Study Guide
Overview and Test Objectives
Field 116: Emotional Impairment
Test Overview
| Format | Computer-based test (CBT) |
|---|---|
| Number of Questions | 100 multiple-choice questions |
| Time | 2 hours 30 minutes* |
*Does not include 15-minute CBT tutorial
Test Objectives
| Subarea | Range of Objectives | Approximate Test Weighting | |
|---|---|---|---|
| 1 | Understanding Students with Emotional Impairments | 001–002 | 13% |
| 2 | Assessing Students with Emotional Impairments and Developing Individualized Programs | 003–006 | 27% |
| 3 | Teaching Students with Emotional Impairments | 007–012 | 40% |
| 4 | Working in the Professional Environment | 013–015 | 20% |
Hover over each subarea for details of subtest content or see table above.
Sub area 1 13%, Sub area 2 27%, Sub area 3 40%, and Sub area 4 20%.
Subarea 1—Understanding Students with Emotional Impairments
Objective 001—Understand human growth, development, and learning.
Includes:
- physical, sensory, motor, cognitive, language, communication, social, and emotional growth and development of individuals from birth to adulthood
- key theories of child and adolescent psychology and personality development (e.g., Erikson, Bronfenbrenner, behaviorism, constructivism, reinforcement theories)
- characteristics and effects of coexisting disabilities on the development and learning of students with emotional impairments
Objective 002—Understand major theories of educational psychology as they relate to emotional impairments.
Includes:
- key terminology related to the identification, etiology, mental health diagnoses, and classification of emotional impairments (e.g., phobia, anxiety, inattentiveness, opposition, depression, bipolar, mood dysregulation, impulsivity, post-traumatic stress disorder [ P T S D ])
- characteristics and effects of various factors (e.g., childhood trauma, physical and emotional abuse, neglect, mental health disorders, traumatic brain injuries, socioeconomic background) upon the lives and behavior of students with emotional impairments and their families
- roles that families/parents/guardians and residential environments play in the development and learning of students with emotional impairments
- general awareness of common side effects of various types of medication to treat emotional impairments (e.g., stimulant, antidepressant, tranquilizer) in relation to students' development and learning
- effects of emotional impairments on psychomotor, cognitive, social, emotional, language, and communication development for students with emotional impairments, including English Learners ( E Els )
Subarea 2—Assessing Students with Emotional Impairments and Developing Individualized Programs
Objective 003—Understand types and characteristics of various assessment instruments and methods for students with emotional impairments.
Includes:
- key concepts and terminology used in assessment, including specialized terminology used in formal and informal assessments (e.g., validity, reliability, norm- and criterion-referenced testing, antecedent-behavior-consequence [ A B C ]) of students with emotional impairments
- types, characteristics, and methods of formal and informal assessments (e.g., curriculum-based assessments, achievement tests, benchmark assessments, observations, adaptive behavior assessments, task analyses, progress monitoring, behavior-rating scales, functional behavioral assessments [ F B Aees ], behavior data collection and monitoring techniques, behavior checklists/inventories)
- uses and limitations of various formal and informal assessment instruments and methods (e.g., curriculum-based assessments, achievement tests, benchmark assessments, observations, adaptive behavior assessments, task analyses, process monitoring, behavior-rating scales, F B Aees , behavior data collection and monitoring techniques, behavior checklists/inventories)
- principles and procedures for creating and selecting educational and behavioral assessment instruments and methods based on individual students' strengths, skills, and learning styles
Objective 004—Understand procedures for conducting assessments and for interpreting and communicating the results of assessments to address the individual strengths and needs of students with emotional impairments.
Includes:
- procedures for collaborating with students, parents/guardians, general education teachers, administrators, related service providers, and others to gather background information on a student's academic, medical, family, and developmental history
- policies and procedures involved in the screening, prereferral (e.g., multi-tiered system of supports [ M T S S ]), referral, evaluation, and eligibility of students with emotional impairments
- procedures for collecting data (e.g., checklists, informal records, interviews, formal and informal assessments) on the academic, social, and emotional functioning of all students with emotional impairments
- principles and procedures for implementing testing accommodations for national, state, and local standardized assessments for students with emotional impairments
- procedures to ensure the use of nonbiased formal and informal assessments of students from diverse backgrounds, including culturally responsive strategies for ensuring effective communication among stakeholders involved in the assessment process (e.g., parents/guardians, students, service providers, administrators)
- interpreting assessment data and effectively communicating with stakeholders the results of formal and informal assessments in Individualized Education Program ( I E P ) planning for students with emotional impairments
Objective 005—Understand procedures for developing, implementing, monitoring, and amending Individualized Education Programs ( I E Pees ), behavioral intervention plans ( B I Pees ), and transition plans for students with emotional impairments.
Includes:
- methods for developing, incorporating, and monitoring effective positive behavioral interventions and supports (PBIS) for students with emotional impairments (e.g., PBIS, incentives, relationship building)
- components of a comprehensive evaluation used to determine eligibility for special education and related services (e.g., referral, informed consent, initial evaluation, three-year evaluation, eligibility)
- planning, organizing, scheduling, and conducting I E P team meetings, including parental and student participation
- strategies for developing, implementing, and monitoring short- and long-term individualized goals, including secondary transition plans when necessary for students with emotional impairments
- strategies for coordinating behavioral interventions among stakeholders (e.g., students' parents/guardians, general and special education teachers, related service providers, administrators) involved in the implementation of I E Pees
- components and procedures of manifestation determination review (MDR) (e.g., legal guidelines and requirements, manifestation of a disability, functional behavioral assessments [ F B Aees ], B I Pees , placement considerations)
- components of F B Aees and B I Pees (e.g., identifying target behaviors, collecting data, identifying functions of behavior, developing and monitoring interventions) and strategies for using the results of F B Aees to develop, implement, evaluate, and modify behavioral intervention plans to effectively meet the needs of students with emotional impairments
Objective 006—Understand uses of ongoing assessment in the education of students with emotional impairments.
Includes:
- strategies for evaluating instruction and monitoring the progress of students with emotional impairments, including strategies for involving students and their parents/guardians in monitoring progress
- strategies for assessing the effectiveness of academic and behavioral interventions in a variety of contexts (e.g., classrooms, transitions, lunchroom, small-group and large-group instruction)
- strategies for making responsive adjustments to instruction based on data from ongoing progress monitoring of student performance
- strategies for using performance data and information from all stakeholders to make or suggest modifications in learning environments
Subarea 3—Teaching Students with Emotional Impairments
Objective 007—Understand evidence- and research-based strategies and practices for planning and managing the learning environment for students with emotional impairments.
Includes:
- methods for planning, designing, and modifying learning environments (e.g., physical arrangement of the classroom, management of support services, assistive technology [AT]) to meet physical, cognitive, social, emotional, cultural, linguistic, and communication needs of students with emotional impairments
- classroom management strategies, including developing and explicitly teaching structured daily routines and expectations (e.g., transitions, time management, classroom interactions) to maximize students' time on learning
- strategies for supporting students' successful participation in various program placements (e.g., establishing routines and expectations, developing relationships with students) and for encouraging students' active participation in individual, small-group, and general education settings
- strategies for developing students' study skills (e.g., using visual aids, multisensory learning, and graphic organizers)
- effective use of technology in planning for engaging and motivating lessons for students with emotional impairments
Objective 008—Understand evidence- and research-based strategies and procedures for developing, implementing, and monitoring behavioral intervention plans (BIPs) for students with emotional impairments.
Includes:
- types, characteristics, strengths, and limitations of positive behavioral interventions and supports ( P B I S ), behavior management, and positive reinforcement strategies (e.g., explicit teaching, prompting, role-playing) to use with students with emotional impairments to establish and maintain appropriate behavior in the learning environment
- components of daily behavior assessments and behavioral intervention plans; identifying target behaviors, antecedents, and consequences; collecting and analyzing data; and developing and monitoring interventions (e.g., internalization of coping strategies, emotional modulating techniques, self-regulation) to meet the needs of students with emotional impairments
- strategies for planning and implementing tier-two (e.g., check-in/check-out, behavior contracts, effective use of take-a-break) systems of support
- strategies for planning and implementing tier-three (e.g., F B Aees , individualized B I Pees ) systems of support
- strategies for de-escalation and crisis intervention and prevention to maintain safety (e.g., frequent check-ins, relationship building, student safety contracts, procedures and protocols for crisis situations, individualized de-escalation plans)
- strategies for coordinating behavioral interventions among stakeholders (e.g., students' parents/guardians, general education teachers, service providers) involved in the implementation of Individualized Education Programs ( I E Pees ), including culturally nonbiased strategies
- ways to recognize when behavioral intervention plans are not working and how to amend such plans (e.g., observation, data collection, reinforcement strategies, student input)
Objective 009—Understand principles and methods of curriculum development and instructional planning for students with emotional impairments.
Includes:
- familiarity with national, state, and local content and performance standards and the scope and sequence of general education curricula
- strategies for developing and selecting instructional content, materials, and resources that are responsive to students' differences (e.g., cultural, socioeconomic, beliefs, gender, orientation, linguistic)
- methods for integrating instructional adaptations, accommodations, or modifications into a lesson to meet the needs of students with emotional impairments
- strategies for preparing lesson plans and creating, selecting, and organizing materials to implement well-organized and motivating instruction (e.g., routines, activators, debriefs, purposeful movement)
Objective 010—Understand principles and methods for developing and individualizing instruction for students with emotional impairments.
Includes:
- understanding how emotional impairments may affect students' academic progress (e.g., missed instruction, inattention, effects of medication)
- methods for selecting, adapting, and using research-based instructional methodology and materials from multiple theoretical approaches to effectively address the strengths and needs of students with emotional impairments (e.g., multisensory instructional approaches, assistive technology [ A T ], instructional pacing, attentional and memory challenges, interrupted attendance patterns), including students who are English Learners ( E Els ) and/or students with additional impairments
- effects of teacher attitudes and behaviors on all students and effective strategies for establishing relationships and maintaining rapport with all students
- methods for teaching students with emotional impairments to use self-assessment, study skills, learning strategies, coping skills, and other cognitive strategies to identify and meet their own needs (e.g., self-analysis and self-reflection of following daily behavioral and academic routines and expectations)
Objective 011—Understand evidence- and research-based strategies for developing and promoting communication and social skills for students with emotional impairments.
Includes:
- strategies and methods for promoting students' ability to express wants, needs, and feelings appropriately; follow and give directions; and organize and convey information, including strategies to effectively address the diverse needs of students (e.g., English Learners [ E Els ], trauma-sensitive students)
- strategies and methods to develop social skills in students with emotional impairments (e.g., establishing positive relationships with peers and adults, working cooperatively, initiating and engaging in conversations, sharing ideas) to be successful in educational and other environments
- methods for promoting the personal and social behavior of students with emotional impairments in various settings (e.g., explicit teaching and role-playing within instructional activities, classroom, lunchroom, workplace, community)
- strategies for developing self-awareness, self-management, self-control, self-esteem, and self-determination in students with emotional impairments
- strategies for teaching students with emotional impairments problem- solving and conflict-resolution skills (e.g., working cooperatively, establishing positive relationships with peers and adults)
Objective 012—Understand strategies and procedures for supporting life transitions of students with emotional impairments.
Includes:
- strategies to promote life skills for taking care of self and others (e.g., maintaining health, understanding the dangers of substance abuse, managing relationships)
- strategies for fostering students' understanding of the responsibilities associated with human sexuality, family life, and parenting
- techniques for developing students' citizenship skills and participation in civic, leisure, and recreational activities
- strategies for developing students' college, career, and vocational awareness and for promoting students' motivation to pursue postsecondary goals, work-related skills, employment experiences, resources, and opportunities in school and community
- strategies and procedures to promote successful transitions in school, between schools, from school to community and work, and between service options or agencies (e.g., maintaining, releasing, and transferring student records according to district, state, and federal rules and policies) for students with emotional impairments in various life situations (e.g., hospitalization, foster care, mental health facilities)
- knowledge of available resources, services, networks, and organizations that provide support services for students with emotional impairments
- strategies for preparing students to advocate for themselves and to seek out available services and opportunities within the school environment, the workplace, and the community
Subarea 4—Working in the Professional Environment
Objective 013—Understand strategies for communicating and collaborating with students with emotional impairments and their parents/guardians to promote desired learning outcomes.
Includes:
- awareness of common concerns of parents/guardians of students with emotional impairments and effective strategies for addressing such concerns
- knowledge of available resources (e.g., educational programs, behavior management guides, support groups, counseling programs, recreational and athletic opportunities) to facilitate positive engagement and communication between students with emotional impairments and their parents/guardians
- strategies for planning and conducting collaborative meetings with students with emotional impairments and their parents/guardians
- strategies for supporting students with emotional impairments and their parents/guardians to become active participants on the educational team (e.g., during the referral and evaluation process, during the development and implementation of individualized programs, during the monitoring of instructional practices)
- strategies for ensuring effective communication and collaboration with parents/guardians and students with emotional impairments and service providers, including culturally responsive approaches
Objective 014—Understand how to collaborate and effectively establish partnerships with other school personnel and community organizations to facilitate learning opportunities for students with emotional impairments.
Includes:
- knowledge of roles and responsibilities of various school personnel (e.g., general education teachers, administrators, psychologists, counselors, social workers, other related service personnel) in providing a comprehensive educational program for students with emotional impairments
- effective strategies for communicating, consulting, and collaborating (e.g., co-planning, co-teaching, consulting) with teachers and other service providers about instructional methods, technology, and accommodations and modifications to support student learning to the point of full participation in the general education setting as deemed appropriate by the Individualized Education Program ( I E P ) team
- strategies and procedures for supervising, coaching, and working with paraprofessionals and volunteers while maintaining confidential student information
- types and characteristics of agencies, networks, and organizations for students with emotional impairments and their families and strategies for working effectively with representatives of such entities to secure assessment, counseling, educational advocacy, and transitional services
- understanding of responsibilities related to collaboration with team members to plan transitions for students with emotional impairments that encourage and support their full participation in the community
Objective 015—Understand the professional, ethical, and legal roles and responsibilities involved in the education of students with emotional impairments.
Includes:
- key federal and state statutes (e.g., Individuals with Disabilities Education Improvement Act [ I D E I A ], Michigan Administrative Rules for Special Education (MARSE), Americans with Disabilities Act [ A D A ], Section 504 of the Rehabilitation Act, free appropriate public education [FAPE], least restrictive environment [LRE], Family Educational Rights and Privacy Act [FERPA], Health Insurance Portability and Accountability Act [HIPAA])
- key regulations, rules, legal guidelines in the education of students with emotional impairments (e.g., procedural safeguards, due process, manifestation determination review [MDR], discipline policies, eligibility, referral, evaluation, confidentiality, placement policies, restraint and seclusion)
- knowledge of resources to develop one's professional goals and engage in lifelong professional growth and development
- strategies for engaging in reflection and regular self-assessment for the purposes of identifying one's cultural biases and differences, improving instruction, and guiding professional growth
- issues related to the definition and identification of students with emotional impairments, including factors that influence the overrepresentation of students from diverse backgrounds in programs for students with emotional impairments
- rights and responsibilities of stakeholders (e.g., students, parents/guardians, teachers, other professionals, schools) in regard to the education of students with emotional impairments
- strategies for advocating effectively for students with emotional impairments and their families, including culturally responsive strategies