ILTS 290 EXAM QUESTIONS AND ANSWERS
Which of the following milestones of cognitive development have most three-and four-
year-olds acheived?
A: Distinguishing between left and right
B: Stating the months of the year in correct order
C: Understanding of past and present
D: Reading text accurately from a picture book
C: Understanding of past and present
Which of the following utterances made by a six-year-old is most closely associated with
a speech impairment?
A: "I goed swimming yesterday." (I went swimming yesterday
B: "Yoot a de bue tain." (Look at the blue train.)
C: "I saw a wabbit." (I saw a rabbit.)
D: "My mommy loves fishes." (My mommy loves fish.)
B: "Yoot at de bue tain." (Look at the blue train.)
Which of the following developmental milestones of communication is most closely
related to a typically developing five-month-old infant?
A: following one-step directions (e.g., "Roll the ball.")
B: pointing to body parts when prompted (e.g., "Where's your nose?")
C: saying one or two words (e.g., Mommy)
D: making babbling sounds (e.g., dadada)
D: making babbling sounds (e.g., dadada)
A high school student with moderate autism spectrum disorder (ASD) may likely require
additional support in which of the following areas of social-emotional development?
A: responding in an expected way to the facial expressions of others
B: expressing positive emotional reactions to situations
C: engaging in high-interest tasks for extended periods of time
D: separating from family members at the beginning of the school day
A: responding in an expected way to the facial expressions of others
Which of the following emotional responses to accidentally breaking a toy would be
typical of a two-year-old child who is developing along expected timelines?
,A: refusing to continue playing for the rest of the day
B: crying and asking for the toy to be fixed
C: displaying fearfulness of the adult who provided the toy
D: becoming withdrawn and unresponsive to attempts to engage
B: crying and asking for the toy to be fixed
Which of the following processes for learning across domains best supports early
elementary school students' development?
A: teaching students explicit academic skills to work on for a specified number of
minutes a day
B: ensuring students are meeting expected developmental milestones at the same rate
C: encouraging students to review new content learning independently each day
D: engaging students in frequent unstructured play and exploration
D: engaging students in frequent unstructured play and exploration
A young child is exposed to rich, meaningful conversations and engages in many
discussions with family members. This will most likely support the child's development in
which of the following areas of literacy development?
A: phonemic awareness
B: reading fluency
C: vocabulary knowledge
D: reading comprehension
C: vocabulary knowledge
A second-grade student recently arrived from another country to the US. The students
demonstrates a speech sound disorder when speaking their home languages, which
had a different alphabetic system than English. As a results of these factors, which of
the following language milestones will be most directly impacted when the student
learns English?
A: accurately decoding written words
B: acquiring the meaning of social vocabulary
C: using appropriate greetings with teachers and peers
D: understanding one- and two-step directions
A: accurately decoding written words
Which of the following descriptions best characterizes a student with a developmental
delay?
A: A 15-year-old resists changes in the daily routine and refuses to complete transitions.
B: A 12-year-old struggles to retain the meaning of academic vocabulary
,C: A 10-year-old develops physical symptoms associated with fear and anxiety
D: A 5-year-old does not yet understand the concept of counting or sorting objects by
color
D: A 5-year-old does not yet understand the concept of counting or sorting objects by
color
A six-year-old student with mixed hearing loss often struggled to hear some word
endings. Which of the following challenged related to language development may the
student face as a result?
A: misinterpreting the facial expressions and gestures of others
B: struggling to understand the concept of letter-sound associations
C: misunderstanding and misusing verb tenses and plural word forms
D: comprehending orally presented information with many details
C: misunderstanding and misusing verb tenses and plural word forms
Early in the school year, a parent of a five-year old with a developmental delay has
noticed their child has been having more difficulty with behavior at home since school
started and asks the child's teacher for suggestions on establishing a more predictable
schedule for the child when not at school. Which of the following resources should the
teacher suggest?
A: a web site that shares the importance and positive impacts of home routines for
young children
B: a list of after-school child-care services that advertise strengths in structure and
routine
C: an article recommending age-appropriate chores that can be added to the child's
daily routine
D: a list of sample home routines for the parent to model and adapt as needed
D: a list of sample home routines for the parent to model and adapt as needed
Which of the following behaviors is most closely associated with a ten-year-old with a
social-emotional disorder?
A: crying for long periods of time when separated from a caregiver at drop-off
B: feeling shy when giving academic presentations to the class
C: preferring to work with peers over working independently on academic tasks
D: attempting to fit in to various social groups by acting differently with specific peers
A: crying for long periods of time when separated from a caregiver at drop-off
A nine-year-old student with a fluency disorder struggles with initiating speech and,
when nervous, speaks at a fast rate with moments of disfluency. Consequently, the
student it often misunderstood by peers and adults. Which of the following academic
, difficulties is the student likely to have as a result?
A: engaging in oral discussions or conversations in class
B: organizing information from a read-aloud on a graphic organizer
C: acquiring the meaning of content-specific vocabulary
D: retaining information and applying to new learning
A: engaging in oral discussions or conversations in class
A middle school student with a social-emotional disorder has experience trauma related
to a recent natural disaster and is fearful about the possibility of having this experience
again. The student's special education teacher and content-area teachers meet to
discuss the student and note that the student exhibits trouble focusing and sometimes
paces around the room, even during subjects that are of high interest. The teachers
consider ways to support the student's learning during this time. Which of the following
questions would be most effective in initially supporting the student?
A: How can we make sure the student completes assignments in a timely fashion?
B: How can we provide a message to the student that academics are important?
C: How can we design meaningful and engaging activities for the student?
D: How can we ensure the student feels safe?
D: How can we ensure the student feels safe?
A fifth-grade student has low vision and wears glasses. The student enjoys listening to
and telling stories by finds reading independently for sustained periods of time tiring.
Based on this information, which of the following academic tasks would the student
likely find difficult?
A: summarizing a chapter from a narrative text
B: reading a stanza from an illustrated poem
C: identifying the subheadings and captions in a nonfiction text
D: creating a narration to accompany a wordless picture book
A: summarizing a chapter from a narrative text
Which of the following steps is most critical during the initial stage or formal transition
planning for a 14 year old?
A: determining the student's aptitude for various postsecondary paths
B: consulting with adult agencies on the development of appropriate goals for the
student
C: conducting an assessment of the student's needs, strengths, preferences, and
interests
D: reviewing the student's past intervention targets to ensure relevant skill development
Which of the following milestones of cognitive development have most three-and four-
year-olds acheived?
A: Distinguishing between left and right
B: Stating the months of the year in correct order
C: Understanding of past and present
D: Reading text accurately from a picture book
C: Understanding of past and present
Which of the following utterances made by a six-year-old is most closely associated with
a speech impairment?
A: "I goed swimming yesterday." (I went swimming yesterday
B: "Yoot a de bue tain." (Look at the blue train.)
C: "I saw a wabbit." (I saw a rabbit.)
D: "My mommy loves fishes." (My mommy loves fish.)
B: "Yoot at de bue tain." (Look at the blue train.)
Which of the following developmental milestones of communication is most closely
related to a typically developing five-month-old infant?
A: following one-step directions (e.g., "Roll the ball.")
B: pointing to body parts when prompted (e.g., "Where's your nose?")
C: saying one or two words (e.g., Mommy)
D: making babbling sounds (e.g., dadada)
D: making babbling sounds (e.g., dadada)
A high school student with moderate autism spectrum disorder (ASD) may likely require
additional support in which of the following areas of social-emotional development?
A: responding in an expected way to the facial expressions of others
B: expressing positive emotional reactions to situations
C: engaging in high-interest tasks for extended periods of time
D: separating from family members at the beginning of the school day
A: responding in an expected way to the facial expressions of others
Which of the following emotional responses to accidentally breaking a toy would be
typical of a two-year-old child who is developing along expected timelines?
,A: refusing to continue playing for the rest of the day
B: crying and asking for the toy to be fixed
C: displaying fearfulness of the adult who provided the toy
D: becoming withdrawn and unresponsive to attempts to engage
B: crying and asking for the toy to be fixed
Which of the following processes for learning across domains best supports early
elementary school students' development?
A: teaching students explicit academic skills to work on for a specified number of
minutes a day
B: ensuring students are meeting expected developmental milestones at the same rate
C: encouraging students to review new content learning independently each day
D: engaging students in frequent unstructured play and exploration
D: engaging students in frequent unstructured play and exploration
A young child is exposed to rich, meaningful conversations and engages in many
discussions with family members. This will most likely support the child's development in
which of the following areas of literacy development?
A: phonemic awareness
B: reading fluency
C: vocabulary knowledge
D: reading comprehension
C: vocabulary knowledge
A second-grade student recently arrived from another country to the US. The students
demonstrates a speech sound disorder when speaking their home languages, which
had a different alphabetic system than English. As a results of these factors, which of
the following language milestones will be most directly impacted when the student
learns English?
A: accurately decoding written words
B: acquiring the meaning of social vocabulary
C: using appropriate greetings with teachers and peers
D: understanding one- and two-step directions
A: accurately decoding written words
Which of the following descriptions best characterizes a student with a developmental
delay?
A: A 15-year-old resists changes in the daily routine and refuses to complete transitions.
B: A 12-year-old struggles to retain the meaning of academic vocabulary
,C: A 10-year-old develops physical symptoms associated with fear and anxiety
D: A 5-year-old does not yet understand the concept of counting or sorting objects by
color
D: A 5-year-old does not yet understand the concept of counting or sorting objects by
color
A six-year-old student with mixed hearing loss often struggled to hear some word
endings. Which of the following challenged related to language development may the
student face as a result?
A: misinterpreting the facial expressions and gestures of others
B: struggling to understand the concept of letter-sound associations
C: misunderstanding and misusing verb tenses and plural word forms
D: comprehending orally presented information with many details
C: misunderstanding and misusing verb tenses and plural word forms
Early in the school year, a parent of a five-year old with a developmental delay has
noticed their child has been having more difficulty with behavior at home since school
started and asks the child's teacher for suggestions on establishing a more predictable
schedule for the child when not at school. Which of the following resources should the
teacher suggest?
A: a web site that shares the importance and positive impacts of home routines for
young children
B: a list of after-school child-care services that advertise strengths in structure and
routine
C: an article recommending age-appropriate chores that can be added to the child's
daily routine
D: a list of sample home routines for the parent to model and adapt as needed
D: a list of sample home routines for the parent to model and adapt as needed
Which of the following behaviors is most closely associated with a ten-year-old with a
social-emotional disorder?
A: crying for long periods of time when separated from a caregiver at drop-off
B: feeling shy when giving academic presentations to the class
C: preferring to work with peers over working independently on academic tasks
D: attempting to fit in to various social groups by acting differently with specific peers
A: crying for long periods of time when separated from a caregiver at drop-off
A nine-year-old student with a fluency disorder struggles with initiating speech and,
when nervous, speaks at a fast rate with moments of disfluency. Consequently, the
student it often misunderstood by peers and adults. Which of the following academic
, difficulties is the student likely to have as a result?
A: engaging in oral discussions or conversations in class
B: organizing information from a read-aloud on a graphic organizer
C: acquiring the meaning of content-specific vocabulary
D: retaining information and applying to new learning
A: engaging in oral discussions or conversations in class
A middle school student with a social-emotional disorder has experience trauma related
to a recent natural disaster and is fearful about the possibility of having this experience
again. The student's special education teacher and content-area teachers meet to
discuss the student and note that the student exhibits trouble focusing and sometimes
paces around the room, even during subjects that are of high interest. The teachers
consider ways to support the student's learning during this time. Which of the following
questions would be most effective in initially supporting the student?
A: How can we make sure the student completes assignments in a timely fashion?
B: How can we provide a message to the student that academics are important?
C: How can we design meaningful and engaging activities for the student?
D: How can we ensure the student feels safe?
D: How can we ensure the student feels safe?
A fifth-grade student has low vision and wears glasses. The student enjoys listening to
and telling stories by finds reading independently for sustained periods of time tiring.
Based on this information, which of the following academic tasks would the student
likely find difficult?
A: summarizing a chapter from a narrative text
B: reading a stanza from an illustrated poem
C: identifying the subheadings and captions in a nonfiction text
D: creating a narration to accompany a wordless picture book
A: summarizing a chapter from a narrative text
Which of the following steps is most critical during the initial stage or formal transition
planning for a 14 year old?
A: determining the student's aptitude for various postsecondary paths
B: consulting with adult agencies on the development of appropriate goals for the
student
C: conducting an assessment of the student's needs, strengths, preferences, and
interests
D: reviewing the student's past intervention targets to ensure relevant skill development
