30 Jan Are We There Yet? Keeping Data So You Know 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. Data relating to progress is important for: Establishing progress relative to baseline Demonstrating that treatment is working Considering whether modification of treatment is needed All of the above None Scores on a standardized test Are the quickest and best way to show progress Are not the best way to measure progress due to limited information collected Are rarely influenced by repeated administration Usually have a strong correlation to functional changes None When using a standardized test You can assume that the scores will be similar regardless of which test you have administered Missed items make good goals so you can “teach to the test” You can make observations of behavior that can inform your interpretation of scores You should always use age equivalent scores None Performance on informal measures Can be especially informative if based on local norms Are not easily adapted to children with different levels of severity Are limited in that only descriptive information is collected Do not capture small increments of change None Documentation of progress Is important mainly in schools as part of the IEP process Is important mainly in healthcare due to insurer oversight and rules Is important mainly as a component of completing paperwork in both school and healthcare settings Is good clinical practice regardless of setting or requirements None Documenting progress in treatment for CAS Should include consideration of movement sequences vs isolated sounds Is most efficient when groups of targets are considered together vs looking at single targets individually Doesn’t need to include documentation of generalization, since that is an expected outcome Should be done less frequently because progress is typically None For children with CAS Progress may be slow at first for severe children, but increments of change should be noted within the first few sessions Progress is expected to be slow at first, so data collection should wait until the child has been in therapy for a few months Progress will always be slow, which is why it is so important to keep data The best way to document progress is to re-administer a motor speech exam None When taking data for children with CAS Always use the child’s accuracy in imitation of a model as the target Always use the child’s accuracy in delayed imitation as the target Always count accuracy of a specific word as the target Always consider the child’s level of skill and progress in deciding what target syllables or sequences to chart None Reporting of progress for goals Must always be done as percentage correct May include descriptive terms or ratings in addition to number scores or percentages Should be done the same way from the start of therapy until dismissal Is most important as a way to satisfy paperwork requirements None Data relating to progress Should be recorded at every single session Should be recorded twice per year for children on IEPs and every 90 days for children on insurance coverage Should be recorded frequently so it can be used to guide intervention Should be reported on graphs so rate of progress is easy to see 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. Choose the one best answer. Data relating to progress is important for: Establishing progress relative to baseline Demonstrating that treatment is working Considering whether modification of treatment is needed All of the above None Scores on a standardized test Are the quickest and best way to show progress Are not the best way to measure progress due to limited information collected Are rarely influenced by repeated administration Usually have a strong correlation to functional changes None When using a standardized test You can assume that the scores will be similar regardless of which test you have administered Missed items make good goals so you can “teach to the test” You can make observations of behavior that can inform your interpretation of scores You should always use age equivalent scores None Performance on informal measures Can be especially informative if based on local norms Are not easily adapted to children with different levels of severity Are limited in that only descriptive information is collected Do not capture small increments of change None Documentation of progress Is important mainly in schools as part of the IEP process Is important mainly in healthcare due to insurer oversight and rules Is important mainly as a component of completing paperwork in both school and healthcare settings Is good clinical practice regardless of setting or requirements None Documenting progress in treatment for CAS Should include consideration of movement sequences vs isolated sounds Is most efficient when groups of targets are considered together vs looking at single targets individually Doesn’t need to include documentation of generalization, since that is an expected outcome Should be done less frequently because progress is typically None For children with CAS Progress may be slow at first for severe children, but increments of change should be noted within the first few sessions Progress is expected to be slow at first, so data collection should wait until the child has been in therapy for a few months Progress will always be slow, which is why it is so important to keep data The best way to document progress is to re-administer a motor speech exam None When taking data for children with CAS Always use the child’s accuracy in imitation of a model as the target Always use the child’s accuracy in delayed imitation as the target Always count accuracy of a specific word as the target Always consider the child’s level of skill and progress in deciding what target syllables or sequences to chart None Reporting of progress for goals Must always be done as percentage correct May include descriptive terms or ratings in addition to number scores or percentages Should be done the same way from the start of therapy until dismissal Is most important as a way to satisfy paperwork requirements None Data relating to progress Should be recorded at every single session Should be recorded twice per year for children on IEPs and every 90 days for children on insurance coverage Should be recorded frequently so it can be used to guide intervention Should be reported on graphs so rate of progress is easy to see 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:
