30 Jan Getting Unstuck_ Strategies for Making Progress in the Treatment of 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. Please choose the one best answer. Primary long-term goals for CAS include: flexibility automaticity self-advocacy all of the above Automaticity is facilitated by focus on the articulators. True False For children with CAS, increases in multimodal stimulation consistently result inincreases in speech output. True False In the long run, most children benefit the most from: variable, constant practice variable, random practice constant, blocked practice constant, random practice With respect to complexity: children with SSD always generalize from complex to simpler targets children with SSD never generalize from simpler to complex targets children with CAS are difficult to predict it’s inappropriate to mix targets of different complexity levels within a session The nature of the response is varied in which therapy method: PROMPT ReST Dynamic Temporal & Tactile Cueing almost every therapy method An advantage of nonsense words is: they don’t have pre-existing motor plans they can be used in functional contexts they increase the child’s expressive vocabulary they are “frozen” Some types of feedback can encourage the child to develop his/her own internalfeedback system, such as: continuous delayed explicit negative Which of the following is an example of “knowledge of results” feedback: “Oh, your favorite planet is Mars. I like Jupiter.” “I could see your tongue between your teeth that time.” “Good job. You put the ending on the word.” “You’re trying so hard. Here’s a sticker.” Receptive tasks: are not appropriate for motor speech disorders should always be multi-modal may lay the groundwork for production tasks lead to better generalization in the long run 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. Please choose the one best answer. Primary long-term goals for CAS include: flexibility automaticity self-advocacy all of the above Automaticity is facilitated by focus on the articulators. True False For children with CAS, increases in multimodal stimulation consistently result inincreases in speech output. True False In the long run, most children benefit the most from: variable, constant practice variable, random practice constant, blocked practice constant, random practice With respect to complexity: children with SSD always generalize from complex to simpler targets children with SSD never generalize from simpler to complex targets children with CAS are difficult to predict it’s inappropriate to mix targets of different complexity levels within a session The nature of the response is varied in which therapy method: PROMPT ReST Dynamic Temporal & Tactile Cueing almost every therapy method An advantage of nonsense words is: they don’t have pre-existing motor plans they can be used in functional contexts they increase the child’s expressive vocabulary they are “frozen” Some types of feedback can encourage the child to develop his/her own internalfeedback system, such as: continuous delayed explicit negative Which of the following is an example of “knowledge of results” feedback: “Oh, your favorite planet is Mars. I like Jupiter.” “I could see your tongue between your teeth that time.” “Good job. You put the ending on the word.” “You’re trying so hard. Here’s a sticker.” Receptive tasks: are not appropriate for motor speech disorders should always be multi-modal may lay the groundwork for production tasks lead to better generalization in the long run 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:
