MTTC LD EXAM QUESTIONS WITH
CORRECT ANSWERS
A student with a learning disability in reading comprehension provides single-word or
partial written responses
when writing answers to literal comprehension questions. The student has a goal to use
complete sentences in
written responses. The student is learning to use instructional supports such as word
banks, sentence frames,
and graphic organizers to achieve this goal. The teacher can most effectively monitor
the student's progress
toward this goal by using which of the following assessment practices?
A. designing reading assignments based on topics and materials the student prefers
B. evaluating the student's performance by completing anecdotal observations at
random intervals
C. using a rubric to evaluate the student's use of writing conventions and grammar
D. collecting the student's work products across multiple content areas during a specific
time period - Answer-D. collecting the student's work products across multiple content
areas during a specific time period
Before referring a middle school student for evaluation for a suspected learning
disability, a teacher should take
which of the following actions first?
A. gathering evidence that the student is underperforming in all academic areas
B. initiating a research-based academic intervention plan for the student
C. developing an individualized behavior improvement plan with the student
D. conferring with the school counselor about the student's family background - Answer-
B. initiating a research-based academic intervention plan for the student
A teacher of students with learning disabilities provides consultative services for a
number of elementary school
students across grade levels. The teacher's responsibilities for these students include
monitoring students'
progress in their general education classes while ensuring that they are provided with
specified
accommodations as outlined in their Individualized Education Programs (IEPs). Which
of the following practices
would be most effective to monitor compliance with the students' IEPs?
A. organizing a binder for maintaining copies of students' quarterly report cards
B. asking general education teachers to write weekly summaries of students' progress
C. interviewing individual students about their academic progress at regular intervals
,D. collecting samples of tests and student work to track students' progress toward their
goals - Answer-D. collecting samples of tests and student work to track students'
progress toward their goals
A teacher of students with learning disabilities is developing a transition plan for a 16-
year-old student during an
Individualized Education Program (IEP) meeting. Which of the following features must
be included in this plan?
A. results from the student's interest inventory to guide transition options
B. a statement of needed transition services for the student
C. a skills checklist completed by the student to identify potential transitions
D. postsecondary transition goals written by the student - Answer-B. a statement of
needed transition services for the student
A teacher of students with learning disabilities is working with a seventh-grade student
with a learning disability
in writing and a related executive function disorder (EFD). The teacher has developed a
curriculum-learning map
to foster the student's ability to integrate learning and organizational strategies into
content-area classes. The
primary benefit of using the curriculum-learning map is that it promotes the student's
ability to:
A. practice the relevant strategies without support from general education teachers.
B. select specific strategies that the student finds useful for addressing challenging
material.
C. recognize the abundance of practical strategies available to apply in various settings.
D. apply assigned strategies while working with the teacher of students with learning
disabilities. - Answer-B. select specific strategies that the student finds useful for
addressing challenging material
An eleventh-grade student with a learning disability is interested in working in the
fashion industry after college.
The teacher wants to support the student's research to identify skills and qualifications
needed for entry-level
positions in fashion-related jobs. Which of the following steps should the teacher include
in developing an
effective postsecondary transition plan with the student?
A. providing the student with sample job applications to practice filling out, both
electronically and
on paper
B. suggesting that the student concentrate on searching for specific jobs in the area of
fashion the
student is most interested in
,C. arranging for the student to collaborate with other students who are interested in
similar career
goals
D. identifying job-related skills that the student is currently prepared to perform as well
as those that
will require additional training - Answer-D. identifying job-related skills that the student is
currently prepared to perform as well as those that will require additional training
Use the information below to answer the question that follows.
Layla is a sixth-grade student with learning disabilities who receives direct instruction in
mathematics in a
special education setting with a teacher of students with learning disabilities. Layla's
general education teacher
has noticed that Layla is increasingly late returning to the general education classroom.
The general education
teacher tracks Layla's return times as noted below and has a conversation about the
situation with the teacher
of students with learning disabilities.
9/17 Layla - 7 minutes late to class
9/20 Layla - 10 minutes late to class
9/22 Layla - 12 minutes late to class
Which of the following interventions would be most effective for the teachers to use with
Layla to promote her
ability to transition between classes?
A. posting the times allowed for transitioning between classes in Layla's planner and
asking her to
refer to it d - Answer-C. creating a plan with Layla to track her time between classes
each day and providing agreed-upon incentives for appropriate amounts of transition
time
To effectively differentiate a classroom of students with various strengths and needs, it
is essential for a teacher
of students with learning disabilities to:
A. post academic and behavior expectations at the start of the school year.
B. plan various extrinsic rewards for students who demonstrate appropriate behaviors.
C. use evidence-based instructional and behavioral strategies to address students'
goals.
D. modify classroom rules as students achieve specific developmental milestones. -
Answer-C. use evidence-based instructional and behavioral strategies to address
students' goals
, When choosing curriculum materials to use with students with learning disabilities in the
general education
classroom, it is most important for teachers to select materials that:
A. include a variety of pre- and post-assessment options.
B. have been used successfully by teachers in the past.
C. promote the understanding of objectives in multiple ways.
D. match teachers' individual instructional styles. - Answer-C. promote the
understanding of objectives in multiple ways
Use the information below to answer the question that follows.
A fourth-grade teacher of students with learning disabilities follows a structured lesson
planning sequence to
introduce a new spelling strategy as follows.
Objective: Students will be able to demonstrate simultaneous oral spelling
Set/Hook: List one approach to spelling that improves accuracy
Stimulus: Multimedia presentation introducing simultaneous oral spelling
Guided Learning: Modeling and whole-group practice of simultaneous oral
spelling with teacher feedback
Performance: Partner practice with constructive teacher/partner feedback
Feedback: (ticket to leave) Use simultaneous oral spelling to spell one of this
week's spelling words
Which of the following steps should be included in the lesson planning sequence?
A. The student demonstrates the strategy using self-selected curriculum materials.
B. The student reflects on the strategy for homework b - Answer-C. the teacher
informally assesses students' learning of the strategy for ongoing planning
A teacher of students with learning disabilities is working with a seventh-grade student
who demonstrates low
self-confidence. The student is often unwilling to try new tasks independently, gives up
easily, and turns in
assignments that are not completed. This behavior is affecting the student's academic
grades and progress.
Which of the following approaches should the teacher incorporate to build the student's
self-confidence?
A. asking general education teachers to verbally compliment the student's efforts
B. providing the student with frequent opportunities to attain successful academic
outcomes
through independent effort
C. encouraging the student to participate in extracurricular activities outside of school,
such as
sports or the arts
CORRECT ANSWERS
A student with a learning disability in reading comprehension provides single-word or
partial written responses
when writing answers to literal comprehension questions. The student has a goal to use
complete sentences in
written responses. The student is learning to use instructional supports such as word
banks, sentence frames,
and graphic organizers to achieve this goal. The teacher can most effectively monitor
the student's progress
toward this goal by using which of the following assessment practices?
A. designing reading assignments based on topics and materials the student prefers
B. evaluating the student's performance by completing anecdotal observations at
random intervals
C. using a rubric to evaluate the student's use of writing conventions and grammar
D. collecting the student's work products across multiple content areas during a specific
time period - Answer-D. collecting the student's work products across multiple content
areas during a specific time period
Before referring a middle school student for evaluation for a suspected learning
disability, a teacher should take
which of the following actions first?
A. gathering evidence that the student is underperforming in all academic areas
B. initiating a research-based academic intervention plan for the student
C. developing an individualized behavior improvement plan with the student
D. conferring with the school counselor about the student's family background - Answer-
B. initiating a research-based academic intervention plan for the student
A teacher of students with learning disabilities provides consultative services for a
number of elementary school
students across grade levels. The teacher's responsibilities for these students include
monitoring students'
progress in their general education classes while ensuring that they are provided with
specified
accommodations as outlined in their Individualized Education Programs (IEPs). Which
of the following practices
would be most effective to monitor compliance with the students' IEPs?
A. organizing a binder for maintaining copies of students' quarterly report cards
B. asking general education teachers to write weekly summaries of students' progress
C. interviewing individual students about their academic progress at regular intervals
,D. collecting samples of tests and student work to track students' progress toward their
goals - Answer-D. collecting samples of tests and student work to track students'
progress toward their goals
A teacher of students with learning disabilities is developing a transition plan for a 16-
year-old student during an
Individualized Education Program (IEP) meeting. Which of the following features must
be included in this plan?
A. results from the student's interest inventory to guide transition options
B. a statement of needed transition services for the student
C. a skills checklist completed by the student to identify potential transitions
D. postsecondary transition goals written by the student - Answer-B. a statement of
needed transition services for the student
A teacher of students with learning disabilities is working with a seventh-grade student
with a learning disability
in writing and a related executive function disorder (EFD). The teacher has developed a
curriculum-learning map
to foster the student's ability to integrate learning and organizational strategies into
content-area classes. The
primary benefit of using the curriculum-learning map is that it promotes the student's
ability to:
A. practice the relevant strategies without support from general education teachers.
B. select specific strategies that the student finds useful for addressing challenging
material.
C. recognize the abundance of practical strategies available to apply in various settings.
D. apply assigned strategies while working with the teacher of students with learning
disabilities. - Answer-B. select specific strategies that the student finds useful for
addressing challenging material
An eleventh-grade student with a learning disability is interested in working in the
fashion industry after college.
The teacher wants to support the student's research to identify skills and qualifications
needed for entry-level
positions in fashion-related jobs. Which of the following steps should the teacher include
in developing an
effective postsecondary transition plan with the student?
A. providing the student with sample job applications to practice filling out, both
electronically and
on paper
B. suggesting that the student concentrate on searching for specific jobs in the area of
fashion the
student is most interested in
,C. arranging for the student to collaborate with other students who are interested in
similar career
goals
D. identifying job-related skills that the student is currently prepared to perform as well
as those that
will require additional training - Answer-D. identifying job-related skills that the student is
currently prepared to perform as well as those that will require additional training
Use the information below to answer the question that follows.
Layla is a sixth-grade student with learning disabilities who receives direct instruction in
mathematics in a
special education setting with a teacher of students with learning disabilities. Layla's
general education teacher
has noticed that Layla is increasingly late returning to the general education classroom.
The general education
teacher tracks Layla's return times as noted below and has a conversation about the
situation with the teacher
of students with learning disabilities.
9/17 Layla - 7 minutes late to class
9/20 Layla - 10 minutes late to class
9/22 Layla - 12 minutes late to class
Which of the following interventions would be most effective for the teachers to use with
Layla to promote her
ability to transition between classes?
A. posting the times allowed for transitioning between classes in Layla's planner and
asking her to
refer to it d - Answer-C. creating a plan with Layla to track her time between classes
each day and providing agreed-upon incentives for appropriate amounts of transition
time
To effectively differentiate a classroom of students with various strengths and needs, it
is essential for a teacher
of students with learning disabilities to:
A. post academic and behavior expectations at the start of the school year.
B. plan various extrinsic rewards for students who demonstrate appropriate behaviors.
C. use evidence-based instructional and behavioral strategies to address students'
goals.
D. modify classroom rules as students achieve specific developmental milestones. -
Answer-C. use evidence-based instructional and behavioral strategies to address
students' goals
, When choosing curriculum materials to use with students with learning disabilities in the
general education
classroom, it is most important for teachers to select materials that:
A. include a variety of pre- and post-assessment options.
B. have been used successfully by teachers in the past.
C. promote the understanding of objectives in multiple ways.
D. match teachers' individual instructional styles. - Answer-C. promote the
understanding of objectives in multiple ways
Use the information below to answer the question that follows.
A fourth-grade teacher of students with learning disabilities follows a structured lesson
planning sequence to
introduce a new spelling strategy as follows.
Objective: Students will be able to demonstrate simultaneous oral spelling
Set/Hook: List one approach to spelling that improves accuracy
Stimulus: Multimedia presentation introducing simultaneous oral spelling
Guided Learning: Modeling and whole-group practice of simultaneous oral
spelling with teacher feedback
Performance: Partner practice with constructive teacher/partner feedback
Feedback: (ticket to leave) Use simultaneous oral spelling to spell one of this
week's spelling words
Which of the following steps should be included in the lesson planning sequence?
A. The student demonstrates the strategy using self-selected curriculum materials.
B. The student reflects on the strategy for homework b - Answer-C. the teacher
informally assesses students' learning of the strategy for ongoing planning
A teacher of students with learning disabilities is working with a seventh-grade student
who demonstrates low
self-confidence. The student is often unwilling to try new tasks independently, gives up
easily, and turns in
assignments that are not completed. This behavior is affecting the student's academic
grades and progress.
Which of the following approaches should the teacher incorporate to build the student's
self-confidence?
A. asking general education teachers to verbally compliment the student's efforts
B. providing the student with frequent opportunities to attain successful academic
outcomes
through independent effort
C. encouraging the student to participate in extracurricular activities outside of school,
such as
sports or the arts
