ILTS 155 - Learning Behavior Specialist Exam Questions with Correct Answers Fully Solved
SPED - Answers 15-20% of students aged 6-17 recieve special education services; these students are
very much like their peers, the only difference being that they have an intellectual, emotional,
behavioral or physical deficit that interferes with their ability to learn effectively
Physical Impairments - Answers can develop during pregnancy, birth or infancy
Can develop later in life from an injury or disease
Often affects the cariopulmonary and musculoskeltal systems
Fatigue - Answers lack of phsyical stamina. Poor endurance, chronic illness
Deficient or impeded motor skills - Answers Physical limitations due to difficulties moving normally.
Limited mobility and ability to explore the environment. Limited self-care abilities. Progressive
weakening and degeneration of muscles
Frequent speech and language effects - Answers potential echolalia
communication may be prevented
psychological or emotional problems with a physical disability - Answers may display maladaptive
behavior, may require social adjustments, may necessitate long-term medical treatment, may
experience embarrasing side effects from certain diseases or treatment
May exhibit erratic or poor attendance patterns
Children's physical growth and development affect their learning - Answers Ability to sit and attend
Need for activity
Relationship between their physical abilities and self-esteem
The degree to which physical involvement in an acitivity affects learning
Emotional Disability - Answers A child is considered emotionally disturbed if they exhibit one or more of
the following behaviors over a long period of time and to a marked degree that adversely affects their
educational performance
Emotional Disability behaviors: - Answers -Inability to learn that cannot be explained by other
intellectual or health factors
-Inability to maintain satisfactory interpersonal relationships
-Inappropriate behaviors
-General pervasive mood of unhappiness or depression
,-Physical symptoms or fears associated with personal or school problems
--> schizo children covered under this definition
--> social maladjustment must be accompanied by one other condition to satisfy definition of SED
Diagnosing ED: DSM V - Answers Axis I= Principal Psychiatric Diagnosis (overanxious disorder)
Axis II= Developmental Problems (mental retardation)
Axis III= Physical/medical disorders (asthma)
Axis IV= psychosocial stressors (divorce)
Axis V= Level of Functioning (Global assessment functioning)
Assessing behavior: Externalized - Answers aggressive behaviors expressed outwardly towards others
-Hyperactive impulsive and easily distracted (e.g. hitting, cursing, cruelty to animals)
Internalized - Answers Tendency to withdraw inward to the self (depression, phobias, elective mutism)
Degree of disturbance - Answers Mild= not destructive, aware of behavior, usually able to relate to
other
Moderate= ocassionally destructive, occassionaly aware of behavior, usually unable to relate to others
Severe= usually destructive, usually not aware of behavior, unable to relate to others
Cognitive Development Progression: Ages 6-12 - Answers Begin to develop ability to think in CONCRETE
WAYS
-what should be done in the presence of the object and events that are to be used
-- Combine (addition)
-- Separate (subtract or divide)
--Order (abc or sort)
-- Transform (change 25 pennies into a quarter)
Ages 12-18 - Answers -Begin to develop more complex thinking skills such as abstract thinking, ability to
reason from known principles, ability to consider many POV, ability to think about the process of
thinking
Early Adolescence - Answers Begins to demonstrate use of formal logical operations in HW. Begins to
question authority and societal standards, begins to form and verbalize opinions on topics usually
related to their own life (parental rules should change)
,Middle Adolescence - Answers Questions and analyzes more extensively
Begins to develop own identity, forming personal code of ethics, thinking long term to form plans and
goals
Uses systematic thinking that begins to influence relationships
Late adolescence - Answers Develops idealistic views on specific topics
Debates and develops intolerance of opposing views
Begins to focus on making career decisions and emerging role in adult society
Thinks more globally instead of egocentrically
How to encourage healthy cognitive development - Answers -Include adolescents in discussions on a
variety of topics and issues
-Encourage them to share ideas and thoughts
-Encourage them to think independently and develop their own ideas
-Encourage them to set goals and think about future
-Offer praise for good decisions and assist in re-evaluation of poor decisions
Communication Competence - Answers an interaction between cognitive competence, social knowledge
and language competence. communication problems from deficits in any of these areas:
Language Theory - Answers Number of morphemes per 100 sentences= Mean Length of Utterance
(MLU)
Stage L of Language theory - Answers MLU= 1.5-2
Developmental Features= 14 basic morphemes
ex: in, on, articles, possessives
Stage LI - Answers MLU= 2-2.5
Developmental Features= beginning of pronoun use and auxillary verbs
Stage LII - Answers MLU= 2.5-3
Developmental Features= beginning of questions and negative statements
Stage IV - Answers MLU= 3-3.5
Developmental Features= use of complex (embedded) sentences
, Stage V - Answers MLU= 3.5-4
Developmental Features= Use of compound sentences
Language Components - Answers child progresses through developmental stages through each
component
Phonology - Answers system of rules about sounds and sound combinations for a language
Phonemes - Answers by themselves do NOT have a meaning, they must be combined with other
phonemes
Phonological problems - Answers Developmental delays in acquiring consonants
Reception problem= misinterpreting words when a new constant is substituted
Morphemes - Answers smallest unit of language that convey a meaning
Include root words (dog) and affixes (ing)
Problems with morphemes - Answers -failure to use inflectional endings in their words
-inconsistent use of certain morphemes
-delays in learning certain morphemes such irregular past tense
Syntax - Answers Grammar; how words and morphemes are correctly combined
Six Stages
Stage 1 of syntax - Answers birth-2
learning the semantic system
Stage 2 - Answers 2-3
simple sentences contain subject and predicate
Stage 3 - Answers 3-4
question words, word order changed to ask questions, uses AND to combine simple sentences, begins to
embed words in basic sentences
Stage 4 - Answers 4-7
Complete sentences and awareness of appropriate semantic functions of words and differences within
same grammatical class
Stage 5 - Answers 7-20
SPED - Answers 15-20% of students aged 6-17 recieve special education services; these students are
very much like their peers, the only difference being that they have an intellectual, emotional,
behavioral or physical deficit that interferes with their ability to learn effectively
Physical Impairments - Answers can develop during pregnancy, birth or infancy
Can develop later in life from an injury or disease
Often affects the cariopulmonary and musculoskeltal systems
Fatigue - Answers lack of phsyical stamina. Poor endurance, chronic illness
Deficient or impeded motor skills - Answers Physical limitations due to difficulties moving normally.
Limited mobility and ability to explore the environment. Limited self-care abilities. Progressive
weakening and degeneration of muscles
Frequent speech and language effects - Answers potential echolalia
communication may be prevented
psychological or emotional problems with a physical disability - Answers may display maladaptive
behavior, may require social adjustments, may necessitate long-term medical treatment, may
experience embarrasing side effects from certain diseases or treatment
May exhibit erratic or poor attendance patterns
Children's physical growth and development affect their learning - Answers Ability to sit and attend
Need for activity
Relationship between their physical abilities and self-esteem
The degree to which physical involvement in an acitivity affects learning
Emotional Disability - Answers A child is considered emotionally disturbed if they exhibit one or more of
the following behaviors over a long period of time and to a marked degree that adversely affects their
educational performance
Emotional Disability behaviors: - Answers -Inability to learn that cannot be explained by other
intellectual or health factors
-Inability to maintain satisfactory interpersonal relationships
-Inappropriate behaviors
-General pervasive mood of unhappiness or depression
,-Physical symptoms or fears associated with personal or school problems
--> schizo children covered under this definition
--> social maladjustment must be accompanied by one other condition to satisfy definition of SED
Diagnosing ED: DSM V - Answers Axis I= Principal Psychiatric Diagnosis (overanxious disorder)
Axis II= Developmental Problems (mental retardation)
Axis III= Physical/medical disorders (asthma)
Axis IV= psychosocial stressors (divorce)
Axis V= Level of Functioning (Global assessment functioning)
Assessing behavior: Externalized - Answers aggressive behaviors expressed outwardly towards others
-Hyperactive impulsive and easily distracted (e.g. hitting, cursing, cruelty to animals)
Internalized - Answers Tendency to withdraw inward to the self (depression, phobias, elective mutism)
Degree of disturbance - Answers Mild= not destructive, aware of behavior, usually able to relate to
other
Moderate= ocassionally destructive, occassionaly aware of behavior, usually unable to relate to others
Severe= usually destructive, usually not aware of behavior, unable to relate to others
Cognitive Development Progression: Ages 6-12 - Answers Begin to develop ability to think in CONCRETE
WAYS
-what should be done in the presence of the object and events that are to be used
-- Combine (addition)
-- Separate (subtract or divide)
--Order (abc or sort)
-- Transform (change 25 pennies into a quarter)
Ages 12-18 - Answers -Begin to develop more complex thinking skills such as abstract thinking, ability to
reason from known principles, ability to consider many POV, ability to think about the process of
thinking
Early Adolescence - Answers Begins to demonstrate use of formal logical operations in HW. Begins to
question authority and societal standards, begins to form and verbalize opinions on topics usually
related to their own life (parental rules should change)
,Middle Adolescence - Answers Questions and analyzes more extensively
Begins to develop own identity, forming personal code of ethics, thinking long term to form plans and
goals
Uses systematic thinking that begins to influence relationships
Late adolescence - Answers Develops idealistic views on specific topics
Debates and develops intolerance of opposing views
Begins to focus on making career decisions and emerging role in adult society
Thinks more globally instead of egocentrically
How to encourage healthy cognitive development - Answers -Include adolescents in discussions on a
variety of topics and issues
-Encourage them to share ideas and thoughts
-Encourage them to think independently and develop their own ideas
-Encourage them to set goals and think about future
-Offer praise for good decisions and assist in re-evaluation of poor decisions
Communication Competence - Answers an interaction between cognitive competence, social knowledge
and language competence. communication problems from deficits in any of these areas:
Language Theory - Answers Number of morphemes per 100 sentences= Mean Length of Utterance
(MLU)
Stage L of Language theory - Answers MLU= 1.5-2
Developmental Features= 14 basic morphemes
ex: in, on, articles, possessives
Stage LI - Answers MLU= 2-2.5
Developmental Features= beginning of pronoun use and auxillary verbs
Stage LII - Answers MLU= 2.5-3
Developmental Features= beginning of questions and negative statements
Stage IV - Answers MLU= 3-3.5
Developmental Features= use of complex (embedded) sentences
, Stage V - Answers MLU= 3.5-4
Developmental Features= Use of compound sentences
Language Components - Answers child progresses through developmental stages through each
component
Phonology - Answers system of rules about sounds and sound combinations for a language
Phonemes - Answers by themselves do NOT have a meaning, they must be combined with other
phonemes
Phonological problems - Answers Developmental delays in acquiring consonants
Reception problem= misinterpreting words when a new constant is substituted
Morphemes - Answers smallest unit of language that convey a meaning
Include root words (dog) and affixes (ing)
Problems with morphemes - Answers -failure to use inflectional endings in their words
-inconsistent use of certain morphemes
-delays in learning certain morphemes such irregular past tense
Syntax - Answers Grammar; how words and morphemes are correctly combined
Six Stages
Stage 1 of syntax - Answers birth-2
learning the semantic system
Stage 2 - Answers 2-3
simple sentences contain subject and predicate
Stage 3 - Answers 3-4
question words, word order changed to ask questions, uses AND to combine simple sentences, begins to
embed words in basic sentences
Stage 4 - Answers 4-7
Complete sentences and awareness of appropriate semantic functions of words and differences within
same grammatical class
Stage 5 - Answers 7-20
