STUDENTS WITH DISABILITIES CST NYSTCE (060) :
100+ QUESTIONS WITH ACCURATE ANSWERS AND
RATIONALISED GRADED A+
A special education teacher is implementing a social skills intervention to support a
kindergarten student with autism in achieving a goal to sustain conversation with peers. All staff
who work with the student (e.g., general education teachers, paraprofessionals) learn how to
implement and reinforce the same intervention sequence across different settings. The primary
rationale for this practice is that:
A.) Enables the goal to be modified depending on class context.
B.) Increases the predictability of the intervention for the student.
C.) Promotes the student's understanding of the importance of the intervention.
D.) Ensures that the intervention is mastered in a structured setting.
Answer: b.
Transitions between settings with different teachers and peers can be challenging for students
with autism. Social skills interventions to support a student with autism need to be
implemented and reinforced in the same sequence by all staff members and across all settings.
This will provide increased predictability for the student to understand what to expect and what
is expected in social situations.
A middle school student with an intellectual disability and a language disorder is learning how
to purchase a favorite item from a local store. When the student is unable to locate the item,
,the student often becomes agitated and exhibits loud vocalizations. Functional communication
training would benefit the student primarily by:
A.) Expanding the student's range of phonetic articulation when speaking with others.
B.) Offering an alternative response that can be more effective in addressing the student's
needs.
C.) Improving the student's ability to interpret social cues of individuals in public settings.
D.) Helping the student differentiate between formal and informal language structures in
conversation.
Answer: b.
Functional communication training (fct) is a differential reinforcement (dr) procedure in which a
student is taught an alternative (appropriate) response that results in a similar level of
reinforcement for the problem behavior. Fct promotes a response that is a recognizable and
acceptable form of communication, such as vocalization or manual sign, and at the same time, it
addresses the student's needs. Fct is associated with applied behavioral analysis (aba) and
positive behavior intervention support (pbis).
A special education teacher works with a first grade student with autism in targeting critical
areas of development (e.g., motivation, self-management, initiation of social interactions) that
help produce broad improvements across all other skill areas. This strategy primarily represents
which evidence-based teaching approach?
A.) Person-centered planning.
B.) Universal design for learning (udl).
,C.) Functional communication training.
D.) Verbal behavior therapy (vbt)
Answer: d.
Verbal behavior therapy (vbt) is a comprehensive language program that teaches
communication for individuals who have been diagnosed with a language delay or disorder. It is
based on the principles of applied behavioral analysis (aba) and the theories of the behaviorist
b. F. Skinner. This approach encourages students with autism to learn language by connecting
words with their purposes. Students learn that words can help them get desired objects or
outcomes. Key elements of vbt are a strong focus on the development of language, errorless
learning through immediate and frequent prompts that are later reduced once successful,
immediate reinforcement, and varied situations and instructions to sustain students' interest.
A 12th grade student with an executive function disorder will begin attending a university in the
next school year. Which measure should the student's special education teacher take to support
the students successful transition to this setting?
A.) Having a student select the university classes that the student plans to enroll in and
modifying the course content according to the student's current academic performance.
B.) Developing a student exit summary that includes recommendations on how to assist the
student in achieving the student's goals.
C.) Creating an individualized education program (iep) that includes modified criteria for
assessing the student while attending the university.
D.) Providing a comprehensive report to the university that details the student's medical history
and psychological functioning.
, Answer: b.
Individuals with executive function disorder commonly struggle to analyze, plan, organize,
schedule, and complete tasks or adhere to deadlines. The purpose of a student exit summary is
to provide students with a written report that provides essential information to consider as they
transition from secondary school. The student exit summary summarizes individual students'
abilities, skills, needs, and limitations and provides recommendations to support successful
transition to college. The student exit summary can also assist students with eligibility to receive
accommodations and supports in post secondary settings in order to reach their academic
goals.
Martine is an eighth grade student with a learning disability in the area of writing who attends
general education classes for the majority of the school day. The committee on special
education (cse) is considering accommodations to support her ability to organize four and
complete written assignments across classes. Which step would be most important in
supporting martine's self-advocacy skills to identify appropriate accommodations?
A.) Arranging for all staff who work with martine to implement the accommodations in the
same manner and monitor the outcome of their use.
B.) Observe martine throughout the day and analyzing which accommodations would be most
relevant for her to generalize across academic settings.
C.) Guiding martine with reflecting on her academic needs and identifying accommodations that
she thinks will be most effective.
D.) Selecting accommodations that martine can already independently utilize without additional
instruction.
Answer: c.
Understanding students' academic needs will help them plan goals and accommodations to
support their learning. Students who gain and develop a greater understanding of their needs
100+ QUESTIONS WITH ACCURATE ANSWERS AND
RATIONALISED GRADED A+
A special education teacher is implementing a social skills intervention to support a
kindergarten student with autism in achieving a goal to sustain conversation with peers. All staff
who work with the student (e.g., general education teachers, paraprofessionals) learn how to
implement and reinforce the same intervention sequence across different settings. The primary
rationale for this practice is that:
A.) Enables the goal to be modified depending on class context.
B.) Increases the predictability of the intervention for the student.
C.) Promotes the student's understanding of the importance of the intervention.
D.) Ensures that the intervention is mastered in a structured setting.
Answer: b.
Transitions between settings with different teachers and peers can be challenging for students
with autism. Social skills interventions to support a student with autism need to be
implemented and reinforced in the same sequence by all staff members and across all settings.
This will provide increased predictability for the student to understand what to expect and what
is expected in social situations.
A middle school student with an intellectual disability and a language disorder is learning how
to purchase a favorite item from a local store. When the student is unable to locate the item,
,the student often becomes agitated and exhibits loud vocalizations. Functional communication
training would benefit the student primarily by:
A.) Expanding the student's range of phonetic articulation when speaking with others.
B.) Offering an alternative response that can be more effective in addressing the student's
needs.
C.) Improving the student's ability to interpret social cues of individuals in public settings.
D.) Helping the student differentiate between formal and informal language structures in
conversation.
Answer: b.
Functional communication training (fct) is a differential reinforcement (dr) procedure in which a
student is taught an alternative (appropriate) response that results in a similar level of
reinforcement for the problem behavior. Fct promotes a response that is a recognizable and
acceptable form of communication, such as vocalization or manual sign, and at the same time, it
addresses the student's needs. Fct is associated with applied behavioral analysis (aba) and
positive behavior intervention support (pbis).
A special education teacher works with a first grade student with autism in targeting critical
areas of development (e.g., motivation, self-management, initiation of social interactions) that
help produce broad improvements across all other skill areas. This strategy primarily represents
which evidence-based teaching approach?
A.) Person-centered planning.
B.) Universal design for learning (udl).
,C.) Functional communication training.
D.) Verbal behavior therapy (vbt)
Answer: d.
Verbal behavior therapy (vbt) is a comprehensive language program that teaches
communication for individuals who have been diagnosed with a language delay or disorder. It is
based on the principles of applied behavioral analysis (aba) and the theories of the behaviorist
b. F. Skinner. This approach encourages students with autism to learn language by connecting
words with their purposes. Students learn that words can help them get desired objects or
outcomes. Key elements of vbt are a strong focus on the development of language, errorless
learning through immediate and frequent prompts that are later reduced once successful,
immediate reinforcement, and varied situations and instructions to sustain students' interest.
A 12th grade student with an executive function disorder will begin attending a university in the
next school year. Which measure should the student's special education teacher take to support
the students successful transition to this setting?
A.) Having a student select the university classes that the student plans to enroll in and
modifying the course content according to the student's current academic performance.
B.) Developing a student exit summary that includes recommendations on how to assist the
student in achieving the student's goals.
C.) Creating an individualized education program (iep) that includes modified criteria for
assessing the student while attending the university.
D.) Providing a comprehensive report to the university that details the student's medical history
and psychological functioning.
, Answer: b.
Individuals with executive function disorder commonly struggle to analyze, plan, organize,
schedule, and complete tasks or adhere to deadlines. The purpose of a student exit summary is
to provide students with a written report that provides essential information to consider as they
transition from secondary school. The student exit summary summarizes individual students'
abilities, skills, needs, and limitations and provides recommendations to support successful
transition to college. The student exit summary can also assist students with eligibility to receive
accommodations and supports in post secondary settings in order to reach their academic
goals.
Martine is an eighth grade student with a learning disability in the area of writing who attends
general education classes for the majority of the school day. The committee on special
education (cse) is considering accommodations to support her ability to organize four and
complete written assignments across classes. Which step would be most important in
supporting martine's self-advocacy skills to identify appropriate accommodations?
A.) Arranging for all staff who work with martine to implement the accommodations in the
same manner and monitor the outcome of their use.
B.) Observe martine throughout the day and analyzing which accommodations would be most
relevant for her to generalize across academic settings.
C.) Guiding martine with reflecting on her academic needs and identifying accommodations that
she thinks will be most effective.
D.) Selecting accommodations that martine can already independently utilize without additional
instruction.
Answer: c.
Understanding students' academic needs will help them plan goals and accommodations to
support their learning. Students who gain and develop a greater understanding of their needs
