WGU D001 Behavioral Support Strategies for K-
12 Learners with Mild to Moderate
Exceptionalities PRE-ASSESSMENT EXAM
QUESTIONS WITH CORRECT ANSWERS
Which |behavior |is |most |likely |to |be |an |indicator |of |an |emotional |disturbance |(ED) |as |defined |
by |the |Individuals |with |Disabilities |Education |Act |(IDEA)? |- |CORRECT |ANSWER✔✔-Having |a |
disciplinary |record |for |possession |of |drugs |or |alcohol |Refusing |to |interact |with |peers |in |school |
for |an |extended |period.
What |can |be |assumed |about |a |student's |behavior |when |the |student |is |identified |as |having |an |
emotional |disturbance |(ED) |under |the |Individuals |with |Disabilities |Education |Act |(IDEA)? |- |
CORRECT |ANSWER✔✔-interferes |significantly |with |the |student's |educational |performance.
Laura |is |in |eighth |grade. |She |worries |excessively. |Because |she |has |trouble |sleeping |at |night, |
she |is |fatigued |when |she |is |at |school. |Her |teacher |notes |she |has |trouble |with |concentration |
and |can |be |irritable. |Which |disorder |most |closely |fits |the |description |of |Laura's |behaviors |in |
the |scenario? |- |CORRECT |ANSWER✔✔-Anxiety |disorder
Malik |has |received |several |discipline |referrals |from |his |high |school |teachers |for |aggressive |
behavior |or |violent |outbursts, |such |as |punching |walls, |kicking |desks, |throwing |objects, |and |
starting |fights |with |other |students. |Which |disorder |most |closely |fits |the |description |of |Malik's |
behaviors |in |the |scenario? |- |CORRECT |ANSWER✔✔-Conduct |disorder
Phil |is |a |fourth |grader |with |good |language |and |cognitive |skills. |He |wants |to |get |along |with |his |
peers |but |has |difficulty |interacting |with |them. |He |is |socially |awkward |and |does |not |
understand |conventional |social |rules. |He |makes |limited |eye |contact |and |seems |disengaged |in |
, conversations. |Which |disorder |most |closely |fits |the |description |of |Phil's |behaviors |in |the |
scenario? |- |CORRECT |ANSWER✔✔-Autism |spectrum |disorder
A |student |is |identified |as |having |an |emotional |disturbance |(ED) |under |the |Individuals |with |
Disabilities |Education |Act |(IDEA).What |can |be |assumed |about |this |student's |inability |to |learn? |-
|CORRECT |ANSWER✔✔-The |student's |inability |to |learn |cannot |be |explained |by |intellectual, |
sensory, |or |health |factors.
A |teacher |meets |with |Anika, |who |has |been |identified |as |having |a |conduct |disorder, |to |discuss |
some |of |her |behaviors |that |are |causing |problems |in |the |classroom. |Which |response |from |
Anika |is |characteristic |of |a |conduct |disorder? |- |CORRECT |ANSWER✔✔-She |expresses |no |
remorse |for |her |behaviors.
What |is |a |common |characteristic |of |anxiety |disorder? |- |CORRECT |ANSWER✔✔-Excessive |
worrying
Which |symptom |is |most |typical |of |bipolar |disorder? |- |CORRECT |ANSWER✔✔-Shifting |from |
extreme |happiness |to |severe |depression
Li |is |an |eighth-grade |student |who |is |two |grade |levels |behind |in |reading. |When |it |is |time |for |
him |to |go |to |the |resource |room |to |receive |support, |he |becomes |angry, |starts |to |throw |his |
work, |and |says |that |he |will |get |to |his |work |when |he |feels |like |it. |His |behavior |continues |to |
escalate |to |the |point |of |breaking |items |in |the |classroom |until |he |can |go |relax |in |the |art |room. |
The |staff |tracked |Li's |behavior |for |two |weeks. |They |hypothesized |that |he |will |become |angry |
and |continue |to |escalate |his |behavior |until |he |can |go |to |the |art |room. |Once |in |the |art |room, |
he |quickly |becomes |calm |and |starts |to |paint |or |draw. |What |is |the |function |of |Li's |behavior |
based |on |the |evidence |provided? |- |CORRECT |ANSWER✔✔-Seeking |a |tangible
Kim |is |a |fifth-grade |student. |She |is |on |grade |level |academically |and |responds |well |to |adult |
directives. |She |recently |began |interacting |with |a |new |group |of |eighth-grade |students. |These |
students |have |been |suspended |from |school |several |times |this |school |year, |and |they |are |
typically |rude |to |the |teachers |and |staff |at |school. |Kim |starts |to |talk |back |to |her |teachers |and |
12 Learners with Mild to Moderate
Exceptionalities PRE-ASSESSMENT EXAM
QUESTIONS WITH CORRECT ANSWERS
Which |behavior |is |most |likely |to |be |an |indicator |of |an |emotional |disturbance |(ED) |as |defined |
by |the |Individuals |with |Disabilities |Education |Act |(IDEA)? |- |CORRECT |ANSWER✔✔-Having |a |
disciplinary |record |for |possession |of |drugs |or |alcohol |Refusing |to |interact |with |peers |in |school |
for |an |extended |period.
What |can |be |assumed |about |a |student's |behavior |when |the |student |is |identified |as |having |an |
emotional |disturbance |(ED) |under |the |Individuals |with |Disabilities |Education |Act |(IDEA)? |- |
CORRECT |ANSWER✔✔-interferes |significantly |with |the |student's |educational |performance.
Laura |is |in |eighth |grade. |She |worries |excessively. |Because |she |has |trouble |sleeping |at |night, |
she |is |fatigued |when |she |is |at |school. |Her |teacher |notes |she |has |trouble |with |concentration |
and |can |be |irritable. |Which |disorder |most |closely |fits |the |description |of |Laura's |behaviors |in |
the |scenario? |- |CORRECT |ANSWER✔✔-Anxiety |disorder
Malik |has |received |several |discipline |referrals |from |his |high |school |teachers |for |aggressive |
behavior |or |violent |outbursts, |such |as |punching |walls, |kicking |desks, |throwing |objects, |and |
starting |fights |with |other |students. |Which |disorder |most |closely |fits |the |description |of |Malik's |
behaviors |in |the |scenario? |- |CORRECT |ANSWER✔✔-Conduct |disorder
Phil |is |a |fourth |grader |with |good |language |and |cognitive |skills. |He |wants |to |get |along |with |his |
peers |but |has |difficulty |interacting |with |them. |He |is |socially |awkward |and |does |not |
understand |conventional |social |rules. |He |makes |limited |eye |contact |and |seems |disengaged |in |
, conversations. |Which |disorder |most |closely |fits |the |description |of |Phil's |behaviors |in |the |
scenario? |- |CORRECT |ANSWER✔✔-Autism |spectrum |disorder
A |student |is |identified |as |having |an |emotional |disturbance |(ED) |under |the |Individuals |with |
Disabilities |Education |Act |(IDEA).What |can |be |assumed |about |this |student's |inability |to |learn? |-
|CORRECT |ANSWER✔✔-The |student's |inability |to |learn |cannot |be |explained |by |intellectual, |
sensory, |or |health |factors.
A |teacher |meets |with |Anika, |who |has |been |identified |as |having |a |conduct |disorder, |to |discuss |
some |of |her |behaviors |that |are |causing |problems |in |the |classroom. |Which |response |from |
Anika |is |characteristic |of |a |conduct |disorder? |- |CORRECT |ANSWER✔✔-She |expresses |no |
remorse |for |her |behaviors.
What |is |a |common |characteristic |of |anxiety |disorder? |- |CORRECT |ANSWER✔✔-Excessive |
worrying
Which |symptom |is |most |typical |of |bipolar |disorder? |- |CORRECT |ANSWER✔✔-Shifting |from |
extreme |happiness |to |severe |depression
Li |is |an |eighth-grade |student |who |is |two |grade |levels |behind |in |reading. |When |it |is |time |for |
him |to |go |to |the |resource |room |to |receive |support, |he |becomes |angry, |starts |to |throw |his |
work, |and |says |that |he |will |get |to |his |work |when |he |feels |like |it. |His |behavior |continues |to |
escalate |to |the |point |of |breaking |items |in |the |classroom |until |he |can |go |relax |in |the |art |room. |
The |staff |tracked |Li's |behavior |for |two |weeks. |They |hypothesized |that |he |will |become |angry |
and |continue |to |escalate |his |behavior |until |he |can |go |to |the |art |room. |Once |in |the |art |room, |
he |quickly |becomes |calm |and |starts |to |paint |or |draw. |What |is |the |function |of |Li's |behavior |
based |on |the |evidence |provided? |- |CORRECT |ANSWER✔✔-Seeking |a |tangible
Kim |is |a |fifth-grade |student. |She |is |on |grade |level |academically |and |responds |well |to |adult |
directives. |She |recently |began |interacting |with |a |new |group |of |eighth-grade |students. |These |
students |have |been |suspended |from |school |several |times |this |school |year, |and |they |are |
typically |rude |to |the |teachers |and |staff |at |school. |Kim |starts |to |talk |back |to |her |teachers |and |
