Quiz: Use of Interdisciplinary Motor/Speech Groups to Promote School Readiness in Young Children

Quiz: Use of Interdisciplinary Motor/Speech Groups to Promote School Readiness in Young Children

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Question 1 of 21

1. Question
Are you a member of AOTA?
- Yes
- No
Question 2 of 21

2. Question
What is your profession?
- Occupational Therapy
- Physical Therapy
- Speech and Language Pathologist
- Education
- Mental Health
- Other
Question 3 of 21

3. Question
Would you like to see more presentations by these authors?
- Yes
- No
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?
- 1 (not at all)
- 2
- 3
- 4
- 5 (very well)
Question 5 of 21

5. Question
Please let us know if there are other topics you would be interested in
- This response will be reviewed and graded after submission.
Question 6 of 21

6. Question
Any feedback you could provide us to better help improve our educational programs will be appreciated.
- This response will be reviewed and graded after submission.
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:
- a. Play
- b. Social Participation
- c. Education
- d. A & B
- e. B & C
- f. A, B, & C
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:
- a. Literacy
- b. Motor Planning
- c. Self-Regulation
- d. Executive Functioning
- e. A & B
- f. C & D
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)?
- a. Social and emotional development
- b. Articulation
- c. Cognition
- d. Physical well-being and motor skills
- e. Language usage
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:
- a. Executive Functioning
- b. Postural Control
- c. Self-Regulation
- d. Recall
- e. A & C
- f. B & D
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.
- True
- False
Question 12 of 21

12. Question
This school readiness group model specifically emphasizes the use of multiple rooms for what reason?
- a. To create a physically safe environment
- b. To provide the participants with more movement
- c. The participants may get bored staying in one space
- d. To provide opportunities for participants to practice transitions
- e. A & C
- f. B & D
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.
- True
- False
Question 14 of 21

14. Question
Which of the following therapeutic elements are incorporated in this group model?
- a. Creating the “just right challenge” for every child
- b. Group facilitators utilize therapeutic use of self
- c. Visual supports to increase recall
- d. A and B
- e. B and C
- f. All of the above
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?
- a. Circle time
- b. Snack
- c. Gross motor time
- d. Show and tell
- e. A & C
- f. B & C
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:
- a. Providing predictable, repetitive motor sequences
- b. Providing novelty throughout the block
- c. Providing Participant 1 with one on one support
- d. Providing alternate challenges and jobs
- e. A & D
- f. B & C
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?
- 1 (not at all)
- 2
- 3
- 4
- 5 (very well)
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?
- 1 (not at all)
- 2
- 3
- 4
- 5 (very well)
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?
- 1 (not at all)
- 2
- 3
- 4
- 5 (very well)
Question 20 of 21

20. Question
How do you intend to use the knowledge and skills gained from this presentation?
- This response will be awarded full points automatically, but it can be reviewed and adjusted after submission.
Question 21 of 21

21. Question
Any feedback on the activity learning objectives will be appreciated
- This response will be reviewed and graded after submission.

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