30 Jan What If Its More When Cognitive and Learning Issues CoOccur with Childhood Apraxia of Speech Posted at 10:14h 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. If a child’s scores on a language test are similar to those on a cognitive test they do not need speech-language intervention. they are less likely to have behavior problems. they may still benefit from intervention for language skills. None A professional who has advanced training in understanding the connection between brain function and behavior is neuropsychologist. psychologist. speech-language pathologist. None The term “developmental delay” always includes indications of low IQ. is a general term that may refer to only one area of slow development. is equal to and interchangeable with the term “global delay.” None In children with CAS and additional developmental, intellectual, or physical delays a neurologic cause can almost always be identified. we expect similar degrees of delay across domains. there is not always an identifiable neurologic or genetic cause. None Tests of nonverbal reasoning are helpful for understanding a child’s profile of strengths and weaknesses. are useful because they completely control for issues related to verbal skill. control for problems related to fine motor skill as well as language. None A child who is identified with cognitive disability will have impairments in conceptual knowledge, handwriting, and social skills. will have impairments in conceptual knowledge, social skills, and self-management skills. will have impairments in vocabulary, conceptual knowledge, and nonverbal reasoning. None The severity of developmental delay or intellectual disability is influenced only by factors internal to the child (e.g., genetic, physiologic). can only be influenced by factors external to the child (e.g., environmental stimulation, education) can be influenced by factors both internal and external to the child. None Intervention for a child with cognitive or learning disability should be a simplified version of the regular curriculum. needs to be individualized based on that child’s profile of strengths and weaknesses. will usually require removal from the mainstream classroom for most of the day. None Cognitive referencing means comparing standard scores on tests of academic or language skill with standard scores on an IQ test. comparing a child with learning difficulties to peers. expecting a child who doesn’t speak well to have a lower IQ than peers. None Accommodations and modifications are only for children with severe cognitive or learning problems. require involvement of a special education teacher. can often be implemented without significant cost or physical changes in the classroom. 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. Please choose the one best answer. If a child’s scores on a language test are similar to those on a cognitive test they do not need speech-language intervention. they are less likely to have behavior problems. they may still benefit from intervention for language skills. None A professional who has advanced training in understanding the connection between brain function and behavior is neuropsychologist. psychologist. speech-language pathologist. None The term “developmental delay” always includes indications of low IQ. is a general term that may refer to only one area of slow development. is equal to and interchangeable with the term “global delay.” None In children with CAS and additional developmental, intellectual, or physical delays a neurologic cause can almost always be identified. we expect similar degrees of delay across domains. there is not always an identifiable neurologic or genetic cause. None Tests of nonverbal reasoning are helpful for understanding a child’s profile of strengths and weaknesses. are useful because they completely control for issues related to verbal skill. control for problems related to fine motor skill as well as language. None A child who is identified with cognitive disability will have impairments in conceptual knowledge, handwriting, and social skills. will have impairments in conceptual knowledge, social skills, and self-management skills. will have impairments in vocabulary, conceptual knowledge, and nonverbal reasoning. None The severity of developmental delay or intellectual disability is influenced only by factors internal to the child (e.g., genetic, physiologic). can only be influenced by factors external to the child (e.g., environmental stimulation, education) can be influenced by factors both internal and external to the child. None Intervention for a child with cognitive or learning disability should be a simplified version of the regular curriculum. needs to be individualized based on that child’s profile of strengths and weaknesses. will usually require removal from the mainstream classroom for most of the day. None Cognitive referencing means comparing standard scores on tests of academic or language skill with standard scores on an IQ test. comparing a child with learning difficulties to peers. expecting a child who doesn’t speak well to have a lower IQ than peers. None Accommodations and modifications are only for children with severe cognitive or learning problems. require involvement of a special education teacher. can often be implemented without significant cost or physical changes in the classroom. 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:
