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Auditory Identification (Professionals)

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1.  Of the 3 parameters for auditory skill development described by Nevins and Garber, "Identification" is considered to be one level of Auditory Function Meaningful Input Situational Context All of the above

2.  One sign that a child can identify meaningful input (e.g. a word) is: Turning toward the person speaking the word Clapping his/her hands to match the number of syllables in the word Repeating the word All of the above

3.  The auditory function skill of "Identification" should be taught In routines first Across situational contexts In structured contexts only None of these

4.  While word level tasks are most often associated with Identification skills, it is important to also target the following type of meaningful input: Conversation Sentences Speech sounds All of the above

5.  Tasks involving "Auditory Identification" 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

6.  A teacher/therapist is likely to need to spend more time in specifically teaching identification skills to a listener who is Simultaneously developing listening and spoken language skills (e.g. a very young cochlear implant recipient) Refining listening skills with a new hearing device (e.g. a child who receives a cochlear implant once language skills are established) Neither of these Both of these

7.  For the child simultaneously developing listening and spoken language skills, identification tasks should quickly transition into Bridge sets Comprehension tasks Discrimination tasks None of these

8.  To move the oft used "4 items on a table" activity toward the comprehension level, a teacher/therapist might add a way for the child to Categorize the items Dispose of the items Stack the items None of the above

9.  One teaching technique specifically cited as being important to build into activities targeting identification is Manipulating variables Acoustic highlighting Wait time All of these

10.  In a structured context, a teacher/therapist could work in a closed set level or Building set Complete set Open set All of these