14 Sep CAS Goals for Older Students Posted at 12:14h 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. Multiple Choice: Select the one best answer 1. Which one of the types of cueing below is uniquely emphasized in therapy for childhood apraxia of speech (CAS)? a. Auditory b. Fading of cues c. Simultaneous production d. Mirror work None 2. Which word below is considered to be higher level vocabulary to use once the child has mastered functional language? a. Put b. Beautiful c. Lady d. Big None 3. Which is true about the difficulty of three syllable words? a. They are all the same level of difficulty. b. They are not usually an issue for the student with CAS. c. The more consonant clusters that are present, the harder the word is to produce. None 4. Which of the below contributes to poor intelligibility of the older student with CAS? a. Disjointed coarticulation b. Talking with more than one other person c. Lingering consonantal errors d. Lingering vowel errors e. All of the above f. a, c, and d None 5. When should a therapist start to work on coarticulation with a child with CAS? a. As soon as the child can put more than one sound together b. When the child begins working on 2 syllable words c. When the child begins working on multi-syllable words d. When the child begins working on short phrases None 6. Which statement is true? a. Disjointed coarticulation is not an issue for students with CAS b. Coarticulation only occurs within words, not between them. c. Vowel-to-Vowel, Consonant-to-Vowel, and Consonant-to-Consonant are all types of coarticulation both within and between words. None 7. Which of the following is true? a. Consonant clusters only occur in the initial position of a word. b. Consonant clusters only occur in the final position of a word. c. Consonant clusters occur initially, medially, and finally in words. None 8. Which word/phrase is an example of a consonant changing voicing when it is coarticulated? a. Horseshoe b. I have to c. Birthday d. I get it None 9. True/False: a child with CAS often will have lingering vowel errors that need remediation throughout the treatment. a. True b. False None 10. Which would be the easiest word to start with in order to target grammatical morphemes of past tense? a. Cooked b. Tried c. Went d. Called 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. Multiple Choice: Select the one best answer 1. Which one of the types of cueing below is uniquely emphasized in therapy for childhood apraxia of speech (CAS)? a. Auditory b. Fading of cues c. Simultaneous production d. Mirror work None 2. Which word below is considered to be higher level vocabulary to use once the child has mastered functional language? a. Put b. Beautiful c. Lady d. Big None 3. Which is true about the difficulty of three syllable words? a. They are all the same level of difficulty. b. They are not usually an issue for the student with CAS. c. The more consonant clusters that are present, the harder the word is to produce. None 4. Which of the below contributes to poor intelligibility of the older student with CAS? a. Disjointed coarticulation b. Talking with more than one other person c. Lingering consonantal errors d. Lingering vowel errors e. All of the above f. a, c, and d None 5. When should a therapist start to work on coarticulation with a child with CAS? a. As soon as the child can put more than one sound together b. When the child begins working on 2 syllable words c. When the child begins working on multi-syllable words d. When the child begins working on short phrases None 6. Which statement is true? a. Disjointed coarticulation is not an issue for students with CAS b. Coarticulation only occurs within words, not between them. c. Vowel-to-Vowel, Consonant-to-Vowel, and Consonant-to-Consonant are all types of coarticulation both within and between words. None 7. Which of the following is true? a. Consonant clusters only occur in the initial position of a word. b. Consonant clusters only occur in the final position of a word. c. Consonant clusters occur initially, medially, and finally in words. None 8. Which word/phrase is an example of a consonant changing voicing when it is coarticulated? a. Horseshoe b. I have to c. Birthday d. I get it None 9. True/False: a child with CAS often will have lingering vowel errors that need remediation throughout the treatment. a. True b. False None 10. Which would be the easiest word to start with in order to target grammatical morphemes of past tense? a. Cooked b. Tried c. Went d. Called 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:
