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Exam Preview

Parent and Adult Habilitation Resources Available in Spanish (Course will be given in English - For Professionals)

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1.  If a family has a young child who has recently received a cochlear implant and both parents are most comfortable speaking Spanish, they should:
  1. Immediately move to an area of the country that has bilingual therapists available so that they may receive instruction in Spanish and their child may receive therapy in English.
  2. Speak only in English to their child, even if their vocabulary is somewhat limited.
  3. Seek guidance on parent-centered therapy approaches that allow them to utilize Spanish as the child's home language.
  4. Ask that another family member who speaks English attend therapy sessions and serve as the primary language role model for their young deaf child.
2.  It is essential that deaf children who come from Spanish speaking families should have at least one therapist who:
  1. Is bilingual
  2. Understands how to effectively mentor a family whose home language is Spanish
  3. Is Spanish speaking
  4. Is English speaking
3.  Spanish speaking families who are living in the US and have a young deaf child learning spoken should pursue a habilitation program that:
  1. Encourages parents to be active participants in therapy
  2. Utilizes other family members in the process who primarily speak English (such as siblings, cousins, aunts and uncles)
  3. Focuses primarily on use of Spanish with the deaf child
  4. A and B
  5. A and C
4.  Computer games such as EPPAL are best used:
  1. With a parent or caregiver present
  2. To supplement other vocabulary development activities
  3. By allowing the child to use the game alone for a period of time initially
  4. A and B
  5. All of the above
5.  The John Tracy Parent correspondence materials are designed to:
  1. Help caregivers and family members to cope with a deaf child.
  2. Empower parents and other family members to incorporate language learning into every day activities throughout the child's day.
  3. Demonstrate that deafness involves ongoing hard work for the child and the family.
  4. Understand and apply principles emphasizing that most early language is acquired at home and not in a therapeutic or school environment.
  5. B and D
6.  HOPE Online courses given in Spanish are intended to be used primarily by:
  1. Spanish speaking professionals in the field of hearing loss
  2. English speaking professionals who are working with Spanish speaking families
  3. Parents of children with hearing loss who are Spanish speaking or Spanish speaking adults who have auditory implants
  4. All of the above
7.  It is recommend that the SEEPAL be used to:
  1. Provide background on how to take full advantage of the various stages of language development.
  2. Apply the examples provided in a systematic and orderly manner.
  3. Provide understanding on the concepts underlying auditory perception and how to transfer those concepts to specific situations.
  4. Apply the Auditory-Verbal approach if there is not an appropriate habilitation professional available to work with the child and family.
  5. Work through the guide as a special focused activity for 20 minutes every day.
8.  The Juegoyendo is based upon:
  1. The sequential development of central audition and speech
  2. The sequential development of gross motor coordination and auditory speech perception.
  3. Parents' needs to create an auditory learning environment at home.
  4. The sequential development of auditory speech perception and exercises using "table games."
  5. A and C
9.  Group activities for Spanish speaking families and deaf adults can be organized by a clinic or private clinician or therapist to provide opportunities to:
  1. Guide attendees on habilitation practices for their child or for the individual recipient (and his/her spouse/family member/friend)
  2. Utilize HOPE Online seminars as a jumping off point for a group discussion
  3. Share information and support between parents and deaf adults (self help)
  4. All of the above
10.  When the home language of the family of a deaf child is different from the country (s)he resides in:
  1. The role of the family in language development is more important
  2. The parents are still the child's first and most important teachers
  3. Relatives and others who see the child on a regular basis can provide English language role models
  4. B and C
  5. One can expect that the child will not ever develop age appropriate spoken language

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