Exam Preview for 39132: Understanding, Measuring, and Managing List

Understanding, Measuring, and Managing Listening-related Fatigue in Adults and Children with Hearing Loss, in partnership with Vanderbilt University

Please note: exam questions are subject to change.

1. Fatigue and fatigue effects can be measured using which of the following? Generic or disease specific subjective questionnaires or rating scales Changes in physical or cognitive task performance over time Physiological measures such as EEG and pupillometry All of the above
2. Which of the following is true of listening-related fatigue? It is a problem that is unique to people with hearing loss (i.e., ONLY people with hearing loss experience listening-related fatigue) It can negatively affect people with a wide range of hearing losses (i.e., from no hearing loss to profound losses) It is a problem primarily for adults and children with profound hearing losses. None of the above
3. Which of the following is true of the Vanderbilt Fatigue Scales? They are like other generic fatigue measures in that they were designed to optimally measure fatigue resulting from a diverse range of health problems They were designed primarily to measure fatigue in cochlear implant users and recipients They were specifically designed to measure listening-related fatigue in adults and children None of the above
4. The pediatric versions of Vanderbilt Fatigue Scales (VFS-Peds) consist of which of the following? A child self-report scale (VFS-C) A parent proxy-report scale (VFS-P) A teacher proxy-report scale (VFS-T) All of the above
5. Evidence supporting specific methods for reducing listening-related fatigue: In children is limited In children comes largely from anecdotal reports In adults suggests that hearing aids and cochlear implants may provide some benefit All of the above