Self-Assessment Questions

This section provides a review. Mark each statement on the Answer Sheet according to the factual materials contained in this issue and the opinions of the authors.

Article One (pp. 349–364)

1. Motor imagery is:

   • A common exercise approach in speech-language pathology.

   • An exercise approach without any research in any domain.

   • Imagining a motor action someone else is doing.

   • Imagining a motor action while doing it.

   • Imagining a motor action without doing it.

2. Mental practice using motor imagery is:

   • A form of cognitive retraining for frontal lobe functions only.

   • Educating someone else to do the motor action.

   • Mentally rehearsing the imagined motor action repeatedly.

   • Repeatedly imagining and doing the motor action.

   • Imagining the motor action first, and then doing it.

3. The underlying support for the effectiveness of mental practice in previous sports sciences and rehabilitative medicine research stems from:

   • Anecdotal evidence from clinical experience across disciplines including speech-language pathology.

   • Current evidence showing improved functional swallowing in persons using mental practice.

   • Evidence showing similar neural substrates are used in both mental practice and physical action of the same task.

   • Procedural learning theory.

   • There is no evidence to support it at this time.

4. Mental practice has been shown to be most effective when:

   • Directly supervised.

   • Used in conjunction with physical exercise.

   • Used in persons between ages 18 and 55 years.

   • Used instead of physical exercise.

   • Used with expensive equipment.

5. Speech-language pathologists who have used/use mental practice:

   • All use the same training and implementation schedule.

   • Only use it in rare instances when a patient cannot complete the physical action.

   • Report no perceived advantages of using mental practice with their patients.

   • Use it in isolation.

   • Use it with a variety of traditional dysphagia therapeutic approaches.

   Article Two (pp. 365–382)

6. Which of the following are true of the APT program?

   • It targets multiple aspects of attention that are arranged in a hierarchy.

   • It targets only alternating and divided attention.

   • There has been little investigation of whether APT treatment effects generalize to complex functional tasks.

   • A and C.

   • B and C.

7. Which of the following results did this study find regarding APT-2?

   • Participants produced more informative discourse following the APT-2.

   • Participants obtained higher scores on the WMS-III working memory tasks following the APT-2.

   • The APT-2 did not result in improvement in discourse informativeness by itself but did result in more generalization to untrained stimuli when combined with DPT for some participants.

   • APT-2 did not result in improvements in discourse production or cognition.

   • Participants produced more information units per minute.

8. Which of the following are elements of the DPT treatment?

   • Laboratory attention-based tasks arranged in a hierarchy.

   • Laboratory attention- and working memory-based tasks arranged in a hierarchy.

   • Structured cues, functional training in the form of narrative practice, and the use of semantic feature analysis in discourse contexts.

   • Structured cues, functional training in the form of narrative practice, and the use of metacognitive and metalinguistic strategies.

   • Laboratory attention-based tasks arranged in a hierarchy and functional training in the form of narrative practice.

9. Which of the following results did this study find regarding DPT?

   • Following DPT, all participants produced a greater percentage of thematic units for both trained and untrained picture stimuli.

   • Following DPT, all participants produced a greater percentage of thematic units for trained picture stimuli and some showed generalization to untrained picture stimuli.

   • Following DPT, all participants produced a greater percentage of thematic units for both trained and untrained picture stimuli and all participants produced stronger and more logical arguments for the expository prompts.

   • Following DPT, all participants produced a greater percentage of thematic units for trained picture stimuli and all participants produced stronger and more logical arguments for the expository prompts.

   • Following DPT, all participants produced a greater percentage of thematic units for trained and untrained picture stimuli and all participants obtained higher scores on the STROOP Color and Word test.

10. Which of the following are considered global coherence errors?

    • Conceptually incongruent, filler, tangential, and repetitive utterances.

    • Errors in cohesive markers.

    • Tangential utterances.

    • Nonreferential words such as this, that, there, them.

    • Paraphasias.

    Article Three (pp. 383–399)

11. Video modeling is often used to teach individuals with __________ various skills.

    • Autism spectrum disorder.

    • Down syndrome.

    • Apraxia.

    • Auditory processing disorder.

    • None of the above.

12. Speech-language pathologists and board-certified behavior analysts are most likely to implement VM to teach:

    • Functional skills.

    • Social skills.

    • Self-help skills.

    • Verbal language.

    • None of the above.

13. One of the top barriers to implementation of VM is:

    • Lack of equipment.

    • Lack of funding.

    • Lack of access to clients.

    • Lack of training.

    • None of the above.

14. People who have utilized VM are more likely to view it as:

    • Effective intervention.

    • Time intensive.

    • Ineffective.

    • Too difficult to implement.

    • Too expensive.

15. Video modeling entails recording someone engaging in a target behavior and then showing the video to your client on a:

    • iPad.

    • Computer.

    • Smart phone.

    • All of the above.

    • None of the above.

    Article Four (pp. 400–413)

16. The goal of cinematherapy and bibliotherapy is for the client(s), through reflection and discussion, to experience a/an:

    • Cognitive shift.

    • Affective shift.

    • Increase in negative feelings.

    • Decrease in negative relationships.

    • Decrease in cognitive flexibility.

17. Which of the following is an advantage of implementing cinematherapy over bibliotherapy?

    • Watching a movie is more efficient than reading a book.

    • Movies are prevalent in our culture.

    • Movies are more universally considered enjoyable across the life span.

    • Reading skill is not a factor in watching movies.

    • All of the above.

18. Which of the following was not one of the themes identified from the semistructured interviews?

    • Diminished self-stigma.

    • Promotes vulnerability.

    • Reduces self-reflection.

    • Incites feelings of belonging.

    • Nurtures empowerment.

19. Three out of four of the participants stated that they thought cinematherapy could be more beneficial in ___________ therapy rather than individual therapy.

    • Teletherapy.

    • Group.

    • Traditional.

    • Classroom based.

    • Hippotherapy.

20. Which of the following themes is about how participants realized that they are not alone with their stuttering?

    • Promotes vulnerability.

    • Nurtures empowerment.

    • Stimulates self-reflection.

    • Diminished self-stigma.

    • Incite feelings of belonging.

    Article Five (pp. 414–432)

21. Patient satisfaction with health care is derived from:

    • Measures of the clinician’s attitude.

    • Measures of the facility cleanliness.

    • Measures of timeliness of receiving an appointment.

    • Multiple factors associated with the health care provider, facility, and a range of other factors that can be difficult to quantify.

22. Patient measures of value reflect:

    • What they receive and what they pay.

    • The cost of care and attitude of the clinician.

    • Simply satisfaction with care received.

    • Should be of little concern for speech-language pathologists.

23. A key limitation in measuring treatment satisfaction among PWA has been:

    • The limited number of PWA involved in research.

    • The limited responses of some PWA.

    • Researchers’ refusal to measure satisfaction.

    • Refusal of PWA to respond to satisfaction surveys because of lack of anonymity.

24. Content analysis is an approach that uses:

    • Qualitative information such as words and themes to explore concepts such as treatment satisfaction.

    • Language metrics to measure aphasia severity.

    • Information from providers to determine treatment satisfaction.

    • Standardized test scores to draw conclusions.

25. Engaging PWA in measures of treatment satisfaction is critical to:

    • Making them feel like they are involved in the process.

    • Obtaining critical information that can be used to improve care.

    • Very little involving patient care.

    • Determining reimbursement rates for aphasia treatment.

Publication History

Article published online:
04 November 2020