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10414: Aural Hab > Strategies > Flashcards

Strategies Flashcards

1
Q

It is an added vocal emphasis on an identified target.

A

Acoustic Highlighting

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2
Q

In Acoustic Highlighting, what are considered targets?

A

Important Sounds, words, parts of phrases, grammatical structure

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3
Q

It provides numerous opportunities for a child to hear the target phoneme, sound or language.

A

Auditory Bombardment

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4
Q

Speak the target with more emphasis, increase the intensity.

A

Acoustic Highlighting

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5
Q

In the early stages, it is used to highlight a new or important word that has been said

A

Acoustic Highlighting

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6
Q

MODIFIED TRUE OR FALSE:

In early stages of listening, acoustic highlighting can be used to correct a sound or word that is omitted or said incorrectly.

A

False, later stages

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7
Q

Case Analysis:

Child: dog cat run
Parent: The dog AND the cat are RUNNING.

A

Acoustic Highlighting

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8
Q

This LSL strategy is done to prompt the child to give back the part of the message.

A

Ask “WHAT DID YOU HEAR?”

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9
Q

It’s purpose is for the adult to consider asking instead of an automatic repetition of the message.

A

Ask “WHAT DID YOU HEAR?”

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10
Q

MODIFIED TRUE OR FALSE:

A child learns to trust their own hearing when an adult continually repeats a message after the child responds “huh” or “what”.

A

False, does not learn

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11
Q

This involves conscious planning to expose a child to specific sounds or language.

A

Auditory Bombardment

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12
Q

And adult surrounds a child with meaningful sound and language a focus on particular targets.

A

Auditory Bombardment

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13
Q

Provides a child with opportunities to listen to sounds and language in meaningful ways.

A

Auditory Bombardment

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14
Q

Case analysis: what is the LSL skill used?

A child is not yet producing the /b/ sound in the initial position of words. The parent gathered toys, objects or pictures that begin with the letter /b/.

A

Auditory Bombardment

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15
Q

When a speaker begins a song, rhyme, or sentence and then stops talking in order to encourage the child to fill in a verbal response.

A

Auditory closure

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16
Q

Refers to the ability of the listener to decode information that was not heard completely or was distorted in some way and to fill in the missing information.

A

Auditory closure

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17
Q

MODIFIED TRUE OR FALSE:

Typically, if the child knows the word that has been left out, the child will naturally fill in the word or phrase.

A

True

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18
Q

Case analysis: what is the LSL skill used?

A mother is singing twinkle twinkle little star.
M: twinkle twinkle little…
C: star
M: how i wonder what …
C: you are

A

Auditory closure

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19
Q

It is an attitude as well as set of conditions that will enable the child to have better access to speech and language.

A

Auditory first

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20
Q

Daily listening checks performed to assess the child current listening ability and to ensure equipment functions properly.

A

Auditory first

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21
Q

It targets integration of listening in to the child’s personality (Pollack et. Al, 1997)

A

Auditory first

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22
Q

Information is presented through listening before the introduction of visual or other support information is given to a child.

A

Auditory sandwich

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23
Q

MODIFIED TRUE OR FALSE:

A child may need to listen to 4-5 times prior to the presentation of visual/tactile information.

A

False, 2-3 times out of

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24
Q

It’s purpose is to encourage comprehension and communication through the child’s auditory abilities.

A

Auditory sandwich

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25
Q

CASE ANALYSIS: what is lsl skill used?

A mother tells the child to get his coat but the child has no response. She tried again but still has no response. The mother then gave visual information to the child by shifting eye gaze to the coat.

A

Auditory sandwich

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26
Q

MODIFIED TRUE OR FALSE:

Kenneth is pogi.

A

False, super pogi

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27
Q

An adult repeats back what the child has said and either adds something new, or corrects syntax or grammatical structure.

A

Expansion

28
Q

It incorporates parts or all of the child’s previous utterance in a syntactically and/or semantically improved sentence.

A

Expansion

29
Q

Simple or complex expansion?

Modify more than one target and add or embed new clauses into the child’s utterance.

A

Complex expansion

30
Q

Simple or complex expansion?

Adds or modifies grammatical details of a single target.

A

Simple expansion

31
Q

MODIFIED TRU OR FALSE:

Expanded utterance can provide and improved or corrected alternative and simplify the conversational topic in some way.

A

False, amplify

32
Q

Case analysis: what LSL skill/s is/are used?

C: doggy brown
P: yes, the doggy is brown and dirty!

A

Acoustic highlighting and expansion

33
Q

A non verbal signal given to a child to indicate a response is expected.

A

Expectant look

34
Q

Give one physical cue of expectant look

A
  • raised eyebrows
  • direct eye contact with the child
  • lean in towards the child
  • slight tilt of the head
35
Q

Ability for two or more people to share common focus (Woods and Wetherby, 2008)

A

Joint Attention

36
Q

It occurs when and adult follows the eye gaze of an infant or child and comments on whatever the child watches.

A

Joint attention

37
Q

An adult speaks clearly at all times, uses the correct grammar, and gives appropriate and meaningful language.

A

Model language

38
Q

A child who hears language that is meaningful and appropriate has a higher likelihood to use spoken language.

A

Model language

39
Q

It is a component found in motherese.

A

Acoustic highlighting

40
Q

It is the singsong voice that parents naturally use when speaking to very young babies.

A

Motherese

41
Q

Also referredas parentese, baby talk, or child directed speech.

A

Motherese

42
Q

The universal language that all adults and babies respond to equally

A

Motherese

43
Q

This are questions that require more than a yes/no or one words response.

A

Open-ended questions

44
Q
  • What happened?
  • Tell me more.
  • i wonder why.

What is the LSL skill used?

A

Open-ended questions

45
Q

The process of providing extra information for the child to use order to respond to the question.

A

Scaffolding

46
Q

Proper position and distance between the speaker and the listener which enables the child with hearing loss to have the most optimal access to to spoken language through audition.

A

Optimal position

47
Q

A targeted sound, word, phrase or sentence is said more than one time.

A

Repetition

48
Q

It creates an unusual or unexpected situation with familiar items or routines which is contrary to the child’s expectation or understanding.

A

Sabotage

49
Q

One way to use ______ is when the adult creates an element of surprise with a purposeful mistake or contrived situation.

A

Sabotage

50
Q

MODIFIED TRUE OR FALSE:

Sabotage will not be effective if the child cannot comprehend a sentence or does not have the vocabulary that you used.

A

True

51
Q

Case analysis:

C: laughs
P: whats so funny? I cant get my coat on.
C: laughs and says “my coat”
P: huh?
C: (pulling at coat) my coat
P: oh no, i have your coat? You could say “thats my coat”

A

Sabotage

52
Q

Indirect language stimulation techniques that do not require a response from the child

A

Self talk/parallel talk

53
Q

Self talk or parallel talk?

An adult talks to the child about what the adult sees, does, or hears at any particular moment in time.

A

Self talk

54
Q

Self talk or parallel talk?

An adult talks to the child about what the child sees, does, or hears at any particular moment in time.

A

Parallel talk

55
Q

Often described as a narration of one’s day

A

Self talk

56
Q

Narration of the actions of another person typically that one of the child.

A

Parallel talk

57
Q

Adults learn to encourage a back and forth volley between themselves and the child.

A

Take turns

58
Q

TRUE OR FALSE

A baby is encouraged to take turns when parents use eye contact, motherese, and practice wait time for a baby to move their body, smile or vocalize.

A

True

59
Q

Another term for take turns

A

Serve and turn

60
Q

Case analysis: what is the LSL skill used?

P: hello my beautiful little girl
B: kicks feet
P: are you happy today?
B: does not respond, waits a few second before asking again
P: are you happy today? Can i have a smile?
B: coos
P: there you go, you are happy now!

A

Take turns

61
Q

This allows time to process the auditory information and formulate a response.

A

Wait time

62
Q

The most underutilized skill

A

Wait time

63
Q

Speaker turns off the voice and reduces suprasegmental of intensity.

A

Whisper

64
Q

MODIFIED TRUE OR FALSE

Whispering can make vowels easier to hear and give them a chance to focus on the consonant sound instead of vowel sound.

A

False, can make consonants

65
Q

TRUE OR FALSE:

Whispering is a form acoustic highlighting

A

True

10414: Aural Hab (1 decks)

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