MTTC Test (Lower Elementary Test #117)
A prekindergarten student who has autism spectrum disorder has difficulty with
transitions throughout the day. The teacher introduces a visual schedule for each day
during morning circle time. Which additional accommodation would most effectively
support this student during transitions?
A. rewarding the student for transitioning quietly between activities
B. giving the student verbal cues about transitions before they happen
C. offering a choice to the student of when to transition between activities
D. referring to the visual schedule with the student before and after transitions - A.
Providing a reward only after the transition does not help the student prepare for the
transition.
B. Verbal cues alone may not sufficiently support the student in making transitions.
Students with autism spectrum disorder who have difficulty transitioning throughout the
day may require more significant support, such as a visual schedule that is previewed in
anticipation of transitions.
,C. Providing the student with choices for when to transition between activities does not
develop the student's ability to follow school schedules because it teaches the child they
have choice over something beyond their control.
D. CORRECT. Using the visual schedule to alert the student to an impending transition
and then referring to the schedule again afterwards is the best support for a student
who has difficulty transitioning. The combination of strategies is likely to reduce the
student's resistance to transitions by providing consistency and predictability to the daily
routine.
2. A second-grade teacher posts a printed reminder for students to refer to and use
when they have a problem in the classroom.
Problem-Solving Steps:
What is my problem?
What are some solutions?
What would happen next?
Try out the solution.
Using this approach most directly promotes independence with which of the following
social skills?
A. perspective taking
,B. peer mediation
C. self-regulation
D. self-esteem - A. The chart does not require the students to view things from a
different perspective as part of this particular approach to problem solving.
B. A peer may help direct students to the chart or read it to them, but it is not the goal
for them to mediate.
C. CORRECT. This approach increases students' ability to manage their emotions and
behaviors when they identify that they are having a problem and promotes
independence in addressing problems by themselves.
D. Developing self-esteem could indirectly result from successfully following the steps,
but it is not the primary purpose of this chart.
3. A third-grade teacher has strategically assigned students to small groups to address
specific student learning needs in mathematics. The teacher uses exit tickets at the end
of lessons as a formative assessment. The use of this type of assessment provides the
most direct information about:
, A. the effectiveness of the instruction.
B. progress toward grade-level benchmarks.
C. each student's strengths and weaknesses.
D. predicted performance on formal assessments. - A. CORRECT. Exit tickets provide
immediate information about students' learning that is focused on specific topics. This
type of formative assessment will provide the teacher with data showing how
successfully the students grasped the lesson being assessed by the exit ticket.
B. Exit tickets are not typically aiming at broader grade-level benchmarks, but rather
more specific topics addressed during an individual lesson or activity.
C. While an exit ticket might provide information about specific students who still need
to develop a concept, they are more likely to be used to determine if a concept or part of
a lesson needs to be revisited as a class.
D. Exit tickets are not intended to provide predictive information about performance on
formal assessments, but rather information about recent student learning.
A prekindergarten student who has autism spectrum disorder has difficulty with
transitions throughout the day. The teacher introduces a visual schedule for each day
during morning circle time. Which additional accommodation would most effectively
support this student during transitions?
A. rewarding the student for transitioning quietly between activities
B. giving the student verbal cues about transitions before they happen
C. offering a choice to the student of when to transition between activities
D. referring to the visual schedule with the student before and after transitions - A.
Providing a reward only after the transition does not help the student prepare for the
transition.
B. Verbal cues alone may not sufficiently support the student in making transitions.
Students with autism spectrum disorder who have difficulty transitioning throughout the
day may require more significant support, such as a visual schedule that is previewed in
anticipation of transitions.
,C. Providing the student with choices for when to transition between activities does not
develop the student's ability to follow school schedules because it teaches the child they
have choice over something beyond their control.
D. CORRECT. Using the visual schedule to alert the student to an impending transition
and then referring to the schedule again afterwards is the best support for a student
who has difficulty transitioning. The combination of strategies is likely to reduce the
student's resistance to transitions by providing consistency and predictability to the daily
routine.
2. A second-grade teacher posts a printed reminder for students to refer to and use
when they have a problem in the classroom.
Problem-Solving Steps:
What is my problem?
What are some solutions?
What would happen next?
Try out the solution.
Using this approach most directly promotes independence with which of the following
social skills?
A. perspective taking
,B. peer mediation
C. self-regulation
D. self-esteem - A. The chart does not require the students to view things from a
different perspective as part of this particular approach to problem solving.
B. A peer may help direct students to the chart or read it to them, but it is not the goal
for them to mediate.
C. CORRECT. This approach increases students' ability to manage their emotions and
behaviors when they identify that they are having a problem and promotes
independence in addressing problems by themselves.
D. Developing self-esteem could indirectly result from successfully following the steps,
but it is not the primary purpose of this chart.
3. A third-grade teacher has strategically assigned students to small groups to address
specific student learning needs in mathematics. The teacher uses exit tickets at the end
of lessons as a formative assessment. The use of this type of assessment provides the
most direct information about:
, A. the effectiveness of the instruction.
B. progress toward grade-level benchmarks.
C. each student's strengths and weaknesses.
D. predicted performance on formal assessments. - A. CORRECT. Exit tickets provide
immediate information about students' learning that is focused on specific topics. This
type of formative assessment will provide the teacher with data showing how
successfully the students grasped the lesson being assessed by the exit ticket.
B. Exit tickets are not typically aiming at broader grade-level benchmarks, but rather
more specific topics addressed during an individual lesson or activity.
C. While an exit ticket might provide information about specific students who still need
to develop a concept, they are more likely to be used to determine if a concept or part of
a lesson needs to be revisited as a class.
D. Exit tickets are not intended to provide predictive information about performance on
formal assessments, but rather information about recent student learning.
