Teachers' Professional License – Subject Test: Special Education (Behavioral Training): free practice test

Practice question Unit: General Principles of Special Education

1. ASocial integration

   Social integration concerns activities and relationships outside class, not the type of school.

2. BFull educational mainstreaming

   Full educational mainstreaming moves the student with a disability into the regular school, which is the reverse of this situation.

3. CReverse mainstreaming ✓ Correct answer

   This is reverse mainstreaming: children without disabilities join a setting originally designed for children with disabilities.

4. DLocational integration

   Locational integration means sharing the same building and does not specify that children without disabilities moved into the setting of students with disabilities.

Reference: ETEC Behavioral Training Teacher Standards (2020), Standard 6.19.1.1 (philosophy, concepts, policies and foundations of special education), indicator 3, p. 8

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Practice question Unit: General Principles of Special Education

1. ATrust versus mistrust

   Trust versus mistrust is the first crisis and belongs to the first year of life.

2. BInitiative versus guilt

   This crisis belongs to the preschool years and concerns initiative and play.

3. CIdentity versus role confusion

   The identity crisis belongs to adolescence, not a girl in primary school.

4. DIndustry versus inferiority ✓ Correct answer

   In the school years, about 6 to 12, the crisis centers on competence and achievement versus inferiority.

Reference: ETEC Behavioral Training Teacher Standards (2020), Standard 6.19.1.2 (general causes of disability, developmental characteristics and individual differences), indicator 2, p. 8; Erikson's theory

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Practice question Unit: Planning Instruction in Special Education

1. AThey are partners who share information and take part in decisions ✓ Correct answer

   Parents are full team members, not a formality.

2. BThey are informed of decisions after teachers and specialists make them

   Informing them after the decision does not achieve the required partnership.

3. CTheir role is limited to signing the finished program

   A signature alone is not participation in building the program.

4. DThey attend the meeting only if the psychologist asks

   Family attendance is a right, not dependent on one member's request.

Reference: ETEC Behavioral Training Teacher Standards (2020), Standard 6.19.1.4 (the IEP and its procedures), indicator 2, p. 9

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Practice question Unit: Motivating and Supporting Learning in Special Education

1. AAlternative teaching

   Alternative teaching separates a small group, which did not happen here.

2. BParallel teaching

   Parallel teaching splits the class into two groups, while here the whole class stays together.

3. CTeam teaching ✓ Correct answer

   Correct: in team teaching both teachers share the explanation and dialogue in front of all the students.

4. DOne teaches, one observes

   Here both teachers take part in teaching, and neither is limited to observing.

Reference: ETEC Behavioral Training Teacher Standards (2020), Standard 6.19.1.8 (roles of consultation, teamwork and the team in special education), indicator 3, p. 10

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Practice question Unit: General Principles of Behavioral Disorders

1. ATest–retest reliability ✓ Correct answer

   Giving the same tool twice and correlating is test–retest reliability.

2. BAlternate (parallel) forms reliability

   Parallel forms need two different versions of the scale.

3. CSplit-half reliability

   Split-half uses a single administration split into halves.

4. DInternal consistency by Cronbach's alpha

   Alpha is computed from one administration on item consistency.

Reference: ETEC candidate guide (Teacher Licensure – Special Education: Behavioral Training (Behavioral Disorders)), domain "General Principles of Behavioral Disorders", standard "Foundations of psychological measurement", p. 12

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Practice question Unit: General Principles of Behavioral Disorders

1. AContent validity through item analysis

   Content validity judges item coverage, not correlation with another scale.

2. BConcurrent (current criterion-related) validity ✓ Correct answer

   Correlation with a criterion measured at the same time is concurrent validity.

3. CPredictive validity against a future criterion

   Predictive validity uses a criterion measured later.

4. DFace validity judged by examinees

   Face validity is a surface impression without a criterion.

Reference: ETEC candidate guide (Teacher Licensure – Special Education: Behavioral Training (Behavioral Disorders)), domain "General Principles of Behavioral Disorders", standard "Foundations of psychological measurement", p. 12

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Practice question Unit: Planning for Behavior

1. AUse the parent rating because home observations cover more hours

   More observation hours do not make one setting representative of every setting.

2. BExamine whether behaviour and demands differ across settings ✓ Correct answer

   Compare contexts, definitions and observation periods; disagreement can reveal when the difficulty occurs.

3. CAverage the ratings and use that as the complete interpretation

   A mean may hide meaningful differences in demands, support and behaviour between home and school.

4. DRepeat the teacher rating and postpone considering the home data

   Repeating one rating alone does not investigate why the informants disagree.

Reference: ETEC candidate guide (Teacher Licensure – Special Education: Behavioral Training (Behavioral Disorders)), domain "Planning for Behavior", standard "Scientific method of assessment and diagnosis", p. 12

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Practice question Unit: Planning for Behavior

1. AA consequence that follows the aggression

   A consequence occurs after aggression; the sleep problem preceded it.

2. BAn immediate antecedent just before the aggression

   An immediate antecedent is the event directly before the aggression, such as a demand, rather than the earlier sleep history.

3. CA replacement behaviour being taught

   Poor sleep is not a new response being taught to meet the same need.

4. DA setting event that changes the likelihood of the behaviour ✓ Correct answer

   Poor sleep occurs earlier and can alter vulnerability to later triggers; it is a setting event.

Reference: ETEC candidate guide (Teacher Licensure – Special Education: Behavioral Training (Behavioral Disorders)), domain "Planning for Behavior", standard "Assessment procedures and influencing factors", p. 12

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Practice question Unit: Motivating and Supporting Behavior

1. AThe student achieves the target outcome

   This is intervention effectiveness; a target can be met or missed at different levels of implementation fidelity.

2. BThe plan is implemented as it was designed ✓ Correct answer

   Treatment integrity is fidelity to the intended procedures, timing and dosage of the plan.

3. CTeachers and family find the plan acceptable

   Acceptability is social validity; it does not show that planned procedures were actually followed.

4. DIndependent observers agree on behaviour counts

   Observer agreement concerns measurement reliability, not whether intervention steps were delivered.

Reference: ETEC candidate guide (Teacher Licensure – Special Education: Behavioral Training (Behavioral Disorders)), domain "Motivating and Supporting Behavior", standard "Designing and implementing intervention plans", p. 12

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Practice question Unit: Motivating and Supporting Behavior

1. ARecords completed tasks to award points at the end of the week

   A visual schedule previews activities; recording performance for later rewards is a different use of a chart.

2. BProvides a break only after the student becomes upset

   A schedule is a preventive antecedent support, rather than a response delivered only after distress.

3. CMeasures how long the student stays upset after a transition

   Duration recording measures behaviour; it does not itself preview the next activity.

4. DShows the coming sequence and makes transitions more predictable ✓ Correct answer

   Knowing what happens next reduces uncertainty and supports preparation for change.

Reference: ETEC candidate guide (Teacher Licensure – Special Education: Behavioral Training (Behavioral Disorders)), domain "Motivating and Supporting Behavior", standard "Designing and implementing intervention plans", p. 12

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