A kindergarten teacher notices that a student who was born at 28 weeks’ gestation has fine motor skills well below those of classmates, while his receptive vocabulary is in the average range. Which conclusion is best supported by principles of development?

Development across domains can proceed unevenly, so the motor delay should be evaluated and supported without assuming delays in other domains.

Because premature birth caused the delay, the student will catch up without intervention by first grade.

The student’s motor delay indicates that he will also develop a cognitive disability.

The student’s average vocabulary shows that the motor delay is not educationally relevant.

A team needs information about a student’s ability to manage daily routines at home, use money, and follow safety rules in the community. Which assessment tool is most appropriate?

An adaptive behavior scale completed by parents and teachers

An individually administered intelligence test

A fifth-grade teacher plans a science unit in which every student can choose to read the text, listen to an audio version, or watch a captioned video, and can show learning through a lab report, a diagram with labels, or an oral explanation. This planning best reflects:

Universal Design for Learning, providing multiple means of representation and action and expression

Curriculum modification for students with disabilities

Tracking students by ability level

Individual accommodations written into each IEP

A ninth-grade co-teacher prepares students for a biology unit with many unfamiliar terms. Which strategy best supports students with language-based learning disabilities?

Preteaching key vocabulary with student-friendly definitions, visuals, and examples before the lesson

Reducing the unit to vocabulary only

Providing the vocabulary test in advance with no instruction

Assigning the glossary to be copied at home

The parents of a student with an emotional disability arrive at an IEP meeting angry that the school "only calls with bad news." What is the special educator’s best first response?

Acknowledge their frustration, listen to their concerns, and propose a plan for regular two-way communication that includes positive news.

Postpone the meeting until the parents are calmer.

Refer the parents to the principal.

Explain that the school has followed all legal procedures.

A student’s vision and hearing screenings have not been completed, and the student has been referred for an evaluation because of reading difficulty. Why should these screenings be completed early in the evaluation?

Sensory problems must be ruled out as the primary cause of the learning difficulty.

They are required only for students suspected of having sensory impairments.

They replace the need for academic assessment.

They determine whether the student needs a 504 plan.

A high school English teacher provides all students with digital texts that can be read aloud, enlarged, or translated, and with a choice of essay, podcast, or slide presentation for the final project. Which UDL principle does the choice of final project primarily address?

Multiple means of action and expression

Multiple means of representation

An FBA shows that a student leaves his seat and wanders the room mainly when he is seated near the window and the class is doing independent work after lunch. Which BIP strategy is a prevention strategy?

Moving his seat away from the window and breaking independent work into short segments with scheduled movement breaks

Sending a note home after each incident

Removing recess when he wanders

A parent of a newly identified child expresses grief and anger about the diagnosis. How should the special educator respond?

Listen with empathy, provide clear information, and offer connections to family support resources such as parent organizations.

Tell the parent that the feelings are unreasonable.

Refer the parent to a therapist and end the conversation.

Avoid discussing the diagnosis.

ILTS Learning Behavior Specialist I (290)

Free ILTS Learning Beha 290 Practice Questions

10 sample questions for the ILTS Learning Behavior Specialist I (290), with the correct answer and an explanation for each. No account needed. Try each one before you open the answer.

Sections covered on the exam: Understanding Students, Assessment and Programs, Development and Learning, Collaborative Community, Foundations and Practice.

Question 1 · Understanding Students
A kindergarten teacher notices that a student who was born at 28 weeks’ gestation has fine motor skills well below those of classmates, while his receptive vocabulary is in the average range. Which conclusion is best supported by principles of development?
- A.Development across domains can proceed unevenly, so the motor delay should be evaluated and supported without assuming delays in other domains.
- B.Because premature birth caused the delay, the student will catch up without intervention by first grade.
- C.The student’s motor delay indicates that he will also develop a cognitive disability.
- D.The student’s average vocabulary shows that the motor delay is not educationally relevant.
Show answer and explanation
Answer: A. Development across domains can proceed unevenly, so the motor delay should be evaluated and supported without assuming delays in other domains.
Prematurity is a biological risk factor, but development proceeds at different rates across domains. The appropriate conclusion is to evaluate and support the motor delay while recognizing the student’s language strength. Predicting a cognitive disability is deterministic, assuming spontaneous catch-up ignores the value of early intervention, and a motor delay can still affect handwriting and classroom participation.
Question 2 · Assessment and Programs
A team needs information about a student’s ability to manage daily routines at home, use money, and follow safety rules in the community. Which assessment tool is most appropriate?
- A.A curriculum-based math probe
- B.A phonological processing test
- C.An individually administered intelligence test
- D.An adaptive behavior scale completed by parents and teachers
Show answer and explanation
Answer: D. An adaptive behavior scale completed by parents and teachers
Adaptive behavior scales measure conceptual, social, and practical skills used in everyday life, and gathering ratings from both parents and teachers shows functioning across home, school, and community. Intelligence tests measure cognitive ability, math probes measure computation, and phonological tests measure sound-processing skills.
Question 3 · Development and Learning
A fifth-grade teacher plans a science unit in which every student can choose to read the text, listen to an audio version, or watch a captioned video, and can show learning through a lab report, a diagram with labels, or an oral explanation. This planning best reflects:
- A.Curriculum modification for students with disabilities
- B.Tracking students by ability level
- C.Individual accommodations written into each IEP
- D.Universal Design for Learning, providing multiple means of representation and action and expression
Show answer and explanation
Answer: D. Universal Design for Learning, providing multiple means of representation and action and expression
Building options into the lesson for every student from the start is Universal Design for Learning. Varied formats for taking in content provide multiple means of representation, and varied ways to show learning provide multiple means of action and expression. The options are available to all students, so they are not individual accommodations or modifications.
Question 4 · Development and Learning
A ninth-grade co-teacher prepares students for a biology unit with many unfamiliar terms. Which strategy best supports students with language-based learning disabilities?
- A.Reducing the unit to vocabulary only
- B.Providing the vocabulary test in advance with no instruction
- C.Assigning the glossary to be copied at home
- D.Preteaching key vocabulary with student-friendly definitions, visuals, and examples before the lesson
Show answer and explanation
Answer: D. Preteaching key vocabulary with student-friendly definitions, visuals, and examples before the lesson
Preteaching essential vocabulary with clear definitions, visuals, and examples builds background knowledge before students meet the words in content. Copying definitions involves little processing, and reducing the unit to vocabulary removes grade-level content.
Question 5 · Collaborative Community
The parents of a student with an emotional disability arrive at an IEP meeting angry that the school "only calls with bad news." What is the special educator’s best first response?
- A.Postpone the meeting until the parents are calmer.
- B.Refer the parents to the principal.
- C.Explain that the school has followed all legal procedures.
- D.Acknowledge their frustration, listen to their concerns, and propose a plan for regular two-way communication that includes positive news.
Show answer and explanation
Answer: D. Acknowledge their frustration, listen to their concerns, and propose a plan for regular two-way communication that includes positive news.
Listening and acknowledging concerns builds trust, and responding with a concrete plan for regular communication that includes positive information addresses the real problem. Defending procedures, postponing, or referring elsewhere do not build partnership.
Question 6 · Understanding Students
A teacher observes that a toddler can use her whole arm to swipe at a toy before she can pick up a raisin with her thumb and forefinger. This sequence illustrates which developmental principle?
- A.Gene–environment interaction
- B.Critical periods
- C.Cephalocaudal development
- D.Proximodistal development
Show answer and explanation
Answer: D. Proximodistal development
Proximodistal development proceeds from the center of the body outward, so control of the shoulder and arm develops before fine control of the fingers, as in the pincer grasp. Cephalocaudal development proceeds from head to tail, critical periods are windows of heightened sensitivity, and gene–environment interaction describes how genetic risk is expressed.
Question 7 · Assessment and Programs
A student’s vision and hearing screenings have not been completed, and the student has been referred for an evaluation because of reading difficulty. Why should these screenings be completed early in the evaluation?
- A.They are required only for students suspected of having sensory impairments.
- B.Sensory problems must be ruled out as the primary cause of the learning difficulty.
- C.They replace the need for academic assessment.
- D.They determine whether the student needs a 504 plan.
Show answer and explanation
Answer: B. Sensory problems must be ruled out as the primary cause of the learning difficulty.
Vision and hearing problems can cause or contribute to learning difficulties. Ruling them out early ensures that other assessments are valid and that the difficulty is not primarily caused by a sensory impairment. They do not replace academic assessment.
Question 8 · Development and Learning
A high school English teacher provides all students with digital texts that can be read aloud, enlarged, or translated, and with a choice of essay, podcast, or slide presentation for the final project. Which UDL principle does the choice of final project primarily address?
- A.Multiple means of engagement
- B.Multiple means of representation
- C.Multiple means of assessment
- D.Multiple means of action and expression
Show answer and explanation
Answer: D. Multiple means of action and expression
Offering different ways for students to show what they have learned addresses multiple means of action and expression. Digital text options address representation, and engagement concerns motivation and interest.
Question 9 · Development and Learning
An FBA shows that a student leaves his seat and wanders the room mainly when he is seated near the window and the class is doing independent work after lunch. Which BIP strategy is a prevention strategy?
- A.Ignoring the behavior
- B.Sending a note home after each incident
- C.Removing recess when he wanders
- D.Moving his seat away from the window and breaking independent work into short segments with scheduled movement breaks
Show answer and explanation
Answer: D. Moving his seat away from the window and breaking independent work into short segments with scheduled movement breaks
Prevention strategies change the antecedents and setting conditions that trigger the behavior. Changing his seat and restructuring independent work with planned movement address the conditions identified in the FBA. Removing recess and sending notes are consequences.
Question 10 · Collaborative Community
A parent of a newly identified child expresses grief and anger about the diagnosis. How should the special educator respond?
- A.Tell the parent that the feelings are unreasonable.
- B.Refer the parent to a therapist and end the conversation.
- C.Listen with empathy, provide clear information, and offer connections to family support resources such as parent organizations.
- D.Avoid discussing the diagnosis.
Show answer and explanation
Answer: C. Listen with empathy, provide clear information, and offer connections to family support resources such as parent organizations.
Families respond to a diagnosis in many ways and at different times. Educators support families by listening without judgment, giving clear information, and connecting them with resources such as parent training and information centers.

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