Assessment of Listening Skills

Question 1

The sole purpose of this is to get to know the child.

Answer 1

“EVALUATION IS GETTING TO KNOW THE CHILD AND THE FAMILY”

Question 2

During diagnostic therapy, we don’t normally diagnose, what we do is we plot the skills

Answer 2

“EVALUATION IS THE PROCESS OF USING ASSESSMENT TOOLS/STRATEGIES TO ARRIVE AT A DIAGNOSIS

Question 3

Evaluation requires:

Answer 3

Knowledge of norms
Knowledge of testing strategies
Observational skills
Creative intuition
Empathy
Scrutinising all aspects of behaviour

Question 4

MODELS OF AUDITORY ASSESSMENT

Answer 4

○ Developmental Model
○ Auditory Processing Model
○ Combined Model

Question 5

an assessment where you ask yourself, at what age is my patient actually performing at?

Answer 5

Developmental Auditory Assessment

Question 6

Developmental Auditory Assessment is based on

Answer 6

Based on ages and stages of typical development of listening and spoken language comprehension

Question 7

Developmental Auditory Assessment is for children who

Answer 7

who are ideal aural habilitation candidates or applied for use with children who are fit with technology and enter intervention in infancy or early childhood.

Question 8

HOW TO DO DEVELOPMENTAL AUDITORY ASSESSMENT?

Answer 8

Strategy 1 - developmental and RL benchmarks
Strategy 2 - informal questionaires
Strategy 3 - formal tests
Strategy 4 - compute HA

Question 9

What is strategy 1 of developmental auditory assessment

Answer 9

Be familiar with typical auditory developmental and
receptive language benchmarks

Question 11

the end goal of the hierarchy of listening
function

Answer 11

development of comprehension

Question 12

development of listening function divided into 3

Answer 12

Doreen Pollack’s Hearing and Speech Scale

Question 13

describes the benchmarks in listening behavior of
typically developing children from birth to age 18
months.

Answer 13

Hierarchy of Early Auditory Responses (Hear)
Chart

Question 14

based on different curricula and this is made by Morrison

Answer 14

Auditory Language Comprehension
Benchmarks

Question 15

made for children from birth to 4 years of age
across different domains including social
communication, cognition; not just listening

Answer 15

Integrated Scales of Development

Question 16

what is strategy 2 of developmental auditory assessment?

Answer 16

Use informal checklists and questionnaires that compare
a child’s listening skills to typically-developing peers

Question 17

The checklists/questionnaires that you will be using should be:

Answer 17

1. Appropriate for the child’s age
2. Yields the kinds of scores that you need
3. Assesses the listening behaviors and RL aspects that you want

Question 18

● Popular questionnaire that we can use.
● This is by MedEl, one of the provides of cochlear implants in the PH.
● Self-administered by the parents.

Answer 18

Littlears Auditory Questionnaire (LEAQ)

Question 19

A companion for the integrated skills of development

Answer 19

Track a listening child checklist

Question 20

What is strategy 3 of developmental auditory assessment?

Answer 20

Use standardized assessments that are normed with
typically-developing children

Question 21

Give examples of assessments of developmental auditory

Answer 21

○ Global assessments of RL
○ Specific assessments of RL
○ Global assessments about specific language domains

Question 22

what is strategy 4 of developmental auditory assessment?

Answer 22

use child’s chronological age and hearing age to interpret performance

Question 23

what is the developmental model?

Answer 23

is hierarchical, orderly and sequential based on data that indicate typical developmental milestones stages and ages

Question 24

what is auditory processing model?

Answer 24

hierarchical, orderly and sequential BUT the skills and the sequence are guided by how listeners process a signal in order to comprehend it.

Question 25

Based on characteristics of the spoken language stimulus and hierarchy of responses that listeners can make to that stimulus

Answer 25

auditory processing model

Question 26

Recommended for children who begin listening later in life

Answer 26

auditory processing model

Question 27

t or f: Auditory responses cannot take place without stimuli

Answer 27

true Auditory responses cannot take place without stimuli

Question 28

provide framework for breaking down listening into smaller subskills

Answer 28

Auditory skills hierarchies

Question 29

the Erber Model suggests that

Answer 29

a syllable is a lower level stimulus than the sentence because a syllable is less complex than a sentence

Question 30

what is stratgey 1 of audiroy processing model

Answer 30

assess auditory skill levels

Question 31

t or f A child’s auditory skills develop more slowly and often requires specific teaching that targeted small steps

Answer 31

true

Question 32

FUNCTIONAL ASSESSMENTS AND CHECKLISTS (That employ an auditory hierarchy)

Answer 32

Parent Questionnaires Caleffe-Schenck and Anderson Auditory Skills Checklists Functional Auditory Performance Indicators St. Gabriel’s Checklists

Question 33

an adaptation of the meaningful auditory integration scale. Both are parent interviews that were developed as a means for tracking a child’s responses to auditory stimuli pre- and post-cochlear implantation.

Answer 33

Infant Toddler Meaningful Auditory Integration Scale

Question 34

IT-MAIS is commonly used for

Answer 34

more commonly in used because children typically receive cochlear implants in infancy or toddlerhood today.

Question 35

3 main areas of IT-MAIS

Answer 35

VOCALIZATION ALERTING TO SOUNDS DERIVING MEANING FROM SOUNDS

Question 36

a 35 item parent questionnaire designed to track a child’s auditory responsiveness over time.

Answer 36

Cincinnati Auditory Skills

Question 37

items are classified according to the response levels in the Erber Hierarchy: detection, discrimination, identification, and comprehension.

Answer 37

Cincinnati Auditory Skills

Question 38

checklist be administered about every 3 months.

Answer 38

Cincinnati Auditory Skills

Question 39

27 items that each describe an auditory behavior proceeding from auditory awareness, detection, and finishing with listening on the telephone and in background noise.

Answer 39

Auditory Skills Checklist

Question 40

Assesses auditory skills in 7 categories

Answer 40

Functional Auditory Performance Indicators (FAPI)

Question 41

how the child is aware that an auditory stimulus is present.

Answer 41

sound awareness

Question 42

if the child can attend to sounds and associate a variety of auditory stimuli with their sound source.

Answer 42

sound is meaningful

Question 43

if the child can monitor the sound he/she hears.

Answer 43

auditory feedback

Question 44

child may demonstrate this skill by responding to sound, when amplification is turned on by vocalizing in order to monitor when the amplification is working and/or by noticing his/her vocalizations.

Answer 44

auditory feedback

Question 45

localizing sound source. The child searches for and/or finds the auditory stimulus.

Answer 45

localization

Question 46

how a child distinguishes the different charactersitics of different sounds including environmental, suprasegmental charactersitics of speech, nontrue and true words.

Answer 46

auditory discrimination

Question 47

how the child can hear, remember, repeat, and recall, a series of numbers. This scale is developmentally appropriate for children who are 2 years and older.

Answer 47

short term auditory memory

Question 48

child is observed if he/she can utilize auditory information to process language.

Answer 48

linguistic auditory processing

Question 49

T or F in FAPI approximately, 4-8 skills can be addressed simultaneously.

Answer 49

True

Question 50

FAPI 3 presentation conditions:

Answer 50

With Visual At close range within 3 feet And at a Distance

Question 51

in FAPI child’s response to the probe is scored along the 4 levels of attainment:

Answer 51

Not present Emerging In process Acquired

Question 52

Checklist across multiple developmental domains

Answer 52

St. Gabriel’s Checklist

Question 53

Auditory processing model STRATEGY 1: How to implement

Answer 53

1. Before assessment: check equipment, conduct Ling 6 Sound Test 2. Select tool appropriate to a child’s developmental age 3. What skill do you like to assess? 4. Is the language level that is assessed appropriate for the child under consideration?

Question 54

what is startegy 2 of auditory processing model

Answer 54

Assess discrimination/identification

Question 55

T or F Discrimination assessment can identify the speech contrasts that require more focus input and practice so that the child actually perform well.

Answer 55

True

Question 56

assess informally by noting what the child understands or fails to understand in conversation and in play

Answer 56

Informal AX

Question 57

used for children who are more ready for structured assessment.

Answer 57

Picture Identification

Question 58

have the child select from nonsense syllable that varies in speech feature being evaluated

Answer 58

Syllable identification

Question 59

can yield useable information about the child’s ability to discriminate speech

Answer 59

Information from audiological speech perception testing

Question 60

- There are no choices - In here the child is just listening without any choices

Answer 60

open set tasks

Question 61

Informal Assessments

Answer 61

- IT-MAIS - Cincinnati Auditory Skills Checklist - Anderson Auditory Skills Checklist

Question 62

Picture Identification

Answer 62

1. Early Speech Perception Test 2. Compass Test of Auditory Discrimination 3. Word Intelligibility by Picture Identification 4. GASP (Glendonald Auditory Screening Procedure)

Question 63

STRATEGY 2: Implementation

Answer 63

- device check, ling 6 sound test - Pay attention to how a child responds to your input as early as the start of the ax period - consider use of functional ax/checklists - Consider structured assessment - Refer back to audiologist