Lippincott Williams & Wilkins (LWW) is approved by the Continuing Education Board of the American Speech-Language-Hearing Association (ASHA) to provide continuing education activities in speech-language pathology and audiology. This program is offered for 0.7 CEUs (Intermediate level, Professional area). ASHA Continuing Education Provider approval does not imply endorsement of course content, specific products, or clinical procedures.
To participate in the continuing education activity, subscribers to the journal pay a nominal processing fee of $6.95. Nonsubscribers pay an enrollment and processing fee of $20 per test. Your check should be made payable to the LWW CE Group and enclosed with your enrollment form. These fees are for the processing of tests and CE certificates and do not represent income to ASHA.
An annual ASHA CE Registry fee is required to register ASHA CEUs. ASHA CE Registry fees are paid by the participant directly to the ASHA National Office. The ASHA CE Registry fee allows registration to an unlimited number of ASHA CEUs for a calendar year. Contact the ASHA staff at 800-498-2071 ext. 4219 for CE Registry fee subscription information.
A test answer sheet, course evaluation form, and registration form are printed in the back of each issue. To enroll, you should send the completed forms, a check for your processing fee, and your completed test(s) to Lippincott Williams & Wilkins. Once processed, LWW will mail verification of your enrollment and a report of your score(s) to you. The graded test answer sheet is not returned, so you may wish to make a copy of your answers before submitting your tests for grading. A score of 80% is the minimum score required to receive CEUs.
Allow 4-6 weeks for LWW to process your enrollment fees, grade your tests, and send verification of test scores to you. If you must complete CEUs by a licensing renewal deadline you should submit your tests to LWW 4-6 weeks in advance of your deadline.
IMPORTANT: We must receive your test for Volume 27, Issue 3, by March 31, 2010. LWW prepares and submits a report to ASHA (quarterly) concerning all participant activity in the volume.
Please send registration forms, fees, tests, and correspondence regarding this continuing education activity to: Lippincott Williams & Wilkins, CE Group, 333 7th Avenue, 19th Floor, New York, NY 10001. For questions about this test, please call 1.800-787-8985.
Continuing Education Questions
The following questions make up the test items for participants for this activity. They are based on the articles presented in this issue of TLD. The answer sheet is at the end of the issue. Please read the important note on the course evaluation form.
Purpose: To introduce the speech-language pathologist to possible application of virtual reality to various populations of children and adults with speech and language disorders.
Virtual Environments Supporting Learning and Communication in Special Needs Education
1. In the context of this article, the termvirtual environmentrefers to
A. a purpose built room for sensory stimulation.
B. a three-dimensional simulated digital world.
C. a distance learning program.
D. online learning using Internet facilities.
2. The AS (Asperger's syndrome) Interactive project showed that the virtual environment was most successful when used
A. as a stand-alone teaching method.
B. by students at home.
C. by several students working together.
D. by a group of students and facilitated by a teacher.
3. How did the students use the Makaton virtual environment?
A. Children used a joystick to select an appropriate word.
B. When directed by the teacher, children repeated the chosen word.
C. Children used a mouse to activate an audio file.
D. Children watched a virtual person say the selected word.
4. According to Parsons et al. (2000), the rationale for using virtual environments to teach social skills to children with autistic spectrum disorders (ASD) was that
A. limited personal interaction would be inherently more attractive to students with ASD.
B. students would be able to play computer games.
C. it would not be possible to simulate social scenarios by any other means.
D. students would be able to learn by trial and error.
5. Evaluation of the Life Skills Education project showed that
A. students did not enjoy the program.
B. students showed improved confidence and enthusiasm for real-world activities.
C. working in virtual environments did not help with decision making.
D. students performed at a lesser level than expected.
An Evolution of Virtual Reality Training Designs for Children With Autism and Fetal Alcohol Spectrum Disorders
6. Virtual reality (VR) is a
A. computer-generated game.
B. method for creating the illusions of presence in a computer-generated environment.
C. two-dimensional projection system.
D. strategy that has not been documented to improve learning skills.
7. Results of an immersive street safety study for children with ASD showed that participants were able to
A. locate, walk to, and stop at a stop sign in a virtual environment.
B. generalize new actions learned in the real world.
C. describe safety procedures to their teachers.
D. determine when there were no oncoming cars and crossed the street.
8. "Avatar Buddy" was introduced in a VR environment for the purpose of
A. training children with ASD to locate a moving target.
B. increasing the verbal communication of children with ASD.
C. testing a range of animal and human-life animated characters.
D. training, correcting, and reinforcing fire safety skills for children with ASD.
9. Which VR design parameter was more effective for older teens with ASD?
A. Avatar
B. game play
C. peer interactions in a virtually shared space
D. interactions with adults
10. In the future, children unable to access VR modules for learning via a mouse or joystick may be able to use
A. eye tracking or brainwave monitoring.
B. voice-activated devices.
C. peer partners.
D. touch screens.
A Virtual Approach to Teaching Safety Skills to Children With Autism Spectrum Disorders
11. ASD includes a constellation of which of the following diagnoses?
A. Autism, Rett syndrome, childhood disintegrative disorder, pervasive developmental disorder-not otherwise specified (PDD-NOS), and Asperger's disorder.
B. Rett syndrome, Asperger's disorder, mental retardation, autism, and learning disabilities.
C. Asperger's disorder, PDD-NOS, autism, mental retardation, and attention-deficit/hyperactivity disorder.
D. Autism, Rett syndrome, mental retardation, learning disabilities, and schizophrenia.
12. Children with autism appear to have the capacity to learn from information that is
A. auditory.
B. tactile.
C. visual.
D. kinesthetic.
13. This study was conducted for the purpose of
A. teaching the children safety skills in their home.
B. comparing the effectiveness and efficiency of VR and an integrated/visual treatment model.
C. recording the behaviors of the children during a school fire drill.
D. determining whether a laptop configuration would be effective in delivering a VR safety program.
14. A sequence of prompts was developed for the generalization phase of the study because
A. one child could not successfully complete the task.
B. previous research studies showed that children with autism rely on prompts to respond.
C. classroom teachers asked for instruction about possible prompts they might use.
D. the researchers wanted to learn more than pass-fail performances.
15. According to the authors, future studies should be conducted to determine
A. effective training modules for other safety skills.
B. whether support personnel can deliver VR training to children with ASD.
C. whether children with ASD can learn safety skills.
D. whether VR motivates children with ASD to learn communication skills.
Virtual Reality Augmentation for Functional Assessment and Treatment of Stuttering
16. Which of the following isnotincluded among fluency-shaping approaches to stuttering?
A. reducing tension
B. speaking with continuous phonation
C. slowing speech rate
D. altering breathing patterns
17. Assisting persons who stutter (PWS) to change how they view themselves is termed a (an)
A. affective aspect of treatment.
B. behavioral aspect of treatment.
C. cognitive aspect of treatment.
D. academic aspect of treatment.
18. What did Brundage et al. learn about the response of persons who stutter when giving speeches to live and virtual audiences?
A. Significantly more stuttering occurred during the speeches to live audiences.
B. No significant differences were found in affective and cognitive reactions between the two types of audience.
C. Participants reported significantly more speaking apprehension during speeches given to live audiences.
D. No differences were found in salivary cortisol levels between the two situations.
19. Research has shown that VR-augmented treatments are effective for each of the followingexcept
A. fear of flying.
B. obesity.
C. fear of public speaking.
D. stuttering.
20. Which of the following is thought to be an objective measure of the stress response?
A. expressed anxiety during a task
B. salivary cortisol levels
C. percentage of stuttered syllables
D. feelings of failure
The Potential of Virtual Reality to Assess Functional Communication in Aphasia
21. Which of the following is an important contribution of current disability models for looking at the functional aspects of communication?
A. They contribute to our understanding of diseases that cause communication disorders.
B. They contribute to our understanding of the role played by other cognitive factors that influence communication.
C. They offer a way to evaluate quality of life.
D. They contribute to our understanding of the interaction between environmental factors and levels of language impairment.
22. One of the strongest assets of the original Communicative Abilities of Daily Living (CADL) test is its
A. length of administration.
B. philosophy of role-playing.
C. quality of pictures used.
D. focus on the linguistic aspects of communication.
23. Each of the following is associated with the concept of "social presence" in virtual realityexcept
A. sense of being in a virtual place.
B. sense of being with another.
C. communicative intention from the virtual others.
D. virtual others are attributed intelligence.
24. The biggest challenge in developing a VR tool to assess functional communication will be to create
A. virtual humans that communicate realistically.
B. environments that look realistic.
C. a tool that would be available in modular sections.
D. a tool that can keep track of responses.
25. Which situation wasnotidentified by discussion groups as a helpful VR simulation for assessing communication skills?
A. discussing financial matters
B. responding to safety issues
C. interacting in a classroom situation
D. using public transportation