Alert Program® Online Course Post-Test

Alert Program® US Online Course Post-Test

IMPORTANT:
After passing the test you will receive an email with your score and certificate.

• In order to receive your Certificate of Completion, you will need to complete this post-test by the course expiration date.

• Our online post-test will show your score at the end of the test.

• A score of 70% or better on this multiple-choice test is required to receive a Certificate of Completion. Successful completion is a minimum of 14 of 20 correct answers on the written test. You are welcome to continue to take the test until you complete it successfully.

• After you pass your post-test, your Certificate of Completion for 20 contact hours (2.0 AOTA CEUs or 20 NBCOT PDUs) will be emailed to you.

Begin Exam

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Quiz Questions

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How can the underlying theory of the Alert Program® be taught to parents, teachers, and other team members?(Required)

Experientially by offering a strategy when the listener is in a non-optimal state of alertness.

Sharing the eight key concepts in a small group at lunch with teachers.

Offering the Alert Program®’s Introductory Booklet for team members to read about the eight key concepts.

Printing the “What’s All This Talk About Engines?” free handout at www.AlertProgram.com and have a short after-school meeting.

all of the above.

Why is “heavy work” (proprioception) important when suggesting sensorimotor strategies to those concerned about self-regulation?(Required)

“Heavy work” hypes up the “engine” and often causes kids to become hyperactive, running around the room.

“Heavy work” or proprioception is a sensation coming from the inner ear and when activated too much, tires kids out and causes them to sleep for hours.

“Heavy Work” or proprioception is input from muscles, tendons, and joints. It helps students obtain an optimal state of alertness whether they are in a high or low state.

“Heavy Work” tends to over-excite “engines” resulting in difficulty self-regulating.

The Alert Program® can be implemented with:(Required)

elementary aged children with certified Alert Program® leaders

only elementary aged children with teachers as leaders

only those individuals 8-12 years of age

all ages with adaptations for many settings

school age children only, under direct leadership of an O.T.

The three stages of the Alert Program®:(Required)

help a “leader” to determine at what cognitive level the student is functioning.

provide a developmental sequence of steps to teach self-regulation and to share the core concepts of the program with children and adults.

can be used in any sequence depending upon the setting.

all of the above

Stage One includes all of the following Mile Marker concepts, except:(Required)

Students learn how to identify their levels of alertness.

Students watch, listen, and learn from their parents, teachers or therapists who label their adult alert levels.

Students begin experimenting with choosing strategies related to their current “speed.”

Students label their alert levels for themselves at home, school, or in the community.

Stage Two includes all of the following Mile Markers concepts, except:(Required)

Students begin experimenting with choosing strategies.

Students learn to identify and label levels for themselves.

Leaders introduce the Mouth, Move, Touch, Look, and Listen categories of sensorimotor methods to change alert levels.

Parents, teachers, or other adults help identify student’s sensorimotor preferences and sensory hypersensitivities.

Stage Three includes all of the following Mile Markers concepts, except:(Required)

Students label levels for themselves, outside the Alert Program® sessions.

Students continue receiving support.

Students use strategies independently outside the Alert Program® session.

Students learn to change engine levels when options are limited.

The Alert Program® is an approach that helps the layperson and all ages of students to understand and label the five ways to change alert levels (Mouth, Move, Touch, Look, Listen) so they can create their sensory diet. If a child or adult client is non-verbal or cannot participate in identifying alert levels and choosing sensory strategies, the Alert Program® should not be used.(Required)

True

False

An example of helping others learn about the importance of self-regulation might be to offer sensorimotor strategies, such as crunchy or chewy snacks to teachers at a staff meeting. This is recommended to:(Required)

help teachers learn how “heavy work” strategies can interfere with self-regulating.

demonstrate to teachers how to improve oral motor development.

help teachers experientially learn how sensorimotor strategies can assist the nervous system to maintain an appropriate alert state.

help teachers learn how oral motor strategies can interfere with self-regulating.

In what stage does the Alert Program® leader and educational team members do the most amount of “Detective Work” while observing and experimenting with sensorimotor inputs and answering the question, “What supports and what compromises function?”(Required)

Stage One

Stage Two

Stage Three

When helping staff understand the Alert Program®, authors recommend taking the time to define and explain complex sensory processing terminology (such as vestibular, proprioception, and all sensory systems in as much detail as possible).(Required)

True

False

When introducing the Alert Program® concepts to new staff members, “remembering we are in sales and marketing” can be useful so we can help others to “buy into” the idea of using self-regulation strategies.(Required)

True

False

The “Sensory-Motor Preference Checklist” is intended to be used to:(Required)

help adults interview children about the strategies they use.

provide a pre and post test when using the Alert Program®

help adults understand their own self-regulation preferences.

help children understand their sensory processing disorder.

According to the Alert Program®, use of the engine analogy and related terminology is the only effective language to help students learn about their state of alertness.(Required)

True

False

Adult feedback is an essential element to a successful learning process, especially when working with a child who is learning about his or her alert level and self-regulation. Which of the following is not a recommended method for adults to use in discussing alert levels and providing feedback to children?(Required)

Observe and make comments about one’s own state of alertness (adult’s engine speed) throughout the day.

Make comments (not asking questions too soon) about the child’s engine speed by stating what is observed.

Ask the child frequently and preferably in the first session, “How does your engine run?”

Use a neutral tone of voice, reflecting curiosity.

It is rare for a child to “overload” or become disorganized with which of the following self-regulation strategies?(Required)

Rotary or circular motion

Pushing, pulling, tugging, towing movements

Light unexpected touch

Arrhythmical music

Who can be an Alert Program® leader?(Required)

Only occupational therapists

Occupational therapists, teachers, or parents who have been certified as Alert Program® trainers.

Anyone can be a leader except parents.

Anyone can be a leader if at least one person on the team is familiar with sensory processing information and available to coach/consult on the topic.

Considering a variety of settings in which one can adapt the Alert Program®, which of the following is true:(Required)

A parent could say to her son doing homework, “Looks like your engine is in low gear. Why don’t you try doing some wall push-ups and then see if you are in a just right gear for finishing your homework.”

A therapist should not do the Alert Program® in a mental health setting with adults since there is no research to support this adaption.

A preschool teacher could observe her students in a high state of alertness and make a comment, “Looks like we have a lot of Tiggers right now. Let’s all bounce up and down like Tigger to get ready for reading our book in Circle Time.”

a & c

When working with teenagers, a parent, teacher, or therapist could explain the engine vocabulary is used with younger students. Then help the teenagers to choose their own unique terminology that describes their inner experience of self-regulation.(Required)

True

False

In the video modules, Mary Sue explained that she has “word finding” challenges, especially when her engine goes into low gear. In the video modules, Mary Sue:(Required)

played with her Silly Putty to help her to obtain an optimal state where it is easier to “find her words.”

drank coffee to help her to obtain an optimal state where it is easier to “find her words.”

took a deep breathe and sipped water to help her to obtain an optimal state where it is easier to “find her words.”

After completing this course, are you able to describe how to adapt the Alert Program® for use in a school, home, therapy, or community setting with an individual or group of individuals (any age from birth to elder care)?(Required)

Yes

Provide at least one example:

Are you able to list new therapeutic/educational activities to support self-regulation appropriate for use in school, home, therapy, or community settings?(Required)

Yes

List at least two examples:

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