ASLS 478 Test 3 Exam UPDATED ACTUAL
QUESTIONS AND CORRECT ANSWERS
Auditory training - CORRECT ANSWER helping student/client use residual hearing,
use auditory cues, and learn through hearing
Design principles:
-auditory skill
-stimulus units
-activity type
-difficulty level
Auditory skill (levels) - CORRECT ANSWER Auditory Training design principle:
-Awareness (is sound there/not there?)
-Discrimination (are 2+ sounds the same or different?; respond to commands, repeat what
you hear)
-Identification (labeling stimuli, bringing lang into situation; "who says moo?" "show me __",
go fish)
-Comprehension: understanding spoken language (following instructions, barrier games, I
spy/20 questions, answer questions about a story)
*make sure they know language (prepositions, objects, etc)
Stimulus units - CORRECT ANSWER Auditory training design principle:
-Analytic: consonants, vowels, suprasegmentals (quiet vs loud)
-Synthetic: using the whole/including context (eg hokey pokey
-Combo (eg color the square red, words that deliberately sound similar)
Activity type - CORRECT ANSWER auditory training design principle:
-Formal (planned and structured; eg bingo, training awareness w/ clicker/noisemakers)
, -Informal (train family, weave into daily routine; eg get them to respond to knock/doorbell,
hide + seek w/ noisemakers)
Difficulty level - CORRECT ANSWER auditory training design principle:
-Stimuli: set (choices- open/closed), units (words/sentences), similarity (starting sound,
syllables, etc)
-Context (familiar/unfamiliar topic)
-Structure (rel to context)
-Signal to noise ratio (more noise = harder to listen)
Therapeutic issues / general guidelines - CORRECT ANSWER -multiple goals (usually
work on many skills in one activity)
-speech production (incorporate speech, use listening to monitor own speech)
-functional goals (targets useful)
-age appropriate
Strategies for auditory skills - CORRECT ANSWER -listening hoop (obscure mouth)
-priming/getting ready to listen
-acoustic highlighting (loudness/emphasis)
-auditory sandwich (aud only -> add highlighting/visual info to help -> back to aud only)
-chunking information
-awareness of language knowledge (make sure client knows words for activity)
Ling sound check - CORRECT ANSWER check various speech sounds to gauge
HA/CI function and client's awareness, discrimination, identification
-/m, u, a, i, s, ʃ/
-sounds span length of speech banana, low to high freq sounds
-may add silence, /z/
QUESTIONS AND CORRECT ANSWERS
Auditory training - CORRECT ANSWER helping student/client use residual hearing,
use auditory cues, and learn through hearing
Design principles:
-auditory skill
-stimulus units
-activity type
-difficulty level
Auditory skill (levels) - CORRECT ANSWER Auditory Training design principle:
-Awareness (is sound there/not there?)
-Discrimination (are 2+ sounds the same or different?; respond to commands, repeat what
you hear)
-Identification (labeling stimuli, bringing lang into situation; "who says moo?" "show me __",
go fish)
-Comprehension: understanding spoken language (following instructions, barrier games, I
spy/20 questions, answer questions about a story)
*make sure they know language (prepositions, objects, etc)
Stimulus units - CORRECT ANSWER Auditory training design principle:
-Analytic: consonants, vowels, suprasegmentals (quiet vs loud)
-Synthetic: using the whole/including context (eg hokey pokey
-Combo (eg color the square red, words that deliberately sound similar)
Activity type - CORRECT ANSWER auditory training design principle:
-Formal (planned and structured; eg bingo, training awareness w/ clicker/noisemakers)
, -Informal (train family, weave into daily routine; eg get them to respond to knock/doorbell,
hide + seek w/ noisemakers)
Difficulty level - CORRECT ANSWER auditory training design principle:
-Stimuli: set (choices- open/closed), units (words/sentences), similarity (starting sound,
syllables, etc)
-Context (familiar/unfamiliar topic)
-Structure (rel to context)
-Signal to noise ratio (more noise = harder to listen)
Therapeutic issues / general guidelines - CORRECT ANSWER -multiple goals (usually
work on many skills in one activity)
-speech production (incorporate speech, use listening to monitor own speech)
-functional goals (targets useful)
-age appropriate
Strategies for auditory skills - CORRECT ANSWER -listening hoop (obscure mouth)
-priming/getting ready to listen
-acoustic highlighting (loudness/emphasis)
-auditory sandwich (aud only -> add highlighting/visual info to help -> back to aud only)
-chunking information
-awareness of language knowledge (make sure client knows words for activity)
Ling sound check - CORRECT ANSWER check various speech sounds to gauge
HA/CI function and client's awareness, discrimination, identification
-/m, u, a, i, s, ʃ/
-sounds span length of speech banana, low to high freq sounds
-may add silence, /z/
