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Red Flags: Barriers to Optimal Auditory Development - Part II (Professionals)

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1.  If a young child has appropriately fitted technology and appropriate intervention, then we would expect: Significant gains in receptive language, but not parallel expressive language development. The development of expressive language without babbling and/or jargoning. A minimum of year’s receptive and expressive language growth in one year’s time. Good development of easily visualized consonants such as /m/, /b/, and /p/ without intervention, but limited development of phonemes such as /k/, /g/, /s/, and /f/ without articulation therapy.

2.  If a child’s speech perception and behavior changes rapidly and dramatically, the first consideration should be: Reprogramming of the hearing aid and/or CI processor Checking of hearing aid and/or CI external equipment to determine it is working properly Audiological evaluation Change in interventional placement

3.  Which of the following are a problem for auditory development Not hearing well with technology Not getting appropriate therapy Parents not involved All of the above

4.  Red Flags for concerns about technology may include The child not being willing to wear technology The child not alerting to name with technology on Eye blinks in respond to sound when wearing technology All of the above

5.  What could be a primary indication of ineffective intervention in therapy or educational settings? Child is confusing the speech sounds P/T/K Child is confusing the speech sounds B/M/P Parent works on known goals Language development is based on auditory skills acquisition

6.  Which language issues would be indicative of potential issues with the MAPping of the cochlear implant Receptive and expressive scores in formal testing are appropriate to hearing age but not to chronologic age After one year of appropriate auditory access the child has 50 words receptively and 10 words expressively Child is developing receptive language more quickly than expressive language as noted in formal testing The child is consistently turn taking

7.  Which speech production related behaviors that would be indicative of potential issues with the MAPping of the cochlear implant? child develops low frequency sounds but not developing high frequency sounds child produces G, K, D, T , S, SH but not producing M/B/P. child demonstrates limited vowel variety All of the above

8.  Which of the following is NOT an error that can be attributed to reliance on visual input: Confusing M B P Confusing P T K Elongated speech patterns All the above

9.  When comparing children who are well amplified at a young age with children receiving a cochlear implant at a year of age, we expect to see the following: Auditory skills develop in a shorter time period for children using a hearing aids. Auditory skills develop in a shorter time period for children using cochlear implants. Auditory skills develop in similar periods of time for children using a hearing aid or a cochlear implant with a few exceptions Auditory skills develop in different sequences depending on the hearing technology being used.

10.  Auditory intervention: Should develop skills through audition and vision combined. Should be focused on for short periods of time with a professional Should develop auditory skills in a defined sequence Should focus on developing vocabulary