ILTS 290 Exam with accurate !| !| !| !| !|
detailed solutions !|
Which of the following milestones of cognitive development have most
!| !| !| !| !| !| !| !| !| !|
three-and four-year-olds archived? !| !|
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
!| !| !| !| !| !| !| !| !| !|
detailed solutions !|
Which of the following milestones of cognitive development have most
!| !| !| !| !| !| !| !| !| !|
three-and four-year-olds archived? !| !|
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
!| !| !| !| !| !| !| !| !| !|
