A preschool student has comorbid intellectual and physical disabilities. When the student needs a break, they throw supplies and objects at persons and on the floor. Which of the options below should be considered as a replacement behavior?

• Tell the student you will sit with them to complete task.

• Do not allow the student to escape from task demands, instead add time to the task for each object thrown.

• Remove the student to a time out room each time they throw objects.

• At the beginning of new tasks, prompt the student to use their communication if they would like to be done with a task.

A fourth-grade student with an emotional behavioral disorder (EBD) is currently placed in a self-contained setting due to the frequency, duration, and intensity of their behavior. The goal was to return to some inclusive classes after bringing the behaviors under instructional control, however, the data shows the behaviors are increasing in frequency but decreasing in duration. Which of the following actions is most appropriate for the special education teacher to take to address this situation?

• Use extinction strategies and ignore the challenging behaviors.

• Increase reinforcement of desired behaviors.

• Conduct an in class observation to see if the identified antecedent, consequence, and function of the behavior is still accurate.

• Confer with the parents about seeking medication dose increases or changes.

A middle school student who has experienced prolonged stress has difficulty concentrating in class and often forgets previously learned material. What strategy would best support the student’s cognitive development and academic progress?

• Providing only verbal instructions to reinforce expectations without overwhelming the student with visual stimuli

• Incorporating movement breaks and mindfulness exercises to help regulate stress and improve focus

• Encouraging the student to stay after school for tutoring sessions to reteach forgotten concepts

• Reducing academic expectations to alleviate pressure and stress-related frustration

A student throws their handwriting book on the ground and screams every time they are given an independent handwriting task. This behavior is an example of:

• Disruptive classroom behavior

• Excellent handwriting skills

• Following instructions

• Positive reinforcement

Which of the following is most likely the function of the student's behavior?

• Attention

• Sensory input

• Escape

• Tangible

A teacher notices that a fourth-grade student who has faced adversity shows strong problem-solving skills, positive peer relationships, and perseverance in challenging tasks. Which protective factor is most likely contributing to this student’s resilience?

• The presence of at least one supportive, stable relationship with a caring adult

• A highly structured classroom environment with strict behavioral expectations

• Limited exposure to difficult situations to prevent stress-related challenges

• A high level of independence with minimal reliance on adult support

A special education teacher is working with a family whose two-year-old child has been diagnosed with a developmental delay. The family is transitioning from early intervention services to preschool special education services. How does an Individualized Family Service Plan (IFSP) differ from an Individualized Education Program (IEP) in addressing the child’s needs?

• An IEP is developed by the parents, while an IFSP is created solely by professionals providing early intervention services.

• An IFSP includes only educational goals, while an IEP includes both educational and therapeutic goals.

• An IFSP focuses on the child’s developmental needs within the context of the family and includes services provided in natural environments.

• An IEP can be implemented from birth through age five, while an IFSP is used only in school-based settings.

A special education teacher is preparing to share assessment results with the parents of a second-grade student who has been struggling with reading fluency. The best approach is to:

• Present the results clearly, highlight the student's strengths, and discuss strategies for improvement in a supportive manner.

• Focus only on the student's weaknesses to emphasize the need for intervention.

• Use technical jargon to demonstrate expertise, even if parents may not understand.

• Avoid discussing the results in detail to prevent worrying the parents.

Which of the following is the best way for a teacher to communicate assessment results to parents?

• Use clear, non-technical language to explain the data and provide concrete examples of the student’s strengths and areas for growth.

• Present numerical data from standardized assessments to ensure objectivity and avoid subjective opinions.

• Focus primarily on the student’s challenges to emphasize the need for intervention and additional support.

• Allow parents to interpret the assessment report independently before discussing potential instructional strategies.

Which component below produces a safe and productive learning environment for K-12 students?

• Integrated Technology

• Inquiry

• Routine

• State mandated standards