FTCE NAVAED ESE K-12 (ACTUAL 2025-2026) QUESTIONS
WITH VERIFIED 100% CORRECT ANSWERS
A 4th grade ESE student is working in math class. The
|| || || || || || || || || ||
teacher notices he is consistently writing 3s whenever
|| || | | || || | | | | ||
he should be writing 8s. What should the teacher do? -
|| || || || | | || | | || || | | | |
---Answers_--Use targeted intervention strategies in
|| || | | | | | |
math decoding skills.
|| || | |
Which of the following would be the most appropriate
|| || || || || || || ||
strategy to use for students who have varying
|| || | | || || | | | | ||
disabilities and interests? - ---Answers_--flexible
|| | | || || ||
grouping
||
In an ESE inclusion class during a lesson in language arts,
|| || || || || || || || || ||
half of the students are finishing early, while others are
|| || || || || || | | || || ||
struggling to finish on time. What would be the best
|| || || | | | | | | || | | || ||
approach for the teacher to use in this situation. - ---
|| | | | | || | | || | | || || | | | |
Answers_--Use differentiated instruction that allows the || | | | | || | |
high achievers to be challenged and allows for the
|| | | || || || || | | || | |
struggling students to receive interventions.
|| || | | || ||
Which of the following would be the most appropriate
|| || || || || || || ||
method to assist ESE students struggling in a general
|| || || | | || | | | | || ||
education classroom? - ---Answers_--Use
|| || | | ||
accommodations during instruction.
|| || ||
Which o the following is most appropriate for a life-skills
|| || || || || || || || ||
class where students are focusing on tasks necessary
|| || | | | | || | | | | ||
to be
|| | |
,successful in job? - ---Answers_--Engage in roleplay || || || || || ||
activities that mirror employment duties.
|| | | || | | | |
Which of the following is an example of cross-
| | || | | | | || || | | ||
curricular application strategies? - ---Answers_--Students
|| || || ||
are using math applications in a science unit.
|| || || || | | || || ||
Which of the following should a teacher consider first
| | || | | | | || || | | | |
when she is working on accommodations for a student
|| || || || || || || || ||
with a short- term processing disorder. - ---Answers_--
|| || || || | | || | | ||
the state-adopted academic standards
|| || | |
On a recent reading assessment, an ESE student scores
|| || || || || || || ||
below grade-level. What would be the most appropriate
|| || || || || || || ||
instructional method the teacher can use? - ---
|| || | | || || || | | | |
Answers_--Use differentiated instruction along with || || || ||
supplemental materials to accommodate for the student.
|| || || || || | | | |
Which of the following would be considered tier 1
| | || | | | | || || | | | |
interventions? - ---Answers_--Interventions all of the
|| || || || || ||
students receive in a general education class.
|| | | | | || || || | |
A 10th grade ESE student is acting out in class. She
|| || || | | | | || | | || || | |
uses profanity and is combative with the teacher. The
|| || || || || || || || ||
teacher writes a referral and asks that the student be
|| || || || || || | | | | || | |
suspended from school. What must the assistant
|| | | || | | || || | |
principal do first before she can suspend the student? -
|| | | || | | | | || | | | | || | |
---Answers_--Determine if the student's behavior is a
|| | | || || | | | | ||
manifestation of her disability.
|| | | | | ||
,Which of the following anecdotal evidence is most
| | || | | | | || | | ||
effective when analyzing student behavior? - ---Answers_-
|| || || || || || ||
-The student throws paper and calls out during
|| || | | | | || || ||
instruction.
||
A teacher is having a hard time getting students to settle
|| || || || || || || || || ||
down during cooperative learning. The students are
|| || | | | | | | || ||
disruptive and unfocused. She decides to tell the
|| | | || | | || | | || ||
students if they can work quietly in groups and get all
|| | | | | | | | | || | | || | | || ||
their work done for the next 3 days, they will receive
|| | | | | | | || | | || || | | | | ||
an ice cream party at the end of the week. What tactic
|| || || | | | | || | | || || || || | |
did teacher use? - ---Answers_--extrinsic rewards and
|| || | | | | || || ||
group contingency
|| | |
Ms. Jones uses a tally system to record the occurrence
|| | | || || || || || | | ||
of a target behavior when she implements a behavior
|| || || | | | | || || || ||
intervention system for her ESE student. This will help
|| || || || || || || || ||
the teacher to: - --- Answers_--count the number of
|| || || || || || | | | | | |
times the student used desired behavior.
|| | | | | | | || ||
Which of the following is an example of positive
| | || | | | | || || | | ||
behavior support? - ---Answers_--A teacher rewards
|| || || || || ||
positive behavior and ignores negative behavior.
|| || || || | | | |
A student is having difficulty working with peers during
|| | | || | | | | | | | | | |
cooperative learning. He often calls out and uses
|| | | | | | | || || || ||
profanity during group work. The student and the teacher
|| || || || || || || || ||
develop a plan calling for the student to be rewarded
|| || || || | | | | || | | | | ||
when the student controls his behavior and for the
|| | | | | || | | || | | || | |
student to receive consequences when he does not
|| || || || || | | || ||
control his behavior. This strategy is an example of: -
|| | | || | | || | | || || | | ||
---Answers_--contingency contracting
|| ||
, An ESE student has been diagnosed with Tourette's
|| || || || || || ||
Syndrome. He often yells profanity in the class. The
|| || || || || | | | | || ||
teacher speaks with the other students in class about
|| | | || || | | | | | | | | ||
the behavior and instructs them to disregard the yelling
|| | | | | | | || || || || ||
and profanity. This is an example of: - ---Answers_--
|| || || || || || || | | ||
planned ignoring | |
A teacher is having a hard time with an ESE student
|| | | || | | || || | | | | || ||
during reading time in class. The teacher wants to
|| || || | | || || | | | | | |
address the behavior in an effective way. What should
|| | | || | | || | | || || ||
she do first? - --- Answers_--Set aside time to observe
|| || || | | || || || || || ||
the behavior while it is happening.
|| || || || || ||
This is a set of research-based strategies used to
| | || || | | || || | | | |
increase quality of life and decrease problem behavior by
|| || || || || || || || ||
teaching new skills and making changes in a person's
|| || || || || || | | || ||
environment. - --- Answers_--positive behavior support
|| | | || || | | ||
A teacher who has several ESE students with behavioral
|| | | || || || || | | ||
exceptionalities wants to implement a functional behavior
|| | | | | || | | || ||
assessment. Which of the following steps should she
|| || || || || || || ||
take? - -
|| || ||
--Answers_--define the problem behavior, collect || || || ||
behavioral data, analyze the behavioral data, develop a
|| || || || | | | | | | ||
behavior intervention plan, progress monitor the plan.
|| || | | || | | | | | |
A teacher is using intervention strategies for an ESE
|| | | || | | | | | | || | |
student who has trouble interacting appropriately with
|| || | | || | | | | | |
other students during playtime. What should the teacher
|| | | || || || || || ||
do first when helping students manage their behavior? -
|| || || || || | | | | | | | |
---Answers_--Set clear expectations for students.
|| || || | | ||
WITH VERIFIED 100% CORRECT ANSWERS
A 4th grade ESE student is working in math class. The
|| || || || || || || || || ||
teacher notices he is consistently writing 3s whenever
|| || | | || || | | | | ||
he should be writing 8s. What should the teacher do? -
|| || || || | | || | | || || | | | |
---Answers_--Use targeted intervention strategies in
|| || | | | | | |
math decoding skills.
|| || | |
Which of the following would be the most appropriate
|| || || || || || || ||
strategy to use for students who have varying
|| || | | || || | | | | ||
disabilities and interests? - ---Answers_--flexible
|| | | || || ||
grouping
||
In an ESE inclusion class during a lesson in language arts,
|| || || || || || || || || ||
half of the students are finishing early, while others are
|| || || || || || | | || || ||
struggling to finish on time. What would be the best
|| || || | | | | | | || | | || ||
approach for the teacher to use in this situation. - ---
|| | | | | || | | || | | || || | | | |
Answers_--Use differentiated instruction that allows the || | | | | || | |
high achievers to be challenged and allows for the
|| | | || || || || | | || | |
struggling students to receive interventions.
|| || | | || ||
Which of the following would be the most appropriate
|| || || || || || || ||
method to assist ESE students struggling in a general
|| || || | | || | | | | || ||
education classroom? - ---Answers_--Use
|| || | | ||
accommodations during instruction.
|| || ||
Which o the following is most appropriate for a life-skills
|| || || || || || || || ||
class where students are focusing on tasks necessary
|| || | | | | || | | | | ||
to be
|| | |
,successful in job? - ---Answers_--Engage in roleplay || || || || || ||
activities that mirror employment duties.
|| | | || | | | |
Which of the following is an example of cross-
| | || | | | | || || | | ||
curricular application strategies? - ---Answers_--Students
|| || || ||
are using math applications in a science unit.
|| || || || | | || || ||
Which of the following should a teacher consider first
| | || | | | | || || | | | |
when she is working on accommodations for a student
|| || || || || || || || ||
with a short- term processing disorder. - ---Answers_--
|| || || || | | || | | ||
the state-adopted academic standards
|| || | |
On a recent reading assessment, an ESE student scores
|| || || || || || || ||
below grade-level. What would be the most appropriate
|| || || || || || || ||
instructional method the teacher can use? - ---
|| || | | || || || | | | |
Answers_--Use differentiated instruction along with || || || ||
supplemental materials to accommodate for the student.
|| || || || || | | | |
Which of the following would be considered tier 1
| | || | | | | || || | | | |
interventions? - ---Answers_--Interventions all of the
|| || || || || ||
students receive in a general education class.
|| | | | | || || || | |
A 10th grade ESE student is acting out in class. She
|| || || | | | | || | | || || | |
uses profanity and is combative with the teacher. The
|| || || || || || || || ||
teacher writes a referral and asks that the student be
|| || || || || || | | | | || | |
suspended from school. What must the assistant
|| | | || | | || || | |
principal do first before she can suspend the student? -
|| | | || | | | | || | | | | || | |
---Answers_--Determine if the student's behavior is a
|| | | || || | | | | ||
manifestation of her disability.
|| | | | | ||
,Which of the following anecdotal evidence is most
| | || | | | | || | | ||
effective when analyzing student behavior? - ---Answers_-
|| || || || || || ||
-The student throws paper and calls out during
|| || | | | | || || ||
instruction.
||
A teacher is having a hard time getting students to settle
|| || || || || || || || || ||
down during cooperative learning. The students are
|| || | | | | | | || ||
disruptive and unfocused. She decides to tell the
|| | | || | | || | | || ||
students if they can work quietly in groups and get all
|| | | | | | | | | || | | || | | || ||
their work done for the next 3 days, they will receive
|| | | | | | | || | | || || | | | | ||
an ice cream party at the end of the week. What tactic
|| || || | | | | || | | || || || || | |
did teacher use? - ---Answers_--extrinsic rewards and
|| || | | | | || || ||
group contingency
|| | |
Ms. Jones uses a tally system to record the occurrence
|| | | || || || || || | | ||
of a target behavior when she implements a behavior
|| || || | | | | || || || ||
intervention system for her ESE student. This will help
|| || || || || || || || ||
the teacher to: - --- Answers_--count the number of
|| || || || || || | | | | | |
times the student used desired behavior.
|| | | | | | | || ||
Which of the following is an example of positive
| | || | | | | || || | | ||
behavior support? - ---Answers_--A teacher rewards
|| || || || || ||
positive behavior and ignores negative behavior.
|| || || || | | | |
A student is having difficulty working with peers during
|| | | || | | | | | | | | | |
cooperative learning. He often calls out and uses
|| | | | | | | || || || ||
profanity during group work. The student and the teacher
|| || || || || || || || ||
develop a plan calling for the student to be rewarded
|| || || || | | | | || | | | | ||
when the student controls his behavior and for the
|| | | | | || | | || | | || | |
student to receive consequences when he does not
|| || || || || | | || ||
control his behavior. This strategy is an example of: -
|| | | || | | || | | || || | | ||
---Answers_--contingency contracting
|| ||
, An ESE student has been diagnosed with Tourette's
|| || || || || || ||
Syndrome. He often yells profanity in the class. The
|| || || || || | | | | || ||
teacher speaks with the other students in class about
|| | | || || | | | | | | | | ||
the behavior and instructs them to disregard the yelling
|| | | | | | | || || || || ||
and profanity. This is an example of: - ---Answers_--
|| || || || || || || | | ||
planned ignoring | |
A teacher is having a hard time with an ESE student
|| | | || | | || || | | | | || ||
during reading time in class. The teacher wants to
|| || || | | || || | | | | | |
address the behavior in an effective way. What should
|| | | || | | || | | || || ||
she do first? - --- Answers_--Set aside time to observe
|| || || | | || || || || || ||
the behavior while it is happening.
|| || || || || ||
This is a set of research-based strategies used to
| | || || | | || || | | | |
increase quality of life and decrease problem behavior by
|| || || || || || || || ||
teaching new skills and making changes in a person's
|| || || || || || | | || ||
environment. - --- Answers_--positive behavior support
|| | | || || | | ||
A teacher who has several ESE students with behavioral
|| | | || || || || | | ||
exceptionalities wants to implement a functional behavior
|| | | | | || | | || ||
assessment. Which of the following steps should she
|| || || || || || || ||
take? - -
|| || ||
--Answers_--define the problem behavior, collect || || || ||
behavioral data, analyze the behavioral data, develop a
|| || || || | | | | | | ||
behavior intervention plan, progress monitor the plan.
|| || | | || | | | | | |
A teacher is using intervention strategies for an ESE
|| | | || | | | | | | || | |
student who has trouble interacting appropriately with
|| || | | || | | | | | |
other students during playtime. What should the teacher
|| | | || || || || || ||
do first when helping students manage their behavior? -
|| || || || || | | | | | | | |
---Answers_--Set clear expectations for students.
|| || || | | ||
