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Auditory Awareness, Discrimination and Patterning (Professionals)

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1.  Of the three parameters for auditory skill development described by Nevins and Garber, Awareness, Discrimination and Patterning are considered to be levels of Auditory Function Meaningful Input Situational Context All of the above

2.  "Auditory Awareness" is also sometimes referred to as "Determination" "Detection" "Identification" None of the above

3.  One subgoal of Auditory Awareness is Auditory attention Auditory intention Auditory memory Comprehension

4.  One sign that a child is aware of a sound that occurs in his environment is Cessation of activity Looking for the sound Pointing to his ear All of the above

5.  By definition, "Discrimination" refers to a listener's ability to differentiate between 2 sounds 3 sounds 4 or more sounds None of the above

6.  It is suggested that "Discrimination" most often be targeted through specific, discreet goals for remediation purposes before anything else for an extended period of time

7.  Aspects of sound that are highlighted when assessing or targeting "Patterning" skills are Pitch Duration Intensity All of the above.

8.  The auditory function skills of "Awareness", "Discrimination" and "Patterning" should be taught In routines first Across situational contexts In structured contexts only None of these

9.  Tasks involving "Auditory Awareness" that are important for auditory teaching are: The Ling 6 Sound Test Conditioned Play Audiometry (e.g. "dropping blocks") Both of these Neither of these

10.  One teaching technique specifically cited as being important to build into activities targeting all three areas discussed today is Turn taking Acoustic highlighting Wait time All of these