AR Exam 3

Question 1

IEP’s include:

Answer 1

Statement of the present level of performance
Statement of annual goals
Short-term instructional objectives
Special education provided
Participation in regular educational program
Projected date for services to begin
Anticipated duration of services
Criteria to determine if objectives are achieved
Procedures to determine if objectives achieved
Schedules for review
Assessment information
Placement justification statement

Question 2

Audiologist Do:

Answer 2

♣ Test hearing and speech.
Select, fit and maintain listening device and ALDs, including FM units.
Assess central auditory function.
Assess classroom acoustics and make recommendations (Ambient noise level, reverberation times).
Provide direct speech perception training.
Consult with multidisciplinary team.
Serve as educational audiologist in school system.

Question 3

SLP do:

Answer 3

Assessment speech, language, literacy, and speechreading skills.
Possess knowledge of listening devices and ALDs.
Provide direct speech-language and speech perception therapy.
Consultation with parents.
Sign language instruction.
Act as liaison between clinic, classroom, and home.
Consultant to audiologist.
Provide speech perception training.

Question 4

Individuals with Disabilities Act (IDEA, 1997)

Answer 4

mandated services for infants and toddlers, expanded coverage to age 21

Question 5

IFSP

Answer 5

(birth-3 years): family centered approach, build upon its strength.

Question 6

Bilingual/ Bicultural Model

Answer 6

ASL first, spoken language taught in school

Question 7

Total Communication (Manually Coded English):

Answer 7

manual signs corresponding to words of English, person speaks simultaneously while signing, child uses every available means to receive a message (sign/residual hearing/lipreading).

Question 8

Aural/Oral Language:

Answer 8

same language used with normal hearing. Speaking and speechreading to receive messages. Multisensory approach (vision/hearing). Unisensory approach with some children (only residual hearing). Helps achieve better S/L performance.

Question 9

Cued Speech

Answer 9

phonemically-based hand gestures to supplement speechreading. Talker speaks while cueing message

Question 10

Ling Sounds

Answer 10

span the range of speech frequencies that commonly occurs in running speech

Question 11

Amplification: hearing aids received as early as 4 weeks of age. 5 step process:

Answer 11

1. Selection: size of ear/ instrument
2. Verification: real ear measures
3. Orientation: parents need to learn about care and use
4. Validation: looking to access childs response to sounds
5. Follow-Up: infants and toddlers more often than adults

Question 12

Most common birth defect:

Answer 12

Hearing loss

Question 13

Behavioral Observation Audiometry (BOA):

Answer 13

auditory behavior index (ABI). Observation of child’s response to sound (changes in sucking pattern, eye widening, activity cessation, head turn). Doesn’t test threshold. Habituation to sound.

Question 14

Visual Reinforcement Audiometry (VRA):

Answer 14

acoustic signal and reinforcing head turn with a light stimulus or animated toy/video. 6 mos-2.5 yrs. Operant conditioning response based. Observe natural tendency to turn to sound.

Question 15

Conditioned Play Audiometry (CPA):

Answer 15

child is trained to perform a task in response to a sound. 2-5 years. “wait and listen” behavior. Familiar toys. Can be used for speech testing.

Question 16

Cytomedalovirus (CMV)

Answer 16

common, member of herpes family virus. Usually no symptoms in adults, fairly harmless. Babies at risk for active infection and complications born to women who are infected. Causes 20-30% on HL. Some children asymptomatic at first and symptoms become present later in life.

Question 17

Genetic causes:

Answer 17

½ of congenital HL. Confirmed by physical exam/family hx/ancillary medical testing (CT and molecular genetic testing). Autosomal dominant/recessive. X-linked gene. Syndrome.

Question 18

Auditory Neuropathy

Answer 18

affects peripheral nervous system. Mild-moderate loss. Present OAES. Abnormal/absent ABR. Poor speech recognition.

Question 19

Tinnitus:

Answer 19

25-55% of ch with HL affected. Inflicts insomnia, emotional trauma, physical symptoms, attention difficulties and listening challenges. Lack context of normal hearing so it’s hard to detect.

Question 20

Central Auditory-Processing Disorder (CAPD)

Answer 20

central cause. Transmission of signal from brainstem to cerebrum. May/may not know cause. Difficult to diagnose. Difficulty localizing sounds, auditory discrimination, recognizing auditory pattern and associating meaning to sound.

Question 21

Detection of HL:

Answer 21

Ch may have failed a screening (newborn, pediatrician or school)
Ch does not respond to sound the same way as children who have normal hearing
Ch has speech and language delay

Question 22

Universal Newborn Hearing Screening (UNHS) or Early Hearing Detection Intervention (EHDI)

Answer 22

o It’s the application of rapid and simple audiological tests to all newborn babies prior to leaving the hospital in order to identify those babies that require further testing.

Question 23

Testing is done with either:

Answer 23

Automated Auditory Brainstem Response (ABR) 
Otoacoustic emission (OAE’s)

Question 24

Risk factors for HL (50% of Ch have no risk factors at birth):

Answer 24

Low birth weight (less than 3.3 pounds)
Family history of hearing loss
In utero infections such as cytomegalovirus, rubella, or herpes
Ototoxic medications
Low Apgar scores
Need for ventilator for 5 days or longer
Craniofacial anomalies
Physical manifestations consistent with a syndrome
Bacterial meningitis
Hyperbilirubinemia (severe jaundice)

Question 25

Otoacoustic Emissions (OAE):

Answer 25

low level sound emitted by cochlea on presentation of an auditory stimulus. Inaudible sounds from outer hair cell function. Pass/refer. 2/3/4/5000 Hz.

Question 26

Sequential-Stage Model Of Grieving:

Answer 26

shock and denial, guilt, bargaining, anger, depression/detachment, acceptance.

Question 27

Circular-Pathways Model Of Grieving

Answer 27

sequential stage reactions, grieving experience as enduring cyclical approach, positive pathway (hope, future with optimism), negative pathway (despair/anger/protest).

Question 28

Assistive Technology: FM devices are typical in classroom settings:

Answer 28

Personal microphones (teacher only).
Environmental microphones (whole classroom).
In personal set-up, teacher wears microphone.
Student wears receiver.
Audiologist serves as resource for teacher to ensure comfort with system.

Question 29

Children in classrooms with Mild or moderate hearing loss:

Answer 29

May have difficulty listening in noisy and reverberant classrooms.
This can lead to deficits in speech recognition, academic learning, social skills, and self-image.
These children may need aural rehabilitation.

Question 30

Children in classrooms with Unilateral Hearing Loss:

Answer 30

Historically, have received little or no intervention.
These children are at risk for language delay, as they miss out on incidental learning, or opportunities to overhear information from diverse sources.
Favored seating in classrooms can help.

Question 31

Education For All Handicapped Children Act (1975

Answer 31

guaranteed free and appropriate education for children with disabilities ages 3-18 in least restrictive environment. SpEd provided at public’s expense.

Question 32

Center-based programs:

Answer 32

children attend weekly therapy for a set number of hours

Question 33

Home-based programs

Answer 33

early-intervention specialist visits the infant’s home and provides instruction to the parents and child.

Question 34

Lesson plans: (program)

Answer 34

provide kinds of activities appropriate for very young children. Serve as a series of goals for the child.

Question 35

Informal Instruction:

Answer 35

Irregularly as clinicians observe parent-child interactions. Clinicians should be tactful, provide respect for parents and avoid being overly negative.

Question 36

Formal Instruction:

Answer 36

Didactic Instruction: teach language-stimulation strategies
Guided Learning: provides coaching on the language strategies
Real-World Practice

Question 37

Four Design Principles for AT

Answer 37

Auditory Skill level, Stimulus Units, Activity Kind, Difficulty level

Question 38

Auditory Skill level

Answer 38

Sound Awareness (detection) – detect presence/absence of sound
Discrimination – differentiates same/different or pattern perception
Identification – label some auditory information and suprasegmentals (vowels/consonants)
Comprehension – understanding of spoken language (answering ?s, following instructions, paraphrasing, conversation).

Question 39

Stimulus Units

Answer 39

addresses whether the approach puts emphasis on segments of speech (analytic) and meaning of utterances (synthetic). Most use both.

Question 40

Activity Kind

Answer 40

formal training activities occur at specific times of the day, either one-on-one in small groups (highly structured and may involve drill).

Question 41

Difficulty Level – 6 ways: Four Design Priniciples for AT

Answer 41

a ) Varying the size of the stimuli set used for the training (closed, limited or open set)

b) Vary the stimulus unit (training exercises with words or phrases are easier than sentences)
c) Varying stimulus similarity (start with dissimilar and move to similar)
d) Context (speech stimuli that are supported by linguistic or environmental context are easier)
e) Moving from structured to spontaneous tasks
f) Altering listening environment or stimuli presentation (changing the SNR)

Question 42

Vowel objectives:

Answer 42

discriminate vowels that differ in first format info/second formant info, discriminate words that have vowels with similar first and second formant info. Identifying words with different vowels (4-item response set/open set).

Question 43

Consonant training objectives (contrast place, manner and voicing

Answer 43

Discriminate nasal/nonnasal voiced/voiceless consonants, and fricatives v. voiced/voiceless stops that differ in place of production. Identify words.

Question 44

Synthetic Training Objectives:

Answer 44

Dependant upon student’s skill level, synthetic training objectives might begin with simple discrimination activities (suprasegmental). Suprasegmental aspects include intonation, stress, duration, and loudness

Question 45

Speechreading training:

Answer 45

Some studies have found children improved their recognition of phonemes following training. Speechreading training, in conjunction with the use of a tactile aid, also appears beneficial.

Question 46

Formal Training: AT

Answer 46

stimuli becomes challenging over time, variety of talkers for traiing items, many traiing items presented over short period, nonspeech training stimuli only to be used with prelingually deaf young students over a short time. Closed to open set response. 10-15 minutes a day of AT. Engaging and interesting.

Question 47

Informal AT:

Answer 47

can enhance confidence in conversation ability. Can be coordinated with speechreading.