ILTS 290 exam questions with answers
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Which of the following milestones of cognitive development have
|\ |\ |\ |\ |\ |\ |\ |\ |\
most three-and four-year-olds 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
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C: Understanding of past and present
|\ |\ |\ |\ |\
Which of the following utterances made by a six-year-old is most
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
closely associated with a speech 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.)
|\ |\ |\ |\ |\ |\ |\ |\
B: "Yoot at de bue tain." (Look at the blue train.)
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
Which of the following developmental milestones of
|\ |\ |\ |\ |\ |\ |\
communication is most closely related to a typically 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)
|\ |\ |\ |\ |\
D: making babbling sounds (e.g., dadada)
|\ |\ |\ |\ |\
,A high school student with moderate autism spectrum disorder
|\ |\ |\ |\ |\ |\ |\ |\ |\
(ASD) may likely require additional support in which of the
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
following areas of social-emotional development?
|\ |\ |\ |\
A: responding in an expected way to the facial expressions of
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
others
B: expressing positive emotional reactions to situations
|\ |\ |\ |\ |\ |\
C: engaging in high-interest tasks for extended periods of time
|\ |\ |\ |\ |\ |\ |\ |\ |\
D: separating from family members at the beginning of the
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
school day |\
A: responding in an expected way to the facial expressions of
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
others
Which of the following emotional responses to accidentally
|\ |\ |\ |\ |\ |\ |\ |\
breaking a toy would be typical of a 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 attempts to engage
|\ |\ |\ |\ |\ |\ |\ |\
B: crying and asking for the toy to be fixed
|\ |\ |\ |\ |\ |\ |\ |\ |\
Which of the following processes for learning across domains
|\ |\ |\ |\ |\ |\ |\ |\ |\
best supports early elementary school students' development?
|\ |\ |\ |\ |\ |\
A: teaching students explicit academic skills to work on for a
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
specified number of minutes a day
|\ |\ |\ |\ |\
B: ensuring students are meeting expected developmental
|\ |\ |\ |\ |\ |\ |\
milestones at the same rate |\ |\ |\ |\
C: encouraging students to review new content learning
|\ |\ |\ |\ |\ |\ |\ |\
independently each day |\ |\
D: engaging students in frequent unstructured play and
|\ |\ |\ |\ |\ |\ |\ |\
exploration
,D: engaging students in frequent unstructured play and
|\ |\ |\ |\ |\ |\ |\ |\
exploration
A young child is exposed to rich, meaningful conversations and
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
engages in many discussions with family members. This will most
|\ |\ |\ |\ |\ |\ |\ |\ |\
likely support the child's development in which of the following
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
areas of literacy development?
|\ |\ |\
A: phonemic awareness
|\ |\
B: reading fluency
|\ |\
C: vocabulary knowledge
|\ |\
D: reading comprehension
|\ |\
C: vocabulary knowledge
|\ |\
A second-grade student recently arrived from another country to
|\ |\ |\ |\ |\ |\ |\ |\ |\
the US. The students demonstrates a 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
|\ |\ |\ |\ |\
A: accurately decoding written words
|\ |\ |\ |\
Which of the following descriptions best characterizes a student
|\ |\ |\ |\ |\ |\ |\ |\ |\
with a developmental delay?
|\ |\ |\
A: A 15-year-old resists changes in the daily routine and refuses
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
to complete transitions.
|\ |\
B: A 12-year-old struggles to retain the meaning of academic
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
vocabulary
C: A 10-year-old develops physical symptoms associated with
|\ |\ |\ |\ |\ |\ |\ |\
, fear and anxiety|\ |\
D: A 5-year-old does not yet understand the concept of counting
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
or sorting objects by color
|\ |\ |\ |\
D: A 5-year-old does not yet understand the concept of counting
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
or sorting objects by color
|\ |\ |\ |\
A six-year-old student with mixed hearing loss often struggled to
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
hear some word endings. Which of the following challenged
|\ |\ |\ |\ |\ |\ |\ |\ |\
related to language development may the student face as a
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
result?
A: misinterpreting the facial expressions and gestures of others
|\ |\ |\ |\ |\ |\ |\ |\
B: struggling to understand the concept of letter-sound
|\ |\ |\ |\ |\ |\ |\ |\
associations
C: misunderstanding and misusing verb tenses and plural word
|\ |\ |\ |\ |\ |\ |\ |\ |\
forms
D: comprehending orally presented information with many details
|\ |\ |\ |\ |\ |\ |\
C: misunderstanding and misusing verb tenses and plural word
|\ |\ |\ |\ |\ |\ |\ |\ |\
forms
Early in the school year, a parent of a five-year old with a
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
developmental delay has noticed their child has been having |\ |\ |\ |\ |\ |\ |\ |\ |\
more difficulty with behavior at home since school started and
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
asks the child's teacher 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 advertise
|\ |\ |\ |\ |\ |\ |\ |\ |\
strengths in structure and routine |\ |\ |\ |\
C: an article recommending age-appropriate chores that can be
|\ |\ |\ |\ |\ |\ |\ |\ |\
added to the child's daily routine |\ |\ |\ |\ |\
D: a list of sample home routines for the parent to model and
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
adapt as needed |\ |\
|\ |\ |\ |\ |\
Which of the following milestones of cognitive development have
|\ |\ |\ |\ |\ |\ |\ |\ |\
most three-and four-year-olds 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
|\ |\ |\ |\ |\ |\ |\
C: Understanding of past and present
|\ |\ |\ |\ |\
Which of the following utterances made by a six-year-old is most
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
closely associated with a speech 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.)
|\ |\ |\ |\ |\ |\ |\ |\
B: "Yoot at de bue tain." (Look at the blue train.)
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
Which of the following developmental milestones of
|\ |\ |\ |\ |\ |\ |\
communication is most closely related to a typically 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)
|\ |\ |\ |\ |\
D: making babbling sounds (e.g., dadada)
|\ |\ |\ |\ |\
,A high school student with moderate autism spectrum disorder
|\ |\ |\ |\ |\ |\ |\ |\ |\
(ASD) may likely require additional support in which of the
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
following areas of social-emotional development?
|\ |\ |\ |\
A: responding in an expected way to the facial expressions of
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
others
B: expressing positive emotional reactions to situations
|\ |\ |\ |\ |\ |\
C: engaging in high-interest tasks for extended periods of time
|\ |\ |\ |\ |\ |\ |\ |\ |\
D: separating from family members at the beginning of the
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
school day |\
A: responding in an expected way to the facial expressions of
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
others
Which of the following emotional responses to accidentally
|\ |\ |\ |\ |\ |\ |\ |\
breaking a toy would be typical of a 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 attempts to engage
|\ |\ |\ |\ |\ |\ |\ |\
B: crying and asking for the toy to be fixed
|\ |\ |\ |\ |\ |\ |\ |\ |\
Which of the following processes for learning across domains
|\ |\ |\ |\ |\ |\ |\ |\ |\
best supports early elementary school students' development?
|\ |\ |\ |\ |\ |\
A: teaching students explicit academic skills to work on for a
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
specified number of minutes a day
|\ |\ |\ |\ |\
B: ensuring students are meeting expected developmental
|\ |\ |\ |\ |\ |\ |\
milestones at the same rate |\ |\ |\ |\
C: encouraging students to review new content learning
|\ |\ |\ |\ |\ |\ |\ |\
independently each day |\ |\
D: engaging students in frequent unstructured play and
|\ |\ |\ |\ |\ |\ |\ |\
exploration
,D: engaging students in frequent unstructured play and
|\ |\ |\ |\ |\ |\ |\ |\
exploration
A young child is exposed to rich, meaningful conversations and
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
engages in many discussions with family members. This will most
|\ |\ |\ |\ |\ |\ |\ |\ |\
likely support the child's development in which of the following
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
areas of literacy development?
|\ |\ |\
A: phonemic awareness
|\ |\
B: reading fluency
|\ |\
C: vocabulary knowledge
|\ |\
D: reading comprehension
|\ |\
C: vocabulary knowledge
|\ |\
A second-grade student recently arrived from another country to
|\ |\ |\ |\ |\ |\ |\ |\ |\
the US. The students demonstrates a 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
|\ |\ |\ |\ |\
A: accurately decoding written words
|\ |\ |\ |\
Which of the following descriptions best characterizes a student
|\ |\ |\ |\ |\ |\ |\ |\ |\
with a developmental delay?
|\ |\ |\
A: A 15-year-old resists changes in the daily routine and refuses
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
to complete transitions.
|\ |\
B: A 12-year-old struggles to retain the meaning of academic
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
vocabulary
C: A 10-year-old develops physical symptoms associated with
|\ |\ |\ |\ |\ |\ |\ |\
, fear and anxiety|\ |\
D: A 5-year-old does not yet understand the concept of counting
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
or sorting objects by color
|\ |\ |\ |\
D: A 5-year-old does not yet understand the concept of counting
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
or sorting objects by color
|\ |\ |\ |\
A six-year-old student with mixed hearing loss often struggled to
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
hear some word endings. Which of the following challenged
|\ |\ |\ |\ |\ |\ |\ |\ |\
related to language development may the student face as a
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
result?
A: misinterpreting the facial expressions and gestures of others
|\ |\ |\ |\ |\ |\ |\ |\
B: struggling to understand the concept of letter-sound
|\ |\ |\ |\ |\ |\ |\ |\
associations
C: misunderstanding and misusing verb tenses and plural word
|\ |\ |\ |\ |\ |\ |\ |\ |\
forms
D: comprehending orally presented information with many details
|\ |\ |\ |\ |\ |\ |\
C: misunderstanding and misusing verb tenses and plural word
|\ |\ |\ |\ |\ |\ |\ |\ |\
forms
Early in the school year, a parent of a five-year old with a
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
developmental delay has noticed their child has been having |\ |\ |\ |\ |\ |\ |\ |\ |\
more difficulty with behavior at home since school started and
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\
asks the child's teacher 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 advertise
|\ |\ |\ |\ |\ |\ |\ |\ |\
strengths in structure and routine |\ |\ |\ |\
C: an article recommending age-appropriate chores that can be
|\ |\ |\ |\ |\ |\ |\ |\ |\
added to the child's daily routine |\ |\ |\ |\ |\
D: a list of sample home routines for the parent to model and
|\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\ |\
adapt as needed |\ |\
