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Auditory Comprehension: Focus on Memory (Professionals)

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1.  Auditory memory skills should be taught: Only in routines Across situational contexts Only in structured contexts None of the above

2.  In general, to demonstrate comprehension of auditory input, a child must: Repeat or imitate what was heard Turn toward what was heard Show that s/he heard it Respond in a novel way

3.  Initially, when working with children, words used to build memory skills should be: Familiar Single syllable words initially, working towards multi-syllable words Phonetically dis-similar All of the above

4.  The Pisoni and Geers study cited by the author found positive correlations between working memory as measured by digit span and which of the following: Speech perception Spoken word recognition Reading All of the above

5.  After "encoding" and "storage", the third process involved in auditory memory is: Localization Retrieval Decoding None of the above

6.  A strategy to help a child build language and auditory memory skills is: Turn taking Acoustic highlighting Prompting All of the above

7.  Pausing before giving auditory input can be an effective strategy to help build auditory memory using: Wait time Chunking information Turn taking None of the above

8.  All but the following tasks involve auditory memory: Answering questions Sequencing a list of objects Eye widening at the sound of a knock on the door Choosing an object based on several descriptors

9.  A clinician/teacher might cycle through auditory memory goals with a child/student because: Comprehension is the most difficult auditory level to achieve Subskills may be addressed at different language levels Children might get bored otherwise None of the above

10.  According to the presenter, keys to maximizing a child's success in building auditory memory: Emphasize thinking skills while targeting comprehension Take into consideration research findings on auditory memory skills Teach across contexts All of the above