Addressing the Ongoing Communication Challenges of Adolescents with Childhood Apraxia of Speech

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 with CAS may continue to demonstrate difficulty with:
One role of prosody in communication is to vary tone of voice:
Helping a child learn to determine where natural pause breaks occur in sentences supports the child’s use of:
The following word pairs may be appropriate targets for a child who tends to
add voicing to voiceless consonants in the initial position of syllables:
Forward chaining and backward chaining are strategies that may help facilitate production of:
Words and sentences that incorporate both the child’s target phoneme (such as /r/) and the
substituted phoneme (e.g., words that contain both /r/ and /w/) should be:
Generalization can be facilitated by:
Ultrasound biofeedback may be a beneficial tool to support attainment of:
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 repertoire

omission of many medial and final consonants in connected speech

overall slow rate of speech

consonant cluster reduction (initial and final)

limited awareness of occurrences of communicative breakdowns



Which speech targets may be appropriate to address in the next 6 months in speech therapy sessions?

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 with CAS may continue to demonstrate difficulty with:
One role of prosody in communication is to vary tone of voice:
Helping a child learn to determine where natural pause breaks occur in sentences supports the child’s use of:
The following word pairs may be appropriate targets for a child who tends to
add voicing to voiceless consonants in the initial position of syllables:
Forward chaining and backward chaining are strategies that may help facilitate production of:
Words and sentences that incorporate both the child’s target phoneme (such as /r/) and the
substituted phoneme (e.g., words that contain both /r/ and /w/) should be:
Generalization can be facilitated by:
Ultrasound biofeedback may be a beneficial tool to support attainment of:
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 repertoire

omission of many medial and final consonants in connected speech

overall slow rate of speech

consonant cluster reduction (initial and final)

limited awareness of occurrences of communicative breakdowns



Which speech targets may be appropriate to address in the next 6 months in speech therapy sessions?


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: