12 Nov Stuttering, Disfluency, and Childhood Apraxia of Speech Posted at 11:18h in by apraxiaadmin Thank you for watching this course! You are about to begin the quiz to submit for ASHA CEUs. Following the quiz, you will be able to see your score. Please note that only those participants who follow the instructions correctly and completely will have their course information submitted to the ASHA CE Registry. For questions about the ASHA CE Registry, visit https://www.asha.org/ce/faqs/. Course completion includes: (1) Viewing the full webinar video (2) Passing the associated quiz at 80% or better and (3) Completing the Course Evaluation. Please visit our Webinar FAQ for more information. Multiple Choice: Select the one best answer One potential reason why children with CAS may become disfluent is: a. Overload of the speech motor system b. Word retrieval struggle c. Both a & b None Which statement was supported by this webinar? a. Children with CAS only become disfluent when there is a family history of stuttering. b. Speech disfluency can occur at any point in time during the course of therapy. c. There is never reason to suspect that children with apraxia can also experience “true” stuttering. None A strategy discussed to respond to speech disfluency is: a. Panic! b. Pay attention to, monitor, and alter if needed adult rate of speech. c. Refer immediately to a stuttering specialist. None Two different strategies that can be useful for “older” children include: a. Phrased Speech and Build-A-Sentence b. Turtle Talking and Speech Warm-Ups c. Negative Practice and Speech Warm-Ups None Three types of speech disfluency are: a. Repetition, Relocation, and Reflection b. Repetition, Prolongation, and Cancellation c. Repetition, Prolongation, and Blocking None If a child is experiencing disfluency and speech sound distortions: a. You should always stop the focus on speech sounds and just address the disfluency. b. You can address both, with the caution that working on the sounds may create more tension that results in increased disfluency. c. Neither of the above. None A reason NOT to panic when disfluencies emerge is: a. Many children with CAS will move through this phase and not have a long term struggle with disfluency. b. It can create increased tension if the child perceives that the therapist and/or parent is deeply concerned about the speech disfluency. c. Both of the above None Throughout the course of therapy for children with CAS and especially when they are experiencing speech disfluency: a. Acknowledge the feelings of frustration and challenge. b. Never talk about the disfluency for fear that it may make it worse. c. Only address one symptom at a time. None One incorrect reason for informing teachers about the speech disfluency is: a. It increases the likelihood of worsening stuttering at preschool or school. b. It helps to facilitate appropriate supportive responses. c. It reinforces that the teacher is an important part of the “team.” None If there is a family history of stuttering: a. Ignore the disfluency and hope it goes away. b. Be extra mindful of the potential long term struggles with disfluency and consider a referral to a stuttering specialist if disfluency persists. c. It does not make a difference in how you should respond. None Time's up Thank you for watching this course! You are about to begin the quiz to submit for ASHA CEUs. Following the quiz, you will be able to see your score. Please note that only those participants who follow the instructions correctly and completely will have their course information submitted to the ASHA CE Registry. For questions about the ASHA CE Registry, visit https://www.asha.org/ce/faqs/. Course completion includes: (1) Viewing the full webinar video (2) Passing the associated quiz at 80% or better and (3) Completing the Course Evaluation. Please visit our Webinar FAQ for more information. Multiple Choice: Select the one best answer One potential reason why children with CAS may become disfluent is: a. Overload of the speech motor system b. Word retrieval struggle c. Both a & b None Which statement was supported by this webinar? a. Children with CAS only become disfluent when there is a family history of stuttering. b. Speech disfluency can occur at any point in time during the course of therapy. c. There is never reason to suspect that children with apraxia can also experience “true” stuttering. None A strategy discussed to respond to speech disfluency is: a. Panic! b. Pay attention to, monitor, and alter if needed adult rate of speech. c. Refer immediately to a stuttering specialist. None Two different strategies that can be useful for “older” children include: a. Phrased Speech and Build-A-Sentence b. Turtle Talking and Speech Warm-Ups c. Negative Practice and Speech Warm-Ups None Three types of speech disfluency are: a. Repetition, Relocation, and Reflection b. Repetition, Prolongation, and Cancellation c. Repetition, Prolongation, and Blocking None If a child is experiencing disfluency and speech sound distortions: a. You should always stop the focus on speech sounds and just address the disfluency. b. You can address both, with the caution that working on the sounds may create more tension that results in increased disfluency. c. Neither of the above. None A reason NOT to panic when disfluencies emerge is: a. Many children with CAS will move through this phase and not have a long term struggle with disfluency. b. It can create increased tension if the child perceives that the therapist and/or parent is deeply concerned about the speech disfluency. c. Both of the above None Throughout the course of therapy for children with CAS and especially when they are experiencing speech disfluency: a. Acknowledge the feelings of frustration and challenge. b. Never talk about the disfluency for fear that it may make it worse. c. Only address one symptom at a time. None One incorrect reason for informing teachers about the speech disfluency is: a. It increases the likelihood of worsening stuttering at preschool or school. b. It helps to facilitate appropriate supportive responses. c. It reinforces that the teacher is an important part of the “team.” None If there is a family history of stuttering: a. Ignore the disfluency and hope it goes away. b. Be extra mindful of the potential long term struggles with disfluency and consider a referral to a stuttering specialist if disfluency persists. c. It does not make a difference in how you should respond. None Time's up Credentials: Hours of Operation: Treatment locations: Address: , Phone: Email: Overall Treatment Approach: Percent of CAS cases: Parent Involvement: Community Involvement: Professional consultation/collaboration: Min Age Treated: Max Age Treated: Insurance Accepted:
