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  1. Transdisciplinary Model
  2. Administering SSQ
  3. Specific Repair Strategies
  4. Hallmark behaviors of preinflected stage include
  5. Welcome to Holland
  6. PL 99:457 Education of Handicapped Act mandated service to include...
  7. Age for LittlEARS
  8. Which Type of Equipment were SLPs Least Confident Troubleshooting
  9. Receptive Repair Strategies
  10. Example of a non-malleable factor
  11. What is the recommended interval for assessing hearing in children aged birth to three years?
  12. Practice Using Communication Strategies
  13. Initial Diagnosis of Child
  14. Administering SKIHI
  15. Stress
  16. Age for Ertmer's Open and Closed Set
  17. Clinician Controls
  18. Auditory Goals
  19. Increase in UNHS is Due To
  20. Administering Carolina Picture Vocabulary Test
  21. Skill Critique
  22. Establishing Therapy Plan
  23. In the survey, what was the most frequent response for how often SLPs performed HA listening checks for clients
  24. What are factors that have significantly changed the speech and language outcomes for children with hearing loss.
  25. Segmental
  26. How to Maximize Learning
  27. Voice Quality
  28. Bracken Basic Concept Scale
  29. Benefits of Teleintervention
  30. Benefits of Teletherapy
  31. You are working with a newly implanted 14-year-old 9th grade student. He has been deaf since birth. When you are selecting therapy materials to work on speech production tasks, you decide that the best materials would be:
  32. Communication Options
  33. Listening Inventory for Education-Revised
  34. Children in the Fulcher study who failed to attend therapy or didn't wear aids were excluded. What did the exclusion have with determining effects of auditory verbal therapy on language outcomes
  35. Child Specific Variables
  36. Some hearing loss issues for school-age children are more complicated to manage. One example is children with milder losses and those with chronic conductive losses. Problems with speech, language, academic and other social/educational functioning have been reported in what percentage of these mild bilateral or unilateral hearing loss children?
  37. As of 2003 why was there little prospective research on outcomes of infants and toddlers with HL
  38. Data Collection and management
  39. Most common reason for delay in EDHI Process
  40. Yardstick Strategy
  41. Audiology Goals
  42. Administering LittlEARS
  43. Utah Sound Beginnings Model for telepractice, one goal is that the service provider is the
  44. ASHA in defining CAPD, suggested that three key auditory areas be assessed. Name the areas
  45. Age for ESP
  46. Sender's Responsibility
  47. Repetition
  48. Birth-3 Early Childhood Education Programs
  49. Consonant Errors
  50. Treatment Variables
  51. True/False
    Conversational Turn taking occurs at one year
  52. Educating Parents
  53. Jamal is a 15 month old with newly diagnosed severe to profound bilateral SNHL. You just saw him for an audiological appointment. During the evaluation, you heard him verbally producing: "ee", "uh oh", and "baba" for mama. You might expect him in a few months to produce which of the following first?
  54. ENL families with CI children are challenging for CI teams in general. This is due to
  55. For a young baby, according to Easterbrooks and Estes, the main brain task that is important is:
  56. Message Formulation
  57. Easier Auditory Variables
  58. Administering IT-MAIS
  59. Conventional Tests
  60. Understanding Communication Breakdown
  61. HH Child Speech Skills
  62. A landmark study on language acquisition on preschoolers with hearing loss revealed which of the following as a surprise finding?
  63. SLPs Role
  64. One problem with newborn hearing screening not identifying children with true hearing losses may be:
  65. Facilitative Communication Strategies
  66. Causes for Delay of HL Confirmation
  67. Collaborative Strategies to support HA use
  68. Administering LIFE-R
  69. Objective Tests
  70. Feedback for client
  71. What % of students receives instruction in a bi-bi approach?
  72. Ling Six Sounds
  73. Factors of Auditory Access
  74. Developing AR Goals
  75. Lily, age 8, has a severe hearing loss. She has a lot of difficulty interpreting the reactions when people do not understand her speech. Lily might benefit from training at which step of the Elfenbein model?
  76. Indirect Langauge Stimulation Techniques
  77. Part-Whole
  78. Repair
  79. Age for PEACH
  80. Emily Perl Kingsley
  81. Increase in Telepractice
  82. How are Delay's in 1-3-6 Addressed
  83. Rory, Abby and Simon all third graders with cochlear implants, are working in group therapy together. They are learning social conventions for phone usage in a role-playing situation. They are most likely working on
  84. According to the Authors what is a Reason for limited collaboration between SLPs and AuDs
  85. As social demands increase for students in elementary school, they have increased experience learning to shift their manner of conversations dependent on the communication partner. If we refer to the 1979 Bloom and Lahey model of language, which area is the most related to?
  86. Auditory Brainstem Response (Brainstem Auditory Evoked Response)
  87. How did the authors measure the primary outcome measure (i.e., what type of test score did they use)?
  88. Description
  89. Audiologist
  90. Jacob, age 3, has a mild sloping to moderately severe bilateral SN hearing loss. We might anticipate he would have trouble producing which of the following words?
  91. The goal of the article was to determine if there was a long-term benefit to newborn hearing screening for high-school aged children with hearing loss. How were the authors able to determine if newborn hearing screening was beneficial?
  92. Which of the following makes it difficult to get families to follow up, after their child fails UNHS
  93. Issues that may arise during telepractice sessions
  94. Discrepancy model
  95. True/False
    Majority of children in Holte et al met all 1-3-6 guidelines for kids who fail the UNHS
  96. Assessment for School Age
  97. Using Figure 2 as a guide, what are the major findings from this study?
  98. True/False
    4 year olds can cut shapes with scissors
  99. Reasons for Delay in UNHS Test
  100. Speech Assessment Framework
  101. Preparation for Content and Speaker Differences
  102. Speech Production
  103. What is a feasible option in improving collaboration between SLPs and AuDs according to McKormik et al
  104. Screening Instrument for Targeting Educational Risk (SIFTER)
  105. What was the primary outcome measure (i.e., dependent variable) in the study?
  106. Administering TACL
  107. Pre-Assessment of Children with HL
  108. Which of the following isn't a finding from Holte
  109. If an SLP or audiologist is using adaptive strategies with a child, he/she might engage in which of the following behaviors:
  110. Parallel Talk
  111. Preparing for Tele-therapy Sessions
  112. Children with auditory neuropathy often
  113. Types of Assessments
  114. Joint referencing is developed at approximately age 3
  115. Gregg, age 11, has a profound hearing loss and voicing problems when he talks. Name one perceptual problem we might hear in Gregg's speech attempts if he has sufficient vocal fold adduction.
  116. Being able to interpret as well as signal subtle emotional cues with your voice is sometimes difficult for children with hearing loss. This can lead to:
  117. What was the primary advantage of using Skype for telepractice services for the Sound Beginnings Program in Utah
  118. Paradise's View on UNHS
  119. OAE Procedure
  120. How to reinforce behaviors
  121. Vocal Control
  122. Limitations of Teleintervention
  123. Arguments Against UNHS
  124. Language Issues in the School
  125. Multidisciplinary Team
  126. Carolina Picture Vocabulary Test
  127. Parent Skill Training
  128. Additional Techniques for Language Stimulation
  129. "I didn't understand what time you said. Would you mind repeating that appointment time?" This is an example of what kind of communication behavior?
  130. Causes for Delay in HA Fitting
  131. ASL is to natural Language as SEE is to ___
  132. Looking at the whole child
  133. Children who can respond to phrases such as "see you later" or "what are you doing?" are engaging in:
  134. Which of the following is not correct relative to usage of CIs for children?
  135. Order of Speech Control
  136. Self Talk
  137. According to IDEA How often should HA Checks be Performed
  138. Treatment Goals for Infants/Toddlers
  139. Documentation for School Age Habilitation
  140. Daniel, age 8, is a new second grader at Wendell Elementary and has a bilateral severe SNHL. His teacher needs instruction on how to use his FM system and consistently use preferential seating to maximize his functioning. Relative to the components of the CORE model, which aspect will you as the SLP or audiologist be focusing on?
  141. Limitations of Fulcher Study
  142. Many parents elect to use sign as a "stop-gap" measure before implantation. Robbins suggests that this is a good recommendation except in the following condition:
  143. Social/Classroom Usage
  144. Whole Part
  145. Story Retell
  146. Assessment
  147. The reason that early intervention services occur most frequently in the home or in a natural context is related to interpretation of what federal law?
  148. Educational Model
  149. Age for SSQ
  150. By what age does a typically developing child with normal hearing learn to discriminate the sounds of their native language?
  151. 2 year olds can blow bubbles
  152. Vowel Production Errors
  153. Age for Ling 6 Sound
  154. Specific Skill Training
  155. EHDI vs Non-EHDI
  156. Severe to Profound HL Speech Characteristics
  157. What do you need to be an exceptional learner
  158. How SLPs feel for troubleshooting according to the survey
  159. When researchers evaluate better outcomes of communication skills in comparison to age of implantation, there is substantial report in more recent studies for and better outcomes associated with implants by what age?
  160. Preschool children with hearing loss often struggle with mapping language into everyday routines. This can be due to
  161. Administering Ertmer's Open and Closed Set
  162. Fluency and Development
  163. A child is presented with an array of three objects varying in manner in initial position and asked to point to one of the objects in an auditory only condition (show me bat/cat/rat). According to Chute and Nevins, this would be called what kind of task?
  164. Increase comfort levels with HA management for SLPs
  165. According to Schow and Nerbonne, a deaf 17 year old with profound HL may have the vocabulary level of
  166. Auditory Issues in Schools
  167. Gregg, age 11, has a profound hearing loss and voicing problems when he talks. Name one perceptual problem we might hear in Gregg's speech attempts if he has insufficient vocal fold adduction.
  168. EHPI 1-3-6
  169. True/False
    If I was using Mahoney's relationship-focused intervention, I would encourage a family to engage with their young child in natural contexts in a very responsive manner.
  170. Assumptions of Assessments
  171. Early Intervention
  172. Formal Assessments
  173. Age for IT-MAIS
  174. Listening Sequence
  175. What percentage of SLPs do not have access to educational audiologists
  176. Treatment variables for School Age Habilitation
  177. Introduce Repair Strategies
  178. Medical Model
  179. What areas of language development was significantly different between screened and no screened groups according to Yoshinga-Itano
  180. More Complex Auditory Variables
  181. For hearing and hearing impaired listeners, what happens to mean word recognition scores as RT increases?
  182. ABR Procedure
  183. Black Hole
  184. JCIH guidelines has the intended goal of 1) identification of hearing loss and 2) initiation of services by what ages?
  185. Age for SKIHI
  186. OCHL and 1-3-6
  187. Administering Bracken
  188. Coarticulation
  189. Educational Consequences of HL
  190. Which of the following are common intervention areas for SLPs working with children with HL in the school setting?
  191. Anticipatory Communication Strategies
  192. Suprasegmental
  193. Communication Strategies Model
  194. Josie, age 23 months, is beginning to combine words. She primarily uses phrases such as "big cookie" and "silly doggie" in her interactions at home. What type of semantic syntactic word classes has Josie mastered?
  195. Maximize Speech Production
  196. "Go get your coat" was misunderstood by Johnny, age 4 who has a bilateral severe SNHL. His mother then continued: "Johnny. We're leaving and we both need a coat. Go get your coat." This is an example of:
  197. Otoacoustic Emmisions
  198. Situational Variables
  199. Legislation/Mandates for Infant and Toddler Habilitation
  200. In the section on cognition and language, the authors describe a seminal study by Yoshinaga what was the primary finding
  201. Normal Developmental Model
  202. Assessment Categories
  203. According to your text, by 2005, nearly 50% of students with hearing loss in K- post high school settings are educated primarily in what setting?
  204. Segmental Speech Characterisitcs
  205. Troubleshoot
  206. Universal Newborn Hearing Screening
  207. Teaching Speech
  208. Expressive Repair
  209. Administering Ling 6 Sounds
  210. Speech Production Goals
  211. Test for Auditory Comprehension of Language (TACL)
  212. Importance of Early Identification
  213. Behavioral Tests
  214. What does the news commentator model reported by Moeller and Condon provides objective descriptions of children's behavior during observed parent interactions. What does this strategy help parents learn?
  215. Johnnie is working on his speech production skills. He practiced saying "key", then moved to "keep", then was successful on the phrase "I keep it". His clinician then had him make up a sentence with the word "keep". He responded with: "Keep. I have keep". As his SLP, a good next step on the ladder of speech training skills would be:
  216. Pre-Assessment ABCs
  217. Understanding Basic Communication Process
  218. Biases in Assessment
  219. Conditioned Play Audiometry
  220. Environmental listening adjustment
  221. If I were trying to ascertain a child's functioning in his preschool classroom and wanted to get teachers' input, I would consider giving the
  222. Which of the following is TRUE regarding children with hearing impairment's early vocalizations?
  223. Learning by overhearing others (incidental learning) is a behavior that falls under which Phase of the Cole and Flexer model?
  224. What was a limitation in the McCormick et al. Study
  225. Limitations of Teletherapy
  226. Breath control
  227. Informal Assessment
  228. How can providers Collaborate to Optimize Outcomes for Children who are hard of Hearing
  229. Speaking Rate of HH person
  230. Josie, who has a severe to profound bilateral HL, has been aided since age 3. She has language-learning problems secondary to her HL. When reading Romeo and Juliet and writing an essay for her class assignment from Juliet's point of view, Josie is struggling. IF we think of the language requirements for this specific task, which of the following is probably the main area might Josie realistically be challenged by?
  231. Language Goals
  232. What is Telepractice
  233. Risk Factors of Congenital HL
  234. Without systematically monitoring equipment used for children with hearing loss including FMs, hearing aids, ALDs, the failure rate found by researchers is expected to be approximately what level?
  235. Joey, aged 8 has a profound bilateral SNHL and communicates via TC with some speech approximations. He is transferring to your neighborhood school where he will be the only child who signs in his school of 350 children. What problem(s) might you assume Joey might have?
  236. Audiological Status
  237. LI children with HL
  238. Outcomes of Children with Hearing Loss
  239. Task Analysis
  240. True/False
    In counseling families of children with hearing loss, it is important to stress that early identification of hearing loss will typically yield outcomes in the normal range for their children.
  241. Auditory Skills
  242. Receiver's Responsibility
  243. Professional Development with OCHL
  244. Suprasegmental Speech Characteristics
  245. Administering ESP
  246. Visual Reinforcement Audiometry
  247. Administering PEACH
  248. Purpose of Communication Strategies Training
  249. A 3-4 year old child is responsive to a wide variety of sounds at approximately what sound level?
  250. Challenges in Screening
  251. Why is the coaching process an integral component of the iHear Program
  252. Looking at maternal education level data in Table 2 of Fulcher, what generalization can you make about this particular sample of children with HL
  253. First steps and words occur at 9 months
  254. Libby, age 6, communicates via TC. Her mom wants you to assess Libby's receptive sign vocabulary. You decide to use which formal measure?
  255. Modality Issues
  256. Johnny is a new CI user. His audiologist has encouraged his family to play hide and seek with him and call his name from different locations in the house. This will work on WHICH auditory skill a la Erber listening hierarchy?
  257. Typical Noise Level in an Open Classroom Average how many dB?
  258. Erber's Model
  259. Communication Failure
  260. Expansion
  261. Federal law requires an IFSP for infants and toddlers with disabilities. If you were working with a baby with hearing loss, which of the following information might be provided on the IFSP?
  262. What we know to be true about HL in children
  263. Stedler-Brown reports that one of the challenges in implementing telepractice is that it is difficult to continue providing the services are initial grant funding runs out, what does she suggest as a way to sustain telepractice service
  264. OAE vs ABR
  265. Jason, age 16 months, has been using his hearing aids since he was 8.5 months old. Which of the following listening tasks is he most likely engaged in?
  266. Newborn hearing screening identifies hearing loss in about how many out of every 1000 newborns
  1. a Until around the 1990s the average age of identification of HL was 2 years
  2. b Assertive
  3. c False
  4. d True
  5. e 50%
  6. f Appliances: HA, CI, Glasses, braces, etc
    Behavior: Appropriate? Busy? Shy
    Communication: Modality? Success?

    Support: Who is supporting the child
  7. g Team coordinator/Case manager
    Teacher for Deaf/Hard of Hearing
    Classroom Teacher
    Social Worker
  8. h False, They do not have the coordination or breath support
  9. i Attribute + Entity
  10. j Within word/ word pauses 1.5-2 times slower
  11. k Want to know strengths and weaknesses
    Talk about strengths and work on weaknesses
    Can do this in a variety of ways
  12. l 1 month of age have hearing screening
    3 months of age have HL confirmed
    6 months of age begin early intervention

    Between 3-6 months have HA fitted
  13. m Carolina Picture Vocabulary Test
  14. n Provides access to qualified providers
    Decrease trvel constraints
    Birth-3 services should be provided at home
    Reduces number of cancellations
    Increase of family centered coaching
  15. o Parents take an active role in therapy
    Fewer cancelations
    Sessions can be recorded for other family member use
  16. p 3 years - 10 years
    Tests Vocabulary, Morphemes, Sentences
  17. q Age of identification
    Age of amplification/implantation
    Device Type
    Auditory Experience
  18. r What concern does the family have
    How does it affect child's function
    Are their other issues
  19. s Informal Learning and Teaching
    Formal teaching and Learning
  20. t False, occur typically at 12 months
  21. u Auditory Access
    Auditory Skills
    Speech Production Repetoire
    Language: Receptive and Expressive
    Cognitive behavioral, emotional health statues
  22. v Neutralization
  23. w Speaker with profound HL do not demonstrate this
  24. x Children with early confirmation of hearing loss show stable growth in the outcome measure, while children with late confirmation show a decline over time.
  25. y 3 months
  26. z Cookie
  27. aa Ages 0-5
  28. ab How far are they behind hearing peers
  29. ac Unconfident
  30. ad Most important cues for acquisition and maintenance of speech patterns
    Must have accurate production
    Economy of effort
  31. ae OAE first
    ABR Second
    Two ABR's is best
  32. af Elaborating
  33. ag Small probe containing sensitive microphone in EC
    Probe presents stimulus and microphone detects response of OHC
  34. ah Joint participation on students IEP teams
  35. ai Needs good SNR
    Multiple contexts where language is used
    In child's modality
  36. aj 3 months, 6 months
  37. ak What you do during/after to fix the communication interaction
  38. al Expand World Knowledge
    Semantic Mapping
    Problem Solving Skills
    Verbal reasoning skills
    Improve Study Skills
  39. am Engage multiple local, state, and federal agencies in continued funding
  40. an Vocabulary
    Speech Production
  41. ao Where the child is compared to milestones
  42. ap Situational
    Direction/Format Bias
    Verbal and Nonverbal Linguistics
  43. aq What is working well
  44. ar Pitch variations/breaks
    Cul De Sac resonances
  45. as Voice/Voiceless confusion
  46. at Deaf children
    Tests receptive sign vocabulary
  47. au Vocabulary Development will be constant
    Form/Use issues increase in significance as child becomes older
    Make sure you work on receptive and expressive langauge
  48. av Low response rate may have resulted in an unrepresentative sample of school based SLPs
  49. aw Identify by 6 months of age:consistently outperform later identified children on measures of language severity of HL doesn't matter
    Age of enrollment in interventions is significant predictor of vocabulary and verbal reasoning at age 5
    According to Moeller before 11 months shows significant improvement in EI
  50. ax They see their infant responding to sounds and think there isn't a problem with their hearing
  51. ay Children under 2 who are Deaf or Hard of Hearing
  52. az Residual Hearing and thresholds
    Room acoustics
    FM Systems
    More comprehension, does child understand
  53. ba Technologic issues
    Behavioral issues of the child
  54. bb Information explosion and how to judge its validity
    Want to include D/HH in GenEd Classroom
    Want to know how they communicate
  55. bc 24-60 months
    Hear a beep drop a block
    Make this FUN for children
    20-30 minutes
    Child conditioned to perform action in presence of stimuli
    Ear specific and assesses auditory perception
  56. bd Professional priorityfor children at "benchmark" appoinments
    Education resource for professional and families
    Follow-up incase of ME issue
    Effects on mild HL or unaided HL on communication development
    Communication between professionals about where family is on EDHI timeline
    Support at risk families
  57. be Most common birth condition affecting development
    3 in 1000 births
    93% of children with HL are born into hearing families
  58. bf /a/
  59. bg Different than audiologic information
    Erber's Model
  60. bh Vocalization
    Production of Prosodic Patterns
    Production of Vowels/Diphthongs
    Production of Consonants varying in Manner
    Production of consonants varying in Place
    Production of consonants varying in voicing
    Production of Consonant Blends
  61. bi All implanted children, regardless of age of implantation, continue to struggle in task transitions from more structured to more spontaneous listening situations
  62. bj How is it used in context
  63. bk Multiple rescreenings
  64. bl Self-Administered
    Clinician may read the questions if child is illiterate
  65. bm Audiologic Status
    Auditory Ability
    Speech Production
    Receptive and Expressive Language
  66. bn Multiple re screenings
    Family chose to wait
    Family assured that equipment wasn't working
    Delayed because of ME problems
  67. bo Temporal Recognition
    Binaural Separation and integration
    Monaural with background noise
  68. bp Coach for the family during the intervention session
  69. bq Specific training aimed at helping the person with HL to successfully utilize anticipatory and repair strategies to facilitate improved communication
  70. br Information to be transmitted
    Evaluation of the receiver's position
    Evaluation of the sender's ability
    Environmental constraints
    Social constraints
  71. bs Necessitate support for children with HL
  72. bt Understanding Basic Communication Process
    Understanding Communication Breakdown
    Message Formulation
    Introduce Repair Strategies
    Practice Using Communication Strategies
  73. bu Closed set task
    36 words divided into 3 tests
  74. bv 1/3
  75. bw Wrote for Sesame Street
    Had a son with Down Syndrome
    Introduced a disabled character to Sesame Street
  76. bx Clearly defined behavioral objectives specific to skill or sub-skill being learned
    Instructional level
    Instructional modality
  77. by 0-6 months
    ABR (BAER)
    Baby can lie there and do nothing
  78. bz Develop listening skills
    Practice developing a conditioned response
  79. ca Task organization
    Directions: Modality
    Task targets
  80. cb Questionnaire
    May look at different SSQs to see patients hearing experience over time
  81. cc Takes one week
    Give the parent a unit to score their child
    Have expressive and receptive units
  82. cd 8 years and up with HL
    Questionnaire describes ease of listening
  83. ce Audiological Status
    Auditory Skills
    Speech production
  84. cf Mean word recognition decreases
  85. cg Difficulty communicating with peers
    Problems using his new interpreter at his new school
    Peers not knowing how to use an interpreter
  86. ch Tell them to educate others in child's life about troubleshooting
    Want parent to be knowledgeable on HA
  87. ci Degree of HL
    Age of ID
    General behavior
    Overall cognition
  88. cj Children identified before 6 months have better language outcomes than children identified after 6 month
  89. ck Consistency of auditory success
    Early Intervention Services
  90. cl There is a limited number of educational audiologists in the US
  91. cm 10 dB HL
  92. cn 1 month- 19 years
  93. co Detection/Localization
  94. cp Degree of HL
  95. cq Formal
    Curriculum Based
  96. cr Stress
    Speaking Rate
    Breath Control
    Voice Quality
  97. cs Slow mappers
  98. ct Room acoustics
    Noise levels
    Time of service delivery
  99. cu Family History of HL
    In utero Infection
    Craneofacial Anomalies
    Low birth weight
    Ototoxic medicine
    Low ApGAR scores
    Extended NICU stay of greater than 5 days
    Fungal Infection
  100. cv Identify and fit amplification early
    Use best practice for evaluations, verifications, fittings, etc
    Monitor HA use with data logging and consistency rating
  101. cw 18-24 Months
  102. cx Birth to 5 including AR services for children and their families
  103. cy Receptive and Expressive modality needs to be clarified by examiner: Helps verify what the family wants
    Clinician needs to support the decision they have made
  104. cz Difficulty understanding the medical system
    Difficulty understanding the education system for their child
    Lack of qualified personnel with awareness of cultural differences/language difference
  105. da Standardized methodology, reporting system evaluation
    Each state can't regulate another
    Rural states vs urban states
  106. db about 18-24 months
    No mans land
    Kid to mature by VRA but to immature for CPA
  107. dc Consonants and Vowels
  108. dd Frequency: Intermittent and consistent
  109. de Use
  110. df Describe objects
  111. dg Questions
    Time Talk
    Violation of Routine
    Hide an Object
  112. dh Usage of 2-3 words without tense and number
    Utilization of a pointing gesture
    Increase usage of prominent intonational pattens by family members, teachers, and care givers
  113. di 61% had continuing education
    A wide range of a one day seminar to university courses
    English is primary language
    No CI
    No secondary disability
  114. dj 30%-40%
  115. dk 3
  116. dl Breathiness
  117. dm Multiple ABRs
    Recurrent middle ear infections
    ABR was near normal
  118. dn Provision of a professional service over geographical distances by means of modern technology
    Skype like service
    Skype is NOT HIPAA complient
  119. do Adults
    Children's version is available
  120. dp Inconsistent bandwidth
    Poor AV signal
    Visual Glare or Darkness
    Signal Interference
  121. dq 1%
  122. dr Traditional models followed acquisition in normally hearing children
    Now we want to focus on intelligibility in context
  123. ds Shift parent guidance rather than direct intervention with infants
    Family Goals (Parent devised)
    Formal methods
  124. dt Truthful
    Identify Errors
  125. du 3-12 years who are profoundly hearing impaired
  126. dv 6 months
  127. dw Across many disciplines (motor skills, social skills, etc)
    You aren't licensed to evaluate these
  128. dx By age two
  129. dy Listen-Say-Read-Write
    Need to know how to read to succeed in life
  130. dz 0-3 with profound SNHL
  131. ea Hearing will not be restored
    Work with all disabilities
  132. eb Most infants with SNHL are high-risk in NICU
    False Positive could have negative impact on parent-infant bonding and long term psychosocial consequences
    Insufficient facilities and professionals to provide follow-up care
    Some HL are late-onset this gives parents false hope
    Can deal with first 3 bottom still a problem
  133. ec Target objective
    Task Selection
    Task analysis
  134. ed Critical Decision: "Cost" "Benefit"
    May need to be flexible
    More demand from families for oral/AVT
    Consider what works for the family
    You want FLUENCY
  135. ee 3-7 years
    Subtest categories for develop awareness of the world
    Lets you know how child is developing
  136. ef Negative reactions from others when things are misunderstood Difficulty with social nuances such as interpreting sarcasm
    Caregivers/SLPS to work on scripting responses in social situations
  137. eg Interview format
    Parents provide answers
    Open ended questions
  138. eh Assessments conducted with the child
    Related services this child might qualify for
    Transition Planning
  139. ei Vocal Control
    Social/Classroom Usage
  140. ej Z-Score
  141. ek Building semantic and syntactic complexity from child's utterance
  142. el About half of the children in the study were born during periods of newborn hearing screening in the UK, and half were not, so the two groups could be compared.
  143. em Regular Classroom
  144. en Prepare to shift based on clients response
    On-line flexibility
    Task ability vs direction comprehension
    Plan and execute
  145. eo Severity of HL affects timeliness of service delivery (Confirmation of HL, HA fitting, entry in early intervention)
  146. ep Closed Set
    Small Set
    Linguistic Complexity
    Acousticaly Dissimilar
    High Context
    Positive SNR
  147. eq Rarely
  148. er Respiration
  149. es Poor breathing patterns, fewer syllables per breath, breathy voice
  150. et A science worksheet that is due in a week: you select words that have his target speech sounds and he practices those while he completes his homework assignment.
  151. eu Sign System
  152. ev 6-24 Months
    Behavioral Tests, kid turns their head to auditory stimulus
    20-30 minutes
    Assesses auditory perception
    Via speakers better ear responds
    Need motor skills to turn head
  153. ew Data logging and consistency ratings
    Speech perception
    Regular contact with service providers
  154. ex Open-set comprehension tasks
  155. ey It was an advantaged sample of children
  156. ez Cochlear Implants
  157. fa Self talk
    Parallel Talk
  158. fb 70 dB
  159. fc Key assumed knowledge: ND acquisition information relative to: Auditory status and abilities
    Amplification type
    Speech Development
    Receptive and Expressive Language
  160. fd Newborn hearing screening may result in false negatives
  161. fe Not the best
    Not cost effective
    Forced audiologists to identify the problem with identifying HL at birth and how to improve UNHS
  162. ff Describe while you are doing and seeing it
  163. fg Detection
  164. fh Request for repetition
    Key word
  165. fi Stress
    Voice Quality
  166. fj Different vowels and consonant strings
    Conversational babble/jargon
  167. fk What you do to prepare for the communicaiton interaction
  168. fl Scaffolding Strategies for receptive and expressive
  169. fm Earth->Planets->Solar System
  170. fn Access to high speed internet and computer
    Feeling comfortable with technology
    Quiet environment at home
    Access to materials
  171. fo Describe what child is saying or doing
  172. fp Environmental
  173. fq Increase relative clent: clinician talk time
    Task order
    Teaching time

  174. fr Have him try to imitate a sentence that the clinician creates "keep up the good work"
  175. fs Biases results in favor of AVT
  176. ft Ongoing monitoring of equipment for functional status
    Ongoing monitoring of child's HL and other medical complications
    Discrete skill training
    Regular Assessment/Management
    Room treatment/ALD/Classroom System
  177. fu Segmental Identification
  178. fv Detection
  179. fw Clinician Variables
    Child specific variables
    Situational variables
  180. fx The child is enrolled in a strong program with an auditory emphasis
  181. fy Early identified children with additional disabilities had language outcomes that were similar to late-identified children with no disabilities
  182. fz Early Identification
    Increased Client Diversity
  183. ga Preschool SIFTER
  184. gb Calculating MLU
    Calculating TTR
    Speech inventory (vowels and consonants)
    Word Shapes
    Voice; Sign Ratio
    Sign Frequency/Depth Vocabulary
    Turn Taking Skills
  185. gc Their canonical babbling is delayed in frequency and diversity
  186. gd Social Constraints of Message Formulation
  187. ge Questionnaire by answering 35 yes/no questions
  188. gf Receiver with HL does not understand the senders message
  189. gg Further a child is from audiologist the longer the delay in getting HA and CI
    Shortage of experienced individuals
  190. gh Reinforcement
    Skill Critique
  191. gi False, only about 1/3 met all guidelines
  192. gj Questionnaire for child's behaviors
    Have areas that focus on quiet and loud environments
  193. gk Vowel production errors
    Consonant Production Errors
  194. gl Hypo/Hyper Nasality
  195. gm Consider residual hearing, in general poorer hearing leads to less speech produciton
    20% speech inteligibility
  196. gn Sender/message/receiver relationship
    Ways to communicate
  197. go Receiver's Responsibility
    Sender's Responsibility
  198. gp Get told you are going to Italy
    You plan for this trip and places you will see
    Plane actually takes you to Holland
    People may be disappointed because they were expecting Italy and got Holland instead
  199. gq 32% met all benchmarks on time
    Lowest area was 3 months where only 70% met that benchmark
  200. gr Step 2
  201. gs Relationship between degree of HL and level of education
    Deaf have an average 4-5 grade education
  202. gt Ling's 6 Sounds
    Check Batteries
    Do this daily
  203. gu What are the goals of therapy
    Sufficient information to develop reasonable goals
    Am I using EBP in my treatment protocol
  204. gv Looking for changes in behaviors and adjusting to meet the child's needs
  205. gw Definitions and examples
    Causes of communication breakdown
    Ways people signal confusion
  206. gx "Point to XXX"
    The child points to one of four pictures
  207. gy 15 minute test
    Electrophysiologic measure of brainstem
    Ear Specific
    Patient needs to be quiet
  208. gz UNHS
    98% of children born in US get this, other 2% are home births
    Before this HL was diagnosed between 2-5
    At the beginning it wasn't thought of as cost effective
  209. ha 5 minute test
    Measure OHC response to stimulus
    Ear Specific
    Have to be quiet for administration
    May miss mild HL or auditory neruopathy
  210. hb Specific training programs
    Continue education in uncomfortable areas
    Ask Audiologist
  211. hc High maternal education level
    EI Group had access to better technology
  212. hd Demonstrate little benefit from hearing aids
    May be a good candidate for a CI
    Are variable in their developmental levels and auditory abilities
  213. he Acknowledge confusion
    Identify Sources of breakdown
    Implement receptive repair strategies
  214. hf Equal n word, inappropriate stress consider physical componants
  215. hg 5 areas with 3 questions each
    3 years - 5 years
    Tests the child in a classroom setting
  216. hh Speech intelligibility is related to degree of hearing loss
    More variable above 90 dB HL
    Mild to moderate loss have similar problems to ND
    Problems with low intensity high frequency sounds
  217. hi Researching company before an interview
    Become familiar with vocabulary of new setting
  218. hj False, it occurs at 6 months
  219. hk Taking Perspective
  220. hl Voice On/Off and High/Low
    No break in quality
  221. hm OCHL
    Want to know about services provided to children who are hard of hearing
    Only had this one disability
  222. hn Detection
  223. ho False, it is developed earlier in ND children
  224. hp /u/
  225. hq HA not initially recommended
    Difficulty obtaining clinic appointment for HA fitting
    Family decided not to proceed with HA fitting right away
  226. hr False, Fine motor skills are not that developed yet, maybe true for a child that signs
  227. hs Limited schema about the event or routine
    Less access to language of parents, siblings, and caregivers
    Fewer incidental learning opportunities
  228. ht Gold standard
    Visual Response Audiometry
    Conditioned Play Audiometry
  229. hu Structured to "real world"
    Simple message to more complex message
    Discuss feeling associated with "broken communication"
  230. hv The coaching process encourage parents to be more involved in intervention which has a positive impact on child language development
  231. hw Family Interview
    Audiology Service provider Survey
    Services and Provider Survey
  232. hx Open Set
    Large Set (5+)
    Sentence Level/Conversation
    Acoustically similar
    Low context
    Competing Stimuli
  233. hy Developmental disfluencies common in young children
  234. hz Track behavioral change
    Monitor usage of HA/CI
    Relate to academic progress
    Adjust goals based on data obtained
  235. ia Part C of the IDEA
  236. ib Subtests 1-5 are School Readiness
    This score determines where you start for tests 6-10
  237. ic Growing body of research supporting feasibility and efficacy
    Increased Federal Funds
    Technology Advances
    False-Positive Rate is low
  238. id Repeating what child says with pronunciation revisions as neccessary
  239. ie Fruits->Apples->Granny Smith
  240. if Used to prepare for communication interactoin
    "Could you face me"
  241. ig 18 months-2 1/2 years+
  242. ih Act of listening is a learned behavior
    Develop a hierarchy of listening goals
    Consider classroom expectations
    Relate to academic functioning
    Have parents create a listening journal of things their child responds to
  243. ii First Open Set
    Clinician has child repeat them
    Second Closed Set
    Clinician has child find a picture
  244. ij Late identification with normal cognition scored essentially equal to early identification with low cognition.
  245. ik Verification of HL: Is there a change in the audiogram
    Equipment: Major or minor changes
  246. il Designed to address HL and help children with better outcomes in general education program
  247. im Always bear in mind developmental expectations for speech as well as auditory perceptual abilities: Compare CI vs HA
    Think of Speech Production
  248. in Parents taught to stay within 3 feet of chlid and at the child's level
    Listening sequence taught
  249. io Where does the child fall with Normal Hearing child at the same age
  250. ip Prevalence of additoinal disabilities with HL
    No additional disability=60.1%
    Intelectual Disability=9.8%
    Learning disability=10.7%
    Vision Impairment=3.9%
    Emotional Disability=1/7%
  251. iq Sound Presented
    Attention getting Strategy
    Imitate Sound
    Take child to source
    Repeat sequence
  252. ir Reading
  253. is Cost
    Relatively stable audio and visual signs
  254. it Not easy to test/quantify infants
    Reacquires multiple testing and evaluations
    Consistency in response is important
    need to think of time of test is it normally feeding/nap time for child
  255. iu Audiologist places 4-5 electrodes on infants head
    Present different levels of sound
    Electrical Activity of brain is recorded and represented as waveform
    Look at Wave 5
    Can be done with AC and BC
  256. iv "Show me XXX"
    Child points and record response
  257. iw Phase IV
  258. ix 4 years and above
    30 minutes
    Child instructed to raise hand
    Ear Specific
    Traditional Audiogram
  259. iy Be alert to confusion signals
    Identify causes of communication breakdown
    Implement expressive repair strategies
  260. iz When the message sender is not understood by the receiver
  261. ja Harder for children to anticipate than adults
    Adults may be hesitant to draw attention to themselves
  262. jb Can be in message reception or message production
  263. jc Below 3rd Grade
  264. jd Daily
  265. je Describe the skill and why is it important for the child
    Model the skill and show parent
    Encourage parent to carry out skill in your presence for feedback
    Reinforce what parent does well
    Develop a challenge for parent using target and objectives
  266. jf Create listening environment
    Select instructional material