Level 3 Post-Training Test 123456789 Name(Required) First Last Email(Required) Level 3 Training Start Date(Required) Month Day Year Level 3 Training End Date(Required) Month Day Year Level 3 Training Format(Required) Virtual Online In-Person If in-person, provide location City State / Province / Region AfghanistanAlbaniaAlgeriaAmerican SamoaAndorraAngolaAnguillaAntarcticaAntigua and BarbudaArgentinaArmeniaArubaAustraliaAustriaAzerbaijanBahamasBahrainBangladeshBarbadosBelarusBelgiumBelizeBeninBermudaBhutanBoliviaBonaire, Sint Eustatius and SabaBosnia and HerzegovinaBotswanaBouvet IslandBrazilBritish Indian Ocean TerritoryBrunei DarussalamBulgariaBurkina FasoBurundiCabo VerdeCambodiaCameroonCanadaCayman IslandsCentral African RepublicChadChileChinaChristmas IslandCocos IslandsColombiaComorosCongoCongo, Democratic Republic of theCook IslandsCosta RicaCroatiaCubaCuraçaoCyprusCzechiaCôte d'IvoireDenmarkDjiboutiDominicaDominican RepublicEcuadorEgyptEl SalvadorEquatorial GuineaEritreaEstoniaEswatiniEthiopiaFalkland IslandsFaroe IslandsFijiFinlandFranceFrench GuianaFrench PolynesiaFrench Southern TerritoriesGabonGambiaGeorgiaGermanyGhanaGibraltarGreeceGreenlandGrenadaGuadeloupeGuamGuatemalaGuernseyGuineaGuinea-BissauGuyanaHaitiHeard Island and McDonald IslandsHoly SeeHondurasHong KongHungaryIcelandIndiaIndonesiaIranIraqIrelandIsle of ManIsraelItalyJamaicaJapanJerseyJordanKazakhstanKenyaKiribatiKorea, Democratic People's Republic ofKorea, Republic ofKuwaitKyrgyzstanLao People's Democratic RepublicLatviaLebanonLesothoLiberiaLibyaLiechtensteinLithuaniaLuxembourgMacaoMadagascarMalawiMalaysiaMaldivesMaliMaltaMarshall IslandsMartiniqueMauritaniaMauritiusMayotteMexicoMicronesiaMoldovaMonacoMongoliaMontenegroMontserratMoroccoMozambiqueMyanmarNamibiaNauruNepalNetherlandsNew CaledoniaNew ZealandNicaraguaNigerNigeriaNiueNorfolk IslandNorth MacedoniaNorthern Mariana IslandsNorwayOmanPakistanPalauPalestine, State ofPanamaPapua New GuineaParaguayPeruPhilippinesPitcairnPolandPortugalPuerto RicoQatarRomaniaRussian FederationRwandaRéunionSaint BarthélemySaint Helena, Ascension and Tristan da CunhaSaint Kitts and NevisSaint LuciaSaint MartinSaint Pierre and MiquelonSaint Vincent and the GrenadinesSamoaSan MarinoSao Tome and PrincipeSaudi ArabiaSenegalSerbiaSeychellesSierra LeoneSingaporeSint MaartenSlovakiaSloveniaSolomon IslandsSomaliaSouth AfricaSouth Georgia and the South Sandwich IslandsSouth SudanSpainSri LankaSudanSurinameSvalbard and Jan MayenSwedenSwitzerlandSyria Arab RepublicTaiwanTajikistanTanzania, the United Republic ofThailandTimor-LesteTogoTokelauTongaTrinidad and TobagoTunisiaTurkmenistanTurks and Caicos IslandsTuvaluTürkiyeUS Minor Outlying IslandsUgandaUkraineUnited Arab EmiratesUnited KingdomUnited StatesUruguayUzbekistanVanuatuVenezuelaViet NamVirgin Islands, BritishVirgin Islands, U.S.Wallis and FutunaWestern SaharaYemenZambiaZimbabweÅland Islands Country OPT Basics1. When a foundational movement is transitioned into function, OPT is no longer needed for that movement(Required) True False 2. Traditional speech therapy includes a tactile-sensory component(Required) True False 3. Dysarthria is characterized by reduced mobility, coordination and precision of the orofacial musculature resulting in limited speech intelligibility and feeding patterns(Required) True False 4. OPT is appropriate for clients who(Required)check all that apply can produce targeted speech sounds using auditory and visual clues have adequate endurance reduced agility have sensory processing issues 5. OPT/oral-motor therapy goals are to: increase differentiation of oral movements, improve feeding skills and nutritional intake and improve speech sound production to maximize intelligibility(Required) False True 6. Functional deficits in clients with Down syndrome may include:(Required)check all that apply hearing loss high tone mouth breathing upper respiratory issues small tongue 7. OPT client evaluations can identify as well as rule out involvement of underlying motor system issues(Required) True False 8. Dissociation is when a client is detached and not participating in a session(Required) True False 9. Motor planning disorder(Required)check all that apply difficulty formulating the motor plan for volitional movements for speech production muscle weakness is always present 10. Apraxia of speech does not include a motor planning deficit(Required) True False 11. Speech and feeding therapists have the option to apply OPT as a stand alone therapy and do not need to apply traditional speech therapy techniques and protocols(Required) True False 12. Clients with adequate mobility, agility, precision and movements can benefit from OPT(Required) True False 13. Fixing is an abnormal posture used to compensate for reduced stability which inhibits mobility(Required) True False Seating and Posture14. Proper seating is essential to OPT(Required)check all that apply Yes, encourages proper posture which encourages proper breathing Yes, reduces the ability to compensate using the body vs. the oral musculature No, seating can be relative to the patient and does not always need to follow OPT criteria 15. Select the proper seating criteria(Required)check all that apply Chair supports client securely Therapist can sit beside or in front of the client Client sits with chin, pelvis, knees and ankles at 90-degree angle from floor Chair with or without tray or table in front Feet can be free with no support specific placement needed Client maintains proper posture throughout the session Jaw, Lips, Tongue16. Jaw jut and jaw slide are the same(Required) True False 17. Lip protrusion and retraction is needed for stability on the rim of a cup, straw drinking, and for /oo/, /oh/, /w/, /ee/, /ih/, eh/(Required) True False 18. Jaw heights include(Required)check all that apply High Elevated Moderate Low Shallow Major Medium 19. Lip closure is necessary for spoon-feeding, as well as production of the bilabials /m/, /p/, and /b/(Required) True False 20. Tongue tip lateralization develops the sides of the tongue through chewing on the back molars(Required) True False 21. Back of tongue side spread muscle movement is necessary for which phoneme sounds(Required)check all that apply /v/ /r/ /ee/ /er/ /oh/ 22. Tongue tip elevation/depression develops through mature swallowing and production of tongue tip sounds(Required) True False 23. Jaw instability can result in(Required)check all that apply sliding/jutting lack of grading noxious oral habits inadequate chewing 24. Lower lip protrusion/tension elicits which phoneme sounds(Required)check all that apply /ah/ /f/ /ee/ /m/ /sh/ 25. Lips are the foundation for speech(Required) True False 26. Suckle is the first tongue movement pattern to develop in infants(Required) True False 27. Lip positions include(Required)check all that apply Closed Rounded Upward Open Lower lip retraction/tension Downward Lower lip protrusion/tension Side pull OROFACIAL STRUCTURE ASSESSMENT28. What oral habits might impact speech and feeding?(Required)check all that apply Thumb sucking Pacifier Tongue thrusting Teeth grinding Mouth breathing 29. Clients with high tone have a rigid jaw(Required) True False 30. Select orofacial structures to identify and assess in an OPT session(Required)check all that apply Palate Jaw/dentition Soft tissue 31. Excessive drooling can be caused by(Required)check all that apply Inability to retract tongue Allergies Hunger Upper respiratory issues Posture Dysphagia Tethered oral tissues Fatigue SENSORY ACTIVITIES AND TOOLS32. Why should sensory activities be implemented prior to feeding and speech activities?(Required)check all that apply Assess and determine a baseline before introducing feeding and speech activities and tools Start session with fun activities to relax client Desensitize sensory system Increase sensory readiness prior to feeding and speech activities 33. What are some of the terms to use when assessing clients' sensory systems?(Required)check all that apply Under-responsive Over-responsive Low Mixed Tactile defensiveness Typical High Mid-level 34. When assessing the whole sensory system, start with the orofacial region(Required) True False 35. What are some of the activities to include in the sensory portion of your OPT session?(Required)check all that apply Palatal massage Facial massage Upper lip stretch Cheek resistance Lip rounding Exaggerated kisses 36. Proprioception is the awareness of where our body is in space(Required) True False 37. What are some of the tools to apply in the sensory portion of your OPT session?(Required)check all that apply Touch (with hands) Sensory Bean Bags Books Nose Flute Toothie Bite Blocks Drinking Bubble Hierarchy 38. You should always use vibration with your client(Required) True False 39. Which are considered hidden, internal senses?(Required)check all that apply Tactile Interoception Olfactory Vestibular 40. Client "Noah" is 1 year with a diagnosis of Down syndrome. Sensory activities could include Sensory Bean Bags -- what would be included:(Required)check all that apply Bean bags in both hands on either side of the face at temporomandibular joint With firm pressure, simultaneously move bean bags and massage toward the corners of lip below the cheekbone Following the same technique, begin at bony areas below eyes, moving downward on either side of nose and massage downward toward upper lip Massage to lips beginning at upper lip from under nose move bean bags down toward lip midline SPEECH41. Is the following order correct for speech production progression? 1 Respiration 2 Articulation; 3 Phonation; 4 Resonation(Required) No Yes 42. In addition to the orofacial region, what parts the body should be engaged with speech?(Required)check all that apply Abdomen Lungs Velum 43. Speech production requires the following(Required)check all that apply Controlled airflow Adequate core strength Proper placement of jaw, lips, tongue Sound production FEEDING44. Chewing on the back molars is not an OPT feeding therapy technique(Required) True False 45. Spoon feeding activities may include(Required)check all that apply Lateral placement Inverted Placement Front placement Spoon slurp Back placement 46. Straw drinking of traditionally fed "spoon foods" is not a recommended OPT activity(Required) True False 47. Depending on their baseline feeding skill level, a client can begin with Straw 1 or 4(Required) True False 48. Straw Drinking Hierarchy: start with a thin diameter straw and move to a thicker diameter straw(Required) True False 49. Feeding assessment for drinking could include(Required)check all that apply Breast or bottle feeding Cup drinking Straw drinking 50. When doing a feeding evaluation, start with unfamiliar foods to make the session more interesting and challenging(Required) False True 51. When introducing the chewing hierarchy, start with a stick-shaped solid on the lateral incisor(Required) Yes No OPT TOOLS AND ACTIVITIES52. Bubble Hierarchy: Therapist pops bubble on lips -> Client breathes on bubble -> Client blows bubble off wand -> Client blows bubble through wand -> Therapist introduces Bubble Bear -> Therapist introduces puppet(Required) This is not correct This is correct 53. OPT goals for speech and feeding can be the same(Required) No Yes 54. Jaw grading bite block activities include prerequisites(Required) Client should start with the lowest bite block number/height they can master before moving to higher numbers/heights It is not necessary to follow bite blocks sequentially 55. Bubble Hierarchy criteria for success(Required)check all that apply Blow bubbles 5 times in succession Lip rounding Jaw stability Abdominal grading Blow bubbles 10 times in succession 56. Which prerequisites are required before the Apraxia Tool Kit is introduced?(Required) No prequisites are required Vocalization on demand Phonation 57. It is acceptable to have a client perform an oral activity on one side of their mouth or on both sides of the mouth with different repetitions(Required) Yes No 58. Bilabial shapes in the Apraxia Tool Kit focus on which phoneme sounds(Required)check all that apply /m/ /ee/ /ah/ /p/ /oo/ /b/ 59. Client "Madison" has an interdental lisp involving all sibilant sounds -- which of the following is accurate?(Required)check all that apply Start with Horn 6 If she doesn't meet criteria for Horn 6, move to Horn 9 Introduce Bite Block 2 Button Pull before Bite Blocks Start with Side Place Spoon Feeding 60. When following the Horn Hierarchy, the client must blow 25 times in succession with no break in rhythm before moving to the next horn(Required) False True 61. In an OPT session, which oral motor skills could you be identifying and assessing?(Required)check all that apply Tongue tip elevation Lower lip retraction Jaw stability Jaw dissociation Tongue tip depression Lip closure Cheek retraction 62. Which of the following are considered OPT activities?(Required)check all that apply Slow feed Floor play Bubble blowing Fast feed Horn blowing Bite tubes Straw drinking Meditative breathing Jaw grading Bouncy ball Swinging Gum chewing 63. Pointed Spoon Slurp follows which activity in the OPT Activity Hierarchy Chart?(Required) Lateral Feeding (Cubes and Sticks) Honey Bear with Straw Spoon Feeding (Front Placement) 64. OPT Gum Chewing Hierarchy(Required)check all that apply Begin with 1/2-inch piece of gum on the back molars for 30-second chewing intervals Gum can move off the molars to the midline or tongue Gum size is random depending on the client 65. Client "Tyler" has a vocalic /r/ distortion and mumbled speech clarity -- what OPT activities could be applied?(Required)check all that apply Pointed spoon slurp Jaw grading bite blocks Lip Gym (or tongue depressor with pennies) 66. OPT Gum Chewing goals can include(Required)check all that apply Improve tongue mobility Strengthen jaw muscle Develop coordinated tongue tip and lip movements Control drooling Improve swallowing Reduce anxiety Improve focus 67. Slow Feed Therapy(Required)check all that apply Can be introduced in conjuction with jaw grading bite blocks Is an OPT activity and not part of feeding therapy Includes increasing the size of the stick-shaped solid as size of bite block increases OPT Program Plan Development68. Clients with underlying motor deficits will benefit from targeting the muscle systems and structures first and then transitioning those skills to feeding and speech(Required) False True 69. You do not need to assess the client's sensory system, structural development or level of function before you develop your Program Plan(Required) False True 70. Developing goals for OPT Program Plan should(Required)check all that apply be sequential outline specific criteria to meet the goals is not necessary include appropriate tools and associated activities to meet the goal there is no flexibility when selecting which tools/activities can be implemented to meet goals 71. TalkTools Muscle-Based Articulation Assessment Form should be used in conjunction with a standardized articulation assessment form(Required) False True 72. OPT Program Plan goals should be quantifiable and focused on function(Required) True False 73. What client backgound information should you be assembling?(Required)check all that apply who referred them what is their diagnosis developmental timeline feeding history general health 74. Session work is the focus of OPT Program Plans; therefore, caregiver homework plans are optional(Required) True False 75. OPT Program Plans should be written clearly and concisely so that another OPT speech and feeding clinician can implement the plan(Required) False True
