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Semin Speech Lang 2012; 33(04): C1-C12
DOI: 10.1055/s-0032-1326921
Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Self-Assessment Questions

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Publication History

Publication Date:
18 October 2012 (online)

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Self-Assessment Questions

This section provides a review. Mark each statement on the Answer Sheet according to the factual materials contained in this issue and the opinions of the authors.

Article One (pp. 259–263)

  1. What percent of time are children who are deaf or hard of hearing born into hearing families?

    • 50%

    • 25%

    • 75%

    • 95%

  2. When should we begin to empower parents in their role in language habilitation with their child?

    • After the child is 1 year of age

    • Right from the start

    • When the child is entering preschool

    • When the child is entering elementary school

  3. Where do families find support?

    • Professionals

    • Other parents

    • Information

    • Deaf and hard of hearing adults

    • Their existing community

    • All the above

  4. A dynamic learner prefers to learn by

    • reading the manual cover to cover

    • using “hands-on” learning—they are not afraid to take risk, and they jump in and do by trial and error

    • learning basic facts first then pull up their sleeves for hands-on experimenting

    • bringing own experience into the process; they listen, discuss, and enjoy consulting with others

  5. When is the right time for parents to start working on self-advocacy strategies with their child?

    • As soon as possible

    • After age 1

    • Before preschool

    • Before high school

    Article Two (pp. 264–272)

  6. From the perspective of this article's authors, the general responsibility of all professionals working with children with hearing loss is

    • to report results of discipline-specific evaluations and assessments

    • to help a child make the best use of auditory access across all settings

    • to check and manage assistive listening technology

    • to determine if the child is benefitting from their services

  7. Collaborative conversations, mutual respect, and child-centered intervention design are elements of

    • individualized education programs for children with hearing loss

    • communicative feedback

    • conciliatory feedback

    • successful partnerships

  8. Purposeful, communicative interactions for children with hearing loss

    • integrate listening, language, and speech targets

    • occur in conversations with another child with hearing loss

    • are designed specifically by the speech-language pathologist

    • focus solely on pragmatic aspects of spoken language

  9. Auditory First refers to

    • doing a listening-only activity first thing every morning

    • providing auditory information before introducing materials visually

    • performing a hearing technology check before every lesson

    • speaking to the child with hearing loss through a listening screen

  10. Modeling, questioning, auditory closure, and providing choices are all examples of

    • listening strategies

    • corrective feedback

    • prompting techniques

    • educational principles

    Article Three (pp. 273–279)

  11. Even with early identification, early intervention, and advanced hearing technology, children with hearing loss come to the task of learning language with challenges because

    • they miss 20 weeks of “in utero” experience with prosodic information

    • parents may use less syntactically complex (i.e., shorter mean length of utterance) with children with hearing loss

    • parents may use hypoarticulated vowels with children with hearing loss

    • parents may not feel comfortable with full-time use of the hearing aids

    • all of the above

  12. It is particularly important that responses to sound are monitored consistently because

    • it is important to test children as much as possible

    • a child's hearing status may change due to growth, fluid, or physiological changes

    • children like to play hearing games

    • it can prove the child really doesn't need hearing aids

    • all of the above

  13. Speech-language pathologists should consider which of the following when assessing the communication development of infants and toddlers?

    • Parental input

    • Assessment across developmental domains

    • Developmental milestones

    • Criterion-referenced assessments specific to hearing loss

    • All of the above

  14. The Ling sound test includes all of the sounds except

    • /p/

    • /s/

    • /ee/

    • /mm/

    • “nothing”

    Article Four (pp. 280–289)

  15. What appears to be the biggest factor influencing the developing of literacy skills in children who are deaf or hard of hearing?

    • Age of identification

    • Language development

    • Presence of additional disabilities

    • Degree of hearing loss

    • Assistive technology

  16. Historically, at what reading level do children who are deaf or hard of hearing plateau in development?

    • Second grade

    • Tenth grade

    • Fourth grade

    • Seventh grade

    • Eighth grade

  17. What is one skill that a child would learn from using the wait time strategy?

    • Conversational turn-taking skills

    • Variations in pitch, intensity, and duration

    • Finger-spelling skills

    • Grammar and syntax rules

    • Sequencing

  18. Why is it important to use the connect to real life strategy?

    • To provide the best acoustic environment for book sharing

    • To increase the child's attention for books

    • To encourage the child to vocalize

    • To teach incidental language that may be missed

    • To increase knowledge of grammar and syntax

  19. What is one of the literacy skills that are impacted by the development of Theory of Mind?

    • Phonemic awareness

    • Reading fluency

    • Connecting printed words with language

    • Reading comprehension abilities

    • Making predictions and inferences

    Article Five (pp. 290–296)

  20. The LENA digital language processor can be used to measure adult word count and conversational turns. True or false?

  21. All children with hearing loss are “caught up” by the age of 3 if they are identified at birth. True or false?

  22. Parents of preschoolers with hearing loss would benefit from parental education on which of the following?

    • Expanding utterances

    • Increasing grammatical complexity

    • Extending the conversation

    • All of the above

  23. Preschoolers with hearing loss and their families would benefit from which of the following?

    • Summer school

    • Parental education

    • Both A and B

    • Neither A nor B

    Article Six (pp. 297–309)

  24. Two of the last items mastered with complex language by children with normal hearing were

    • telling a lie and apologizing

    • complaining and blaming

    • providing information about birth date and address and making a promise

    • asking questions to make a prediction and to problem solve

    • comparing and contrasting and making an original story

  25. Children who are deaf or hard of hearing master what percentage of the pragmatic checklist with complex language by 6 years of age?

    • Less than 10%

    • About 20%

    • About 50%

    • About 60%

    • About 75%

  26. Children with normal hearing master what percentage of the pragmatic checklist with complex language by 3 years of age?

    • About 35%

    • About 45%

    • About 55%

    • About 75%

    • About 95%

  27. Children who are deaf or hard of hearing master what percentage of the pragmatic checklist with complex language by 7 years of age?

    • About 50%

    • About 60%

    • About 70%

    • About 80%

    • About 90%

  28. Children with normal hearing master what percentage of the pragmatic checklist with complex language by 4 years of age?

    • About 75%

    • About 65%

    • About 85%

    • About 95%

    • About 55%

    Article Seven (pp. 310–321)

  29. Which of the following competencies is necessary for speech-language pathologists who work with deaf or hard of hearing students who use sign language?

    • Certification as a Listening and Spoken Language Specialist

    • Knowledge and skills to address the complex interplay of the areas of listening, speaking, signing, reading, writing, and thinking

    • Fluency in American Sign Language or the sign system used by the child

    • Training in varied commercially available literacy programs

    • Skills to independently assess American Sign Language

  30. American Sign Language

    • is a signed representation of English

    • is a complete visual language with all of the components of any language with its own vocabulary and grammar

    • can be used simultaneously with spoken English

    • is not compatible with developing and using spoken English at the same time in the child's linguistic development

    • is not formally recognized as a language

  31. When addressing spoken language goals and strategies for students who are deaf or hard of hearing and sign

    • it is important to recognize that most students who sign will not have the potential to develop high-level spoken language competence

    • it is important to individually plan for students with skills across a continuum of receptive and expressive spoken language abilities

    • sign language should never be included to facilitate spoken language within therapy approaches

    • sign language should be used at all times during habilitation activities

    • spoken language development is not important for students who are deaf or hard of hearing and sign

  32. A bimodal bilingual approach to working with students who are deaf or hard of hearing involves

    • development and use of two spoken languages

    • development of equal fluency in two modalities and two languages

    • development of spoken language, using a hearing aid in one ear and a cochlear implant in the other ear

    • addressing and valuing development and use of American Sign Language and spoken English, each as an independent language

    • using two languages at the same time

  33. When working with adolescents who are deaf or hard of hearing and sign, it is beneficial to

    • collaborate with teachers on the selection of materials to match

    • know the cultural and linguistic background of students

    • use an interest inventory to select activities of interest to the students

    • include authentic and relevant activities

    • incorporate the use technology

    • all of the above

    Article Eight (pp. 322–339)

  34. The Response to Intervention initiative

    • applies to all children in a school, including those with disabilities

    • provides high-quality instruction matched to individual student needs

    • includes frequent monitoring of student progress to inform changes in instruction

    • utilizes child response data to make educational decisions

    • all of the above

  35. Which of the following is not considered an element of classroom listening?

    • Classroom acoustics

    • Lighting

    • Reading curriculum

    • Student motivation

    • Teacher-to-student distance

  36. Observation is an element of classroom listening that provides information about

    • teacher communication style, parental involvement, student performance

    • classroom acoustics, teacher communication style, student performance

    • classroom acoustics, parental involvement, teacher communication style

    • student performance, parental involvement, classroom acoustics

    • student performance, classroom management, school achievement

  37. The Functional Listening Evaluation

    • replaces speech in noise testing in the sound booth

    • compares a child's performance across a variety of classroom listening conditions

    • validates amplification and/or hearing assistance technologies

    • is required for Individuals with Disabilities Education Act

    • both B and C

  38. Multiple measures for classroom listening are important

    • to corroborate objective and subjective data to determine patterns of performance

    • to develop in-service programs

    • to establish eligibility for special education

    • to counsel the parents

    • none of the above

    Article Nine (pp. 340–353)

  39. Which group(s) had the highest amount of TV in the language environment?

    • Deaf or of hard of hearing in Spanish-speaking homes

    • Typically developing in Spanishspeaking homes

    • Deaf or hard of hearing in English- speaking homes

    • Deaf or hard of hearing and typically developing in Spanishspeaking homes

    • Typically developing in English speaking homes

  40. Which group had the highest median for estimated adult word counts?

    • Deaf or hard of hearing in Spanish-speaking homes

    • Typically developing in Spanishspeaking homes

    • Deaf or hard of hearing in English- speaking homes

    • Typically developing in English speaking homes

  41. Which group had the lowest median for estimated adult word counts?

    • Deaf or hard of hearing in Spanish-speaking homes

    • Typically developing in Spanishspeaking homes

    • Deaf or hard of hearing in English speaking homes

    • Typically developing in Englishspeaking homes

  42. Which of the following is false?

    • Typically developing children from Spanish-speaking homes had a higher number of estimated conversational turns than typically developing children from English-speaking homes.

    • Typically developing children from Spanish-speaking homes had a lower number of estimated conversational turns than children who were hard of hearing in Spanish-speaking homes.

    • Children who were deaf or hard of hearing from English-speaking homes had a higher number of estimated conversational turns than typically developing children from English-speaking homes.

    • Children who were deaf or hard of hearing from Spanish-speaking homes had a lower number of estimated conversational turns than deaf or hard of hearing children from English-speaking homes.

  43. Which group had the highest median for estimated child vocalizations?

    • Children with typical development and normal hearing from Spanish-speaking homes

    • Children who are deaf or hard of hearing from Spanish-speaking homes

    • Children who are deaf or hard of hearing from English-speaking homes

    • Children with typical development and normal hearing from English-speaking homes

    Article Ten (pp. 354–366)

  44. What was the percentage of Colorado children with bilateral auditory neuropathy/auditory dyssynchrony born in the neonatal intensive care unit?

    • 50%

    • 60%

    • 70%

    • 80%

    • 90%

  45. Children with auditory neuropathy as compared with children with sensory hearing loss have about

    • twice as many children with cognitive disabilities

    • half as many children with cognitive disabilities

    • three times as many children with cognitive disabilities

    • four times as many children with cognitive disabilities

    • the same amount of children with cognitive disabilities

  46. What percentage of children with auditory neuropathy have normal cognitive ability?

    • About 60%

    • About 50%

    • About 80%

    • About 70%

    • About 45%

  47. What percentage of children with auditory neuropathy come from Spanish- speaking homes?

    • 17%

    • 27%

    • 37%

    • 7%

    • 10%

  48. Which of the following statements is false?

    • About 70% of the children with auditory neuropathy have a bilateral disorder.

    • All of the Colorado children with unilateral hearing loss were male.

    • About 32% of the children with bilateral auditory neuropathy were from Hispanic families and 27% of the children were from Spanish-speaking homes.

    • Almost all of the Colorado families (82%) whose children had bilateral auditory neuropathy chose to learn sign language in addition to their auditory spoken language intervention.

    • Most of the Colorado children with bilateral auditory neuropathy, normal cognitive ability, and additional disabilities were unable to achieve language development in the normal range.