poverty face nutritional deficits, lack of emotional support, health issues, stress/distress, deficits in cognitive stimulation, and safety issues. Which conclusion can be drawn as a result of these facts? A. The challenges faced by children raised in poverty are too much to overcome. B. All children of poverty will remain in poverty forever. C. Poverty makes education impossible. D. Physiological differences exist in the brains of children raised in poverty. ### 22. How would you show your understanding of how critical it is to get to know the lives of your students living in poverty? A. By require students living in poverty to do less work. B. By really listening to your students as they talk with their peers before class, in the hallways, and in the cafeteria to develop a common interest. C. By accepting late homework on a regular basis from these students. D. By being more lenient with students living in poverty for being tardy to class. ### 23. What is a significant problem with the definition of an at-risk label? A. The definition is unclear among educators. B. There is no differentiation within the term to qualify how at-risk a student is. C. An at-risk label lowers a student’s chance of getting into college. D. Parents don’t want their child labeled as at-risk and are consequently not honest with the school. ### 24. How would a general education teacher utilize in-class supports for a special education student? A. The general education teacher would work collaboratively with the in-class support staff to support all students. B. The general education teacher would let the in-class support staff grade all of the special education student’s work. C. The general education teacher would allow the in-class support staff to design and implement modifications for the special educations students. D. The general education teacher would rely on the in-class support staff to teach the lessons they are present for. ### 25. How would you summarize what the ARD committee does? A. The ARD committee works with general education teachers on best practices with special education students. B. The ARD committee determines eligibility for special education, develops IEPs, and dismisses students when they are no longer eligible. C. The ARD committee meets with all gifted and talented students and academic extension programs. D. The ARD committee meets with all at-risk students and their families to discuss interventions available. ### 26. What conclusion can you draw regarding U.S. schools today as a result of the prevalence of school shootings and violence? A. Mental health conditions will always be the reason for problems with safety at school. B. Our schools are no longer the safe havens we thought and our children need to be taught how to react to school violence. C. As long as we continue to do safety drills, our students will be safe. D. School violence can always be prevented if teachers are educated to watch for warning signs. ### 27. Which of the following choices does NOT show how your understanding of Oppositional Defiant Disorder (ODD) toward a student in the classroom? A. Shorten assignments B. Offer choices rather than directions C. Pick your battles carefully D. Provide time for preferred tasks ### 28. Why do you think it’s important for teachers to understand behaviors as a possible symptom of mental illness? A. If teachers understand behaviors as a possible symptom of mental illness, they will immediately call the parents and tell them. B. If teachers understand behaviors as a possible symptom of mental illness, they can call the child’s doctor and ask for support. C. If teachers understand behaviors as a possible symptom of mental illness, they can give the student an IEP to address these problems. D. If teachers understand behaviors as a possible symptom of mental illness, they can change the way they address the issue. ### 29. In 2013, the Texas Legislature passed a law into Senate Bill 460 requiring training for public school teachers in _______________________________. A. Detection and education of students at risk for suicide or with other mental or emotional disorders B. Detection and education of students from single parent homes C. Detection and education of students who are homeless D. Detection and education of students who are in special education programs ### 30. Based on what you know about depression, which classroom interventions could you use with students with depression? A. Be consistent with consequences B. Provide extra time/effort with the student C. Offer two choices instead of giving directions D. Teach social skills in class ### 31. What does DMDD stand for? A. Daily mood dysregulation disorder B. Disruptive mood dysregulation disorder C. Disruptive mood disturbance disorder D. Daily mood dysregulation disorder ### 32. Which statement supports why we are seeing an increasing number of children with anxiety disorders? A. Students are under more significant testing pressure and staff member reactions to pressure B. Schools aren’t as safe as they used to be C. Students are under more significant pressure to fit in D. Kids are fearful what their parents will think about their grades ### 33. How would you compare and contrast Oppositional Defiant Disorder (ODD) and Conduct Disorder (CD)? A. Conduct disorder is a less severe form of ODD B. ODD is another name for CD C. ODD can develop into CD if left untreated D. CD becomes ODD if left untreated ### 34. How is de-escalation related to conduct disorder? A. De-escalation only works if used in the heat of a power struggle. B. De-escalation is the only strategy that works for students with CD. C. De-escalation is a method of treating students with CD. D. De-escalation is a strategy for the teacher to use in addition to others when working with students with CD. ### 35. How can you compare the effects of trauma on a young child versus teens (children 13+)? A. Young children are more likely to show impulsive and aggressive behaviors than teens B. Teens may fit parts of the trauma into their daily lives C. Teens may think there were signs that the trauma was going to happen D. Young children might show signs of PTSD in their play more so than teens ### 36. What is the function of a re-focus zone? A. A re-focus zone is essentially a time out. B. A re-focus zone is a punishment used for students with ADHD. C. A re-focus zone is a tool to use when nothing else has worked. D. A re-focus zone is quiet place away from distractions that students can use to calm down and regain their focus. ### 37. How would you apply what you know about OCD (Obsessive Compulsive Disorder) in the classroom with students? A. Punish students for negative behavior B. Be stern about behaviors students exhibit C. Strictly rely on common class work D. Try to redirect compulsions rather than using consequences ### 38. Which of the following classroom interventions would you recommend implementing in the class where you have a student with bipolar disorder? A. Promote the student’s talent B. Set expectations for daily behavior C. Be flexible with curriculum, may need to adjust D. Be supportive of family ### 39. How would you justify sharing a student’s suicidal thoughts or ideas with an administrator or counselor? A. As a teacher, anytime you see suicidal thoughts or ideas you MUST share with an administrator or counselor. B. As a teacher, anytime you see suicidal thoughts or ideas you should share with CPS. C. As a teacher, anytime you see suicidal thoughts or ideas you can but don’t have to share with an administrator or counselor. D. As a teacher, anytime you see suicidal thoughts or ideas you should keep confidentiality with the student so they will continue to confide in you. ### 40. How can you summarize PTSD (Post-Traumatic Stress Disorder)? A. PTSD is a condition that results from exposure to stress or trauma and has lasting symptoms. B. PTSD is a condition that results only from exposure to physical abuse. C. PTSD is a condition that results from either physical abuse or natural disasters. D. PTSD is a condition that results from exposure to stress or trauma and has no lasting symptoms. ### 41. What are children with ODD at an increased risk for? A. ELL Programs B. Substance abuse and delinquency C. Retention D. Failing grades ### 42. What approach would you use with a student who has an eating disorder? A. Praise the student when they make a perfect grade on a test. B. Frequently comment on the student’s appearance in an effort to make them feel good about themselves. C. Require that all students eat a snack in class. D. Stress the importance of doing their best not necessarily doing things perfectly. ### 43. How would you structure your classroom to be sensitive to the needs of a student with Pervasive Developmental Disorder (PDD) or Autism? A. Offer frequent opportunities for students to work together in cooperative learning groups. B. Maintain your daily routine as much as possible. C. Require abstract thinking on the majority of assignments, children with PDD or autism prefer this. D. Provide variety in the daily routine, children with PDD or autism get bored easily. ### 44. What approach would you use to set up a classroom environment that takes mental health in public education into consideration? A. Ask the counselor to assess each student’s mental health before the end of the first grading period. B. Contact the parents of all students and share your insight of their student’s mental health right away. C. Focus on structuring a learning environment that is supportive, respectful, and bully free for the benefit of all students. D. Call the school psychologist in to evaluate the mental health of all students in the first semester of school. ### 45. How would you justify giving instructions 1 or 2 at a time for students with ADHD? A. Time is created for students with ADHD to tune in and process the information. B. Students with ADHD need a list of instructions printed. C. Students with ADHD can’t ever manage with assignments that require more than 2 steps. D. Instructions that require more than 2 steps are far too complex to ask of a student with ADHD. ### 46. How might you use practice academies with students that have RAD (Reactive Attachment Disruptive Disorder)? A. Role play where the teacher models a desired behavior and the student practices or models. B. Ask a student with RAD to practice for a state test with a tutor C. Have the student practice academic skills with a partner D. Role play where the student gets to demonstrate to the teacher the problem he/she is having ### 47. How would you classify the following misbehaviors: trouble staying on task, blurting out answers, easily distracted, trouble following rules, difficulty organizing items? A. PTSD B. ODD C. PDD D. ADHD ### 48. Which strategy would you use with an ADHD student? A. Seat them by themselves in class so they don’t bother everyone else. B. Punish them for their inattentiveness. C. Constantly redirect the student to “focus” D. Allow the student to serve as a classroom helper. ### 49. What facts or ideas best support why teachers should intervene with mental health in public education? A. Educators always know more about mental health than parents or caregivers. B. Educators and teachers spend more waking hours with students than do their parents/caregivers. C. Educators are trained to make diagnoses about mental health. D. Educators are required by law to modify curriculum for students suspected of having mental health concerns. ### 50. What is the most important thing for a teacher to remember in a mental health crisis? A. To protect the student’s privacy and close all the doors B. Focus on the safety of both the child and the other children C. To call the student’s parent at the onset of symptoms D. To call the police right away ### 51. A primary tenet of Piaget's learning theory is the idea of scheme. Schema are: A. The ideas that cognitive development occurs continuously and often B. The processes that enable the transition from one stage to another C. The units of knowledge, each relating to one aspect of the world D. The ideas that stages needs to be successfully completed in the appropriate order and are hierarchial ### 52. When teaching adolescent students, you should focus most of your attention on Erikson's stage of: A. Intimacy vs. Isolation B. Industry vs. Inferiority C. Initiative vs. Guilt D. Identity vs. Role Confusion ### 53. According to Sarah-Jayne Blakemore, the human brain continues to develop: A. Through the 20s and into the 30s B. Through early to late adolescence C. Through early childhood D. Through the 50s and into the 60s ### 54. The difference between what a person can do on their own and what they can do with assistance is known as: A. Chunking B. The Zone of Proximal Development C. Scaffolding D. Social Development Theory ### 55. Howard Gardner believed that the traditional methods of assessing intelligence were ________. A. Varied enough to account for individual differences B. Out of date C. Limited and did not accurately assess all people D. Accurate and valid ### 56. In 2016, 1 in ____ 8th, 10th, and 12th graders reported non-medical use of DXM in the past year. A. 6 B. 30 C. 10 D. 50 ### 57. Alcohol can act as a stimulant or a depressant depending on which of the following: A. The age of the person drinking alcohol B. The body size of the drinker C. How much alcohol is consumed D. The types of alcohol consumed ### 58. You've noticed that Mary, one of your best students, just doesn't seem like herself. She is lethargic in class. She seems to be hanging out with a different group of students. She failed the last quiz and test. What should you do? A. You should immediately call her parents and tell them what you suspect. B. You should keep the information to yourself as it is just a stage she is going through. C. You should report her to the assistant principal. D. You should keep a record of her symptoms and behaviors, record them on the nurse's form, and turn it in. ### 59. Which of these are changes that occur in the brain following continued substance abuse? A. The brain responds by limiting the user response. The user develops an inability to distinguish what is happening and becomes delusional. B. The brain responds with increasing awareness of the chemical. Then, the brain shuts down and the user becomes despondent. C. The brain adapts by increading the ability of cells in the reward circuit to respond to the drug, decreasing tolerance for the drug and resulting in the user needing less. D. The brain adapts by reducing the ability of cells in the reward circuit to respond to the drug, creating a level of tolerance for the drug and resulting in the user needing more. ### 60. Which of the following is NOT a physical symptom that someone is abusing drugs? A. A change in the size of someone's pupils (larger or smaller) B. Noticeable change in the attention to physical appearance and grooming C. An itchy rash or hives on the skin D. Evidence of self-harm such as cutting ### 61. Fewer men attempt suicide then women, but more men die from suicide. Why does this occur? A. Women have less access to guns B. Women are not as committed to suicide C. Men use deadlier means than women D. Women have a better outlook on life ### 62. What is the worst thing that can happen if you ask someone about suicide? A. You could be embarrassed. B. You could save a life. C. You could generate a lot of anxiety. D. You could be wrong. ### 63. If you suspect someone is entering the suicidal zone, is it OK to give that person a prevention hotline number and tell them to call? A. Yes, once they have the number they are safe. B. No, you should wait with them until they call. C. Yes, but you need to make the call to the hotline for them. D. No, don't give them the number. ### 64. What percent of individuals who die by suicide have an underlying mental health or substance abuse condition? A. 90% B. 57% C. 48% D. 73% ### 65. When risks are high and protective factors are low, we refer to this as: A. Post-intervention B. The pre-suicidal zone C. The suicidal zone D. Prevention The PDF confirms the assessment contains **65 questions**.