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Aural Rehab > Exam 2 > Flashcards

Exam 2 Flashcards

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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
The 3 P's of typical development
1. Perception Stage 2. Processing Stage 3. Production Stage
26
Perception Stage
Auditory perception learning (oral speech & language)
27
Processing Stage
Cognitive operations (auditory processing, speech programming, language/cognitive planning)
28
Production Stage
Intelligible speech and oral language
29
Auditory skills hierarchy (low-high)
The 3 P's and... comprehension, identification, discrimination, detection
30
T/F: Children w/ profound HL typically exhibit deficits in mastering one spoken language
True
31
Indicators for successful development of more than one language via cochlear implant:
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
Possible contradictions for second language exposure:
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
Clinician and interpreter meet before session to discuss intervention goals and make interpretation decisions
Briefing
34
SLP and interpreter work together w/ patient
Interaction
35
Clinician and interpreter review outcomes of sessions and make follow-up plans
Debriefing
36
Reasons why increasing number of 40 & 50 y.os with HL
noise exposure from loud music, use of ear buds, power engines/vehicles
37
Usually for adults, HL is _____
gradual
38
Typically for adults w/ HL, _____ frequencies impacted the most
higher
39
T/F: Men are more likely to acknowledge HL
FALSE... women
40
Adult aural rehab plan typically consists of...
Assessment; counseling; development of plan as a team; implementation; outcomes; follow-up
41
Assessment of adult should include
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
Training should include:
Minimizing difficulties; use of strategies; role-playing
43
Most typical adult audiogram
Sloping SNHL
44
Assessment for perceiving and for processing
Perceiving- APTHI | Processing- TAPS
45
3 main key points about the Model Communication Plan
Required in Florida; Informs all stakeholders; Completed prior to initiating IEP
46
Informal assessments may include:
CASLLS; Speech and language samples; PLS checklists
47
Goals for AR must include goals in
Auditory Skills
48
T/F: Assessment if conversational fluency can take place during interview
True
49
Therapy activities for adult:
Minimal pairs; ling sounds; conversation on phone
50
Clients can access a home program for AR using:
AB RehAB Portal
51
Reasons for why increasing number of adults in 40s and 50s experience hearing impairment
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
Consider w/ older patients:
``` 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
who is more likely to acknowledge a hearing impairment
Women
54
hearing journey
``` pre-awareness awareness movement diagnosis >< rehabilitation >< resolution > ```
55
Aural rehab plan
``` assessment counseling development of plan as a team implementation outcomes follow-up ```
56
Assessment of adult should include:
``` 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
Information counseling
* 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
Goals should include
- Measurable objectives (Auditory training) - Conditions for objectives - Timeframe - Joint decision making (individual, audiologist, SLP) - Functional carryover and practice of skills - Communication Strategies training
59
Communication strategies for adults
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
Training should include
minimizing difficulties: partner, enviornment, etc using of strategies and implementation of appropriate behaviors potential role-playing
61
Communication partner strategies
* 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
Discharge from individual AR services
* 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
Bilingual Development in Children who are DHH
- Children with profound hearing loss typically exhibit deficits/delays in mastering one spoken language > reluctant to recommend bilingual language environments
64
BIFI
- 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
Multicultural influences on the AR process
- 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
involves understanding and appropriately responding to the unique combination of cultural variables
Cultural competence
67
ASHA - Position Paper Acceptable Interpreters
- 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
Responsibilities of SLP
- 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
Role of SLP in school
- 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
Auditory processing disorders impair
the understanding of meaning for incoming sounds
71
Auditory neuropathy
auditory dysynchrony as it is a disorder of the timing of the auditory nerve
72
2 additional things to consider in children
tinnitus; dual sensory
73
Foundation of listening development
listening training assessment language auditory-based speech

Aural Rehab (2 decks)

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