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Home > CEU courses > Aging/Dementia > Geriatric Long-Term Care: Key Behavioral Interventions that Facilitate Growth > Answer Booklet Geriatric Long-Term Care: Key Behavioral Interventions that Facilitate Growth

Geriatric Long-Term Care: Key Behavioral Interventions that Facilitate Growth

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. What are two common reactions to loss of ADL independence.
3. What is the key to personalizing or individualizing your compliment?
4. If you are not sincere, it will be reflected or show in what three areas?
5. Your resident needs to know exactly what?

Answers:
A. observation
B. frustration, depression
C. body, facial expression, voice tone
D. Activities of Daily Living
E. why he or she is receiving the compliment

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. Under what condition is it sometimes better to tell your resident, rather than to ask, regarding ADLs?
3. If the resident is not fully alert, what should you do?
4. Fading refers to fading out, or withdrawing of instruction or verbal prompts, as soon as a resident is what?
5. If you get a refusal to do an ADL, present your resident with what?

Answers
A. Alzheimer's Disease
B. talk to the resident for a few minutes
C. it takes less time and discomfort in watching a resident struggle
D. on the right track
E. 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. The core challenge in any ALF is independence versus what?
3. Single word instruction during your demonstration is important because it does not what?
4. Repeat the demonstration how?
5. How many times should you repeat your demonstration? As many times as are what?

Answers
A. slowly
B. safety
C. confuse
D. beneficial and appropriate
E. 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. Why are multiple choice questions easier than open ended questions to answer? Because you get what in the question?
3. Single word prompts are for what?
4. Two ways to get your resident's attention are to do what?
5. 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. a clue to the answer
C. instruction, positive reinforcement
D. use the resident's name; slightly increase the volume of your voice
E. yes or 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. A way to minimize assistance, but to prompt the resident to the next step in an ADL is to look at what?
3. The advantage of using a slight head shake to indicate an error is that it does what?
4. To gain a resident's attention touch his or her what?
5. Two rules related to ADL setup are what?

Answers
A. the object involved in the ADLh
B. arm, shoulder, or hand
C. draws less attention to the error
D. only place in view the items needed, position for easy reach
E. 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. A soft line approach with a demanding resident is to state what?
2. 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).
3. 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.
4. Independence in taking medications is explained to your resident, as it related to what two areas?
5. In motivating your resident to do the medication task that is a challenge; associate it with what?
6. What are three modifiable risk factors that can be changed to reduce the risk of cognitive decline and dementia?
7. What are six behaviors that can be developed during mid-stage dementia?

Answers
A. earlier
B. immobile, slowed down, stiff
C. what you don't use you lose
D. placement, level of service agreed upon
E. something she/he has done in the past
F. cardiovascular disease risk factors, education, and social and cognitive engagement
G. trouble sleeping; apathy, passivity; irritability, aggressive talk and actions; clinging (following you around); repetitive questions; and wandering.