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Geriatric Long-Term Care: Key Behavioral Interventions that Facilitate Growth
Geriatric Long-Term Care continuing education social worker CEUs

CEU Answer Booklet
Psychologist CEs, Counselor CEUs, Social Worker CEUs, MFT CEUs

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Audio Transcript Questions The answer to Question 1 is found in Track 1 of the Course Content. The Answer to Question 2 is found in Track 2 of the Course Content… and so on. Select correct answer from below. Place letter on the blank line before the corresponding question. Do not add any spaces.
Important Note! Numbers below are links to that Section. If you close your browser (i.e. Explorer, Firefox, Chrome, etc..) your answers will not be retained. So write them down for future work sessions.

Questions:
1. What does ADL stand for?
2. Give three examples of ADLs?
3. The three basic goals of an Assisted Living Facility are to maintain a resident's what?
4. What are two common reactions to loss of ADL independence.
5. Positive reinforcement is something that you say or do to get a certain behavior to do what?
6. "P" in the PRIDE method stands for what?
7. What is the key to personalizing or individualizing your compliment?
8. Place your resident's ADLs into what two categories of assistance with personalizing your compliment?
9. The "R" in the pride method stands for what?
10. If you are not sincere, it will be reflected or show in what three areas?
11. The I in our PRIDE method to increase ADL independence stands for what?
12. The "D" in our pride method of increasing ADL independence stands for what?
13. Your resident needs to know exactly what?
14. What does the "E" stand for?
15. What is one reason that staff do not use positive reinforcement more?
Answers:
A. increase
B. immediate
C. observation
D. personalize
E. face and hand washing, teeth brushing, brushing hair
F. independence, dignity, choice
G. direct or specific
H. frustration, depression
I. be real or sincere
J. body, facial expression, voice tone
K. Activities of Daily Living
L. ADLs struggling with, ADL performed easily
M. why he or she is receiving the compliment
N. express frequently
O. it's easy to over look ADLs residents are doing themselves

Course Content Manual Questions The Answer to Question 16 is found in Section 16 of the Course Content… and so on. Select correct answer from below. Place letter on the blank line before the corresponding question.
Important Note! Numbers below are links to that Section. If you close your browser (i.e. Explorer, Firefox, Chrome, etc..) your answers will not be retained. So write them down for future work sessions.

Questions:
1. Give two reasons to do an ADL for a resident, rather than assisting them in doing it for themselves.
2. When you do tasks for a resident, you deprive them of an opportunity to experience what?
3. Doing what action gives your resident a choice?
4. Under what condition is it sometimes better to tell your resident, rather than to ask, regarding ADLs?
5. How can you decide if a resident should be told or asked about an ADL? Look at what three things?
6. In checking your resident's eyes for alertness notice what two things?
7. If the resident is not fully alert, what should you do?
8. As you introduce an ADL to your resident, especially when there is a risk for a fall, make sure he or she is what?
9. The key to remember with step-by-step instruction is only do what for a resident?
10. Fading refers to fading out, or withdrawing of instruction or verbal prompts, as soon as a resident is what?
11. The key to providing an environment of success with the fading technique is to watch what about your resident?
12. The excessive or inappropriate use of verbal prompts in step-by-step instruction can cause a resident to feel what?
13. If you get a refusal to do an ADL, present your resident with what?
14. Verbal sign posts signal a change in what?
15. Single word instructions are a great assistance especially in what?

Answers
A. success and accomplishment
B. Alzheimer's Disease
C. eyes, expression, actions
D. eye openness, if they looked focused
E. talk to the resident for a few minutes
F. at full alertness before proceeding with instructions
G. it takes less time and discomfort in watching a resident struggle
H. cannot do for themselves
I. angry, frustrated, doubt mental capacity
J. on the right track
K. ability to perform the next step of the ADL
L. topics
M. transfers, ambulations
N. ask
O. the first small step of the task

Module #3 Questions below are found in Module #3: Staff Training: Demonstration - The Six Essential Steps. Write the correct letter and/or phrase also provided at the beginning of this section of Course Content.

Questions
1. When you give a resident too much assistance you give them the message that they are what?
2. If you feel that your resident needs a little extra time to get focused in the morning, you should do what?
3. The core challenge in any ALF is independence versus what?
4. In positioning your demonstration, the most common item blocking your resident's view of your demonstration usually is what?
5. Single word instruction during your demonstration is important because it does not what?
6. During your demonstration, check for your resident's what?
7. Repeat the demonstration how?
8. Before your resident attempts the ADL, especially if their is a risk of a fall, check alertness by looking at your resident's what?
9. As your resident performs the ADL, check that what are followed?
10. After the resident performs, or attempts to perform the ADL, give the resident a what?
11. How many times should you repeat your demonstration? As many times as are what?

Answers
A. slowly
B. offer to come back later
C. safety
D. your body
E. confuse
F. attention, understanding
G. posture, eye openness, eye contact and facial expression
H. safety procedures
I. sincere compliment
J. beneficial and appropriate
K. incapable

Module #4 Questions below are found in Module #4: Staff Training: Verbal Prompts - Using the Key Types Effectively. Write the correct letter and/or phrase also provided at the beginning of this section of Course Content.

Questions
1. Open ended questions cannot be answered by what?
2. How do you know whether to ask an open ended question or not? You observe what two things about your resident?
3. Why are multiple choice questions easier than open ended questions to answer? Because you get what in the question?
4. Select the answer that numbers the following questions-types in order from the most difficult to the least difficult. Number one being the most difficult and number three being the least difficult
4a. open ended
4b. multiple choice
4c. yes and no
5. Single word prompts are for what?
6. A good general rule, to maintain dignity when addressing a resident for the first time, you should address them how, until they tell you otherwise?
7. Two ways to get your resident's attention are to do what?
8. Do you orient all residents to reality? (Yes or no)
9. To encourage maximum ADL independence, your voice ideally should have what three qualities?
10. What are the three types of baby talk to be avoided?

Answers
A. speaking certain words more loudly, drawing out certain letter sounds, voice modulation
B. facial expression and behavior
C. a clue to the answer
D. instruction, positive reinforcement
E. use the resident's name; slightly increase the volume of your voice
F. 1
G. 2
H. 3
I. supportive, empathetic, warm
J. yes or no
K. Mr. or Mrs. or Miss
L. no

Module #5 Questions below are found in Module #5: Staff Training: Non-Verbal Prompts - Six How To's. Write the correct letter and/or phrase also provided at the beginning of this section of Course Content.

Questions
1. Your whole emotional tone is reflected where?
2. To reflect calm in the upper portion of your face, concentrate on doing what with your brow ridge?
3. A Bugs Bunny insincere smile occurs when your what does not match your what?
4. Eye contact is a way to get, or keep your resident's what?
5. A way to minimize assistance, but to prompt the resident to the next step in an ADL is to look at what?
6. A head nod up and down is a good way to show what?
7. The advantage of using a slight head shake to indicate an error is that it does what?
8. After you provide the prompt, you then need to follow this with what to see if your prompt was effective?
9. There is a progression from independence to dependence, depending upon what?
10. To gain a resident's attention touch his or her what?
11. Any time that you touch a resident, you are entering what?
12. When your arms are at your sides or slightly forward, they can convey or show a message of what?
13. What kind of movements are best when assisting with ambulation?
14. List environmental aids to assist resident ADL independence.
15. Two rules related to ADL setup are what?

Answers
A. slow, smooth
B. flattening or relaxing
C. eyes, smile
D. attention
E. the object involved in the ADL
F. arm, shoulder, or hand
G. draws less attention to the error
H. a few seconds of observation
I. helpfulness
J. the amount of assistance given
K. personal space
L. approval
M. label drawers, large clocks, door decorations, calendars, notices of community and facility
N. only place in view the items needed, position for easy reach
O. in your face

Module #6 Questions below are found in Module #6: Staff Training: Motivation
Write the correct letter and/or phrase also provided at the beginning of this section of Course Content.

Questions
1. Think about a resident in your facility that fits into this category and write his or her first name after question one. (n. N/A)
2.Write the ADL or ADLs he or she is refusing to perform. (n. N/A)
3.
Decide if your resident is oriented enough to know that he or she is refusing or being demanding (n. N/A)
4. A soft line approach with a demanding resident is to state what?
5. When a resident's hands and arms sit (what) and do not move, the blood supply to their muscles is (what). This causes the resident's muscles to become (what).
6. If a resident continues to be demanding, staff may need to point out factually that the resident's level of care may increase to the point of being too (what) for the ALF?
7. What are three tones to avoid in your voice that can make it sound threatening?
8. What are three ways to change your voice tone with a resident to sound professional and caring?
9. What are two ways to tell if it is OK to approach a resident who refuses ADLs? (look at his face, listen to the volume and emphasis in his words).
10. It's best to approach a resident who refuses ADLs (blank) in the day to allow time to reapproach them several times later during your shift.
11. Especially where odor is involved, one resident's rights end where another's what?
12. Incontinence can present a (what) due to lack of ADL performance?
13. Independence in taking medications is explained to your resident, as it related to what two areas?
14. In motivating your resident to do the medication task that is a challenge; associate it with what?

Answers
A. begin
B. earlier
C. immobile, slowed down, stiff
D. high
E. lower the tone, keep the volume even, be sincere
F. health hazard
G. modulate volume, clip off words, use pauses
H. what you don't use you lose
I. look at his face, listen to volume and emphasis in his words
J. placement, level of service agreed upon
K. something she/he has done in the past
L. Not Applicable


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