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313 Multiple choice questions

  1. Sound Presented
    Attention getting Strategy
    Alerting
    Imitate Sound
    Take child to source
    Repeat sequence
  2. True
  3. Different than audiologic information
    Erber's Model
  4. Newborn hearing screening may result in false negatives
  5. Phase IV
  6. Appliances: HA, CI, Glasses, braces, etc
    Behavior: Appropriate? Busy? Shy
    Communication: Modality? Success?

    Support: Who is supporting the child
  7. 0-6 months
    OAE
    ABR (BAER)
    Baby can lie there and do nothing
  8. They see their infant responding to sounds and think there isn't a problem with their hearing
  9. Interview format
    Parents provide answers
    Open ended questions
  10. Calculating MLU
    Calculating TTR
    Speech inventory (vowels and consonants)
    Word Shapes
    Voice; Sign Ratio
    Sign Frequency/Depth Vocabulary
    Turn Taking Skills
  11. False
  12. Consider residual hearing, in general poorer hearing leads to less speech produciton
    20% speech inteligibility
  13. False
  14. Building semantic and syntactic complexity from child's utterance
  15. Repeating what child says with pronunciation revisions as neccessary
  16. Early identified children with additional disabilities had language outcomes that were similar to late-identified children with no disabilities
  17. False
  18. Further a child is from audiologist the longer the delay in getting HA and CI
    Shortage of experienced individuals
  19. Room acoustics
    Noise levels
    Distractors
    Time of service delivery
  20. False
  21. OAE first
    ABR Second
    Two ABR's is best
  22. Where the child is compared to milestones
  23. 70 dB
  24. Receiver with HL does not understand the senders message
  25. Late identification with normal cognition scored essentially equal to early identification with low cognition.
  26. False
  27. Auditory Access
    Auditory Skills
    Speech Production Repetoire
    Language: Receptive and Expressive
    Cognitive behavioral, emotional health statues
  28. Prevalence of additoinal disabilities with HL
    No additional disability=60.1%
    Intelectual Disability=9.8%
    Learning disability=10.7%
    ADHD=6.6%
    Vision Impairment=3.9%
    Emotional Disability=1/7%
  29. False
  30. Open Set
    Large Set (5+)
    Sentence Level/Conversation
    Acoustically similar
    Low context
    Spontaneous
    Competing Stimuli
  31. False, Fine motor skills are not that developed yet, maybe true for a child that signs
  32. about 18-24 months
    No mans land
    Kid to mature by VRA but to immature for CPA
  33. Standardized methodology, reporting system evaluation
    Each state can't regulate another
    Rural states vs urban states
  34. What are the goals of therapy
    Sufficient information to develop reasonable goals
    Am I using EBP in my treatment protocol
  35. Questions
    Time Talk
    Violation of Routine
    Hide an Object
    Read
  36. Elaborating
  37. Harder for children to anticipate than adults
    Adults may be hesitant to draw attention to themselves
  38. Necessitate support for children with HL
    LRE
    FAPE
    IFSP
    IEP
  39. Audiologic Status
    Auditory Ability
    Speech Production
    Receptive and Expressive Language
  40. False
  41. Severity of HL affects timeliness of service delivery (Confirmation of HL, HA fitting, entry in early intervention)
  42. Adults
    Children's version is available
  43. Used to prepare for communication interactoin
    "Could you face me"
  44. False, only about 1/3 met all guidelines
  45. 5 minute test
    Measure OHC response to stimulus
    Ear Specific
    Have to be quiet for administration
    May miss mild HL or auditory neruopathy
  46. True
  47. 1/3
  48. 18 months-2 1/2 years+
  49. 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
  50. Understanding Basic Communication Process
    Understanding Communication Breakdown
    Message Formulation
    Introduce Repair Strategies
    Practice Using Communication Strategies
  51. Most important cues for acquisition and maintenance of speech patterns
    Must have accurate production
    Speed
    Economy of effort
    Flexibility
  52. Use
  53. Reinforcement
    Skill Critique
  54. Critical Decision: "Cost" "Benefit"
    May need to be flexible
    Non-binding
    More demand from families for oral/AVT
    Consider what works for the family
    You want FLUENCY
  55. True
  56. False
  57. "Point to XXX"
    The child points to one of four pictures
  58. Low response rate may have resulted in an unrepresentative sample of school based SLPs
  59. Clinician Variables
    Child specific variables
    Situational variables
  60. 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
  61. Demonstrate little benefit from hearing aids
    May be a good candidate for a CI
    Are variable in their developmental levels and auditory abilities
  62. Consonants and Vowels
  63. Assertive
  64. Hearing will not be restored
    Work with all disabilities
  65. True
  66. What is working well
  67. Increase relative clent: clinician talk time
    Task order
    Teaching time

    Part-whole
    Whole-part
  68. Data logging and consistency ratings
    Speech perception
    Regular contact with service providers
    IFSP
  69. Specific training aimed at helping the person with HL to successfully utilize anticipatory and repair strategies to facilitate improved communication
  70. First Open Set
    Clinician has child repeat them
    Second Closed Set
    Clinician has child find a picture
  71. Shift parent guidance rather than direct intervention with infants
    Family Goals (Parent devised)
    Formal methods
  72. What concern does the family have
    How does it affect child's function
    Are their other issues
  73. 4 years and above
    30 minutes
    Child instructed to raise hand
    Ear Specific
    Traditional Audiogram
  74. Provision of a professional service over geographical distances by means of modern technology
    Skype like service
    Skype is NOT HIPAA complient
  75. Questionnaire for child's behaviors
    Have areas that focus on quiet and loud environments
  76. True
  77. 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
  78. Slow mappers
  79. True
  80. Taking Perspective
  81. True
  82. What you do during/after to fix the communication interaction
  83. 15 minute test
    Electrophysiologic measure of brainstem
    Ear Specific
    Expensive
    Patient needs to be quiet
  84. Difficulty communicating with peers
    Problems using his new interpreter at his new school
    Peers not knowing how to use an interpreter
  85. False, They do not have the coordination or breath support
  86. Verification of HL: Is there a change in the audiogram
    Equipment: Major or minor changes
  87. Children identified before 6 months have better language outcomes than children identified after 6 month
  88. 3
  89. Listen-Say-Read-Write
    Need to know how to read to succeed in life
  90. Across many disciplines (motor skills, social skills, etc)
    You aren't licensed to evaluate these
  91. 8 years and up with HL
    Questionnaire describes ease of listening
  92. True
  93. Environmental
  94. Cookie
  95. Inconsistent bandwidth
    Poor AV signal
    Visual Glare or Darkness
    Signal Interference
  96. Preschool SIFTER
  97. Fruits->Apples->Granny Smith
  98. False
  99. Until around the 1990s the average age of identification of HL was 2 years
  100. Their canonical babbling is delayed in frequency and diversity
  101. Request for repetition
    Rephrase
    Elaborate
    Key word
    Confirmation
    Write
    Fingerspell
  102. Birth to 5 including AR services for children and their families
  103. Regular Classroom
  104. Traditional models followed acquisition in normally hearing children
    Isolation--Syllable---Word---Sentence
    Now we want to focus on intelligibility in context
  105. Unconfident
  106. Prepare to shift based on clients response
    On-line flexibility
    Task ability vs direction comprehension
    Plan and execute
  107. Segmental Identification
  108. There is a limited number of educational audiologists in the US
  109. True
  110. 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
  111. 50%
  112. HA not initially recommended
    Difficulty obtaining clinic appointment for HA fitting
    Family decided not to proceed with HA fitting right away
  113. High maternal education level
    EI Group had access to better technology
  114. 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
  115. True
  116. Acknowledge confusion
    Identify Sources of breakdown
    Implement receptive repair strategies
  117. Frequency: Intermittent and consistent
    Specificity
    Sincere/genuine
  118. When the message sender is not understood by the receiver
  119. All implanted children, regardless of age of implantation, continue to struggle in task transitions from more structured to more spontaneous listening situations
  120. 3-7 years
    Subtest categories for develop awareness of the world
    Lets you know how child is developing
  121. 1%
  122. Carolina Picture Vocabulary Test
  123. Self talk
    Parallel Talk
    Description
    Repetition
    Expansion
  124. True
  125. Pitch variations/breaks
    Cul De Sac resonances
  126. False
  127. Takes one week
    Give the parent a unit to score their child
    Have expressive and receptive units
  128. 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
  129. Earth->Planets->Solar System
  130. False
  131. 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
  132. Speaker with profound HL do not demonstrate this
  133. True
  134. 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
  135. 0-3 with profound SNHL
  136. Can be in message reception or message production
  137. Different vowels and consonant strings
    Conversational babble/jargon
  138. Wrote for Sesame Street
    Had a son with Down Syndrome
    Introduced a disabled character to Sesame Street
  139. Daily
  140. True
  141. Gold standard
    Visual Response Audiometry
    Conditioned Play Audiometry
    Conventional
  142. False
  143. Part C of the IDEA
  144. Questionnaire by answering 35 yes/no questions
  145. /a/
    /s/
    /sh/
    /oo/
    /m/
    /i/
  146. Situational
    Direction/Format Bias
    Value
    Verbal and Nonverbal Linguistics
  147. Sender/message/receiver relationship
    Ways to communicate
  148. OCHL
    Want to know about services provided to children who are hard of hearing
    Only had this one disability
  149. Specific training programs
    Continue education in uncomfortable areas
    Ask Audiologist
  150. 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
  151. Stress
    Intonation
    Voice Quality
  152. Target objective
    Task Selection
    Materials
    Task analysis
    Feedback/reinforcement
  153. Stress
    Speaking Rate
    Coarticulation
    Breath Control
    Voice Quality
  154. Within word/ word pauses 1.5-2 times slower
  155. Biases results in favor of AVT
  156. Describe while you are doing and seeing it
  157. Vocal Control
    Suprasegmental
    Segmental
    Fluency
    Social/Classroom Usage
  158. Always bear in mind developmental expectations for speech as well as auditory perceptual abilities: Compare CI vs HA
    Think of Speech Production
  159. Below 3rd Grade
  160. False
  161. Cochlear Implants
  162. Detection
    Discrimination
    Identification
  163. Key assumed knowledge: ND acquisition information relative to: Auditory status and abilities
    Amplification type
    Speech Development
    Receptive and Expressive Language
  164. 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
  165. Subtests 1-5 are School Readiness
    This score determines where you start for tests 6-10
  166. Truthful
    Identify Errors
  167. True
  168. Questionnaire
    May look at different SSQs to see patients hearing experience over time
  169. Detection
  170. True
  171. False, it is developed earlier in ND children
  172. Develop listening skills
    Practice developing a conditioned response
  173. True
  174. Team coordinator/Case manager
    Parent/Child
    Audiologist
    SLP
    Teacher for Deaf/Hard of Hearing
    Classroom Teacher
    Psychologist
    Social Worker
    PT
    OT
  175. Social Constraints of Message Formulation
  176. /u/
    /a/
    /i/
    /s/
    /sh/
    /m/
  177. Difficulty understanding the medical system
    Difficulty understanding the education system for their child
    Lack of qualified personnel with awareness of cultural differences/language difference
  178. Relationship between degree of HL and level of education
    Deaf have an average 4-5 grade education
  179. Developmental disfluencies common in young children
  180. Describe what child is saying or doing
  181. False
  182. True
  183. True
  184. Want to know strengths and weaknesses
    Talk about strengths and work on weaknesses
    Can do this in a variety of ways
  185. Sign System
  186. Neutralization
    Substitution
    Diphthongization
    Prolongation
    Nasalization
  187. 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
  188. How far are they behind hearing peers
  189. True
  190. Voice On/Off and High/Low
    No break in quality
  191. False, occur typically at 12 months
  192. 3 months, 6 months
  193. True
  194. Detection/Localization
  195. Describe objects
  196. False
  197. Mean word recognition decreases
  198. True
  199. Residual Hearing and thresholds
    Room acoustics
    FM Systems
    More comprehension, does child understand
  200. Expand World Knowledge
    Semantic Mapping
    Problem Solving Skills
    Verbal reasoning skills
    Improve Study Skills
  201. True
  202. Age of identification
    Age of amplification/implantation
    Device Type
    Use
    Auditory Experience
  203. Vowel production errors
    Consonant Production Errors
  204. True
  205. Closed Set
    Small Set
    Linguistic Complexity
    Acousticaly Dissimilar
    High Context
    Structured
    Positive SNR
  206. Step 2
  207. Respiration
    Resonance
    Phonation
    Articulation
  208. 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
  209. 61% had continuing education
    A wide range of a one day seminar to university courses
    English is primary language
    No CI
    No secondary disability
  210. 3 months
  211. Identify and fit amplification early
    Use best practice for evaluations, verifications, fittings, etc
    Monitor HA use with data logging and consistency rating
  212. Tell them to educate others in child's life about troubleshooting
    Want parent to be knowledgeable on HA
  213. What you do to prepare for the communicaiton interaction
  214. Not the best
    Not cost effective
    Forced audiologists to identify the problem with identifying HL at birth and how to improve UNHS
  215. Vocabulary
    Syntax
    Speech Production
  216. Hypo/Hyper Nasality
  217. Temporal Recognition
    Binaural Separation and integration
    Monaural with background noise
  218. False, it occurs at 6 months
  219. 18-24 Months
  220. Family Interview
    Audiology Service provider Survey
    Services and Provider Survey
  221. Equal n word, inappropriate stress consider physical componants
  222. False
  223. Researching company before an interview
    Become familiar with vocabulary of new setting
  224. Looking for changes in behaviors and adjusting to meet the child's needs
  225. Detection
    Discrimination
    Identification
    COmprehension
  226. The coaching process encourage parents to be more involved in intervention which has a positive impact on child language development
  227. Consistency of auditory success
    Early Intervention Services
  228. Ling's 6 Sounds
    Check Batteries
    Clean
    Do this daily
  229. Rarely
  230. False
  231. Breathiness
  232. Access to high speed internet and computer
    Feeling comfortable with technology
    Quiet environment at home
    Access to materials
  233. Audiological Status
    Auditory Skills
    Speech production
    language
  234. Clearly defined behavioral objectives specific to skill or sub-skill being learned
    Instructional level
    Instructional modality
    Plan-do-review
  235. Be alert to confusion signals
    Identify causes of communication breakdown
    Implement expressive repair strategies
  236. Where does the child fall with Normal Hearing child at the same age
  237. True
  238. Needs good SNR
    Multiple contexts where language is used
    In child's modality
  239. Small probe containing sensitive microphone in EC
    Probe presents stimulus and microphone detects response of OHC
  240. 3 years - 10 years
    Tests Vocabulary, Morphemes, Sentences
  241. 32% met all benchmarks on time
    Lowest area was 3 months where only 70% met that benchmark
  242. Scaffolding Strategies for receptive and expressive
    Color-coding
    Temporal
    Story-mapping
  243. Reading
  244. Children under 2 who are Deaf or Hard of Hearing
  245. Information explosion and how to judge its validity
    Want to include D/HH in GenEd Classroom
    Want to know how they communicate
  246. How is it used in context
  247. The child is enrolled in a strong program with an auditory emphasis
  248. Parents take an active role in therapy
    Fewer cancelations
    Sessions can be recorded for other family member use
  249. 5 areas with 3 questions each
    3 years - 5 years
    Tests the child in a classroom setting
  250. Track behavioral change
    Monitor usage of HA/CI
    Relate to academic progress
    Adjust goals based on data obtained
  251. Closed set task
    36 words divided into 3 tests
  252. 1 month- 19 years
  253. Technologic issues
    Behavioral issues of the child
  254. False
  255. 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.
  256. 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
  257. 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
  258. Information to be transmitted
    Evaluation of the receiver's position
    Evaluation of the sender's ability
    Environmental constraints
    Social constraints
  259. True
  260. Multiple ABRs
    Recurrent middle ear infections
    ABR was near normal
  261. Coach for the family during the intervention session
  262. 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
  263. "Show me XXX"
    Child points and record response
  264. Growing body of research supporting feasibility and efficacy
    Increased Federal Funds
    Technology Advances
    False-Positive Rate is low
  265. Degree of HL
  266. Z-Score
  267. Assessments conducted with the child
    Related services this child might qualify for
    Transition Planning
  268. Parents taught to stay within 3 feet of chlid and at the child's level
    Listening sequence taught
  269. Vocabulary Development will be constant
    Form/Use issues increase in significance as child becomes older
    Make sure you work on receptive and expressive langauge
  270. 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
  271. Engage multiple local, state, and federal agencies in continued funding
  272. Multiple rescreenings
  273. Children with early confirmation of hearing loss show stable growth in the outcome measure, while children with late confirmation show a decline over time.
  274. Receiver's Responsibility
    Sender's Responsibility
  275. Cost
    Relatively stable audio and visual signs
  276. Open-set comprehension tasks
  277. Self-Administered
    Clinician may read the questions if child is illiterate
  278. Voice/Voiceless confusion
    Omission
    Substitution
    Distortion
    Manner
  279. True
  280. True
  281. 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
  282. Structured to "real world"
    Simple message to more complex message
    Discuss feeling associated with "broken communication"
  283. Joint participation on students IEP teams
  284. 3-12 years who are profoundly hearing impaired
  285. Degree of HL
    Age of ID
    General behavior
    Overall cognition
    Attention
    Attitude
  286. True
  287. 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
  288. Definitions and examples
    Causes of communication breakdown
    Ways people signal confusion
  289. 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
  290. Formal
    Informal
    Dynamic
    Curriculum Based
  291. It was an advantaged sample of children
  292. Most common birth condition affecting development
    3 in 1000 births
    93% of children with HL are born into hearing families
  293. 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.
  294. Informal Learning and Teaching
    Formal teaching and Learning
  295. Deaf children
    Tests receptive sign vocabulary
  296. Have him try to imitate a sentence that the clinician creates "keep up the good work"
  297. By age two
  298. Daily
  299. Limited schema about the event or routine
    Less access to language of parents, siblings, and caregivers
    Fewer incidental learning opportunities
  300. Early Identification
    Increased Client Diversity
    CIs
  301. Designed to address HL and help children with better outcomes in general education program
  302. False
  303. Create listening environment
    Select instructional material
  304. True
  305. Family History of HL
    In utero Infection
    Craneofacial Anomalies
    Low birth weight
    Hyperbilirebinemia
    Ototoxic medicine
    Meningities
    Low ApGAR scores
    Ventilator
    Syndromes
    Extended NICU stay of greater than 5 days
    Chemo
    Fungal Infection
  306. Ages 0-5
  307. Attribute + Entity
  308. Task organization
    Directions: Modality
    Materials
    Task targets
  309. 6 months
  310. Poor breathing patterns, fewer syllables per breath, breathy voice
  311. 30%-40%
  312. 10 dB HL
  313. Multiple re screenings
    Family chose to wait
    Family assured that equipment wasn't working
    Delayed because of ME problems