Test Design and
Test Framework
Field 290: Learning Behavior Specialist I
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The test design below describes general test information. The framework that follows is a detailed outline that explains the knowledge and skills that this test measures.
Test Design
| Format | Computer-based test (CBT) |
|---|---|
| Number of Questions | 100 multiple-choice questions |
| Time* | 3 hours, 15 minutes |
| Passing Score | 240 |
*Does not include 15-minute CBT tutorial
Test Framework
Pie chart of approximate test weighting outlined in the table below.
| test subarea | number of test objectives | number of scorable items | number of nonscorable items | subarea weight as percent of total test score |
|---|---|---|---|---|
| subarea 1—Understanding Students with Disabilities | 2 | 13 | 3 | 16 percent |
| subarea 2—Assessing Students and Developing Individualized Programs | 3 | 18 | 5 | 23 percent |
| subarea 3—Supporting Development and Learning | 4 | 25 | 6 | 31 percent |
| subarea 4—Working in a Collaborative Learning Community | 2 | 12 | 3 | 15 percent |
| subarea 5—Foundations and Professional Practice | 2 | 12 | 3 | 15 percent |
| totals | 13 | 80 | 20 | 100 percent |
Subarea 1—Understanding Students with Disabilities
Objective 0001—Understand processes of human growth and development and factors, including disability, that affect development and learning.
For example:
- Demonstrate knowledge of developmental milestones and typical and atypical development in the academic and cognitive domains.
- Demonstrate knowledge of developmental milestones and typical and atypical development in physical, motor, and sensory domains.
- Demonstrate knowledge of developmental milestones and typical and atypical patterns in the development of communication and language.
- Demonstrate knowledge of developmental milestones and typical and atypical development in the social and emotional domains.
- Demonstrate understanding of theories and processes related to ways in which development and learning occur across domains.
- Demonstrate knowledge of environmental factors that affect human development, learning, and daily living skills in students with disabilities (e.g., roles of families and communities, medical and physical conditions, family beliefs and values, primary language and culture, early intervention, personal resilience, gender, adverse childhood experiences, socioeconomic status).
Objective 0002—Understand characteristics and needs of students with disabilities.
For example:
- Demonstrate knowledge of types and characteristics of disabilities as outlined in the Individuals with Disabilities Education Act (I D E A) and Section 5 0 4 of the Rehabilitation Act of 19 73, including educational implications specific to students with unique learning differences (e.g., developmental delays, learning disabilities, intellectual disabilities, autism spectrum disorder [A S D], communication disorders, Other Health Impairment).
- Demonstrate knowledge of types and characteristics of sensory disabilities and their effects on language development and cognition (e.g., visual impairments, hearing impairments).
- Demonstrate knowledge of evidence-based resources and research that provide information on characteristics and needs of students with disabilities.
- Demonstrate knowledge of ways in which comorbid disabilities (e.g., deaf/blind, social-emotional disorder, language disorder) can affect development, learning, and behavior.
Subarea 2—Assessing Students and Developing Individualized Programs
Objective 0003—Understand types and characteristics of assessment measures and procedures; and criteria for assessment activities that are valid, reliable, and appropriate for the individual needs of students with disabilities.
For example:
- Demonstrate knowledge of methods, procedures, and tools used for screening, pre-referral, school-based systems of intervention (e.g., Response to Intervention [R T I], Multi-Tiered System of Supports [M T S S]), and special education referral.
- Apply knowledge of procedures for gathering background information regarding students' academic, linguistic, family, medical, and developmental history.
- Apply knowledge of methods for creating and maintaining accurate records for use in selecting, adapting, or developing appropriate assessments.
- Apply knowledge of strategies for collaborating with other professionals and families in conducting individual assessments and utilizing guidelines for making referrals to specialists when needed.
- Demonstrate knowledge of terminology used in assessment and characteristics of culturally and linguistically appropriate formal, informal, and alternative assessments for students that are reliable and valid and avoid bias.
- Apply knowledge of the uses and limitations of various types of assessment instruments and technological tools (e.g., norm-referenced, criterion-referenced) and observation techniques (e.g., anecdotal, frequency, temporal) to identify students with disabilities and determine the presence of an educational need.
- Apply knowledge of academic and functional levels and cultural and linguistic diversity to select appropriate evaluations and to make culturally responsive decisions.
- Demonstrate knowledge of procedures and tools for collecting and interpreting data using multiple measures of student learning to identify students' learning needs, monitor students' progress, and evaluate learning strategies and instructional approaches.
- Demonstrate knowledge of methods and strategies for assessing students' skills within curricular areas, including academic, social-emotional, functional, and transition.
- Apply knowledge of the principles and procedures for adapting the environment and administering informal and formal assessments.
Objective 0004—Understand procedures for interpreting and communicating assessment results for the purpose of determining eligibility for special education services, designing and evaluating instruction, and making ongoing adjustments to instruction.
For example:
- Demonstrate knowledge of legal policies, provisions, regulations, and guidelines regarding the assessment and eligibility determinations for special education services.
- Apply knowledge of strategies for ongoing collaboration and communication with families related to the assessment process and interpretation of assessment results.
- Apply knowledge of principles for collaborating with other professionals in analyzing, interpreting, and communicating information from formal and informal assessment instruments to inform decisions, determine long- and short-term student goals, and plan and evaluate instruction.
- Demonstrate knowledge of strategies for designing and implementing functional behavior assessments (F B Aees) and matching necessary supports to individual learners' needs.
- Apply knowledge of how to interpret assessment data and use information from multiple reporting sources to determine appropriate accommodations and modifications in learning environments and experiences, curriculum, and instructional strategies.
- Demonstrate knowledge of strategies for monitoring student progress, assessing the effectiveness of instruction and interventions, making adjustments to instruction based on data from ongoing progress monitoring, and using performance data and information from teachers and stakeholders to modify learning environments.
Objective 0005—Understand policies, principles, and procedures for program planning, placement, developing, and implementing Individualized Education Programs (I E Pees), Individualized Family Service Plans (I F S Pees), and other individualized plans.
For example:
- Demonstrate knowledge of issues in definition and identification procedures for students with disabilities.
- Demonstrate knowledge of practices to decrease disproportionality in the identification of students with disabilities, particularly students from racially, culturally, and linguistically diverse backgrounds.
- Demonstrate knowledge of all components of I E Pees, I F S Pees, behavior intervention plans (B I Pees), transition plans, and other individualized plans and the roles special education teachers, general education teachers, students with disabilities, parents/guardians, related services providers, and others play in planning and implementation.
- Apply knowledge of strategies for collaborating with students, parents/guardians, teachers, and other school and community personnel to develop and implement individualized plans (e.g., I E Pees, I F S Pees, transition plans) appropriate to the age and ability of the student.
- Apply knowledge of the continuum of placements and direct and related services within the context of the least restrictive environment, including knowledge of supports students need for inclusion in various program placements.
- Demonstrate knowledge of transition plans and considerations and procedures for using a student's cognitive, communicative, physical, cultural, and social-emotional characteristics in transition planning.
- Demonstrate knowledge of methods for using the characteristics of the learner, Illinois Learning Standards, general curriculum, and adaptation strategies to develop measurable goals and outcomes and short- and long-term plans that incorporate curriculum and instructional strategies with individualized education goals and benchmarks.
Subarea 3—Supporting Development and Learning
Objective 0006—Understand evidence- and research-based strategies for planning and managing a learning environment that promotes and supports the participation of all learners.
For example:
- Demonstrate knowledge of structuring safe and inclusive learning environments that promote students' learning and meet individual needs.
- Apply knowledge of strategies for facilitating a positive school and classroom community in which individual differences are respected and each student's strengths are recognized in order to promote learning.
- Demonstrate knowledge of the influences that social, cultural, linguistic, and individual differences can have on communication and learning in the classroom.
- Demonstrate knowledge of differentiated instruction, backward design, and universal design for learning (U D L) and their instructional applications to accommodate a diverse student population.
- Demonstrate knowledge of resources, strategies, and methods for evaluating students' need for assistive technology and for incorporating assistive and instructional technology in order to facilitate and support access to instruction and the curriculum, engagement with learning, and communication and interpersonal skills.
- Apply knowledge of strategies and techniques for accommodating students and modifying the learning environment (e.g., materials, equipment, spatial arrangements, daily routines, transitions) and using adaptive equipment to facilitate development, interaction, and learning according to students' needs.
Objective 0007—Understand effective strategies and approaches for instructional design and planning that make content meaningful to all students and promote active student engagement.
For example:
- Demonstrate knowledge of the cognitive processes associated with learning, the techniques associated with various teaching strategies, and implementation of developmentally appropriate individual and group activities.
- Demonstrate knowledge of the use of multiple means of representation for delivery of content and multiple means of expression for student demonstration of the understanding of concepts.
- Demonstrate knowledge of developmental curriculum areas (e.g., social-emotional, cognitive, language, physical development) and functional/adaptive curriculum areas (e.g., health, safety, nutrition, life skills).
- Apply knowledge of guidelines for the evaluation, selection, development, adaptation, and use of relevant, age-appropriate instructional content, methods, materials, resources, technologies, and strategies that respond to the context of the general curriculum and to developmental, cultural, linguistic, and individual student differences.
- Apply knowledge of methods for activating prior knowledge, linking new concepts to familiar ideas and experiences, and stimulating student reflection upon learning.
- Apply knowledge of strategies for increasing communication, including the use of augmentative and alternative communication (A A C) devices and systems, to meet individual students' needs and for creating varied opportunities for all students to use effective written, verbal, nonverbal, and visual communication.
- Apply knowledge of principles for designing, implementing, and evaluating instructional programs that promote functional skills (e.g., social, behavioral, communication, adaptive) that students need to participate effectively in school, home, community, and work environments.
- Apply knowledge of strategies for coordinating postsecondary transitions for students with disabilities that prepare students to live productively in a diverse world and enhance social participation in family, school, and community activities.
- Demonstrate knowledge of issues, resources, and techniques that maximize instructional time while facilitating the integration of related services into the instructional program.
Objective 0008—Understand principles and methods involved in individualizing explicit, systematic instruction to meet rigorous content goals for students with disabilities.
For example:
- Demonstrate knowledge of the Illinois Learning Standards and components of effective, evidence-based instruction for teaching the scope and sequence of the standards.
- Apply knowledge of strategies for planning, organizing, and implementing instructional programs in the least restrictive environment, appropriate to the individual learning needs of students with disabilities.
- Identify considerations and procedures for evaluating, selecting, developing, and adapting evidence-based instructional strategies, curricular materials, and technologies based on individual students' age; skill level; and cognitive, communicative, physical, cultural, and social-emotional characteristics.
- Apply knowledge of methods for analyzing individual and group performance to design instruction and adapt materials to meet learners' current needs in the cognitive, social-emotional, and physical domains at the appropriate level of development in the least restrictive environment.
- Demonstrate knowledge of culturally responsive practices related to effective instruction and classroom management for students with disabilities.
- Demonstrate knowledge of postsecondary education and training, employment, and independent living skills.
Objective 0009—Understand the development and implementation of behavior interventions and supporting the social-emotional and behavioral development of students with disabilities.
For example:
- Demonstrate knowledge of the Illinois Social/Emotional Learning Standards for Kthrough12 and practices for teaching the goals and learning targets to promote self-awareness and self-management skills, use social-awareness and interpersonal skills, and demonstrate decision-making skills and responsible behaviors across contexts.
- Demonstrate knowledge of evidence-based strategies for fostering and generalizing social skills, increasing motivation and participation, and developing self-advocacy skills, resulting in self-determination.
- Demonstrate knowledge of effective crisis prevention and intervention techniques, including expectations in various settings and the selection of specific behavior management techniques and procedures to create a safe, productive learning environment.
- Demonstrate knowledge of factors that influence motivation and engagement (e.g., teacher's cultural awareness, attitudes, and behaviors; a student's cultural background, mental health, or disability) and a variety of approaches for helping students become self-motivated.
- Demonstrate knowledge of components of functional behavior assessments (F B Aees) and behavior intervention plans (B I Pees) and the ability to use formal and informal assessment measures to determine purpose, motivation, and/or function of student behavior and to develop individualized B I Pees.
- Apply knowledge of principles for developing, implementing, and evaluating the effects of school-wide, multi-tiered systems of behavioral support, including Positive Behavioral Interventions & Supports (P B I S).
- Apply knowledge of appropriate ways to collaborate with students, other educators and service providers, school personnel, and parents/guardians in the use of specific behavior management strategies and de-escalation techniques.
Subarea 4—Working in a Collaborative Learning Community
Objective 0010—Apply knowledge of strategies for communicating and collaborating in a culturally responsive manner with school team members to address students' instructional and behavioral needs.
For example:
- Demonstrate knowledge of the collaborative and consultative roles of special educators and effective strategies for communicating with students, families, general education teachers, school-based medical personnel, and other educators and service providers in determining eligibility and making program and placement decisions.
- Apply knowledge of strategies for collaborating with general education classroom teachers (e.g., co-teaching, teaming, co-planning), service providers, paraprofessionals, and other school personnel to coordinate learning programs between general education and special education staff to meet students' needs.
- Apply knowledge of strategies for promoting participation from all team members when facilitating meetings in a culturally responsive manner.
- Apply knowledge of evidence- and research-based strategies for providing special education services in a variety of educational environments and creating situations in which that collaboration will enhance student learning.
- Demonstrate knowledge of services provided by local, state, and federal agencies to meet the needs of students with disabilities.
- Apply knowledge of strategies for coordinating activities of related service personnel to maximize instructional time for students with disabilities and to ensure that related services are integrated into students' daily activities and schedules.
- Demonstrate knowledge of techniques and strategies for training, planning, and directing activities and for monitoring, evaluating, and providing feedback to paraprofessionals, volunteers, and peer tutors.
- Apply knowledge of considerations (e.g., privacy, confidentiality), approaches, and ethical practices for communicating with general educators, administrators, paraprofessionals, and other school personnel about characteristics and needs of students with disabilities.
Objective 0011—Understand how to promote positive relationships between home, community, and school that enhance learning opportunities for students with disabilities and encourage families' involvement in their children's education.
For example:
- Apply knowledge of strategies for encouraging active student and family participation in the education team, addressing families' concerns, fostering respectful and beneficial relationships, and maintaining positive communication between families and educational professionals.
- Apply knowledge of strategies for collaborating with community members to integrate students with disabilities into various social and learning environments.
- Demonstrate awareness of resources, strategies, networks, organizations, and services, including local, state, and federal agencies and funding sources that work with secondary-age students with disabilities and their families to provide college, career, and transition support.
- Apply knowledge of methods for identifying college, training programs, community, and vocational opportunities, including supportive and competitive employment models, and the assessment of entry-level skill requirements for placements that align with individual students' needs.
- Apply knowledge of considerations (e.g., privacy, confidentiality), approaches, and ethical practices for providing parents/guardians/surrogates and community members with information about students.
Subarea 5—Foundations and Professional Practice
Objective 0012—Understand historical, legal, and ethical issues relevant to special education.
For example:
- Apply knowledge of techniques for promoting and maintaining a high level of integrity and exercising informed professional judgment in the practice of the profession consistent with the requirements of the law, rules and regulations, local district policies and procedures, and professional ethical standards.
- Apply knowledge of attitudes and actions that demonstrate respect for the disability, culture, race, color, religion, national origin, sex, sexual orientation, and gender identity of individual students and their families.
- Demonstrate understanding of historical, legal, and philosophical foundations of special education and their related historical and current issues and trends (e.g., advances in technology, inclusive practices, early intervention, Multi-Tiered System of Supports [M T S S]).
- Apply knowledge of federal and state laws and policies (e.g., Individuals with Disabilities Education Improvement Act [I D E A], Americans with Disabilities Act [A D A], Section 5 0 4 of the Rehabilitation Act, Family Educational Rights and Privacy Act [F E R P A]), and ethical principles and professional practices related to the education of students with disabilities.
- Demonstrate knowledge of current legislation, regulations, policies, litigation, and ethical issues (e.g., due process, assessment, behavior management, discipline, transition, supplemental services and supports, specialized health care, assistive technology) related to the provision of educational services to students with disabilities.
- Demonstrate knowledge of the rights and responsibilities of parents/guardians, students, teachers, other professionals, and schools in relation to students' learning needs and educational programs.
- Demonstrate knowledge of types of student records (e.g., medical, academic, progress-monitoring data) and their appropriate use and maintenance in accordance with local and state regulations (e.g., storage, transfer, destruction).
Objective 0013—Understand the roles of teachers as professionals and leaders, and the practices and purposes of reflection, self-evaluation, and professional development.
For example:
- Demonstrate knowledge of the roles and responsibilities of the special education teacher and of the ethical responsibility to advocate for the least restrictive environment, appropriate services, and improved outcomes.
- Recognize the scope of the teacher's practice and the benefits of seeking additional resources and assistance to meet the needs of individual students.
- Demonstrate familiarity with professional standards, professional organizations, publications, and journals relevant to students with disabilities, their families, and teachers.
- Demonstrate familiarity with the continuum of lifelong professional development activities that can help one's methods remain current regarding contemporary research-validated instructional practice.
- Demonstrate familiarity with designing and implementing professional learning activities based on ongoing analysis of student learning and methods of inquiry for reflecting on one's own practice to improve instruction and guide professional growth.
- Apply knowledge of the benefits and strategies for mentoring and self-evaluation methods for making ongoing adjustments to assessment and intervention techniques to improve services to students.
- Demonstrate knowledge of strategies to address personal and cultural biases and differences that affect one's teaching and interactions with others and the role personal bias plays in understanding and respecting student diversity in order to promote safe, positive, equitable, and supportive interactions and learning environments for all students.