MTTC EI Exam 100% Correct Solutions
Which of the following evaluation methods would be most helpful for a teacher of
students with emotional impairments to use in planning instruction and monitoring
progress?
a. Curriculum-based assessments
b. Functional behavioral assessments (FBAs)
c. Annual state-mandated test results
d. Individualized standardized intelligence test results - ANS-A) Curriculum-based
assessments
According to Erik Erikson's stages of psychosocial development, which of the following
factors is most likely to influence an adolescent's development of identity?
Select one:
a. Attaining goals that are highly valued
b. Assuming various responsibilities independently
c. Evaluating academic abilities accurately
d. Developing peer and parent/guardian relationships - ANS-D) Developing peer and
parent/guardian relationships
Which of the following students most likely has an emotional impairment characterized
by social anxiety?
Select one:
a. A kindergarten student who steals school supplies and snacks from classmates, and
is frequently noncompliant with teacher requests
b. A sixth-grade student who often stays home from school with complaints of
stomachaches to avoid embarrassing situations, such as being called on in class
c. A ninth-grade student who has stopped attending several after-school activities, has
become withdrawn from peers, and appears persistently sad
d. A third-grade student who methodically arranges items on the desk before being able
to initiate an assignment - ANS-B) a sixth-grade student who often stays home from
school with complains of stomachaches to avoid embarrassing situations, such as being
called on in class.
Which of the following evaluation methods would best inform a teacher of students with
emotional impairments of a second-grade student's progress toward state academic
standards?
Select one:
a. Annual state-mandated test results
,b. Standardized intelligence test results
c. Curriculum-based assessments
d. Functional behavior assessments (FBA) - ANS-C) Curriculum-based assessments
Which of the following factors contributes most toward the overrepresentation of
historically underserved students placed in programs for students with emotional
impairments?
Select one:
a. Misinterpreting students' behavioral and cognitive perspectives
b. High rates of student absenteeism and family mobility
c. Limited information about students' academic and developmental histories
d. Insufficient access to early intervention services and health care - ANS-A)
Misinterpreting students' behavioral and cognitive perspectives
An Individualized Education Program (IEP) team conducted a Manifestation
Determination Review (MDR) following an incident in which a tenth-grade student with
an emotional impairment physically assaulted a peer. The IEP team determined that the
student's actions were directly related to the disability. Which of the following actions
should the IEP team take next?
Select one:
a. Reevaluating the student to develop an updated IEP
b. Considering a placement in a more restrictive setting
c. Suspending the student as a consequence of the conduct violation
d. Conducting a functional behavior assessment (FBA) - ANS-D) Conducting a
functional behavior assessment (FBA)
Which of the following questions is most important for the multidisciplinary evaluation
team (MET) to consider when determining a student's eligibility for special education
services?
Select one:
a. What accommodations are most appropriate for the student?
b. Is the student making effective progress in school?
c. Does the student have a medical diagnosis?
d. What is the most appropriate placement for the student? - ANS-B) Is the student
making effective progress in school?
A second-grade teacher has a student with an emotional impairment who becomes
discouraged and shuts down when given feedback, specifically when editing writing.
After collaborating with the teacher of students with emotional impairments, the second-
grade teacher implements an editing checklist outlining writing expectations. The editing
checklist is shown.
Pre-Editing Checklist:
, My dog Harry is the best his name is Harry and he is harry. I feed him at nit. i dont give
him a bath. Harry gets into trobl when he sleeps on the cowch he thinks he the boss the
cat is the real boss thou. his name is Moris don't touch his tail he will bit you reel hard
Pre-Editing Checklist:
My dog Harry is the best. His name is Harry and he is harry. I feed him at nit. I dont give
him a bath. Harry gets into trobl when he sleeps on the cowch. He thinks he the boss.
The cat is the real boss thou. His name is Moris. Don't touch his tail. He - ANS-C) It
identifies steps to complete the activity while promoting metacognitive awareness
A sixth-grade student with an emotional impairment frequently exhibits an increase in
noncompliant and disruptive behavior during transitions, especially when returning to
class after lunch. Which of the following strategies would most likely promote the
student's success with transitions?
Select one:
a. Allowing the student to select activities to determine the schedule for each day
b. Creating a picture schedule that the student can refer to throughout the day
c. Providing a description and a timeframe of the upcoming activity before the transition
d. Reviewing the schedule at the end of the day in preparation for the next school day -
ANS-C) Providing a description and timeframe of the upcoming activity before the
transition
A teacher of students with emotional impairments uses a token economy to promote a
third-grade student's on-task behavior during classroom assignments and activities.
Since implementing the token economy system, the student's ability to independently
remain on task has increased from three minutes to seven minutes. Which of the
following strategies would most likely increase the student's ability to remain on task?
Select one:
a. Changing the value of the reward for the same number of tokens the student earns
b. Encouraging the student to self-monitor on-task behavior and track tokens earned
c. Decreasing the number of tokens the student must earn to obtain a reward
d. Expanding the number of minutes required for the student to earn a token - ANS-D)
Expanding the number of minutes required for the student to earn a token
Throughout the school day, a fourth-grade teacher of students with emotional
impairments asks students to identify and record their emotional states. When students
identify negative emotions, such as frustration and sadness, the teacher asks, "Did you
try one of your strategies?" Which of the following skills is the teacher promoting when
using this instructional approach?
Select one:
a. Advocacy
b. Self-regulation
c. Self-determination
Which of the following evaluation methods would be most helpful for a teacher of
students with emotional impairments to use in planning instruction and monitoring
progress?
a. Curriculum-based assessments
b. Functional behavioral assessments (FBAs)
c. Annual state-mandated test results
d. Individualized standardized intelligence test results - ANS-A) Curriculum-based
assessments
According to Erik Erikson's stages of psychosocial development, which of the following
factors is most likely to influence an adolescent's development of identity?
Select one:
a. Attaining goals that are highly valued
b. Assuming various responsibilities independently
c. Evaluating academic abilities accurately
d. Developing peer and parent/guardian relationships - ANS-D) Developing peer and
parent/guardian relationships
Which of the following students most likely has an emotional impairment characterized
by social anxiety?
Select one:
a. A kindergarten student who steals school supplies and snacks from classmates, and
is frequently noncompliant with teacher requests
b. A sixth-grade student who often stays home from school with complaints of
stomachaches to avoid embarrassing situations, such as being called on in class
c. A ninth-grade student who has stopped attending several after-school activities, has
become withdrawn from peers, and appears persistently sad
d. A third-grade student who methodically arranges items on the desk before being able
to initiate an assignment - ANS-B) a sixth-grade student who often stays home from
school with complains of stomachaches to avoid embarrassing situations, such as being
called on in class.
Which of the following evaluation methods would best inform a teacher of students with
emotional impairments of a second-grade student's progress toward state academic
standards?
Select one:
a. Annual state-mandated test results
,b. Standardized intelligence test results
c. Curriculum-based assessments
d. Functional behavior assessments (FBA) - ANS-C) Curriculum-based assessments
Which of the following factors contributes most toward the overrepresentation of
historically underserved students placed in programs for students with emotional
impairments?
Select one:
a. Misinterpreting students' behavioral and cognitive perspectives
b. High rates of student absenteeism and family mobility
c. Limited information about students' academic and developmental histories
d. Insufficient access to early intervention services and health care - ANS-A)
Misinterpreting students' behavioral and cognitive perspectives
An Individualized Education Program (IEP) team conducted a Manifestation
Determination Review (MDR) following an incident in which a tenth-grade student with
an emotional impairment physically assaulted a peer. The IEP team determined that the
student's actions were directly related to the disability. Which of the following actions
should the IEP team take next?
Select one:
a. Reevaluating the student to develop an updated IEP
b. Considering a placement in a more restrictive setting
c. Suspending the student as a consequence of the conduct violation
d. Conducting a functional behavior assessment (FBA) - ANS-D) Conducting a
functional behavior assessment (FBA)
Which of the following questions is most important for the multidisciplinary evaluation
team (MET) to consider when determining a student's eligibility for special education
services?
Select one:
a. What accommodations are most appropriate for the student?
b. Is the student making effective progress in school?
c. Does the student have a medical diagnosis?
d. What is the most appropriate placement for the student? - ANS-B) Is the student
making effective progress in school?
A second-grade teacher has a student with an emotional impairment who becomes
discouraged and shuts down when given feedback, specifically when editing writing.
After collaborating with the teacher of students with emotional impairments, the second-
grade teacher implements an editing checklist outlining writing expectations. The editing
checklist is shown.
Pre-Editing Checklist:
, My dog Harry is the best his name is Harry and he is harry. I feed him at nit. i dont give
him a bath. Harry gets into trobl when he sleeps on the cowch he thinks he the boss the
cat is the real boss thou. his name is Moris don't touch his tail he will bit you reel hard
Pre-Editing Checklist:
My dog Harry is the best. His name is Harry and he is harry. I feed him at nit. I dont give
him a bath. Harry gets into trobl when he sleeps on the cowch. He thinks he the boss.
The cat is the real boss thou. His name is Moris. Don't touch his tail. He - ANS-C) It
identifies steps to complete the activity while promoting metacognitive awareness
A sixth-grade student with an emotional impairment frequently exhibits an increase in
noncompliant and disruptive behavior during transitions, especially when returning to
class after lunch. Which of the following strategies would most likely promote the
student's success with transitions?
Select one:
a. Allowing the student to select activities to determine the schedule for each day
b. Creating a picture schedule that the student can refer to throughout the day
c. Providing a description and a timeframe of the upcoming activity before the transition
d. Reviewing the schedule at the end of the day in preparation for the next school day -
ANS-C) Providing a description and timeframe of the upcoming activity before the
transition
A teacher of students with emotional impairments uses a token economy to promote a
third-grade student's on-task behavior during classroom assignments and activities.
Since implementing the token economy system, the student's ability to independently
remain on task has increased from three minutes to seven minutes. Which of the
following strategies would most likely increase the student's ability to remain on task?
Select one:
a. Changing the value of the reward for the same number of tokens the student earns
b. Encouraging the student to self-monitor on-task behavior and track tokens earned
c. Decreasing the number of tokens the student must earn to obtain a reward
d. Expanding the number of minutes required for the student to earn a token - ANS-D)
Expanding the number of minutes required for the student to earn a token
Throughout the school day, a fourth-grade teacher of students with emotional
impairments asks students to identify and record their emotional states. When students
identify negative emotions, such as frustration and sadness, the teacher asks, "Did you
try one of your strategies?" Which of the following skills is the teacher promoting when
using this instructional approach?
Select one:
a. Advocacy
b. Self-regulation
c. Self-determination
