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Aural Rehab Exam 1
| Question | Answer |
|---|---|
| How do we test someone's hearing? | behavioral (audiometer) and non-behavioral (tymps, acoustic reflex, ABR) |
| What are the types of hearing loss? | Conductive, SNHL, sensory, neural, mixed, retrocochlear |
| What are the age of onsets? | congenital, pre-lingual, peri-lingual, post-lingual, acquired |
| What are the degrees of HL for hard of hearing? deaf? Deaf? | HoH - PTA/SRT less than 80dB; deaf - PTA/SRT greater than 80 dB; Deaf - individual who identifies themselves with the Deaf culture |
| What is the audiologist's role in AR? | dx of HL, tx of HL and balance disorder, and fitting/mapping HA/CI and HAT |
| What is the SLP's role in AR? | Evaluating receptive and expressive lang, comprehension of lang (oral, signed, written), tx of speech and voice disorders |
| What are the shared roles of audiologists and SLPs in AR? | Speech reading training, development of communication strategies, speech perception |
| What are some psychosocial effects of HL? | comm difficulties, self isolation, poor self concept, delay of dev of receptive and expressive lang, lang deficits causing learning problems, reduced academic achievement, may impact vocational choices |
| What are some effects on vocab for children with HL? | Develops more slowly, difficulty with functional words, barrier to incidental learning, more easily learn concrete words rather than abstract words |
| What are some effects on sentence structure? | produce shorter sentences, difficulty understanding and complex sentences, misunderstand verb tenses |
| What are the effects on sentence production? | have difficulty producing sounds they do not have auditory access to, speak loudly or not loud enough, speak in unnatural pitch, poor stress, inflection, rate of speaking |
| What is the effect on academic achievement? | Difficulty in reading and math concepts, difficulty hearing in noise, lag behind peers |
| What are some effects of HL on personality? | Self-doubt, autonomy, identity, trust, sense of "self," ego |
| What is counseling? | The gathering of information through careful listening, the conveying of information, and the making of adjustments in one's strategies based on that knowledge |
| What are the two types of counseling? | Informational counseling and personal adjustment counseling |
| What do you talk about during informational counseling? | Describe the auditory system, explain the audiogram, and describe the benefits of amplification |
| What do you talk about during personal adjustment counseling? | Focus on the adjustment of the person who has the HL, move through the grieving process, assist to ID, understand, and seek solutions for problems related to HL |
| What are the two approaches to counseling? | Client-centered (personal adjustment counseling) and professional centered (informational counseling) |
| Define pass, refer, and fail. | Pass - less likely to have the disorder that you are looking for; Refer/Fail - did not meet the minimum criteria and more testing is needed |
| Define sensitivity and selectivity. | Sensitivity - how good is the test at finding what you are looking for; Selectivity - how good is the test at not finding things you don't want to find |
| What is the 1-3-6 rule? | Screen/re-screen by 1 month, diagnose by 3 months of age, and provide intervention by 6 months of age |
| How much time do you have to make the recommendation to early intervention once a HL is diagnosed? | 2 days |
| How much time do you have to provide audiologic habilitation after the diagnoses of a HL? | 1 month |
| What is IDEA? Part C? Part B? IFSP? | IDEA - Individuals with Disabilities Act; Part C - Early intervention (B-3) and it varies b/w states; Part B - transition to school; IFSP - Individualized Family Service Plan |
| What are options for communication (expressive and receptive)? | Receptive - from fully visual to fully auditory; Expressive - From fully sign to fully oral (still rely on gestures with each mode) |
| Who is primarily responsible for developing a child's language? | The parents |
| What are the appropriate early intervention practices? | 1) Services are family centered and culturally/linguistically responsive 2) Services are developmentally supportive and promote child's participation in their natural env. 3) services are comprehensive, coordinated, team based 4) evidence based research |
| What is the "natural environment?" | Practicing in a comfortable setting to give the child the best opportunity to communicate in the harder "natural environments |
| What is the overall goal of AR? | Overall communicative competence and meaningful auditory integration |
| What is the developmental approach to AR? | Ensuring that the child reaches the appropriate developmental milestones IAW the child's developmental age |
| What is the "hearing age?" | the age at which the child first puts on HAs/CIs |
| What are the domains of AR? | 1) auditory skills 2) language 3) speech production - each session should have elements of all of these |
| What is the auditory skills development/hierarchy? | 1) Sound awareness/detection 2) discrimination 3) identification 4) comprehension |
| How can you help build communication? | 1) Talking a lot 2) doing it in quiet 3) closing the gap |
| How should you perform therapy? | In the mode of communication that the child is using |
| What is the definition of "hearing impairment" under federal law? | An impairment in hearing whether permanent or fluctuating, that adversely affects a child's educational performance but that is not included under the definition of deafness in this section |
| What is the definition of "deafness" under federal law? | A hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification and that adversely affects a child's educational performance |
| What are the effects of a HI? | 1) speech production 2) language development 3) psychosocial development |
| What is a 504 plan? | Law that has no funding but provides accomdations and services to people with an impairment that affects one or more life activities but does not qualify for IDEA |
| What kind of accommodations can kids have in school? | Use of interpreters, direct service delivery, managing the environment, personal adjustment counseling, behavioral expectations, teaching style changes |
| Why are transitional services important? | They are mandated by law (IDEA) and it helps facilitates the transition from high school to the real world, laws, rights, etc. Helps remove some of the barriers they may face. |
Created by:
duda713
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