Test Design and
Test Framework
Field 295: Learning Behavior Specialist 2: Multiple Disabilities Specialist
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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 | 6 constructed-response assignments |
| Time* | 3 hours, 45 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 c r eyes | subarea weight as percent of total test score |
|---|---|---|---|
| subarea 1—Understanding Students with Multiple Disabilities, Assessing Students, and Developing Individualized Education Programs | 5 | 2 | 34 percent |
| subarea 2—Planning and Delivering Instruction and Planning and Managing the Learning Environment | 3 | 2 | 33 percent |
| subarea 3—Leadership, Collaboration, and Professionalism | 2 | 2 | 33 percent |
| totals | 10 | 6 | 100 percent |
Subarea 1—Understanding Students with Multiple Disabilities, Assessing Students, and Developing Individualized Education Programs
Objective 0001—Understand the types and range of characteristics of physical, cognitive, communication, social-emotional, behavioral, sensory, and health disabilities.
For example:
- Demonstrate knowledge of the implications of multiple disabilities (e.g., orthopedic and health impairments) on the development and learning of students with multiple disabilities.
- Demonstrate knowledge of secondary conditions that accompany physical and health disabilities, and/or potential complications that result from common physical and medical procedures (e.g., spinal fusion, gastrostomy tube placement, tracheostomy).
Objective 0002—Understand the impact of multiple disabilities on the cognitive, physical, social-emotional, and communication development of students.
For example:
- Demonstrate knowledge of key terminology related to the etiology, diagnoses, and classification of multiple disabilities (e.g., developmental delay, other health impairment, traumatic brain injury [T B I], orthopedic impairment).
- Demonstrate knowledge of the general effects of commonly prescribed medications (e.g., stimulants, antiseizure medications, mood stabilizers) in relation to students' development and learning.
- Demonstrate knowledge of the effects of various factors (e.g., medical procedures, interrupted education due to chronic illness, terminal illness, psychosocial effects of physical and health disabilities) upon the development and learning of students with multiple disabilities.
- Understand the educational impact and effects of multiple disabilities and degenerative health conditions on students and families.
- Demonstrate knowledge of barriers to accessibility by individuals with multiple disabilities, including physical and health impairments.
Objective 0003—Understand types and characteristics of various assessment measures and procedures to accurately assess the individual strengths and needs of students with multiple disabilities.
For example:
- Demonstrate knowledge of specialized terminology used in formal and informal assessments (e.g., validity, reliability, norm- and criterion-referenced, performance-based, systematic observation) of students with multiple disabilities.
- Demonstrate knowledge of the types, characteristics, and methods of formal and informal assessments (e.g., task analyses, adaptive behavior inventories, rating scales, structured observations).
- Demonstrate knowledge of uses and limitations of various formal and informal behavior assessments (e.g., perceptual-motor inventories, parent/guardian and teacher rating scales, home and school developmental questionnaires, preference assessments).
- Demonstrate knowledge of principles and procedures for creating, modifying, and adapting assessments (e.g., method of presentation, assistive technology [A T], specific equipment) to accommodate students' strengths, needs, and other factors (e.g., engagement, health status, environmental factors) and implications of modifications and accommodations to the validity and reliability of assessment results.
- Demonstrate knowledge of procedures for creating and selecting nonbiased formal and informal assessments to accurately evaluate the strengths and needs of students from diverse backgrounds.
- Apply knowledge of how to design and implement informal assessment procedures to identify and prioritize academic and adaptive behavior skill development across age groups and combinations of disabilities.
Objective 0004—Understand procedures for conducting assessments, interpreting and communicating the results of assessments, and using progress monitoring to address students' individual strengths and needs.
For example:
- Apply knowledge of strategies for collaborating with other professionals and families in conducting individual and functional assessments and utilizing guidelines for making referrals to specialists when more information is needed to inform educational decisions.
- Apply knowledge of procedures for collecting data from multiple sources on the cognitive, academic, motor, sensory, and social-emotional functioning of students with multiple disabilities.
- Demonstrate knowledge of strategies for designing and implementing functional behavior assessments (F B Aees) and matching necessary supports to students' behavioral needs.
- Apply knowledge of strategies for creating informal assessment procedures that incorporate principles of partial participation across age groups and combinations of disabilities.
- Apply knowledge of ways to effectively collaborate with stakeholders to analyze, interpret, and communicate the results of formal and informal assessments to inform educational decisions, identify modes of communication, determine long- and short-term goals, and plan and evaluate instruction.
- Apply knowledge of how to interpret assessment data and use information from multiple reporting sources to determine appropriate accommodations and modifications, including assistive technology (A T), in learning environments and experiences, curriculum, and instructional strategies.
Objective 0005—Understand procedures for developing, implementing, and monitoring Individualized Education Programs (I E Pees) and transition plans for students with multiple disabilities.
For example:
- Demonstrate knowledge of strategies for monitoring students' progress, assessing the effectiveness of instruction and interventions, adjusting instruction based on data from ongoing progress monitoring, and using performance data and information from stakeholders to modify learning environments.
- Demonstrate knowledge of strategies for using assessment information to make program, placement (e.g., continuum of services, levels of support), and service delivery decisions for students with multiple disabilities.
- Demonstrate knowledge of resources, strategies, and methods for developing an emergency evacuation and health-care plan in collaboration with stakeholders, health-care providers, and other professionals to promote students' safety and well-being.
- Demonstrate knowledge of strategies for using the results of functional behavior assessments (F B Aees) and relevant data to develop, implement, evaluate, and modify behavior intervention plans (B I Pees) to effectively meet the needs of students.
- Demonstrate knowledge of strategies for developing, implementing, sequencing, and monitoring short- and long-term individualized goals.
- Demonstrate knowledge of procedures for developing and monitoring transitions plans based on students' interests and goals to postsecondary environments, including vocational education, career education, independent living skills, employment opportunities, and community integration for students with multiple disabilities.
Subarea 2—Planning and Delivering Instruction and Planning and Managing the Learning Environment
Objective 0006—Understand methods and practices for planning and managing the learning environment for students with multiple disabilities.
For example:
- Demonstrate knowledge of strategies and techniques for modifying the learning environment (e.g., physical arrangement of the classroom, management of support services, health-related needs, positioning techniques) and using adaptive equipment to meet the physical, cognitive, behavioral, cultural, linguistic, and communication needs of students with multiple disabilities.
- Apply knowledge of methods for selecting, adapting, and using evidence-based instructional practices, materials, and technology for promoting students' active engagement and individual academic success in one-to-one, small-group, and large-group settings and for facilitating students' self-advocacy and independence (e.g., multisensory instructional approaches, assistive technology [A T], systematic instruction, social reinforcement, peer support).
- Demonstrate knowledge of structuring safe and inclusive learning environments that promote students' learning and engagement in academic, social, vocational, and leisure activities.
- Apply knowledge of positive classroom management strategies, including developing and managing daily routines, to optimize students' learning and attention and to facilitate students' effective use of instructional time.
- Apply knowledge of principles for developing and implementing emergency evacuation and individualized health-care plans to promote students' safety and well-being across environments.
- Apply knowledge of strategies for supporting students' successful inclusion and participation in a variety of academic settings that are both age appropriate and ability appropriate (e.g., classrooms, Community-Based Instruction [C B I], community service opportunities).
Objective 0007—Understand instructional strategies for developing social/interpersonal skills and promoting communication for students with multiple disabilities.
For example:
- Demonstrate knowledge of strategies and methods for promoting students' ability to effectively express wants, needs, feelings, and ideas and creating learning experiences that facilitate spontaneous communication.
- Demonstrate knowledge of strategies and methods to develop social skills (e.g., implementing functional communication strategies, establishing meaningful friendships with peers, developing pragmatic language to engage meaningfully with others) in students with multiple disabilities to promote success in educational settings and other environments.
- Demonstrate knowledge of instructional strategies for promoting the linguistic and communicative competency of students with multiple disabilities in various settings (e.g., augmentative and alternative communication [A A C], total communication, visual supports, explicit vocabulary teaching).
- Demonstrate knowledge of strategies for incorporating A A C into instruction, daily living activities, vocational learning experiences, and social interactions across all environments.
- Demonstrate knowledge of methods for modifying verbal and nonverbal communication and instructional behavior to meet the needs of students with multiple disabilities (e.g., using concrete language, pairing verbal information with visual supports, explaining the meaning of nonliteral language).
- Demonstrate knowledge of ways to create learning environments that develop and promote self-advocacy and independence for students across instructional and noninstructional settings.
- Demonstrate knowledge of strategies for preparing students to self-advocate for their needs and to seek out available services and opportunities within the school environment, the workplace, and the community.
Objective 0008—Understand principles and methods for developing and individualizing instruction to create diverse learning experiences that make content meaningful for students with multiple disabilities.
For example:
- Demonstrate knowledge of the general education curriculum and Illinois Learning Standards for the purpose of providing effective differentiated instruction and developmentally appropriate learning experiences and supports to maximize students' access to the curriculum, learning outcomes, and engagement with the content.
- Apply knowledge of strategies for planning, organizing, and implementing instruction programs in the least restrictive environment (L R E), appropriate to the individual learning needs of students with multiple disabilities.
- Identify considerations and procedures based on individual students' age, strengths, and cognitive, linguistic, physical, cultural, and social-emotional needs for evaluating, selecting, developing, and adapting evidence-based instructional strategies, curricular materials, and technologies.
- Apply knowledge of principles for designing, implementing, and evaluating instructional programs to promote functional skills (e.g., adaptive behavior, functional academics, community-based learning skills) that students need to participate effectively in school, home, community, and vocational environments.
- Apply knowledge of procedures for creating and implementing a strategic, progressive series of learning experiences to meet the complex needs of students with multiple disabilities in order to ensure successful postsecondary outcomes.
- Apply knowledge of strategies for facilitating students' maintenance and generalization of academic skills, vocational skills, and adaptive behavior skills across all learning environments.
Subarea 3—Leadership, Collaboration, and Professionalism
Objective 0009—Understand strategies for communicating and effectively establishing partnerships with other school personnel, families, and community organizations to facilitate learning opportunities for students with multiple disabilities.
For example:
- Demonstrate knowledge of effective strategies for communicating, consulting, and collaborating with teachers and other service providers about instructional methods, technology, accommodations, and modifications to support student learning in the least restrictive environment (L R E) as deemed appropriate by the Individualized Education Program (I E P) team.
- Demonstrate knowledge of strategies for supervising, coaching, and working with paraprofessionals, general education teachers, and other service providers in the implementation of I E Pees.
- Demonstrate knowledge of common concerns of parents/guardians and students with multiple disabilities and effective strategies for addressing such concerns.
- Apply knowledge of ethical and culturally responsive strategies for ensuring effective communication and collaboration with students with multiple disabilities, their parents/guardians, and service providers in education, public, and private agencies.
- Apply knowledge of strategies for collaborating with stakeholders to select and implement appropriate assistive technology (A T), including augmentative and alternative communication (A A C) devices, to promote students' access to the curriculum, functional independence, and interpersonal communication.
- Apply knowledge of strategies for integrating and managing related services, including coordinating materials, (A T), and equipment for students into students' school/classroom, postsecondary, home, and community environments.
- Demonstrate knowledge of the types and characteristic of agencies, networks, and organizations for students with multiple disabilities and their families, and strategies for working effectively with representatives of such entities to secure assessment, community support, educational advocacy, and transitional services.
Objective 0010—Understand the professional, ethical, and legal roles and responsibilities involved in the education of students with multiple disabilities.
For example:
- Demonstrate knowledge of key federal and state statutes (e.g., Individuals with Disabilities Education Act [I D E A], Americans with Disabilities Act [A D A], Illinois Administrative Code, Section 5 O 4 of the Rehabilitation Act, free appropriate public education [F A P E], least restrictive environment [L R E], Family Educational Rights and Privacy Act [F E R P A], Health Insurance Portability and Accountability Act [H I P A A]).
- Demonstrate knowledge of strategies for advocating effectively for students with multiple disabilities and their families, including ethically and culturally responsive strategies.
- Demonstrate understanding of rights and responsibilities of stakeholders, professional groups, and community organizations in identifying, assessing, and providing services related to the education and transition of students with multiple disabilities.
- Demonstrate knowledge of roles and responsibilities of school-based medical and related service providers in identifying, assessing, and providing educational experiences to students with multiple disabilities.
- Apply strategies for engaging in reflection and regular self-assessment for the purposes of identifying one's biases and differences, improving instruction, and guiding professional growth.
- Apply knowledge of the continuum of educational placements within the context of the L R E and supports that promote students' inclusion in general education, small-group, and individual settings, as well as various program and community placements (e.g., home-bound instruction, alternative placement, residential environment).