ILTS Learning Behavior Specialist I (290) study plan

Classify the IDEA disability categories by writing a one-line defining feature and a common instructional implication for each

Compare developmental, academic, behavioral, and communication characteristics across the highest-incidence categories (specific learning disability, speech/language impairment, other health impairment, autism, emotional disability, intellectual disability)

Trace how a disability characteristic translates into an observable classroom behavior and a matching support

Distinguish medical/neurological terminology (e.g., seizure types, ADHD presentation, hearing and vision levels) from educational terminology

Explain how family, cultural, linguistic, and socioeconomic factors shape the school experience of students with disabilities

Re-test the week 1 matrix from memory and correct any category still below mastery

Differentiate accommodations from modifications and generate three examples of each for a given grade-level reading and math task

Apply universal design for learning principles to describe multiple means of representation, engagement, and expression for one lesson

Select evidence-based instructional strategies (explicit instruction, modeling, guided practice, scaffolding, cooperative learning) and justify each match to a learner profile

Sequence the phases of direct/explicit instruction and identify where corrective feedback and cumulative review belong

Design a scope-and-sequence decision for a student by matching task analysis, concrete-to-representational-to-abstract progression, and mastery criteria

Distinguish instructional intensity tiers and describe how group size, time, and frequency change across them

Adapt content-area material (science or social studies text) by reducing readability demands while preserving core concepts

Build a plan for teaching a self-regulation, study-skills, or social-communication skill using modeling, rehearsal, and generalization supports

Evaluate assistive technology options (low-tech through high-tech) against a specific access barrier

Sequence the special education referral and evaluation process from pre-referral intervention through eligibility determination

Distinguish norm-referenced, criterion-referenced, curriculum-based, and informal measures by purpose and by what each can and cannot tell a team

Interpret standard scores, percentile ranks, and age/grade equivalents and explain to a parent what each does and does not mean

Identify the required components of an IEP and write a present-levels statement that links to a measurable annual goal

Write one SMART annual goal with short-term objectives and a stated progress-monitoring method and schedule

Explain reliability and validity in plain language and identify which score interpretations are defensible

Map how assessment data drive placement, service minutes, and least restrictive environment decisions

Describe the functional behavior assessment to behavior intervention plan sequence and name the data sources at each step

Design a physical classroom arrangement and set of routines that support access, movement, and minimal distraction

Draft a tiered behavior-support plan with prevention, teaching, and response components

Establish a classroom management philosophy statement grounded in positive behavior support rather than consequence-only systems

Construct a daily schedule and transition routine set that minimizes downtime and predictable failure points

Differentiate paraeducator, co-teacher, and related-service roles within the learning environment

Plan for social-emotional and self-advocacy skill instruction embedded in the general routine

Analyze a described classroom scenario and identify three environmental changes that would reduce problem behavior

Describe the roles and decision-making responsibilities of each IEP team member, including the student and family

Differentiate the co-teaching models and match each to a stated instructional purpose

Apply confidentiality and records-handling rules (FERPA, IDEA procedural safeguards) to three written scenarios

Outline the transition-planning process and the postsecondary outcome areas it must address

Identify the professional and ethical obligations around advocacy, mandated reporting, and avoiding conflicts of interest

Integrate all five domains by answering mixed-domain scenario items and justifying the best response

Re-drill every concept card and missed item accumulated since week 1 until each is answered correctly twice

Complete a timed full-length practice examination under test conditions

Rank remaining weak areas by error frequency and close the top three before test day

Finalize a test-day plan covering timing per item, flag-and-return strategy, and elimination approach for scenario questions