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Aural Rehab > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

School aged refers to children age…

A

3+

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2
Q

4 things hearing loss can impact

A

speech production, language development, psychosocial development, educational progress

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3
Q

seeks to improve the education of all children — with an emphasis on children from low-income families

A

No Child Left Behind Act (NCLB)

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4
Q

was replaced by The Every Student Succeeds Act in December of 2015

A

No Child Left Behind Act (NCLB)

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5
Q

focuses on the individual child and seeks to ensure specialized services for children with disabilities so that they may benefit from education.

A

Individuals with Disabilities Education Act (IDEA)

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6
Q

first signed into law in 1973 and recently reauthorized in 2004, supports and promotes the rights of individuals with disabilities.

A

The Rehabilitation Act

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7
Q

the major legislation that protects the rights of individuals with disabilities against discrimination on the basis of their disability in employment settings

A

The Americans with Disabilities Act (ADA)

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8
Q

give the right to full access to school and public activities and events, including after-school events

A

504 and 508

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9
Q

Recognize children who are D/Hoh have unique communication; Encourages development of a communication-driven and language-driven educational delivery system in the state

A

Deaf Child’s Bill of Rights

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10
Q

a required component of the IEP Process for students who have been identified as having the Deaf or Hard of Hearing (DHH) exceptionality.

A

Model Communication Plan (MCP)

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11
Q

helps to gather all data to guide the IEP team discussion on supports and services needed in the areas of language, communication, reading, assistive technology, listening, and more.

A

Model Communication Plan (MCP)

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12
Q

Revises provisions relating to public school choice options for parents of students in public schools to include auditory-oral education programs.

A

Auditory Oral Education Act (2011)

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13
Q

Recognized the need and want for DHH children to have the listening in spoken language (LSL) approach and that if they want it, the families should be able to choose to go to a school that provides these services if their local school does not offer it

A

Auditory Oral Education Act (2011)

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14
Q

Examples of roles of SLPs in schools

A

Help students meet the performance standards of a particular school district and state by assuming a range of responsibilities; Work in partnership with others to meet students’ needs; Provide direction in defining their roles and responsibilities and in ensuring appropriate services to students

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15
Q

An educational interpreter supports a child from an _____ standpoint

A

educational

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16
Q

The process of transmitting spoken English into American Sign Language and/or gestures for communication between deaf and hearing people.

A

Interpreting

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17
Q

The process of transmitting spoken English into any one of several English-oriented varieties of manual communications between deaf and hearing people.

A

Transliterating

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18
Q

For the school-aged population, we must assess:

A

speech, language, auditory

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19
Q

Early Speech Perception Test (ESP)

A

2 years and older; tests speech perception

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20
Q

Auditory Perception Test for the Hearing Impaired (APT/HI)

A

3 and older; auditory perception broken into a bunch of different subtests

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21
Q

TAPS-4

A

5 and older; A language processing skills assessment

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22
Q

PLS-V

A

Until 7;11… language

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23
Q

Receptive and Expressive One-Word Picture Vocabulary Tests | Fourth Edition

A

2:0-70+; child’s receptive and expressive vocabulary skills.

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24
Q

OWLS-II

A

3:0–21:11 (LC/OE); 5:0–21:11 (RC/WE); Oral Language, Written Language, Receptive Processing, Expressive Processing, and Overall Language Processing

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25
Q

The 3 P’s of typical development

A
  1. Perception Stage
  2. Processing Stage
  3. Production Stage
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26
Q

Perception Stage

A

Auditory perception learning (oral speech & language)

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27
Q

Processing Stage

A

Cognitive operations (auditory processing, speech programming, language/cognitive planning)

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28
Q

Production Stage

A

Intelligible speech and oral language

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29
Q

Auditory skills hierarchy (low-high)

A

The 3 P’s and… comprehension, identification, discrimination, detection

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30
Q

T/F: Children w/ profound HL typically exhibit deficits in mastering one spoken language

A

True

31
Q

Indicators for successful development of more than one language via cochlear implant:

A

Parent proficiency in both languages, implanted before age 2, excellent perception skills, intensive therapy, parents used only English from diagnosis until 6-12 months post CI, cultural/religious opportunities, Therapy or school in other language

32
Q

Possible contradictions for second language exposure:

A

Late age at intervention; late age at CI (after 3/4 years); poor speech perception with CI; partial insertion of electrode; child struggling w/ language acquisition; family support issues; additional diagnosis

33
Q

Clinician and interpreter meet before session to discuss intervention goals and make interpretation decisions

A

Briefing

34
Q

SLP and interpreter work together w/ patient

A

Interaction

35
Q

Clinician and interpreter review outcomes of sessions and make follow-up plans

A

Debriefing

36
Q

Reasons why increasing number of 40 & 50 y.os with HL

A

noise exposure from loud music, use of ear buds, power engines/vehicles

37
Q

Usually for adults, HL is _____

A

gradual

38
Q

Typically for adults w/ HL, _____ frequencies impacted the most

A

higher

39
Q

T/F: Men are more likely to acknowledge HL

A

FALSE… women

40
Q

Adult aural rehab plan typically consists of…

A

Assessment; counseling; development of plan as a team; implementation; outcomes; follow-up

41
Q

Assessment of adult should include

A

full audiologic eval; baseline speech perception testing; comprehensive case history; interview; eval of conversational fluency; self-rating measures; discussion of results and motivation and understanding; consideration of hearing technology

42
Q

Training should include:

A

Minimizing difficulties; use of strategies; role-playing

43
Q

Most typical adult audiogram

A

Sloping SNHL

44
Q

Assessment for perceiving and for processing

A

Perceiving- APTHI

Processing- TAPS

45
Q

3 main key points about the Model Communication Plan

A

Required in Florida; Informs all stakeholders; Completed prior to initiating IEP

46
Q

Informal assessments may include:

A

CASLLS; Speech and language samples; PLS checklists

47
Q

Goals for AR must include goals in

A

Auditory Skills

48
Q

T/F: Assessment if conversational fluency can take place during interview

A

True

49
Q

Therapy activities for adult:

A

Minimal pairs; ling sounds; conversation on phone

50
Q

Clients can access a home program for AR using:

A

AB RehAB Portal

51
Q

Reasons for why increasing number of adults in 40s and 50s experience hearing impairment

A

noise exposure from loud music
use of ear buds
power engines/vehicles
- often gradual
- higher freq impacted more
- convo difficult especially w/ background noise
- day to day interactions more difficult: phone convo, restaurants

52
Q

Consider w/ older patients:

A 
patient's age, stage of life, lifestyle
work and family environment
financial wellbeing
cultural background
support system
self-image and mental health
tinnitus
other medical conditions (vision)
where the individual is in their hearing journey
53
Q

who is more likely to acknowledge a hearing impairment

A

Women

54
Q

hearing journey

A 
pre-awareness
awareness
movement
diagnosis ><
rehabilitation ><
resolution >
55
Q

Aural rehab plan

A 
assessment
counseling
development of plan as a team
implementation
outcomes
follow-up
56
Q

Assessment of adult should include:

A 
full audiological eval
baseline speech perception testing
comprehensive case history
structured and/or unstructured interview
evaluation of conversational fluency
questionnaires and/or other self-rating measures
57
Q

Information counseling

A
  • Discussion of Audiological and Auditory Perception tests
  • Discussion of motivation, expectations and support system
  • Confirmation and understanding of the individual’s hearing impairment
  • Consideration of hearing technology
  • Discussion of individual’s comfort level with hearing technology
  • Affirmation of person’s frustrations, thoughts and emotions
58
Q

Goals should include

A
  • Measurable objectives (Auditory training)
  • Conditions for objectives
  • Timeframe
  • Joint decision making (individual, audiologist, SLP)
  • Functional carryover and practice of skills
  • Communication Strategies training
59
Q

Communication strategies for adults

A

ask: what do you hear instead of what did I say!!!!!!!!
create good listening environment > positioning
wait time
sabotage
expectant look
auditory sandwich provide appropriate visual support
acoustic highlighting

60
Q

Training should include

A

minimizing difficulties: partner, enviornment, etc
using of strategies and implementation of appropriate behaviors
potential role-playing

61
Q

Communication partner strategies

A
  • Decreasing background noise/distractions/distance/same room
  • Ensure that you are face to face when having a conversation
  • Ask the partner “what did you hear?” instead of “what did I say?”
  • Ensure comfort and use of hearing technology/utilizing devices
  • Appropriate conversational turn taking
  • Using a topic board/white board
  • Visuals when appropriate
  • Counseling family members
  • Including the individual in conversations
62
Q

Discharge from individual AR services

A
  • Goals are met/progress is achieved
  • Individual feels confident using strategies
  • Communication partners are confident using strategies
  • Plateau in skills/other medical issues
  • Transition to group services
  • Individual is comfortable with hearing technology and utilizing it daily
  • Self-advocacy skills have been enhanced
  • Skills can be maintained via home program
63
Q

Bilingual Development in Children who are DHH

A
  • Children with profound hearing loss typically exhibit deficits/delays in mastering one spoken language > reluctant to recommend bilingual language environments
64
Q

BIFI

A
  • Self-rate speaking ability of each parent independently - In English In 2nd lang.
  • Self-rate understanding ability of each parent independently - In English In second language
  • Rate ability of others in home - In English In 2nd lang.
  • Cultural/Social/Religious network - In English and then In 2nd lang.
65
Q

Multicultural influences on the AR process

A
  • Bilingual proficiency possible in early-implanted children
  • Clinicians uninformed about bilingualism
  • Recommendation for non-fluent families to speak English to child is ill-advised
  • Professionals need training on special ways to work with such families
66
Q

involves understanding and appropriately responding to the unique combination of cultural variables

A

Cultural competence

67
Q

ASHA - Position Paper Acceptable Interpreters

A
  • Bilingual SLPs
  • Professional interpreters
  • Bilingual professionals other than SLPs
  • Family and friends of the client
  • All should have native or near native proficiency in both languages
68
Q

Responsibilities of SLP

A
  • Interpreter Skills and Knowledge
  • Interview techniques
  • Confidentiality considerations
  • Technical terminology
  • Objectives of intervention
  • Sensitivity toward culture and speech community
  • Tone of intervention, diagnosis, recommendations, outcomes & follow follow-up care
  • Without training, interpreter might unintentionally change results without monolingual SLP awareness
69
Q

Role of SLP in school

A
  • Help students meet the performance standards of a particular school district and state by assuming a range of responsibilities
  • Work in partnership with others to meet students’ needs
  • Provide direction in defining their roles and responsibilities and in ensuring appropriate services to students
70
Q

Auditory processing disorders impair

A

the understanding of meaning for incoming sounds

71
Q

Auditory neuropathy

A

auditory dysynchrony as it is a disorder of the timing of the auditory nerve

72
Q

2 additional things to consider in children

A

tinnitus; dual sensory

73
Q

Foundation of listening development

A

listening training
assessment
language
auditory-based speech

Aural Rehab (2 decks)

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