The Special Education: Emotional Disability test measures your knowledge according to the Arizona Academic Standards. Success on the test indicates that you are qualified to teach this subject in Arizona public schools. The test content is drawn from four subareas based on AEPA learning objectives: Understanding Students with Emotional Disabilities (24% of the test); Assessing Students and Developing Individualized Education Programs (19%); Promoting Student Development and Learning (38%); and Working in a Collaborative Learning Community (19%).
Test-takers should know basic information within these subareas. For example, the first subarea requires knowledge of emotional disabilities and how they relate to educational psychology, learning, human development, and adult life roles. Test-takers should know methods of identifying, evaluating, and assessing students with emotional disabilities, as well as procedures and goals relevant for education programs for such students. The test measures knowledge of behavioral management for students with emotional disabilities and how to promote important skills (social, communication, problem-solving, etc.) and improve the transition from school to adult life. Finally, the test covers establishing partnerships within schools and outside them, in addition to the history, philosophy, roles, and legal and ethical issues of special education.
AEPA Special Education: Emotional Disability Practice Questions
Special Education: Emotional Disability
1. What is the name of the drug given to alcoholics that creates nausea and other negative symptoms when alcohol is consumed?
2. An individual with an inconstant self-image and an inability to maintain consistent relationships may be suffering from _____.
A: suicidal fixation disorder
B: marginal personality disorder
C: antisocial personality disorder
D: borderline personality disorder
3. Which piece of legislation encouraged special educators to assess their students alongside the general school population?
A: Americans with Disabilities Act
B: Individuals with Disabilities Education Act
C: No Child Left Behind Act
D: Rehabilitation Act
4. Which of the following is NOT included in a typical IEP?
A: summary of current academic standing
B: description of course content
C: assessment goals
D: the program of services to be delivered
5. The clinical term for having suicidal thoughts is _____.
A: suicidal deviation
B: suicidal delusion
C: suicidal ideation
D: suicidal cognition
1. D. Antabuse works by preventing the body from metabolizing alcohol and thereby inducing hangover-like symptoms.
2. D. Individuals with borderline personality disorder have wild mood swings and are generally unable to maintain consistent patterns of behavior.
3. C. The NCLB Act of 2001 mandated that at most 1% of a school population could be provided with alternative testing arrangements.
4. B. The full description of course content (commonly referred to as the syllabus) is typically included in separate documents.
5. C. Individuals with suicidal ideation should be referred to a doctor immediately.