30 Jan Home Strategies for Carryover and Generalization for 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. Research recently conducted (Edall and Gildersleeve-Neumann 2011) found that the more production targets are practiced, the faster a child can acquire the target. the more production targets are practiced, the better the chance for generalization. A and B How often should a child practice speech targets? Once a week during therapy sessions. Once every other day. Ten minutes, once daily. Five minutes a day, at two different times. An appropriate response for a parent/caregiver to say when a child’s spontaneous production is unintelligible. “Say the word like I say it.” Repeat back what the child said as closely as possible and say earnestly, “I don’t know what “…..” means. Can you show me?” Change the topic. Favorite places for therapy with the least amount of distractions would be Restaurants Car rides Bathtub B and C A and C Homework should include Newly established words that are not consistently produced in therapy. Words that the child may not be able to produce, but are important to the child, e.g., their name. Words that are newly acquired that the child can produce with minimal effort. Benefit of Parent/Caregiver Involvement include Parents/Caregivers can use targets in daily routines to increase likelihood of their child carrying over the target. Improved self-esteem and motivation. Increased potential to achieve generalization of new sounds as a result of learning target words. All of the above. When practicing target words, Model using Baby talk. Overemphasize final sounds of target words to insure that the child does not delete the final sound in a word. Encourage controlled, slow movement. Encourage the child to speak in a normal rate, even if it is a bit fast. Which is not an example of Power Words Take turns by stating, “me, I do, I go.” Protesting by saying “I don’t want the blue one.” Making choices by stating “that one.” Requesting by stating “help, more, open.” An example of feedback using “knowledge of performance” is Good job. You said, “more.” I saw that you closed your lips and said “m!” Prosody activities for older children do not include: Reading plays appropriate for their age level. Reciting riddles and jokes. Board games. Targeting multisyllabic words through use of a thesaurus. 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. Research recently conducted (Edall and Gildersleeve-Neumann 2011) found that the more production targets are practiced, the faster a child can acquire the target. the more production targets are practiced, the better the chance for generalization. A and B How often should a child practice speech targets? Once a week during therapy sessions. Once every other day. Ten minutes, once daily. Five minutes a day, at two different times. An appropriate response for a parent/caregiver to say when a child’s spontaneous production is unintelligible. “Say the word like I say it.” Repeat back what the child said as closely as possible and say earnestly, “I don’t know what “…..” means. Can you show me?” Change the topic. Favorite places for therapy with the least amount of distractions would be Restaurants Car rides Bathtub B and C A and C Homework should include Newly established words that are not consistently produced in therapy. Words that the child may not be able to produce, but are important to the child, e.g., their name. Words that are newly acquired that the child can produce with minimal effort. Benefit of Parent/Caregiver Involvement include Parents/Caregivers can use targets in daily routines to increase likelihood of their child carrying over the target. Improved self-esteem and motivation. Increased potential to achieve generalization of new sounds as a result of learning target words. All of the above. When practicing target words, Model using Baby talk. Overemphasize final sounds of target words to insure that the child does not delete the final sound in a word. Encourage controlled, slow movement. Encourage the child to speak in a normal rate, even if it is a bit fast. Which is not an example of Power Words Take turns by stating, “me, I do, I go.” Protesting by saying “I don’t want the blue one.” Making choices by stating “that one.” Requesting by stating “help, more, open.” An example of feedback using “knowledge of performance” is Good job. You said, “more.” I saw that you closed your lips and said “m!” Prosody activities for older children do not include: Reading plays appropriate for their age level. Reciting riddles and jokes. Board games. Targeting multisyllabic words through use of a thesaurus. 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:
