MTTC Lower Elementary Test 117
Questions Complete With Verified
Answers
\Q\.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.
\Q\.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.
\Q\.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.
\Q\.4. A first-grade teacher wants to learn more about effective instructional strategies for
students identified with a cognitive impairment. Which of the following actions would expand
the teacher's professional knowledge on this topic?
A. creating an in-depth list of research topics pertaining to the most inclusive grade-level
pedagogical approaches
B. joining an online message board for early childhood teachers where novice teachers can
request information
C. collaborating with an experienced special education teacher to identify relevant resources
and materials
D. reading a research article about diagnostic measures used to identify disabilities in young
students - -A. Identifying topics for research would not address the more immediate need for
knowledge addressing instructional strategies.
B. Online resources may not provide vetted and research-based information that is important
for identifying effective instructional strategies.
Questions Complete With Verified
Answers
\Q\.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.
\Q\.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.
\Q\.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.
\Q\.4. A first-grade teacher wants to learn more about effective instructional strategies for
students identified with a cognitive impairment. Which of the following actions would expand
the teacher's professional knowledge on this topic?
A. creating an in-depth list of research topics pertaining to the most inclusive grade-level
pedagogical approaches
B. joining an online message board for early childhood teachers where novice teachers can
request information
C. collaborating with an experienced special education teacher to identify relevant resources
and materials
D. reading a research article about diagnostic measures used to identify disabilities in young
students - -A. Identifying topics for research would not address the more immediate need for
knowledge addressing instructional strategies.
B. Online resources may not provide vetted and research-based information that is important
for identifying effective instructional strategies.
