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Question 1 of 21
1. Question
Are you a member of AOTA?
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Question 2 of 21
2. Question
What is your profession?
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Question 3 of 21
3. Question
Would you like to see more presentations by these authors?
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Question 4 of 21
4. Question
This activity was a self-study article. On a scale of 1 (not at all) to 5 (very well) how well did this format meet your needs?
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Question 5 of 21
5. Question
Please let us know if there are other topics you would be interested in
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This response will be reviewed and graded after submission.
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Question 6 of 21
6. Question
Any feedback you could provide us to better help improve our educational programs will be appreciated.
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This response will be reviewed and graded after submission.
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Question 7 of 21
7. Question
Children with sensory processing and language differences struggle with daily occupations. These daily occupations include which of the following:
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Question 8 of 21
8. Question
Research shows that school readiness programs that include which of the following areas predicted positive school adaptation in different populations:
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Question 9 of 21
9. Question
Which of the following was not one of the five dimensions of school readiness outlined by Kagan, Moore, and Bredekamp (1995)?
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Question 10 of 21
10. Question
Children with sensory processing and integration challenges and children with speech, language, and communication disorders both have difficulty with:
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Question 11 of 21
11. Question
Play is a primary childhood occupation therefore this school readiness group model emphasizes play to support meaningful skill development.
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Question 12 of 21
12. Question
This school readiness group model specifically emphasizes the use of multiple rooms for what reason?
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Question 13 of 21
13. Question
A critical component of this school readiness service delivery model is interprofessional collaboration between occupational therapists and speech language pathologists.
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Question 14 of 21
14. Question
Which of the following therapeutic elements are incorporated in this group model?
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Question 15 of 21
15. Question
The Ready, Sense, Learn Program was structured to resemble a typical early education school day. Which of the following activities are incorporated into the RSL group?
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Question 16 of 21
16. Question
In the case study, group facilitators created the “just right challenge” to support Participant 1’s participation in the Gross Motor Block by:
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Question 17 of 21
17. Question
After completing this activity, on a scale of 1 (not at all) to 5 (very well), how well did the talk help you be able to Identify steps for addressing parents’ concerns?
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Question 18 of 21
18. Question
After completing this activity, on a scale of 1 (not at all) to 5 (very well), how well do you feel you are you able to Describe the value and need for the collaboration of OT and SLP to promote school readiness in preschool-age children?
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Question 19 of 21
19. Question
After completing this activity, on a scale of 1 (not at all) to 5 (very well), how well do you feel you are you able to Apply practical information provided in this self-study to develop a school readiness group with a sensory-motor and language focus?
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Question 20 of 21
20. Question
How do you intend to use the knowledge and skills gained from this presentation?
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This response will be awarded full points automatically, but it can be reviewed and adjusted after submission.
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Question 21 of 21
21. Question
Any feedback on the activity learning objectives will be appreciated
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This response will be reviewed and graded after submission.
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