IL162ILTS LBS II Transition Specialist Practice Exam
**Question 1.** Which federal law requires that transition services be included in
the Individualized Education Program (IEP) for students with disabilities?
A) ADA
B) Section 504
C) IDEA
D) No Child Left Behind
Answer: C
Explanation: The Individuals with Disabilities Education Act (IDEA) mandates that
transition services be part of the IEP for students age 16 and older (or younger if
appropriate).
**Question 2.** Under Illinois state law, at what age must a student be involved
in the development of their transition goals?
A) 13
B) 14
C) 15
D) 16
Answer: B
Explanation: Illinois law requires student participation in transition planning
beginning at age 14, ensuring meaningful self‑determination.
, IL162ILTS LBS II Transition Specialist Practice Exam
**Question 3.** Which of the following best describes a “functional vocational
assessment”?
A) A test of academic achievement in math and reading
B) An evaluation of a student’s ability to perform tasks required in specific jobs
C) A personality inventory measuring interests
D) A standardized IQ test
Answer: B
Explanation: Functional vocational assessments focus on work‑related skills and
the ability to carry out job tasks, not academic content.
**Question 4.** In a job analysis, the “task inventory” is used to:
A) List all the academic courses a student has taken
B) Identify the specific duties and responsibilities of a target job
C) Measure a student’s IQ
D) Rank career interests
Answer: B
Explanation: A task inventory catalogs the essential duties of a job, providing data
for matching student abilities to employment opportunities.
, IL162ILTS LBS II Transition Specialist Practice Exam
**Question 5.** Which assessment tool is most appropriate for measuring a
student’s career interests?
A. Woodcock‑Johnson Tests of Cognitive Abilities
B. Strong Interest Inventory
C. Peabody Picture Vocabulary Test
D. Functional Behavioral Assessment
Answer: B
Explanation: The Strong Interest Inventory is a widely used career interest
measure that helps identify preferred occupational fields.
**Question 6.** A student with autism demonstrates strong visual memory but
limited social interaction. Which post‑secondary outcome is most likely affected?
A) Ability to calculate taxes
B) Ability to work independently in a team environment
C) Ability to read a novel
D) Ability to use a computer
Answer: B
Explanation: Social interaction deficits can impede success in jobs requiring
teamwork, even when other cognitive skills are strong.
, IL162ILTS LBS II Transition Specialist Practice Exam
**Question 7.** Which of the following is a required component of the Present
Levels of Academic Achievement and Functional Performance (PLAAFP) for
transition planning?
A) Detailed budget for post‑secondary education
B) Summary of standardized test scores only
C) Description of strengths, needs, and how the disability affects performance
D) List of all extracurricular activities
Answer: C
Explanation: PLAAFP statements must describe current performance, strengths,
and how the disability impacts academic and functional areas.
**Question 8.** When designing Community‑Based Instruction (CBI), which
factor is most critical for ensuring student safety?
A) Selecting a location close to the school
B) Obtaining parental consent and conducting a risk assessment
C) Using only indoor sites
D) Limiting instruction to one hour per week
Answer: B
Explanation: Safety protocols require parental consent and a thorough risk
assessment to protect students during community activities.
**Question 1.** Which federal law requires that transition services be included in
the Individualized Education Program (IEP) for students with disabilities?
A) ADA
B) Section 504
C) IDEA
D) No Child Left Behind
Answer: C
Explanation: The Individuals with Disabilities Education Act (IDEA) mandates that
transition services be part of the IEP for students age 16 and older (or younger if
appropriate).
**Question 2.** Under Illinois state law, at what age must a student be involved
in the development of their transition goals?
A) 13
B) 14
C) 15
D) 16
Answer: B
Explanation: Illinois law requires student participation in transition planning
beginning at age 14, ensuring meaningful self‑determination.
, IL162ILTS LBS II Transition Specialist Practice Exam
**Question 3.** Which of the following best describes a “functional vocational
assessment”?
A) A test of academic achievement in math and reading
B) An evaluation of a student’s ability to perform tasks required in specific jobs
C) A personality inventory measuring interests
D) A standardized IQ test
Answer: B
Explanation: Functional vocational assessments focus on work‑related skills and
the ability to carry out job tasks, not academic content.
**Question 4.** In a job analysis, the “task inventory” is used to:
A) List all the academic courses a student has taken
B) Identify the specific duties and responsibilities of a target job
C) Measure a student’s IQ
D) Rank career interests
Answer: B
Explanation: A task inventory catalogs the essential duties of a job, providing data
for matching student abilities to employment opportunities.
, IL162ILTS LBS II Transition Specialist Practice Exam
**Question 5.** Which assessment tool is most appropriate for measuring a
student’s career interests?
A. Woodcock‑Johnson Tests of Cognitive Abilities
B. Strong Interest Inventory
C. Peabody Picture Vocabulary Test
D. Functional Behavioral Assessment
Answer: B
Explanation: The Strong Interest Inventory is a widely used career interest
measure that helps identify preferred occupational fields.
**Question 6.** A student with autism demonstrates strong visual memory but
limited social interaction. Which post‑secondary outcome is most likely affected?
A) Ability to calculate taxes
B) Ability to work independently in a team environment
C) Ability to read a novel
D) Ability to use a computer
Answer: B
Explanation: Social interaction deficits can impede success in jobs requiring
teamwork, even when other cognitive skills are strong.
, IL162ILTS LBS II Transition Specialist Practice Exam
**Question 7.** Which of the following is a required component of the Present
Levels of Academic Achievement and Functional Performance (PLAAFP) for
transition planning?
A) Detailed budget for post‑secondary education
B) Summary of standardized test scores only
C) Description of strengths, needs, and how the disability affects performance
D) List of all extracurricular activities
Answer: C
Explanation: PLAAFP statements must describe current performance, strengths,
and how the disability impacts academic and functional areas.
**Question 8.** When designing Community‑Based Instruction (CBI), which
factor is most critical for ensuring student safety?
A) Selecting a location close to the school
B) Obtaining parental consent and conducting a risk assessment
C) Using only indoor sites
D) Limiting instruction to one hour per week
Answer: B
Explanation: Safety protocols require parental consent and a thorough risk
assessment to protect students during community activities.
