MTTC 116 Exam Breakdown: Subareas, Weights & What to Expect

The MTTC 116 Emotional Impairment exam is a Michigan teacher certification test required for educators seeking the EI endorsement on their teaching certificate. If you are preparing for this exam — or simply trying to understand what it covers and how it works — this breakdown gives you every essential detail, from subarea weights and key competencies to scoring, registration, and what happens on test day.

Overview: What Is the MTTC 116?

The Michigan Test for Teacher Certification (MTTC) is a series of subject-area and professional exams administered by Pearson on behalf of the Michigan Department of Education (MDE). Test 116 is the subject-area exam for the Emotional Impairment (EI) endorsement, which authorizes Michigan educators to provide special education services to students with emotional impairments across all grade levels — early childhood through young adult.

The MTTC 116 assesses whether candidates have the foundational knowledge and applied skills to identify, evaluate, plan for, and teach students whose emotional and behavioral disorders adversely affect their educational performance. This includes knowledge of behavioral science, mental health literacy, special education law, trauma-informed practice, and evidence-based intervention.

Who Needs the MTTC 116?

You will need to pass the MTTC 116 if you are:

• Pursuing initial Michigan teacher certification with an Emotional Impairment endorsement
• Adding an EI endorsement to an existing Michigan teaching certificate
• Completing a special education preparation program that includes the EI endorsement area

Always verify specific certification requirements with the Michigan Department of Education or your preparation program, as endorsement pathways and prerequisite requirements vary by program and certificate type.

Exam Format

All 100 questions are scored multiple-choice items. There are no constructed-response or essay sections. Your raw score is converted to a scaled score on the 100–300 scale, with 220 representing the minimum passing score established by MDE.

Detailed Subarea Breakdown

The MTTC 116 is organized into four subareas. Each subarea covers a cluster of related competencies and carries a specific approximate percentage weight of the overall score.

Subarea I: Understanding Students with Emotional Impairment

Approximate weight: 22% (approximately 22 questions)

This subarea establishes the knowledge foundation that every EI educator must possess. It covers how emotional impairment is defined under both federal law (IDEA) and Michigan's Rules for Special Education (MARSE), the historical trajectory of EI education, and the nature and impact of emotional and behavioral disorders on student development and learning.

Key focus areas within this subarea:

• The definition of emotional impairment under MARSE and how it compares to IDEA's "emotional disturbance" category, including exclusionary clauses (social maladjustment, cultural differences, other disability categories)
• Types of emotional and behavioral disorders: internalizing conditions (anxiety disorders, depression, PTSD, selective mutism) and externalizing conditions (oppositional defiant disorder, conduct disorder, intermittent explosive disorder)
• Risk factors for EI, including adverse childhood experiences, family instability, poverty, trauma exposure, and biological predispositions
• How EI affects academic performance, social development, family functioning, and post-secondary outcomes
• Common co-occurring conditions: ADHD, specific learning disabilities, substance use disorders, and others
• Historical context: how schools have shifted from punitive and exclusionary practices toward trauma-informed, skills-based approaches

Subarea II: Assessment and IEP Development

Approximate weight: 18% (approximately 18 questions)

This subarea addresses the evaluation processes and individualized planning that are central to EI special education practice. It encompasses formal and informal behavioral and social-emotional assessment, eligibility determination, and the development of legally sound, educationally meaningful IEPs.

Key focus areas within this subarea:

• Eligibility criteria for EI under IDEA and MARSE, including the requirement that the emotional or behavioral disorder adversely affects educational performance
• Behavioral assessment tools: structured observation systems, behavior rating scales (completed by teachers and parents), direct observation and ABC recording methods
• Functional behavior assessment (FBA): purpose, steps, and how FBA data drives BIP development
• Identifying the four primary functions of behavior: escape/avoidance, attention, access to tangibles, and sensory
• Social-emotional and mental health assessments: self-report instruments, diagnostic interviews, strengths-based frameworks
• Writing present levels of academic achievement and functional performance (PLAAFP) statements that capture both behavioral and academic data
• Developing measurable annual goals targeting social-emotional, behavioral, and academic growth
• Behavior intervention plans: components, replacement behaviors, antecedent modifications, and consequence strategies
• Transition planning for students with EI: post-secondary goals in education, employment, and independent living; unique considerations for students whose behavioral needs affect workforce readiness

Subarea III: Teaching Students with Emotional Impairment

Approximate weight: 40% (approximately 40 questions)

This is the largest and most heavily weighted subarea — roughly 40 questions, or 40% of your total score, come from here. It covers the full scope of instructional and behavioral practice for EI educators, from classroom environment design and PBIS implementation to trauma-informed teaching, social-emotional learning, crisis prevention, and interagency collaboration.

Key focus areas within this subarea:

• PBIS framework: tier 1 universal supports (school-wide expectations, classroom routines, positive reinforcement systems), tier 2 targeted interventions (Check-In/Check-Out, social skills groups, structured mentoring), and tier 3 individualized intensive supports (individualized BIPs based on FBA)
• Trauma-informed practice: understanding how ACEs and chronic stress affect neurodevelopment and behavioral regulation; creating classroom environments characterized by safety, predictability, and positive relationships; co-regulation strategies before expecting self-regulation
• Social-emotional learning (SEL): evidence-based SEL curricula, teaching self-awareness and self-management, social decision-making, relationship skills, and responsible decision-making
• Cognitive-behavioral strategies: self-monitoring, cognitive restructuring, problem-solving instruction, relaxation techniques, and coping skill development
• Academic interventions: EI students frequently present with academic deficits; teachers must know how to address reading, writing, and math skill gaps alongside behavioral needs
• Crisis prevention and de-escalation: recognizing the stages of behavioral escalation, using non-threatening verbal and non-verbal communication, and knowing when to involve crisis teams or mental health professionals
• Continuum of placements: LRE decision-making for EI students, from inclusion with supports to self-contained classrooms, therapeutic day programs, and residential settings
• Interagency collaboration: connecting students and families with community mental health services, juvenile justice systems, substance abuse programs, and other external agencies
• Family engagement: culturally responsive communication with families, involving families in behavioral planning, and navigating the stigma that sometimes surrounds EI diagnoses

Subarea IV: Working in a Professional Environment

Approximate weight: 20% (approximately 20 questions)

The final subarea covers professional responsibilities, legal obligations, ethical practice, and collaboration. For EI educators specifically, this subarea addresses the unique challenges of working with students whose behaviors may bring them into conflict with school discipline systems — and the teacher's role in protecting students' educational rights in those situations.

Key focus areas within this subarea:

• IDEA and MARSE requirements: FAPE, LRE, procedural safeguards, parental rights, and nondiscriminatory evaluation
• Manifestation determination review (MDR): when it is required, the two-question legal test, and consequences when behavior is found to be a manifestation
• Discipline provisions under IDEA: the 10-day rule, interim alternative educational settings (IAES), and FAPE obligations during removal
• Professional ethics: confidentiality of student records, duty to report suspected abuse or neglect, obligations related to mental health disclosures
• Collaboration with general education teachers, administrators, paraprofessionals, school counselors, school psychologists, and outside mental health providers
• Professional sustainability: recognizing and managing secondary traumatic stress and compassion fatigue, which are occupational risks for EI educators
• Culturally responsive practice with EI students and families, including awareness of how race, socioeconomic status, and cultural background affect both EI diagnosis rates and how families engage with schools

Scoring System

Your MTTC 116 score is reported on a scale of 100 to 300. A score of 220 or higher constitutes a passing result. Score reports are typically available approximately six weeks after your test date and include a subarea-level performance breakdown — which is particularly useful if you need to retake the exam, as it identifies exactly where your preparation was strongest and weakest.

The scaled score is derived from your raw score through a process called equating, which accounts for slight variations in question difficulty across different test forms. This means your passing score requirement remains consistent at 220 regardless of which form of the exam you receive.

Registration and Scheduling

The MTTC 116 is administered through Pearson VUE. To register:

1. Create or log into your account at the Pearson VUE MTTC testing website
2. Select "MTTC 116: Emotional Impairment" from the exam list
3. Choose a testing center location and available appointment time
4. Pay the $129 registration fee
5. Receive your admission ticket and bring valid government-issued photo ID to your appointment

Testing centers are located throughout Michigan. Online proctored testing may also be available — check the Pearson VUE MTTC site for current options and availability. There is no eligibility requirement to sit for the MTTC 116, though most candidates take it during or after their special education preparation program.

What Happens on Test Day

The MTTC 116 is a computer-based test (CBT). On test day:

• Arrive at least 15 minutes before your scheduled appointment to allow time for check-in
• Bring one or two forms of valid identification (primary ID must include a photo and signature)
• Personal belongings, including phones, smart watches, and study materials, must be stored in a locker before you enter the testing room
• You will be provided scratch paper or a wipe-off board for notes
• The exam interface allows you to flag questions and return to them, so you can skip difficult items and come back
• You have 2 hours and 30 minutes for the exam itself, plus a brief tutorial period before the clock starts

Frequently Asked Questions

How long does it take to prepare for the MTTC 116?

Most candidates benefit from 4 to 6 weeks of structured preparation. Candidates who are already working in EI classrooms or who recently completed a special education graduate program may need less time. Those who are newer to EI content — especially behavioral science, PBIS, and federal special education law — may benefit from a full 6 weeks.

What if I do not pass on my first attempt?

Michigan allows retesting after a waiting period. Check the current Pearson VUE MTTC website for the most up-to-date retake policy. If you receive a score report, use the subarea breakdown to identify where you need the most additional preparation before retesting.

Is the MTTC 116 difficult?

The MTTC 116 is a challenging exam because it requires applied reasoning rather than simple recall. Most questions present realistic classroom or school scenarios and ask you to identify the most appropriate response. Candidates who prepare with scenario-based practice questions and full-length practice tests are significantly better positioned to pass than those who study only definitions and content outlines.

Can I use scratch paper during the exam?

Yes. The testing center will provide scratch paper or a dry-erase board. You may not bring your own materials into the testing room.

How to Prepare

Because the MTTC 116 covers a wide range of competencies — from behavioral science and mental health to special education law and instructional strategy — structured preparation is significantly more effective than broad reading without a plan. The most successful candidates:

• Prioritize Subarea III (approximately 40% of the exam) and spend the majority of their study time on it
• Master the FBA-to-BIP process thoroughly, including identifying behavioral functions from ABC data
• Learn the three-tier PBIS framework and understand what belongs at each tier
• Study IDEA's discipline provisions and manifestation determination carefully
• Use full-length practice tests to build pacing habits and expose knowledge gaps
• Allow 4 to 6 weeks of focused preparation before their scheduled test date

TeacherPreps.com offers a complete MTTC 116 preparation course with structured study guide lessons covering all competencies, a full practice test bank with detailed answer explanations, vocabulary flashcards for key EI terminology, and subarea-level progress tracking. You can also start for free with our free MTTC 116 study guide workbook, which covers Subareas I and II in full detail.

When you are ready to access the complete preparation course, explore our subscription plans — each plan includes access to all exams in our library, not just the MTTC 116.

Summary

The MTTC 116 Emotional Impairment exam is a 100-question, 150-minute computer-based certification test required for the Michigan EI teaching endorsement. It covers four subareas — Understanding Students with EI (22%), Assessment and IEP Development (18%), Teaching Students with EI (40%), and Working in a Professional Environment (20%) — and requires a passing scaled score of 220 on a 100–300 scale. Registration is through Pearson VUE at a cost of $129, and scores are reported approximately six weeks after testing. Focused, application-based preparation over 4 to 6 weeks, with particular emphasis on Subarea III, gives candidates the best chance of passing on their first attempt.

Ready to start preparing? Visit our MTTC 116 course page today.