Is 240 a good study guide for the ILTS Learning Behavior Specialist I (290)?

Yes. The 240 study guide is built around the official exam framework and this page shows detailed alignment domain by domain and competency by competency.

ILTS Learning Behavior Specialist I (290) Study Guide Test Alignment

Q: How closely does 240 align to the ILTS Learning Behavior Specialist I (290) exam?

This guide is 90% test-aligned based on a competency-by-competency review of the official framework and the study resources included in the guide.

Q: Does 240 cover every competency?

Coverage is shown transparently across covered, partially covered, and identified gaps: 78 covered, 2 partially covered, and 8 gaps across 88 competencies.

Q: What does "partially covered" mean?

Partially covered means the guide addresses the core parts of a competency, but some depth or subtopics may still be limited.

Why Test Alignment Matters for Your ILTS Learning Behavior Specialist I Study Guide

Certification test standards are broad, but the exam questions are very specific. Our team of curriculum experts uses the 240 Study Guide Creation Process to ensure the most aligned, specific content for your ILTS Learning Behavior Specialist I (290) test — so you are not wasting time on broad subject review that may not show up on exam day.

Why 240 Is the Best Choice for the ILTS 290 Study Guide

✓Built around the official exam framework
✓Organized by the competencies actually used on the exam
✓Shows exactly what is covered and where depth is partial
✓Includes aligned questions, flashcards, study materials, and videos
✓Helps candidates study what is actually tested instead of broad generic content

Transparent coverage is a strength. We show where the guide is strong, where depth is partial, and where a gap has been identified so you can make an informed study decision.

How to Read This Alignment Review

5 domains · 88 competencies reviewed · 90% test-aligned

Covered— competency is comprehensively supported by the guide

Partially covered— core content is covered, but some depth gaps remain

Coverage gap identified— a content gap has been identified

✓

This study guide is based on the current official exam framework

We review and update alignment whenever the official framework changes so candidates are always studying current, accurate material.

UNDERSTANDING STUDENTS WITH DISABILITIES (DOMAIN 1) Partially covered

SMR 1.0001 Understand processes of human growth and development and factors, including disability, that affect development and learning.

256 Qs23 Materials100 Cards10 VideosCovered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Vids	Notes
a. Demonstrate knowledge of developmental milestones and typical and atypical development in the academic and cognitive domains.	Sped.Classifications of Disabilities; Sped.Intellectual Disabilities	Covered	44	2	31	1	Covered by 2 topics (44 questions, 2 materials, 31 cards, 1 videos).
b. Demonstrate knowledge of developmental milestones and typical and atypical development in physical, motor, and sensory domains.	Sped.Hearing and Visual Impairments; Sped.Sensory Processing Disorder; P.Physical Development; P.Physical Development Theories	Covered	17	4	12	1	Covered by 4 topics (17 questions, 4 materials, 12 cards, 1 videos).
c. Demonstrate knowledge of developmental milestones and typical and atypical patterns in the development of communication and language.	P.Language Development; Sped.Effect on Communication	Covered	29	2	10	1	Covered by 2 topics (29 questions, 2 materials, 10 cards, 1 videos).
d. Demonstrate knowledge of developmental milestones and typical and atypical development in the social and emotional domains.	P.Emotional Development; Sped.Emotional Disturbance; P.Stress and Emotional Trauma; P.Emotional Development-Types of Attachment; P.Psychosocial Development; P.Social Development; P.Child Development and Play	Covered	51	7	22	4	Covered by 7 topics (51 questions, 7 materials, 22 cards, 4 videos).
e. Demonstrate understanding of theories and processes related to ways in which development and learning occur across domains.	P.Key Names in Learning Theory; P.Early Childhood Learning Theories and Approaches; P.Social Learning Theory; P.Learning Theories; P.Relationships Between Learning Theory and Human Development	Covered	73	4	31	2	Covered by 5 topics (73 questions, 4 materials, 31 cards, 2 videos).
f. 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).	P.Effects of Premature Birth; P.Effect of Student Interactions on Students; Sped.Effect on Health; P.Role of Parents and Guardians	Covered	42	4	0	1	Covered by 4 topics (42 questions, 4 materials, 0 cards, 1 videos).

SMR 1.0002 Understand characteristics and needs of students with disabilities.

0 Qs0 Materials0 Cards0 VideosCoverage gap identified

Official Competency	Matching 240 Topics	Alignment	Notes
a. Demonstrate knowledge of types and characteristics of disabilities as outlined in the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973, including educational implications specific to students with unique learning differences (e.g., developmental delays, learning disabilities, intellectual disabilities, autism spectrum disorder [ASD], communication disorders, Other Health Impairment).	None	Coverage gap identified	No matching topic found in the study guide.
b. Demonstrate knowledge of types and characteristics of sensory disabilities and their effects on language development and cognition (e.g., visual impairments, hearing impairments).	None	Coverage gap identified	No matching topic found in the study guide.
c. Demonstrate knowledge of evidence-based resources and research that provide information on characteristics and needs of students with disabilities.	None	Coverage gap identified	No matching topic found in the study guide.
d. Demonstrate knowledge of ways in which comorbid disabilities (e.g., deaf/blind, social-emotional disorder, language disorder) can affect development, learning, and behavior.	None	Coverage gap identified	No matching topic found in the study guide.

ASSESSING STUDENTS AND DEVELOPING INDIVIDUALIZED PROGRAMS (DOMAIN 2) Partially covered

SMR 2.0003 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.

269 Qs17 Materials47 Cards4 VideosCovered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Vids	Notes
a. Demonstrate knowledge of methods, procedures, and tools used for screening, pre-referral, school-based systems of intervention (e.g., Response to Intervention [RtI], Multi-Tiered System of Supports [MTSS]), and special education referral.	P.Response to Intervention (RtI); Sped.Types of Assessment; P.Match Objective to Assessment; P.Early Childhood Assessment; Sped.Specialized Assessments; Sped.Eligibility	Covered	90	6	24	2	Covered by 6 topics (90 questions, 6 materials, 24 cards, 2 videos).
b. Apply knowledge of procedures for gathering background information regarding students' academic, linguistic, family, medical, and developmental history.	Sped.Evaluations	Covered	20	1	10	0	Covered by 1 topic (20 questions, 1 materials, 10 cards, 0 videos).
c. Apply knowledge of methods for creating and maintaining accurate records for use in selecting, adapting, or developing appropriate assessments.	P.Accurate and Confidential Student Records	Covered	8	1	0	0	Covered by 1 topic (8 questions, 1 materials, 0 cards, 0 videos).
d. 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.	Sped.Eligibility and Collaboration; Sped.Related Service Providers; Sped.Collaboration with Families	Covered	48	3	6	0	Covered by 3 topics (48 questions, 3 materials, 6 cards, 0 videos).
e. 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.	Sped.Evaluations for Diverse Needs; Sped.Impact of Teacher	Covered	9	2	7	0	Covered by 2 topics (9 questions, 2 materials, 7 cards, 0 videos).
f. 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.	Sped.Types of Assessment; Sped.Eligibility - General Process	Covered	49	2	17	2	Covered by 2 topics (49 questions, 2 materials, 17 cards, 2 videos).
g. Apply knowledge of academic and functional levels and cultural and linguistic diversity to select appropriate evaluations and to make culturally responsive decisions.	P.Adaptations for Diversity - ELL	Covered	59	1	3	1	Covered by 1 topic (59 questions, 1 materials, 3 cards, 1 videos).
h. 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.	P.Screening and Evaluation; Sped.Evaluations	Covered	30	2	10	0	Covered by 2 topics (30 questions, 2 materials, 10 cards, 0 videos).
i. Demonstrate knowledge of methods and strategies for assessing students' skills within curricular areas, including academic, social-emotional, functional, and transition.	Sped.Types of Assessment; Sped.Specialized Assessments	Covered	51	2	19	1	Covered by 2 topics (51 questions, 2 materials, 19 cards, 1 videos).
j. Apply knowledge of the principles and procedures for adapting the environment and administering informal and formal assessments.	Sped.Specialized Settings	Covered	9	1	4	0	Covered by 1 topic (9 questions, 1 materials, 4 cards, 0 videos).

SMR 2.0004 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.

329 Qs18 Materials44 Cards4 VideosCovered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Vids	Notes
a. Demonstrate knowledge of legal policies, provisions, regulations, and guidelines regarding the assessment and eligibility determinations for special education services.	Sped.Legalities with Eligibility; Sped.Legal Issues; Sped.Healthcare Legalities; P.IDEA; Sped.Special Education Laws and Regulations - Illinois	Covered	55	5	14	0	Covered by 5 topics (55 questions, 5 materials, 14 cards, 0 videos).
b. Apply knowledge of strategies for ongoing collaboration and communication with families related to the assessment process and interpretation of assessment results.	P.Communicating with Families; Sped.Communicating Results; Sped.Collaboration with Families	Covered	82	3	1	1	Covered by 3 topics (82 questions, 3 materials, 1 cards, 1 videos).
c. 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.	Sped.Related Service Providers; Sped.Building Effective Collaboration; Sped.Collaboration and Instruction; Sped.Standards-Based Goals; Sped.Skills-Based Goals	Covered	80	5	14	1	Covered by 5 topics (80 questions, 5 materials, 14 cards, 1 videos).
d. Demonstrate knowledge of strategies for designing and implementing functional behavior assessments (FBAs) and matching necessary supports to individual learners' needs.	Sped.FBA and BIP; P.BIPs in the Classroom	Covered	36	2	14	1	Covered by 2 topics (36 questions, 2 materials, 14 cards, 1 videos).
e. 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.	P.Interpreting Assessment Data	Covered	13	1	3	0	Covered by 1 topic (13 questions, 1 materials, 3 cards, 0 videos).
f. 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.	P.Instructional Flexibility; Sped.Evaluating Progress	Covered	63	2	2	1	Covered by 2 topics (63 questions, 2 materials, 2 cards, 1 videos).

SMR 2.0005 Understand policies, principles, and procedures for program planning, placement, developing, and implementing Individualized Education Programs (IEPs), Individualized Family Service Plans (IFSPs), and other individualized plans.

173 Qs10 Materials33 Cards2 VideosPartially covered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Vids	Notes
a. Demonstrate knowledge of issues in definition and identification procedures for students with disabilities.	P.IDEA; Sped.Legalities with Eligibility	Covered	27	2	9	0	Covered by 2 topics (27 questions, 2 materials, 9 cards, 0 videos).
b. Demonstrate knowledge of practices to decrease disproportionality in the identification of students with disabilities, particularly students from racially, culturally, and linguistically diverse backgrounds.	Sped.Evaluations for Diverse Needs	Partially covered	1	1	6	0	Partial coverage by 1 topic (1 questions, 1 materials, 6 cards, 0 videos); limited supporting content.
c. Demonstrate knowledge of all components of IEPs, IFSPs, behavior intervention plans (BIPs), 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.	Sped.IEP Implementation; Sped.IEP Development; P.Roles and Responsibilities - SpEd	Covered	92	3	15	2	Covered by 3 topics (92 questions, 3 materials, 15 cards, 2 videos).
d. 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., IEPs, IFSPs, transition plans) appropriate to the age and ability of the student.	Sped.Related Service Providers; Sped.Building Effective Collaboration; Sped.Eligibility and Collaboration; P.Collaboration with the Community	Covered	53	4	11	0	Covered by 4 topics (53 questions, 4 materials, 11 cards, 0 videos).
e. 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.	None	Coverage gap identified	0	0	0	0	No matching topic found in the study guide.
f. 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.	None	Coverage gap identified	0	0	0	0	No matching topic found in the study guide.
g. 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.	None	Coverage gap identified	0	0	0	0	No matching topic found in the study guide.

SUPPORTING DEVELOPMENT AND LEARNING (DOMAIN 3) Covered

SMR 3.0006 Understand evidence- and research-based strategies for planning and managing a learning environment that promotes and supports the participation of all learners.

300 Qs10 Materials24 Cards7 VideosCovered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Vids	Notes
a. Demonstrate knowledge of structuring safe and inclusive learning environments that promote students' learning and meet individual needs.	P.Positive Class Community	Covered	46	1	1	1	Covered by 1 topic (46 questions, 1 materials, 1 cards, 1 videos).
b. 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.	P.Positive Class Community	Covered	46	1	1	1	Covered by 1 topic (46 questions, 1 materials, 1 cards, 1 videos).
c. Demonstrate knowledge of the influences that social, cultural, linguistic, and individual differences can have on communication and learning in the classroom.	P.Teaching Diverse Students; P.Adaptations for Diversity - ELL; P.Adaptations for Diversity - Cultural Differences	Covered	131	3	6	3	Covered by 3 topics (131 questions, 3 materials, 6 cards, 3 videos).
d. Demonstrate knowledge of differentiated instruction, backward design, and universal design for learning (UDL) and their instructional applications to accommodate a diverse student population.	P.Universal Design for Learning; P.Backward Design; P.Differentiation; Sped.Differentiation	Covered	67	4	6	2	Covered by 4 topics (67 questions, 4 materials, 6 cards, 2 videos).
e. 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.	Sped.Assistive Technology; P.Adaptations for Diversity - Assistive Technology	Covered	56	2	12	1	Covered by 2 topics (56 questions, 2 materials, 12 cards, 1 videos).
f. 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.	Sped.Differentiation	Covered	33	1	3	1	Covered by 1 topic (33 questions, 1 materials, 3 cards, 1 videos).

SMR 3.0007 Understand effective strategies and approaches for instructional design and planning that make content meaningful to all students and promote active student engagement.

331 Qs20 Materials54 Cards5 VideosCovered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Vids	Notes
a. 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.	P.Learning Strategies; Sped.Learning Strategies	Covered	45	2	8	2	Covered by 2 topics (45 questions, 2 materials, 8 cards, 2 videos).
b. 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.	P.Direct Instruction; P.Interactive Instruction; P.Indirect Instruction; Sped.Instructional Strategies; Sped.Impact on Instruction	Covered	44	5	19	0	Covered by 5 topics (44 questions, 5 materials, 19 cards, 0 videos).
c. 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).	Sped.Social Skills	Covered	18	1	4	0	Covered by 1 topic (18 questions, 1 materials, 4 cards, 0 videos).
d. 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.	Sped.Identify Appropriate Strategy; Sped.Differentiation	Covered	60	2	3	1	Covered by 2 topics (60 questions, 2 materials, 3 cards, 1 videos).
e. Apply knowledge of methods for activating prior knowledge, linking new concepts to familiar ideas and experiences, and stimulating student reflection upon learning.	Sped.Instructional Strategies; Sped.Impact on Instruction; P.Planning and Unit Design; Sped.Long-Term Planning; P.Types of Instructional Strategies	Covered	70	5	27	1	Covered by 5 topics (70 questions, 5 materials, 27 cards, 1 videos).
f. Apply knowledge of strategies for increasing communication, including the use of augmentative and alternative communication (AAC) 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.	P.Communication Strategies; Sped.Communication Skills	Covered	14	2	3	0	Covered by 2 topics (14 questions, 2 materials, 3 cards, 0 videos).
g. 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.	Sped.Life Skills	Covered	11	1	2	0	Covered by 1 topic (11 questions, 1 materials, 2 cards, 0 videos).
h. 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.	Sped.Skills for Transitioning; Sped.Collaboration While Transitioning; Sped.Post Secondary Education; Sped.Long-Term Planning	Covered	81	4	9	1	Covered by 4 topics (81 questions, 4 materials, 9 cards, 1 videos).
i. Demonstrate knowledge of issues, resources, and techniques that maximize instructional time while facilitating the integration of related services into the instructional program.	P.Maximizing Instructional Time	Covered	23	1	0	1	Covered by 1 topic (23 questions, 1 materials, 0 cards, 1 videos).

SMR 3.0008 Understand principles and methods involved in individualizing explicit, systematic instruction to meet rigorous content goals for students with disabilities.

315 Qs12 Materials39 Cards6 VideosCovered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Vids	Notes
a. Demonstrate knowledge of the Illinois Learning Standards and components of effective, evidence-based instruction for teaching the scope and sequence of the standards.	P.Planning and Unit Design; Sped.Long-Term Planning	Covered	13	2	4	1	Covered by 2 topics (13 questions, 2 materials, 4 cards, 1 videos).
b. 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.	Sped.IEP Implementation; Sped.IEP Development	Covered	86	2	15	2	Covered by 2 topics (86 questions, 2 materials, 15 cards, 2 videos).
c. 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.	Sped.Identify Appropriate Strategy	Covered	27	1	0	0	Covered by 1 topic (27 questions, 1 materials, 0 cards, 0 videos).
d. 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.	Sped.Types of Assessment; P.Match Objective to Assessment; P.Using Assessment to Adjust Instruction	Covered	91	3	15	2	Covered by 3 topics (91 questions, 3 materials, 15 cards, 2 videos).
e. Demonstrate knowledge of culturally responsive practices related to effective instruction and classroom management for students with disabilities.	Sped.Evaluations for Diverse Needs; P.Teaching Diverse Students	Covered	39	2	7	1	Covered by 2 topics (39 questions, 2 materials, 7 cards, 1 videos).
f. Demonstrate knowledge of postsecondary education and training, employment, and independent living skills.	Sped.Skills for Transitioning; Sped.Post Secondary Education	Covered	59	2	6	0	Covered by 2 topics (59 questions, 2 materials, 6 cards, 0 videos).

SMR 3.0009 Understand the development and implementation of behavior interventions and supporting the social-emotional and behavioral development of students with disabilities.

153 Qs11 Materials55 Cards4 VideosCovered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Vids	Notes
a. Demonstrate knowledge of the Illinois Social/Emotional Learning Standards for K–through12 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.	P.Self-Regulation and Executive Function; P.Self-Regulation	Covered	15	2	9	0	Covered by 2 topics (15 questions, 2 materials, 9 cards, 0 videos).
b. 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.	P.Student Motivation; P.Teaching Self-Direction	Covered	54	2	6	1	Covered by 2 topics (54 questions, 2 materials, 6 cards, 1 videos).
c. 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.	Sped.Theories on Behaviors and Behavior Management; P.Behavior Theories; Sped.Supporting Behavior; Sped.Effect on Behavior; Sped.Behavior Management Models; P.Positive Behavioral Intervention and Support (PBIS); Sped.Impact on Behavior	Covered	84	7	41	3	Covered by 7 topics (84 questions, 7 materials, 41 cards, 3 videos).
d. 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.	P.Student Motivation	Covered	44	1	5	1	Covered by 1 topic (44 questions, 1 materials, 5 cards, 1 videos).
e. Demonstrate knowledge of components of functional behavior assessments (FBAs) and behavior intervention plans (BIPs) and the ability to use formal and informal assessment measures to determine purpose, motivation, and/or function of student behavior and to develop individualized BIPs.	Sped.Supporting Behavior; Sped.Behavior Management Models	Covered	27	2	19	0	Covered by 2 topics (27 questions, 2 materials, 19 cards, 0 videos).
f. 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 (PBIS).	P.Positive Behavioral Intervention and Support (PBIS)	Covered	6	1	11	0	Covered by 1 topic (6 questions, 1 materials, 11 cards, 0 videos).
g. 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.	Sped.Supporting Behavior	Covered	27	1	17	0	Covered by 1 topic (27 questions, 1 materials, 17 cards, 0 videos).

WORKING IN A COLLABORATIVE LEARNING COMMUNITY (DOMAIN 4) Partially covered

SMR 4.0010 Apply knowledge of strategies for communicating and collaborating in a culturally responsive manner with school team members to address students' instructional and behavioral needs.

313 Qs20 Materials53 Cards3 VideosPartially covered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Vids	Notes
a. 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.	Sped.Related Service Providers; Sped.Building Effective Collaboration; Sped.Collaboration with Community; Sped.Collaboration with Families; Sped.Information Available	Covered	73	5	11	0	Covered by 5 topics (73 questions, 5 materials, 11 cards, 0 videos).
b. 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.	Sped.Collaborative Teaching Models; Sped.Collaboration with General Ed Teacher; Sped.Collaboration and Instruction; P.Collaboration and Participation	Covered	77	4	14	1	Covered by 4 topics (77 questions, 4 materials, 14 cards, 1 videos).
c. Apply knowledge of strategies for promoting participation from all team members when facilitating meetings in a culturally responsive manner.	Sped.Eligibility and Collaboration	Partially covered	6	1	0	0	Partial coverage by 1 topic (6 questions, 1 materials, 0 cards, 0 videos); limited supporting content.
d. 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.	None	Coverage gap identified	0	0	0	0	No matching topic found in the study guide.
e. Demonstrate knowledge of services provided by local, state, and federal agencies to meet the needs of students with disabilities.	P.IDEA; Sped.Legal Issues; Sped.Legalities with Eligibility; Sped.Services and Resources for Families - Illinois	Covered	54	4	13	0	Covered by 4 topics (54 questions, 4 materials, 13 cards, 0 videos).
f. 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.	P.Maximizing Instructional Time; Sped.IEP Implementation	Covered	57	2	14	2	Covered by 2 topics (57 questions, 2 materials, 14 cards, 2 videos).
g. 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.	P.Volunteers and Paraprofessionals; Sped.Related Service Providers; P.Collaborative Teaching Models	Covered	28	3	7	0	Covered by 3 topics (28 questions, 3 materials, 7 cards, 0 videos).
h. 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.	Sped.Confidentiality; Sped.Rights of Stakeholders	Covered	35	2	8	0	Covered by 2 topics (35 questions, 2 materials, 8 cards, 0 videos).

SMR 4.0011 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.

177 Qs12 Materials24 Cards0 VideosCovered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Notes
a. 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.	Sped.Collaboration with Families; Sped.Eligibility and Collaboration; Sped.Collaboration Principles	Covered	39	3	0	Covered by 3 topics (39 questions, 3 materials, 0 cards, 0 videos).
b. Apply knowledge of strategies for collaborating with community members to integrate students with disabilities into various social and learning environments.	Sped.Building Effective Collaboration; Sped.Collaboration with General Ed Teacher; Sped.Collaboration and Instruction; Sped.Collaboration Principles	Covered	53	4	6	Covered by 4 topics (53 questions, 4 materials, 6 cards, 0 videos).
c. 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.	Sped.Communication While Transitioning; Sped.Post Secondary Education	Covered	13	2	3	Covered by 2 topics (13 questions, 2 materials, 3 cards, 0 videos).
d. 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.	Sped.Skills for Transitioning; Sped.Communication While Transitioning	Covered	48	2	3	Covered by 2 topics (48 questions, 2 materials, 3 cards, 0 videos).
e. Apply knowledge of considerations (e.g., privacy, confidentiality), approaches, and ethical practices for providing parents/guardians/surrogates and community members with information about students.	Sped.Ethical Concerns; Sped.Confidentiality; Sped.Volunteers and Paraprofessionals	Covered	33	3	12	Covered by 3 topics (33 questions, 3 materials, 12 cards, 0 videos).

FOUNDATIONS AND PROFESSIONAL PRACTICE (DOMAIN 5) Covered

SMR 5.0012 Understand historical, legal, and ethical issues relevant to special education.

247 Qs17 Materials39 Cards3 VideosCovered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Vids	Notes
a. 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.	Sped.Ethical Concerns; Sped.Confidentiality; P.IDEA; Sped.Code of Ethics - Illinois	Covered	44	4	19	0	Covered by 4 topics (44 questions, 4 materials, 19 cards, 0 videos).
b. 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.	P.Teaching Diverse Students; Sped.Impact of Teacher; Sped.Impact on Representation; Sped.Impact on Relationships	Covered	71	4	5	1	Covered by 4 topics (71 questions, 4 materials, 5 cards, 1 videos).
c. 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 [MTSS]).	Sped.History of Special Education; Sped.Legalities with Eligibility; Sped.Legal Issues	Covered	46	3	10	1	Covered by 3 topics (46 questions, 3 materials, 10 cards, 1 videos).
d. Apply knowledge of federal and state laws and policies (e.g., Individuals with Disabilities Education Improvement Act [IDEA], Americans with Disabilities Act [ADA], Section 504 of the Rehabilitation Act, Family Educational Rights and Privacy Act [FERPA]), and ethical principles and professional practices related to the education of students with disabilities.	P.IDEA; Sped.Legalities with Eligibility; Sped.Legal Issues; Sped.Foundations of Special Education	Covered	70	4	16	1	Covered by 4 topics (70 questions, 4 materials, 16 cards, 1 videos).
e. 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.	Sped.Rights of Stakeholders; Sped.Legalities with Eligibility; Sped.Healthcare Legalities; Sped.Court Cases	Covered	47	4	10	0	Covered by 4 topics (47 questions, 4 materials, 10 cards, 0 videos).
f. 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.	Sped.Collaboration with Families; Sped.Eligibility and Collaboration	Covered	31	2	0	0	Covered by 2 topics (31 questions, 2 materials, 0 cards, 0 videos).
g. 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).	Sped.Confidentiality	Covered	15	1	4	0	Covered by 1 topic (15 questions, 1 materials, 4 cards, 0 videos).

SMR 5.013 Understand the roles of teachers as professionals and leaders, and the practices and purposes of reflection, self-evaluation, and professional development.

93 Qs6 Materials12 Cards2 VideosCovered

Official Competency	Matching 240 Topics	Alignment	Qs	Mats	Cards	Vids	Notes
a. 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.	Sped.Ethical Concerns	Covered	8	1	8	0	Covered by 1 topic (8 questions, 1 materials, 8 cards, 0 videos).
b. Recognize the scope of the teacher's practice and the benefits of seeking additional resources and assistance to meet the needs of individual students.	Sped.Continuing Knowledge; P.Professional Development	Covered	42	2	3	2	Covered by 2 topics (42 questions, 2 materials, 3 cards, 2 videos).
c. Demonstrate familiarity with professional standards, professional organizations, publications, and journals relevant to students with disabilities, their families, and teachers.	Sped.Development Resources	Covered	12	1	0	0	Covered by 1 topic (12 questions, 1 materials, 0 cards, 0 videos).
d. Demonstrate familiarity with the continuum of lifelong professional development activities that can help one's methods remain current regarding contemporary research-validated instructional practice.	P.Professional Development	Covered	34	1	2	1	Covered by 1 topic (34 questions, 1 materials, 2 cards, 1 videos).
e. 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.	P.Using Data and Self-Reflection to Improve	Covered	23	1	0	0	Covered by 1 topic (23 questions, 1 materials, 0 cards, 0 videos).
f. 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.	P.Using Data and Self-Reflection to Improve	Covered	23	1	0	0	Covered by 1 topic (23 questions, 1 materials, 0 cards, 0 videos).
g. 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.	Sped.Impact of Teacher	Covered	8	1	1	0	Covered by 1 topic (8 questions, 1 materials, 1 cards, 0 videos).

How 240 Creates The ILTS Learning Behavior Specialist I (290) Study Guide

Learn more →

Every 240 study guide starts with the official exam framework. From there, we organize lessons, practice, and study tools around the categories the exam uses to measure candidate knowledge.

1

Review the official exam framework

We begin with the standards, domains, competencies, objectives, or content categories published by the testing authority.

2

Map the tested categories

We map every major area the exam is designed to cover so the guide reflects the real structure of the test.

3

Build lessons around tested content

We create study materials to support the official blueprint, not broad filler content.

4

Cross-check practice against exam expectations

We review practice content against the framework and real exam patterns so preparation stays targeted.

5

Review and update as standards change

When official frameworks change, we review guides and update alignment as needed.

Reviewed by subject-matter experts and maintained to reflect current standards.

Why 240 Is Better Than Other Generic Study Guides

Not all study guides are built the same way. Here is what separates a test-aligned guide from a generic one — and why it matters when you are preparing for the ILTS Learning Behavior Specialist I.

Generic

Generic Prep

✕Covers broad subject areas without structure

✕No clear connection to the official exam framework

✕Practice questions may not reflect the real test format

✕May not update when official standards change

~Can be helpful for quick, broad review

Test-aligned

240 Test-Aligned ILTS 290 Prep

✓Every lesson maps to an official domain or competency

✓Built directly from the official exam framework

✓Practice questions aligned to what the exam actually measures

✓A clear study path by tested category

✓Study smarter and enter test day more prepared

FAQs About the ILTS Learning Behavior Specialist I Study Guide

The questions teacher candidates ask us most often about the ILTS Learning Behavior Specialist I study guide.

1

Is 240 a good study guide for ILTS Learning Behavior Specialist I?

240 is a strong option because the guide is built around the official exam framework and shows detailed alignment by SMR and competency.

2

How closely does 240 align to the ILTS 290 exam?

This guide is 90% aligned based on a competency-by-competency review of the official framework and the study resources included in the guide.

3

Does 240 cover every competency?

This page shows coverage transparently across covered, partially covered, and identified gaps so candidates can see exactly how the guide maps to the exam.

4

What does “partially covered” mean?

Partially covered means the guide addresses the core parts of a competency, but some depth or subtopics may still be limited.

240's ILTS Learning Behavior Specialist I Study Guide Is 90% Test-Aligned