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PEARSON CONTENT TEST QUESTIONS AND ANSWERS WITH SOLUTIONS 2024
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PEARSON CONTENT TEST QUESTIONS AND ANSWERS WITH SOLUTIONS 2024
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PEARSON CONTENT TEST QUESTIONSAND ANSWERS WITH SOLUTIONS 2024
Demonstrate knowledge of characteristics of typical and atypical human growth and development in
various domains - ANSWER Recognizing when a child's growth or development differs enough from
typical patterns to warrant further evaluation by specialists.
Demonstrate knowledge of the types and characteristics of various disabilities and the similarities and
differences among students with and without diabilities - ANSWER Understanding specific disability
features and how they can impact students with disabilities.
Learning Disabilities - ANSWER average or above average intelligence but an unexpected academic
weakness in one or more content areas
Students with learning disabilities: - ANSWER Hold less information in working and/or long-term memory
Do not have strong metacognitive skills, such as reflecting on their own learning
Acquire, organize, and prioritize key information more slowly and less systematically
more often express concerns that they are not smart or cannot learn
make friends just as easily.
Dyslexia - ANSWER impacts a student's ability to learn to read, to recognize sound segments or letters,
following along in text and comprehending what they read
Dysgraphia - ANSWER impacts a student's ability to learn to write, often their handwriting and/or
spelling
Dyscalculia - ANSWER Impacts a student's ability to understand numbers and mathematical operations,
remembering math facts and the sequence of steps in math problems
Intellectual Disabilities - ANSWER developmental delays in most aspects of academic and social
functioning.
significantly below-average general intelligence and adaptive behavior.
,Students with intellectual disabilities: - ANSWER do not have strong social skills, conceptual skills
(reading and self-determination), or practical skills used for daily living.
more likely to forget information
successfully learn strategies to compensate (using cues or rehearsal)
need support learning how to transfer skills from one context to another
benefit from opportunities to learn how to transfer materials and in community-based settings
frequently externally motivated
may communicate less fluently or effectively as their peers.
Communication Disorders: - ANSWER more likely to mispronounce sounds and have speech that lacks
fluency are identified as having a speech disorder
Those who misunderstand other's language are identified as having? - ANSWER A receptive language
disorder
those who are slow to formulate and communicate their ideas are described as having? - ANSWER
expressive language disorders
Articulation disorders - ANSWER affect a student's ability to produce certain sounds and sound
combinations
hesitation and stuttering - ANSWER fluency disorders
delay in a student's language development, the student shows not other conditions that would cause
such a delay in language development.
Need support with morphology (adding suffixes to words to indicate tense or plurality) - ANSWER
Specific language impairment (SLI)
Emotional Impariment - ANSWER Show behaviors or emotions that are not appropriate for the setting.
Trouble making friends, working in groups, and maintaining personal relationships
,excessive fears or worry
Phobias, separation anxiety, and OCD - ANSWER Anxiety disorder
Depression or bipolar disorder
depressed may cry often, lose motivation for things that were once enjoyable, lose weight and disregard
hygiene, or have suicidal thoughts - ANSWER mood disorders
Oppositional defiant disorder - ANSWER hostile and defiant behaviors
temper tantrums, arguments, and irritability
consistently engage in antisocial behaviors that interfere with others - ANSWER conduct disorders
Attention-Deficit/Hyperactivity Disorder (ADHD) - ANSWER more easily distracted and divide their
attention between multiple stimuli instead of staying on task when compared to others at the same
developmental level
Student's with ADHD: - ANSWER miss details, stop working before a task is complete, easily distracted by
stimuli in the environment, disorganized and lose things more often than peers
trouble controlling activity level and/or impulses, more excessively
trouble waiting for a turn or shout out answers before the teacher finishes talking
conflicts with friends, families, and teachers and may feel rejected.
Atypical language development and communication delays
Atypical social development
Repetitive behavior, including movement or verbalizations
Undesirable behavior
Need for predictability
Sensory and movement disorders
Intellectual disabilities - ANSWER Autism Spectrum Disorder characteristics (ASD)
, Atypical language development and communication delays - ANSWER communicate successfully using
spoken language
i.e. echolalia, repeating part of a sentence they just heard
limited eye contact or extreme focus or interest in one topic of conversations
difficulty understanding figurative language and humor
does not seem to recognize or respond to others' emotions, social cues, and nonverbal signals.
Do not interact with others during play and/or do not engage in reciprocal interactions - ANSWER
Atypical Social Development
physical (tics) and attentions (obsessions) are common - ANSWER Repetitive behavior (movement and
verbalizations)
Aggressive toward others or engage in repetitive self-injurious behaviors - ANSWER Undesirable behavior
Need for predictability - ANSWER gain security from environmental structure.
experience anxiety in unfamiliar situations.
focus intensely on adherence to routines.
become upset if things are out of place or sequence.
Sensory and movement disorders - ANSWER overresponsive or underresponsive to sensory stimuli
show atypical movement of the head, trunk, and limbs
clumsiness or posture
awkward
language delays; early intervention is crucial; affects a student's ability to articulate sounds and
moderate tone and volume; learn speech and speech reading; ASL - ANSWER Hearing Loss
Visual Imparinments - ANSWER totally blind if they cannot receive any meaningful visual input; rely on
other senses; functionally blind have limited visual input; braille for reading and writing; low vision can
read print but may need some type of assistive technology or adaptations; early intervention is crucial
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