The CDT (Certified in Disability and Trauma) credential validates expertise in trauma-informed approaches to disability support. Candidates are tested on their ability to recognize trauma's role in disability care, apply evidence-based interventions, and meet legal and ethical obligations when working with vulnerable populations.
Use this free CDT practice test PDF to study offline. The questions below mirror the domains covered on the CDT certification examination — from trauma theory and disability models to behavioral support strategies and mandated reporting.
The CDT examination draws on six core trauma-informed care principles — safety, trustworthiness, peer support, collaboration, empowerment, and cultural sensitivity. Understanding how each principle applies in disability settings is essential for passing the exam and for effective practice.
Two competing models of disability appear throughout CDT exam content. The medical model frames disability as a deficit requiring treatment or cure. The social model frames disability as a mismatch between an individual and their environment, shifting focus to systemic barriers rather than individual pathology. CDT candidates must understand both frameworks and recognize their implications for care planning.
TBI is a high-weight topic on the CDT exam. Candidates are expected to identify cognitive sequelae (memory impairment, executive dysfunction, attention deficits), emotional sequelae (mood dysregulation, irritability, depression), and physical sequelae (fatigue, chronic pain, motor deficits). Communication strategies for TBI clients — including concrete language, repetition, written supports, and reduced cognitive load — are frequently tested. Care plan accommodations for TBI must address these sequelae directly.
The intersection of complex trauma and developmental disability is a growing area in CDT content. Individuals with developmental disabilities experience abuse and neglect at far higher rates than the general population, and trauma histories can significantly complicate behavioral presentation. CDT candidates must recognize trauma-triggered behaviors and distinguish them from disability-related behaviors.
Two trauma screening tools appear consistently in CDT exam questions. The PCL-5 (PTSD Checklist for DSM-5) is a 20-item self-report measure for PTSD symptom severity. The PC-PTSD-5 (Primary Care PTSD Screen for DSM-5) is a brief 5-item screen designed for primary care settings. Candidates should know when each tool is appropriate, their administration requirements, and their scoring thresholds.
Behavioral support strategies for trauma-triggered behaviors include structured de-escalation protocols, sensory-based approaches (weighted blankets, quiet spaces, proprioceptive input), and careful avoidance of practices that re-traumatize clients — such as physical restraint, isolation, or confrontational approaches. CDT candidates are also tested on mandated reporting obligations specific to individuals with disabilities, including recognizing signs of abuse, neglect, and exploitation, and the reporting chain required under applicable state and federal law.
Print the PDF and work through each question without looking at the answer key first. Time yourself to simulate exam conditions — most CDT candidates report that time management is a significant factor. After completing all questions, review every answer explanation carefully, especially for questions you answered correctly by guessing. Understanding why an answer is correct reinforces the underlying principle and prepares you for differently worded questions on the actual exam.
Focus extra review time on the behavioral support and trauma screening sections, which tend to carry high question weight. Cross-reference your weak areas with the CDT competency framework and revisit those topics in your study materials before re-testing.