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MTTC Cognitive Impairment (056) Practice Tests & Test Prep by Exam Edge - Topics



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Understanding what is on the MTTC Cognitive Impairment exam is crucial step in preparing for the exam. You will need to have an understanding of the testing domain (topics covered) to be sure you are studying the correct information.

  • Directs your study efforts toward the most relevant areas.
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There is no doubt that this is a strategic step in achieving certification and advancing your career.

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MTTC Cognitive Impairment Exam Blueprint

Understanding the exact breakdown of the MTTC Cognitive Impairment test will help you know what to expect and how to most effectively prepare. The MTTC Cognitive Impairment has 100 multiple-choice questions The exam will be broken down into the sections below:

MTTC Cognitive Impairment Exam Blueprint
Domain Name % Number of
Questions
Understanding Students with Cognitive Impairments 13% 13
Assessing Students with Cognitive Impairments and Developing Individualized Programs 20% 20
Promoting Development and Learning in Students with Cognitive Impairments 47% 47
Working in the Professional Environment 20% 20

MTTC Cognitive Impairment - Exam Topics Sample Questions

Cole, a sixth-grade student with ADHD, is not happy with his grade and is loudly communicating that to his teacher.  What is the best action for the teacher to take? 

Correct Answer:
explain to the student what he got incorrect and how to prevent the same mistakes in the future
when dealing with a situation where cole, a sixth-grade student with adhd, is vocally unhappy about his grade, the teacher should prioritize a response that not only addresses the immediate issue but also provides a foundation for future improvement and learning. the ideal action for the teacher in this scenario is to clearly explain to cole what mistakes he made and how he can avoid them in the future. this approach not only helps cole understand the specific areas where he needs improvement but also equips him with the knowledge and strategies to potentially enhance his performance in subsequent assignments.

it is crucial for educators, especially those working with students who have adhd, to engage in direct and constructive feedback. by explaining the specific errors and the reasons why they are incorrect, the teacher provides targeted guidance that can have a lasting impact on the student's learning process. this method helps in making the feedback tangible and actionable for cole, who may require clear and concise instructions due to his adhd.

offering cole a regrade or an immediate retake of the assignment might seem like a quick fix, but it does not necessarily contribute to his learning or address the root cause of the mistakes. furthermore, such actions could set a precedent that may be perceived as unfair by other students, potentially leading to classroom management issues and a sense of inequality.

lastly, it's important to note that students with adhd often benefit from knowing that there are additional opportunities for improvement. while this assurance is beneficial, it should not replace the immediate need for specific feedback. the teacher should balance future assurances with current educational interventions. this balanced approach not only aids in managing expectations but also fosters an environment of growth and continuous improvement, which is essential for all students, particularly those with learning difficulties like adhd.