ILTS 155: Learning Behavior Specialist Exam Questions and Answers With
Verified Solutions 2025
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 - ✔✔SPED
can develop during pregnancy, birth or infancy
Can develop later in life from an injury or disease
Often affects the cariopulmonary and musculoskeltal systems - ✔✔Physical Impairments
lack of phsyical stamina. Poor endurance, chronic illness - ✔✔Fatigue
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 -
✔✔Deficient or impeded motor skills
potential echolalia
communication may be prevented - ✔✔Frequent speech and language effects
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 - ✔✔psychological or emotional problems with a
physical disability
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 - ✔✔Children's physical growth
and development affect their learning
,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
-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 -
✔✔Emotional Disability behaviors:
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) - ✔✔Diagnosing ED: DSM V
aggressive behaviors expressed outwardly towards others
-Hyperactive impulsive and easily distracted (e.g. hitting, cursing, cruelty to animals) - ✔✔Assessing
behavior: Externalized
Tendency to withdraw inward to the self (depression, phobias, elective mutism) - ✔✔Internalized
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 - ✔✔Degree of
disturbance
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) - ✔✔Cognitive Development Progression: Ages 6-12
-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 - ✔✔Ages 12-18
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) - ✔✔Early Adolescence
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 - ✔✔Middle Adolescence
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 - ✔✔Late adolescence
-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 - ✔✔How to encourage
healthy cognitive development
, an interaction between cognitive competence, social knowledge and language competence.
communication problems from deficits in any of these areas: - ✔✔Communication Competence
Number of morphemes per 100 sentences= Mean Length of Utterance (MLU) - ✔✔Language Theory
MLU= 1.5-2
Developmental Features= 14 basic morphemes
ex: in, on, articles, possessives - ✔✔Stage L of Language theory
MLU= 2-2.5
Developmental Features= beginning of pronoun use and auxillary verbs - ✔✔Stage LI
MLU= 2.5-3
Developmental Features= beginning of questions and negative statements - ✔✔Stage LII
MLU= 3-3.5
Developmental Features= use of complex (embedded) sentences - ✔✔Stage IV
MLU= 3.5-4
Developmental Features= Use of compound sentences - ✔✔Stage V
child progresses through developmental stages through each component - ✔✔Language Components
system of rules about sounds and sound combinations for a language - ✔✔Phonology
by themselves do NOT have a meaning, they must be combined with other phonemes - ✔✔Phonemes
Developmental delays in acquiring consonants
Verified Solutions 2025
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 - ✔✔SPED
can develop during pregnancy, birth or infancy
Can develop later in life from an injury or disease
Often affects the cariopulmonary and musculoskeltal systems - ✔✔Physical Impairments
lack of phsyical stamina. Poor endurance, chronic illness - ✔✔Fatigue
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 -
✔✔Deficient or impeded motor skills
potential echolalia
communication may be prevented - ✔✔Frequent speech and language effects
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 - ✔✔psychological or emotional problems with a
physical disability
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 - ✔✔Children's physical growth
and development affect their learning
,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
-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 -
✔✔Emotional Disability behaviors:
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) - ✔✔Diagnosing ED: DSM V
aggressive behaviors expressed outwardly towards others
-Hyperactive impulsive and easily distracted (e.g. hitting, cursing, cruelty to animals) - ✔✔Assessing
behavior: Externalized
Tendency to withdraw inward to the self (depression, phobias, elective mutism) - ✔✔Internalized
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 - ✔✔Degree of
disturbance
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) - ✔✔Cognitive Development Progression: Ages 6-12
-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 - ✔✔Ages 12-18
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) - ✔✔Early Adolescence
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 - ✔✔Middle Adolescence
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 - ✔✔Late adolescence
-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 - ✔✔How to encourage
healthy cognitive development
, an interaction between cognitive competence, social knowledge and language competence.
communication problems from deficits in any of these areas: - ✔✔Communication Competence
Number of morphemes per 100 sentences= Mean Length of Utterance (MLU) - ✔✔Language Theory
MLU= 1.5-2
Developmental Features= 14 basic morphemes
ex: in, on, articles, possessives - ✔✔Stage L of Language theory
MLU= 2-2.5
Developmental Features= beginning of pronoun use and auxillary verbs - ✔✔Stage LI
MLU= 2.5-3
Developmental Features= beginning of questions and negative statements - ✔✔Stage LII
MLU= 3-3.5
Developmental Features= use of complex (embedded) sentences - ✔✔Stage IV
MLU= 3.5-4
Developmental Features= Use of compound sentences - ✔✔Stage V
child progresses through developmental stages through each component - ✔✔Language Components
system of rules about sounds and sound combinations for a language - ✔✔Phonology
by themselves do NOT have a meaning, they must be combined with other phonemes - ✔✔Phonemes
Developmental delays in acquiring consonants
