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Aspects of Effective Spoken Language Interventions for Children with Cochlear Implants

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1.  Data-driven instruction is a:
  1. form of dynamic assessment
  2. a system of teaching and outcomes management
  3. type of formal assessment with standard scores on children with hearing loss
  4. form of coaching that helps children meet the target objective
2.  Evidence-informed practice:
  1. recognizes that there is no single type of evidence that represents the total "truth"
  2. includes the patient's or student's presentation and findings from research
  3. includes both the clinician/ teacher's own experience and the historical experience of a profession
  4. all of the above
3.  Evidenced-based practice is:
  1. a valid way to utilize clinical experience in such a way that drives continuous improvement in our practice
  2. a valid way to utilize research to drive our teaching and clinical practice
  3. the integration of input from a variety of professionals to drive patient and/or student care
  4. the integration of clinical/classroom expertise, patient values and the best research evidence into the decision making process for patient/student care
4.  The sequence of data-driven instruction described in this training module is as follows:
  1. data-collection, documentation, analysis, lesson planning and implementation
  2. implementation, data-collection, documentation, analysis and lesson planning
  3. lesson planning, implementation, data-collection, documentation and analysis
  4. analysis, lesson planning, implementation, data-collection and documentation
5.  Significant effects in data-driven instruction on children with hearing loss have been observed in:
  1. pragmatic skills
  2. teacher satisfaction
  3. total language and expressive vocabulary
  4. articulation and receptive vocabulary
6.  An initial step in adding new words to ones lexicon is:
  1. encoding phonological and semantic properties associated with the word
  2. integrating the word into the child's existing lexicon
  3. having multiple experiences with the word
  4. connecting a novel word and it's referent using cues from the environment
7.  A second step in adding a new word to ones lexicon is:
  1. encoding phonological and semantic properties associated with the word
  2. integrating the word into the child's existing lexicon
  3. having multiple experiences with the word
  4. connecting a novel word and it's referent using cues from the environment
8.  A third step in adding a new word to ones lexicon is:
  1. encoding phonological and semantic properties associated with the word
  2. integrating the word into the childs existing lexicon
  3. having multiple experiences with the word
  4. connecting a novel word and its referent using cues from the environment
9.  Of the following conditions: (explicit instruction, follow-in labeling and incidental learning) which method yielded the most words learned in a vocabulary lesson according to:
  1. follow-in labeling
  2. incidental learning
  3. explicit instruction
  4. none of the above
10.  Implications for recent work on vocabulary intervention include:
  1. using flash cards during instruction
  2. using explicit instruction for children who have demonstrated weaknesses in learning new words
  3. scaffolding all three methods in the following order; incidental, explicit then follow- in labeling
  4. the importance of scaffolding all three methods in the following order: explicit, follow-in labeling, incidental reinforcement
  5. Both B and D