Aural Rehab Final Exam

Components of federal law that govern special education for infants and toddlers includes mandates related to:

Parent training, assessment procedures, and SLP/Audiology services

In terms of the setting of services, IFSP guidelines expect

Child’s natural setting as the primary site of delivery of services.

What setting(s) typically be the primary site of delivery

Home or daycare

Related to the selection of communication mode for an infant/toddler with significant hearing loss…

The advancement of cochlear implants has resulted in a significant shift towards the selection of auditory/oral modes

As reported in your text, Munoz, et al, (2012) discovered the following are the three top challenges for parents trying to obtain hearing aids for infants/toddlers:

Financial support, other health concerns, and finding a pediatric audiologist

Early intervention with an infant/toddler with hearing loss should begin:

As soon as the loss is confirmed

A family routine that would make for a context for coaching parents and working with young children with hearing loss would be:

Folding laundry, cooking/baking, or bathtime

The early educator and SLP must be prepared to offer natural feedback to the parents during coaching activities designed to teach the parents to use language facilitation techniques on a regular basis. This feedback should include both:

Complimentary and constructive remarks

The mapping of a cochlear implant for a child who is under two years of age:

Possible through neural response telemetry available by some cochlear implant manufacturers

The law in the United States that protects access to education for children with hearing loss is:

Focused primarily on concepts of free and appropriate public education and least-restrictive environment

The IEP is written:

By a multidisciplinary team, including the parents and (when applicable) the student

Michael is in third grade and he has a moderate hearing loss acquired during his preschool years due to recurrent ear infections and deterioration of the ossicles. He attends the neighborhood public elementary school. Michael uses auditory/oral as his primary modes of communication and he does not know sign language and he wears hearing aids. Mr. Mayberry is part of Michael's IEP team. He has the following responsibilities:

1. routine evaluation of Michael's performance in math, science, and social studies

2. planning and delivering instruction to Michael in most subject areas

3. monitoring the classroom learning environment

Mr. Mayberry is likely:

Michael's third grade general education teacher

Self-contained classrooms that are sometimes used as a service delivery model for students with hearing loss

Are used for children with hearing loss and/or other disability categories for delivering specialized instruction for certain periods of the school day

The IEP lists program accommodations that are necessary for the student to:

Benefit from their general education program by establishing a "fair playing ground" with students with intact hearing

A listening challenge within the general education classroom setting that must be evaluated and mitigated is:

Reverberation

Reverberation definition

Persistence of sound in a space after the sound sourehas stopped

Which task(s) below is a method for monitoring the hearing status and amplification integrity of students within the classroom on a routine basis?

Ling 6-Sounds Test

Ms. Thompson has two children in her 4th grade classroom this year with IEPs for hearing impairment. What should Ms. Thompson do ahead of time to attempt to minimize the level of noise in her classroom?

Request a large area rug be purchased to cover the entire floor of the classroom

Micah is profoundly deaf and does not use any form of amplication. He is in the 7th grade, uses American Sign Language as his communication mode, and requires interpreter services so that he can attend his small-town public school. Recently, Micah has started to withdraw from peer activity and express disinterest in school and most other activity. His grades are starting to drop from As to Cs. A potential need for Micah at this time to provide psychosocial support might be:

Introducing and/or increasing connections between Micah and Deaf culture opportunities and peers with hearing loss

Cooper is in 9th grade. He has noise-induced, bilateral, mild-to-moderate hearing loss from working on the family farm for the past ten years and exposure to firearms. Cooper's hearing is currently unaided and his loss was first documented when Cooper was is 7th grade. Without intervention, what challenge(s) might result for Cooper?

Behavior issues, declining academic performance, social withdrawal/altered mood

Erin is a nine-year-old with moderate-to-severe hearing loss. She wears hearing aids and uses speech and hearing as her primary modes of communication. Erin's IEP includes targets like asking questions, defining words, and telling stories. The SLP is conducting an activity with Erin one day that includes pre-teaching science vocabulary using word maps. This is an example of:

Intentional vocab learning

An example of a more common pragmatic error from a child with significant hearing loss is:

Over-use of non-specific repair strategies to address communication breakdowns

The Effective Vocabulary Instruction Technique explained in your textbook sets forth the principle of "presenting new words in an enhanced manner." Which situation in the list below is an example of this principle in action?

Making sure to do some initial teaching and practice with plural forms of words in the therapy room to provide slight emphasis on the /s/ and /z/ sounds at the ends of those words

Formal tests of language:

Should only be one part of a more comprehensive assessment plan

When targeting pragmatics while working with a child with significant hearing loss, therapy techniques might include:

Direct instruction, use of children’s literature, play groups

Henry has a significant hearing loss. He is eight years old. The following are typical pronunciations for Henry at this time:

• His little brother's name is Wes and Henry calls him: "Weh" (in phonetics: /wɛ/)

• To request his favorite cartoon, he asks for "Sponge Bah" (in phonetics: /spʌndʒ bɑ/)

These errors are an example of:

Omission of word final consonants

To assess speech intelligibility in a child with hearing loss, you could have them:

Produce a set of words, retell a story, and engage in spontaneous conversation

Joe is an SLP in a program that includes several children with significant hearing loss. All of these children have cochlear implants and use speech to communicate. As Joe works with the children to improve use high-frequency consonants and overall intelligibility, he includes work with mirrors, sound-activating toys, and placement cues. These are methods that are part of which type of therapy approach?

Visual

In terms of written literacy and students with hearing loss we know:

Research suggests the average reading level for adults with significant hearing loss is 6th-7th grade

A reading instruction approach that teaches children how phonemes match up with the alphabet is called:

Phonics approach

A suprasegmental feature of the speech characteristics of a student with significant hearing loss can be:

Flat or unvaried tone

Level of overall intelligibility for a person with hearing loss is related to:

Hearing loss type and severity and amount/type of speech therapy

To check stimulability of speech skills, we need to be prepared to use:

Biofeedback tools/materials

Two primary types of approaches to speech production training for students with hearing loss include:

Auditory vs. visual approach

Students with significant hearing loss can struggle to learn to read because:

Likely have some level of foundational language limitation, don’t have an auditory basis for decoding, have some missing general knowledge due to not having signals around them

A way to measure segmental speech skills includes:

A formal test of articulation

A key intervention principle for teaching speech to a child with significant hearing loss is:

Proper amplification in place, use of biofeedback, lots of successful repetition

Aspects of language skills includes:

Vocab comprehension

The fact that a child with hearing loss may fail to recognize use of humor by classmates is part of:

Pragmatics

Content Parts

Lexicon, semantics, and vocab

Lexicon meaning

Vocab of a person, language, or branch of knowledge

How do you learn content?

Incidental means and intentional teaching

Content Process

Perceive, comprehend, and map

Content Characteristics: Nouns/verbs

Overuse of nouns/verbs, use more visible terms/can be seen/hold high value in meaning

Content Characteristics: Vocab

Limited vocab

Content Characteristics: Figurative Language

Challenged by synonyms, antonyms, multiple meaning words, idioms, cliches

Content Characteristics: Basic Concept terms

Often need explicit instruction with basic concept terms

Basic concept terms examples

Spatial, temporal, sequential, qualitative, quantitative, and socio-emotional

Content Characteristics: CI’s

Cochlear Implants greatly accelerate vocab learning

Syntax Meaning

Grammar, word order, morphemes, sentence types

Syntax Learned through…

Gradual and natural progression

Syntax Characteristics: Rare use of…

Adverbs, prepositions, and pronouns

Syntax Characteristics: Inconsistent use of key…

Grammatical morphemes, especially those that are supported by high frequency consonant sounds

Grammatical morphemes that can be used inconsistently

Past tense, plurals, possessives, third person singular, auxiliary, copula

Syntax Characteristics: Oral language use

Short and more simple oral language use are more commonly used

Pragmatics Use

Social skills, use of language/communication in context

Pragmatic reasons why children with hearing loss may not be matched to peers in this area

Reduced amount of practice using language, miss out on everyday models, don’t receive as much formal instruction

Social Skills for academic success

Responding to others, staying on topic, avoiding interruptions, turn-taking, repairing breakdowns, responding to nonverbal cues

Pragmatics for children with hearing loss

Off topic use of questions/failure to respond to questions asked, lack of initiation skills, failure to identify humor, may use nonverbal communication in error and cause misunderstanding/social miscues, overuse of non-specific repair strategies

Language Eval Task Type

Use a comprehensive and multi-faceted plan

Language Eval Mode of communication

Speech, sign, interpreter

Language Eval Test norms

Formal language assessments, spontaneous speech/language sampling, classroom observation/work sample analysis

Language Eval: Spontaneous speech and language sample

MLU, grammatical morphemes in obligatory contexts, WH/NP/VP elaborations, rating scales/checklists for suprasegmental

Language Eval: Classroom observation/work sample analysis

Check for real-life understanding/use of language and intelligibility, identify social communication skills and overall level of engagement, understand level of success and areas of challenge within the academic curriculum

Approaches for teaching Language

Multisensory and unisensory approach

Goal setting concepts

Increasing overall level and quality of communication, promoting heightened understanding and use of narrative ad expository language, enhanced overall vocab skills (emphasis on academic and basic concepts), increased general world knowledge, enhance self expression, fine-tune syntax skills (especially grammatical), promote greater social-communication competence

Structured Language Therapy Concepts

Explicit teaching, highly systematic and scaffolded, focused on more discrete aspects of language, teach and elicit high levels of mass successful practice of target skills

Discrete Aspects of language example

Use of third person regular singular

Naturalistic Language Therapy Aspects

Targeting the interaction of content, form, and use simultaneously through real-life experiences, relies on obligating the use of target skills, dependent on contingencies from the adult communication partner, environment must be engineered

What is a hybrid approach

Small and important doses of structed and explicit language therapy are sprinkled into a naturalistic approach

Hybrid Approach Steps

Formal instruction, guided learning, real-world practices

Social Identity Theory

How individual group memberships and their perception of those groups affect their communication and self-esteem

Audibility Definition

Being able to be heard or perceived by the ear

How is loss determined?

Universal newborn Hearing Screenings

How is hearing loss confirmed?

Through auditory behavioral response and/or otoacoustic emissions, sometimes using behavioral responding

Common causes of hearing loss in young children

Prematurity, anoxia, maternal conditions during pregnancy, inherited deafness, counseling processes/variables

FAPE meaning

Free and Appropriate public education

LRE meaning

Least restrictive environment

When was it amended to mandate original PL for infants/toddlers/preschoolers

1997

What does the current law include?

Family training counseling and home visits, special instruction, SLP and audiology, occupational therapy, transportation to/from services, psychological services, case management, screening and assessment, medical services for evaluation

IDEA Overview: Identification

Seeking out children at risk

IDEA Overview: Eval

Appropriate assessment and diagnosis processes to determine eligibility

IDEA Overview: Individualized Family Services Plan (IFSP) or IEP

Specific intervention plan written collaboratively with the team (including parents) and based on the child’s needs

IDEA Overview: Parents

Guided by a family centered approach

IDEA Overview: Related Services

Provided on an individual basis to gain access/benefit from the designed special education

Examples of related services

Transportation, nursing visits

IDEA Overview: LRE

Educated, to the max extent, with other children who do not have disabilities

IDEA Overview: FAPE

Education at no cost to parents, regardless of placement

IDEA Overview: Due process

Procedural safeguards to ensure protection of child/family throughout the process

Who does the IFSP provide to?

The family

IFSP: What is in the statement

Present of performance, skill, development (physical, cognitive, communication, social, emotional, and adaptive)

IFSP: Resources

Family resources, priorities, and concerns

IFSP: Goals

Goals for the child/family which is stated in measurable terms

IFSP: What is necessary to meet the plans

Specific early intervention services

IFSP: Where should provided services take place

Natural environments for the child like home or daycare

IFSP: Other aspects

Timelines/dates, primary service coordinator, transition plan (to preschool years)

Four communication modes

ASL, manually coded English, Aural/oral language, Cued speech

Manually coded English parts

With or without spoken English

Aural/Oral language parts

Multi-sensory vs auditory-verbal approach

Cued Speech Aspects

Phonemically based hand gestures to represent speech sounds and augment speechreading