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Keep it Fresh: Ideas for Auditory Work (Professionals)

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1.  Which of the following statements is NOT true for auditory skill hierarchies. Skill hierarchies are based on normal development of listening skills. Skill hierarchies will delineate strategies for development of particular skills. Skill hierarchies provide a road map for systematic development of listening skills. Skill hierarchies can support both top-down and bottom-up auditory development

2.  In order to assist a child with a hearing loss to achieve the ultimate goal of full utilization of auditory skills for true conversational competency, the professional should consider generalization of skills, at all times and in all settings during the habilitation process once the entire hierarchy of auditory functions (detecting, identifying, comprehending) has been covered once a child has a core vocabulary and some conversation skills early, and guide families and other professionals to take over once child has been dismissed from structured therapy

3.  Examples of types of structured listening activities include all of the following except: Closed set Null set Open set Bridge set

4.  A bridge activity is one that: Allows the child to consider the possible choices for response from a visible group Provides an unlimited number of choices from which a correct response could be chosen Increases the possible choices for response to a request or question by introducing items on the table that are in different categories than the object that has been requested moves the child from success in a closed set to success with an open set by limiting response possibilities through the use of "thinking sets" rather than visual sets.

5.  In the therapy setting, there are virtually limitless opportunities for the following: Structured activities Routine activities Naturalistic exchanges All of the above

6.  When considering carryover of particular auditory goals into the regular education classroom setting, note that: Classrooms are largely based on routines that can be capitalized on Regular education teachers are versed in the need for generalization work on auditory skills Opportunities for natural exchanges are plentiful and require little monitoring by the hearing professional Offering "push-in" services will serve little purpose for experienced teachers

7.  Asking a child to "Get the storm cloud" from the group of weather icons to put onto the weather chart is an example of addressing key word identification in: a structured game an open set a routine activity a bridge set

8.  To work on carryover of auditory memory for multiple elements into more natural situations, consider the following activity within the therapy setting: Having the child listen to 3 words and then point to their pictures Playing a barrier game to color matching pictures Reading a page from a story and having the child select the characters or mentioned Ordering 3 scoops of ice cream at a pretend ice cream shop

9.  A clinician/teacher might cycle through auditory comprehension 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 these

10.  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