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NYSTCE CST Students with Disabilities Content Specialty (060) Practice Tests & Test Prep by Exam Edge - Topics


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NYSTCE CST Students with Disabilities Content Specialty Exam Blueprint

Understanding the exact breakdown of the NYSTCE CST Students with Disabilities Content Specialty test will help you know what to expect and how to most effectively prepare. The NYSTCE CST Students with Disabilities Content Specialty has 90 multiple-choice questions and 1 essay questions. The exam will be broken down into the sections below:

NYSTCE CST Students with Disabilities Content Specialty Exam Blueprint
Domain Name % Number of
Questions
Foundations of Special Education 10% 9
Knowledge of Students with Disabilities 10% 9
Assessment and Individual Program Planning 20% 18
Strategies for Planning and Managing the Learning Environment and for Providing Behavioral Interventions 10% 9
Instructional Planning and Delivery to Promote Students' Success in the General Curriculum 20% 18
Strategies for Teaching Communication Skills, Social Skills, and Functional Living Skills 10% 9
Analysis, Synthesis, and Application (Constructed-Response) 20% 18

NYSTCE CST Students with Disabilities Content Specialty - Exam Topics Sample Questions

Which of the following is an example of a secondary reinforcer?

Correct Answer:
verbal praise


the correct answer to this question is verbal praise. in the context of psychology, particularly in behavioral conditioning, reinforcers are stimuli that increase the likelihood of a behavior being repeated. reinforcers can be classified into two main types: primary reinforcers and secondary reinforcers.

primary reinforcers, also known as unconditioned reinforcers, are innately satisfying. that is, they do not need to be learned because they naturally provide satisfaction or fulfillment. examples of primary reinforcers include necessities such as food, drink, and relief from pain. these reinforcers directly address basic survival needs and thus have an inherent value.

on the other hand, secondary reinforcers, also referred to as conditioned reinforcers, acquire their reinforcing properties through their association with primary reinforcers. secondary reinforcers are learned and do not inherently satisfy physical needs. instead, their value is acquired and recognized through experiences and associations. common examples of secondary reinforcers include verbal praise, money, attention, and awards. in the case of verbal praise, its reinforcing quality is established through its association with approval and social acceptance, which are highly valued in human interactions.

therefore, when analyzing the options provided in the question – food, verbal praise, candy, and a juice box – verbal praise stands out as a secondary reinforcer. food, candy, and a juice box are all primary reinforcers because they satisfy physiological needs and provide immediate gratification. verbal praise, however, does not satisfy a direct physiological need but encourages behavior through learned social value and positive reinforcement. this makes verbal praise an exemplary secondary reinforcer, as its effectiveness is dependent on the context of learned social interactions and experiences.

Mrs. Mattuse reads aloud to her students daily, allows the students time to read silently, presents her students with literature and patterned stories, and includes journal writing as the key components of her reading program.  What type of instructional approach is she implementing in her classroom?

Correct Answer:
whole language approach
mrs. mattuse's instructional approach can be identified as the whole language approach based on her classroom activities and teaching methods.

the whole language approach to reading instruction is fundamentally different from more segmented approaches, such as phonics-based methods. in the whole language approach, reading is viewed as a natural process, similar to the acquisition of oral language. teachers who adopt this method do not focus solely on teaching phonics and decoding skills in isolation. instead, they emphasize the importance of understanding and making meaning from texts.

in mrs. mattuse's classroom, several key activities highlight her adherence to the whole language approach. firstly, her daily read-aloud sessions expose students to fluent reading and help them appreciate the rhythm and flow of language. this exposure not only enhances listening skills but also introduces students to new vocabulary and complex sentence structures in a meaningful context.

allowing time for silent reading encourages students to engage personally with texts, fostering a love for reading and an individual exploration of literature. this practice supports the whole language philosophy that reading should be a self-motivated, enjoyable, and meaningful activity.

by presenting students with literature and patterned stories, mrs. mattuse gives them access to a variety of text types and genres. this exposure helps students understand different narrative structures and thematic elements, enhancing their ability to comprehend and interpret diverse materials. patterned stories, in particular, reinforce predictability in language, aiding in the natural acquisition of reading skills.

including journal writing as a component of the reading program is another hallmark of the whole language approach. writing in journals encourages reflective thinking and allows students to express personal insights, draw connections, and synthesize information. this activity not only improves writing skills but also deepens comprehension and promotes an integrated approach to language learning, where reading and writing complement and enhance each other.

overall, mrs. mattuse's integration of these activities aligns with the principles of the whole language approach, which posits that reading and writing should be meaningful, integrated, and rooted in real-life contexts. this approach advocates for a literacy-rich environment where students learn to view reading and writing as interconnected processes that are vital to communication and expression.