30 Jan Addressing the Ongoing Communication Challenges of Adolescents with Childhood Apraxia of Speech Posted at 10:15h 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. Choose the one best answer. Which of the following statements is true: Adolescents are never motivated to improve their speech. Adolescents with CAS may still be able to make meaningful gains in their motor speech skills with treatment targeted to address those needs. By the time a child has reached adolescence, they are too old to make meaningful gains in their motor speech skills. It is preferable for adolescents with CAS to work on using AAC instead of improving their motor speech skills. Adolescents with CAS may continue to demonstrate difficulty with: Vowel distortions Prosody Acquisition of later developing phonemes All of the above One role of prosody in communication is to vary tone of voice: To improve fluency of speech productions. To establish a complete consonant and vowel repertoire. To convey mood, feeling, sarcasm, or irony. To facilitate better vocal quality. Helping a child learn to determine where natural pause breaks occur in sentences supports the child’s use of: Juncture Intonation Contrastive stress Lexical stress The following word pairs may be appropriate targets for a child who tends toadd voicing to voiceless consonants in the initial position of syllables: peak/teak, pail/tail, pin/tin mail/nail, me/knee, mice/nice can/man, kiss/miss, kind/mind cold/gold, coat/goat, cave/gave Forward chaining and backward chaining are strategies that may help facilitate production of: Vocal intonation. Multisyllabic words. Consonant clusters. (b) and (c) Words and sentences that incorporate both the child’s target phoneme (such as /r/) and thesubstituted phoneme (e.g., words that contain both /r/ and /w/) should be: Introduced early on in articulation therapy. Avoided altogether in articulation therapy. Introduced after the target phoneme /r/ is well‐established. None of the above. Generalization can be facilitated by: Varying the treatment context Fading clinician cueing Introducing various types of distractions during practice activities All of the above Ultrasound biofeedback may be a beneficial tool to support attainment of: Lingual consonants Labial consonants Improved vocal quality for individuals with hoarse or breathy voices Prosody Charlie is a 20‐year old male with severe CAS whose connected speech continues to be highly unintelligible. In a recent evaluation, Charlie demonstrated the following speech challenges:significant distortion of the vowels /i/, /u/, and /o/lateral lisp of /s/ and /z/addition of a loud schwa (uh) following stop consonants at the end of words (e.g., “hottuh” for hot)/w/ for /r/ substitution (and not stimulable for /r/), but otherwise a full consonant repertoireomission of many medial and final consonants in connected speechoverall slow rate of speechconsonant cluster reduction (initial and final)limited awareness of occurrences of communicative breakdownsWhich speech targets may be appropriate to address in the next 6 months in speech therapy sessions? a. Increasing rate of speech; Reducing lateral lisp of /s/ and /z/; Supporting stimulability for /r/ b. Increasing accuracy of distorted vowels; Reducing omission of medial and final consonants; Reducing inclusion of loud schwa following final plosive consonants c. Improving intelligibility of functional phrases and sentences; Reducing cluster reduction; Increasing awareness of times when his communicative partners cannot understand his speech d. (b) and (c) above 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. Choose the one best answer. Which of the following statements is true: Adolescents are never motivated to improve their speech. Adolescents with CAS may still be able to make meaningful gains in their motor speech skills with treatment targeted to address those needs. By the time a child has reached adolescence, they are too old to make meaningful gains in their motor speech skills. It is preferable for adolescents with CAS to work on using AAC instead of improving their motor speech skills. Adolescents with CAS may continue to demonstrate difficulty with: Vowel distortions Prosody Acquisition of later developing phonemes All of the above One role of prosody in communication is to vary tone of voice: To improve fluency of speech productions. To establish a complete consonant and vowel repertoire. To convey mood, feeling, sarcasm, or irony. To facilitate better vocal quality. Helping a child learn to determine where natural pause breaks occur in sentences supports the child’s use of: Juncture Intonation Contrastive stress Lexical stress The following word pairs may be appropriate targets for a child who tends toadd voicing to voiceless consonants in the initial position of syllables: peak/teak, pail/tail, pin/tin mail/nail, me/knee, mice/nice can/man, kiss/miss, kind/mind cold/gold, coat/goat, cave/gave Forward chaining and backward chaining are strategies that may help facilitate production of: Vocal intonation. Multisyllabic words. Consonant clusters. (b) and (c) Words and sentences that incorporate both the child’s target phoneme (such as /r/) and thesubstituted phoneme (e.g., words that contain both /r/ and /w/) should be: Introduced early on in articulation therapy. Avoided altogether in articulation therapy. Introduced after the target phoneme /r/ is well‐established. None of the above. Generalization can be facilitated by: Varying the treatment context Fading clinician cueing Introducing various types of distractions during practice activities All of the above Ultrasound biofeedback may be a beneficial tool to support attainment of: Lingual consonants Labial consonants Improved vocal quality for individuals with hoarse or breathy voices Prosody Charlie is a 20‐year old male with severe CAS whose connected speech continues to be highly unintelligible. In a recent evaluation, Charlie demonstrated the following speech challenges:significant distortion of the vowels /i/, /u/, and /o/lateral lisp of /s/ and /z/addition of a loud schwa (uh) following stop consonants at the end of words (e.g., “hottuh” for hot)/w/ for /r/ substitution (and not stimulable for /r/), but otherwise a full consonant repertoireomission of many medial and final consonants in connected speechoverall slow rate of speechconsonant cluster reduction (initial and final)limited awareness of occurrences of communicative breakdownsWhich speech targets may be appropriate to address in the next 6 months in speech therapy sessions? a. Increasing rate of speech; Reducing lateral lisp of /s/ and /z/; Supporting stimulability for /r/ b. Increasing accuracy of distorted vowels; Reducing omission of medial and final consonants; Reducing inclusion of loud schwa following final plosive consonants c. Improving intelligibility of functional phrases and sentences; Reducing cluster reduction; Increasing awareness of times when his communicative partners cannot understand his speech d. (b) and (c) above 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:
