ILTS 290
1. Which of the following milestones of cognitive C: Understanding of past
development have most three-and four-year-olds and present
acheived?
A: Distinguishing between left and right
B: Stating the months of the year in correct order
C: Understanding of past and present
D: Reading text accurately from a picture book
2. Which of the following utterances made by a B: "Yoot at de bue tain."
six-year-old is most closely associated with a speech (Look at the blue train.)
impairment?
A: "I goed swimming yesterday." (I went swimming
yesterday
B: "Yoot a de bue tain." (Look at the blue train.)
C: "I saw a wabbit." (I saw a rabbit.)
D: "My mommy loves fishes." (My mommy loves fish.)
3. Which of the following developmental milestones of D: making babbling
communication is most closely related to a typically sounds (e.g., dadada)
developing five-month-old infant?
A: following one-step directions (e.g., "Roll the ball.")
B: pointing to body parts when prompted (e.g.,
"Where's your nose?")
C: saying one or two words (e.g., Mommy)
D: making babbling sounds (e.g., dadada)
4. A high school student with moderate autism spectrum A: responding in an ex-
disorder (ASD) may likely require additional support pected way to the facial
in which of the following areas of social-emotional expressions of others
development?
, ILTS 290
A: responding in an expected way to the facial expres-
sions of others
B: expressing positive emotional reactions to situa-
tions
C: engaging in high-interest tasks for extended peri-
ods of time
D: separating from family members at the beginning
of the school day
5. Which of the following emotional responses to ac- B: crying and asking for
cidentally breaking a toy would be typical of a the toy to be fixed
two-year-old child who is developing along expected
timelines?
A: refusing to continue playing for the rest of the day
B: crying and asking for the toy to be fixed
C: displaying fearfulness of the adult who provided the
toy
D: becoming withdrawn and unresponsive to at-
tempts to engage
6. Which of the following processes for learning across D: engaging students
domains best supports early elementary school stu- in frequent unstructured
dents' development? play 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 develop-
mental milestones at the same rate
C: encouraging students to review new content learn-
ing independently each day
, ILTS 290
D: engaging students in frequent unstructured play
and exploration
7. A young child is exposed to rich, meaningful conver- C: vocabulary knowledge
sations and engages in many discussions with family
members. This will most likely support the child's de-
velopment in which of the following areas of literacy
development?
A: phonemic awareness
B: reading fluency
C: vocabulary knowledge
D: reading comprehension
8. A second-grade student recently arrived from anoth- A: accurately decoding
er country to the US. The students demonstrates a written words
speech sound disorder when speaking their home
languages, which had a different alphabetic system
than English. As a results of these factors, which of the
following language milestones will be most directly
impacted when the 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-step directions
9. Which of the following descriptions best characterizes D: A 5-year-old does not
a student with a developmental delay? yet understand the con-
cept of counting or sorting
A: A 15-year-old resists changes in the daily routine objects by color
and refuses to complete transitions.
, ILTS 290
B: A 12-year-old struggles to retain the meaning of
academic vocabulary
C: A 10-year-old develops physical symptoms associ-
ated with fear and anxiety
D: A 5-year-old does not yet understand the concept
of counting or sorting objects by color
10. A six-year-old student with mixed hearing loss of- C: misunderstanding and
ten struggled to hear some word endings. Which of misusing verb tenses and
the following challenged related to language develop- plural word forms
ment may the student face as a result?
A: misinterpreting the facial expressions and gestures
of others
B: struggling to understand the concept of let-
ter-sound associations
C: misunderstanding and misusing verb tenses and
plural word forms
D: comprehending orally presented information with
many details
11. Early in the school year, a parent of a five-year old D: a list of sample home
with a developmental delay has noticed their child routines for the parent to
has been having more difficulty with behavior at model and adapt as need-
home since school started and asks the child's teacher ed
for suggestions on establishing a more predictable
schedule for the child when not at school. Which of
the following resources should the teacher suggest?
A: a web site that shares the importance and positive
impacts of home routines for young children
B: a list of after-school child-care services that adver-
1. Which of the following milestones of cognitive C: Understanding of past
development have most three-and four-year-olds and present
acheived?
A: Distinguishing between left and right
B: Stating the months of the year in correct order
C: Understanding of past and present
D: Reading text accurately from a picture book
2. Which of the following utterances made by a B: "Yoot at de bue tain."
six-year-old is most closely associated with a speech (Look at the blue train.)
impairment?
A: "I goed swimming yesterday." (I went swimming
yesterday
B: "Yoot a de bue tain." (Look at the blue train.)
C: "I saw a wabbit." (I saw a rabbit.)
D: "My mommy loves fishes." (My mommy loves fish.)
3. Which of the following developmental milestones of D: making babbling
communication is most closely related to a typically sounds (e.g., dadada)
developing five-month-old infant?
A: following one-step directions (e.g., "Roll the ball.")
B: pointing to body parts when prompted (e.g.,
"Where's your nose?")
C: saying one or two words (e.g., Mommy)
D: making babbling sounds (e.g., dadada)
4. A high school student with moderate autism spectrum A: responding in an ex-
disorder (ASD) may likely require additional support pected way to the facial
in which of the following areas of social-emotional expressions of others
development?
, ILTS 290
A: responding in an expected way to the facial expres-
sions of others
B: expressing positive emotional reactions to situa-
tions
C: engaging in high-interest tasks for extended peri-
ods of time
D: separating from family members at the beginning
of the school day
5. Which of the following emotional responses to ac- B: crying and asking for
cidentally breaking a toy would be typical of a the toy to be fixed
two-year-old child who is developing along expected
timelines?
A: refusing to continue playing for the rest of the day
B: crying and asking for the toy to be fixed
C: displaying fearfulness of the adult who provided the
toy
D: becoming withdrawn and unresponsive to at-
tempts to engage
6. Which of the following processes for learning across D: engaging students
domains best supports early elementary school stu- in frequent unstructured
dents' development? play 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 develop-
mental milestones at the same rate
C: encouraging students to review new content learn-
ing independently each day
, ILTS 290
D: engaging students in frequent unstructured play
and exploration
7. A young child is exposed to rich, meaningful conver- C: vocabulary knowledge
sations and engages in many discussions with family
members. This will most likely support the child's de-
velopment in which of the following areas of literacy
development?
A: phonemic awareness
B: reading fluency
C: vocabulary knowledge
D: reading comprehension
8. A second-grade student recently arrived from anoth- A: accurately decoding
er country to the US. The students demonstrates a written words
speech sound disorder when speaking their home
languages, which had a different alphabetic system
than English. As a results of these factors, which of the
following language milestones will be most directly
impacted when the 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-step directions
9. Which of the following descriptions best characterizes D: A 5-year-old does not
a student with a developmental delay? yet understand the con-
cept of counting or sorting
A: A 15-year-old resists changes in the daily routine objects by color
and refuses to complete transitions.
, ILTS 290
B: A 12-year-old struggles to retain the meaning of
academic vocabulary
C: A 10-year-old develops physical symptoms associ-
ated with fear and anxiety
D: A 5-year-old does not yet understand the concept
of counting or sorting objects by color
10. A six-year-old student with mixed hearing loss of- C: misunderstanding and
ten struggled to hear some word endings. Which of misusing verb tenses and
the following challenged related to language develop- plural word forms
ment may the student face as a result?
A: misinterpreting the facial expressions and gestures
of others
B: struggling to understand the concept of let-
ter-sound associations
C: misunderstanding and misusing verb tenses and
plural word forms
D: comprehending orally presented information with
many details
11. Early in the school year, a parent of a five-year old D: a list of sample home
with a developmental delay has noticed their child routines for the parent to
has been having more difficulty with behavior at model and adapt as need-
home since school started and asks the child's teacher ed
for suggestions on establishing a more predictable
schedule for the child when not at school. Which of
the following resources should the teacher suggest?
A: a web site that shares the importance and positive
impacts of home routines for young children
B: a list of after-school child-care services that adver-
