Aural Rehab Exam 3 QUESTIONS N
ANSWERS GRADED A+ 2025/2026
Populations that receive auditory training - correct answer ✔✔-Children with pre-lingual
hearing loss: Start with very basic listening skills
-Children with post-lingual hearing loss: May be able to start therapy with more difficult tasks
since they have more familiarity with speech, language and grammar
-Adults with a recent change in their hearing status: Will need to learn to re-interpret what they
hear, previous familiarity with speech, language and grammar will sound different
4 Design Principles- AT - correct answer ✔✔1) Auditory Skill Level
2) Stimuli (Stimulus Unity)
3) Activity Type
4) Difficulty Level
Auditory Skill Levels - correct answer ✔✔1) Sound Awareness
2) Sound Discrimination
3) Identification
4) Comprehension
Sound Awareness - correct answer ✔✔-The most basic auditory skill level
-Knowing when sound is present or not
-Goal: Have client accomplish spontaneous reaction to the presence or absence of sound
-Activities to meet goal: Teach the child a conditioned play response (putting block in bucket),
then hoping they'll develop a spontaneous alerting response with no prompting (searching for
sound, turning head toward door if someone knocks)
,Sound Discrimination - correct answer ✔✔-The ability to tell whether two sounds are the same
or different
-Goal: to respond differently to different sounds
-Activities: Start simple, like discrimination loud vs. soft (playing hotter/colder and playing soft
sound when cold & loud sound when hot), next level could be playing short vs long sounds,
then get harder with phonemic discrimination (dog vs. dogs)
Identification - correct answer ✔✔-The listener is able to label some auditory stimuli
-Goal: Label an auditory stimulus by repeating, pointing to, writing or responding with another
action to the speech stimulus heard (Repeating- easiest, repeating each part of word after
heard, pointing- point to picture represented by what is heard, given category- give word in
category, animals- horse)
-Activities: Given a speech stimuli and see if respond correctly to assign meaning to what is
heard (ex. play bingo)
-Most time spent at this level & comprehension, most changes happening as they assign
meaning to auditory system and build vocal representation for words
Comprehension - correct answer ✔✔-The ability to understand meaning of speech by
answering questions, following directions, paraphrasing, or participating in a conversation;
Demonstrate understanding of a particular input through certain responses or the generation of
new ideas
-Goal: Demonstrated by child when his/her response is appropriate and qualitatively different
than the stimuli presented (not just repeating); Spontaneous sound comprehension for speech
-Activities to meet this goal: Following single step directions and multi-step directions, see if
they can hear all instructions and respond appropriately, Follow classroom instructions,
Sequencing three directions, Comprehension of multi-element directions, Sequencing three
events in a story, Answering questions about a story: Closed and open set
Stimulus Type - correct answer ✔✔Training activities:
, -Analytic training: Emphasizes the recognition of individual speech sounds or syllables (Smaller
parts of speech, working on bottom-up processing- using directed listening experiences in which
specific speech sounds are worked on, working on individual speech sounds to build a whole
work)
-Synthetic training: Emphasizes the understanding of meaning and not necessarily the
identification and comprehension of every word spoken in the utterance (overall word or
utterance spoken, working on top-down approach or processing, focusing on whole words or
utterances to derive meaning)
-Continuum order: speech sounds, syllables, words, utterances
-Can't occur until sound awareness and simple discrimination has been mastered
Analytic training - correct answer ✔✔Objectives targeted:
1)Vowels: auditory cues come from vowel formants (resonates of the vocal tract that cause
some frequencies/vowels to have more energy than other frequencies), gives cues to
discriminating between different vowels; Lower frequency sounds are more intense & more
audible
-Training objectives/activity progression: vowel awareness --> vowel discrimination --> vowel
identification
2) Consonants: auditory cues come from place, manner and voicing characteristics; used to give
cues about which phonemes we are hearing; start by using stimuli that differ in all 3
-Training objectives/ activity progression: differ in voicing --> differ in manner --> differ in place
Activity Type - correct answer ✔✔Formal Training
Informal Training
-Most AR programs use both these elements, except when the client is very young (mostly
informal)
Formal Training - correct answer ✔✔-Can be used for anyone (pediatrics, adolescents, adults)
besides very small children
-Includes structured still-like training, practice task repeatedly
ANSWERS GRADED A+ 2025/2026
Populations that receive auditory training - correct answer ✔✔-Children with pre-lingual
hearing loss: Start with very basic listening skills
-Children with post-lingual hearing loss: May be able to start therapy with more difficult tasks
since they have more familiarity with speech, language and grammar
-Adults with a recent change in their hearing status: Will need to learn to re-interpret what they
hear, previous familiarity with speech, language and grammar will sound different
4 Design Principles- AT - correct answer ✔✔1) Auditory Skill Level
2) Stimuli (Stimulus Unity)
3) Activity Type
4) Difficulty Level
Auditory Skill Levels - correct answer ✔✔1) Sound Awareness
2) Sound Discrimination
3) Identification
4) Comprehension
Sound Awareness - correct answer ✔✔-The most basic auditory skill level
-Knowing when sound is present or not
-Goal: Have client accomplish spontaneous reaction to the presence or absence of sound
-Activities to meet goal: Teach the child a conditioned play response (putting block in bucket),
then hoping they'll develop a spontaneous alerting response with no prompting (searching for
sound, turning head toward door if someone knocks)
,Sound Discrimination - correct answer ✔✔-The ability to tell whether two sounds are the same
or different
-Goal: to respond differently to different sounds
-Activities: Start simple, like discrimination loud vs. soft (playing hotter/colder and playing soft
sound when cold & loud sound when hot), next level could be playing short vs long sounds,
then get harder with phonemic discrimination (dog vs. dogs)
Identification - correct answer ✔✔-The listener is able to label some auditory stimuli
-Goal: Label an auditory stimulus by repeating, pointing to, writing or responding with another
action to the speech stimulus heard (Repeating- easiest, repeating each part of word after
heard, pointing- point to picture represented by what is heard, given category- give word in
category, animals- horse)
-Activities: Given a speech stimuli and see if respond correctly to assign meaning to what is
heard (ex. play bingo)
-Most time spent at this level & comprehension, most changes happening as they assign
meaning to auditory system and build vocal representation for words
Comprehension - correct answer ✔✔-The ability to understand meaning of speech by
answering questions, following directions, paraphrasing, or participating in a conversation;
Demonstrate understanding of a particular input through certain responses or the generation of
new ideas
-Goal: Demonstrated by child when his/her response is appropriate and qualitatively different
than the stimuli presented (not just repeating); Spontaneous sound comprehension for speech
-Activities to meet this goal: Following single step directions and multi-step directions, see if
they can hear all instructions and respond appropriately, Follow classroom instructions,
Sequencing three directions, Comprehension of multi-element directions, Sequencing three
events in a story, Answering questions about a story: Closed and open set
Stimulus Type - correct answer ✔✔Training activities:
, -Analytic training: Emphasizes the recognition of individual speech sounds or syllables (Smaller
parts of speech, working on bottom-up processing- using directed listening experiences in which
specific speech sounds are worked on, working on individual speech sounds to build a whole
work)
-Synthetic training: Emphasizes the understanding of meaning and not necessarily the
identification and comprehension of every word spoken in the utterance (overall word or
utterance spoken, working on top-down approach or processing, focusing on whole words or
utterances to derive meaning)
-Continuum order: speech sounds, syllables, words, utterances
-Can't occur until sound awareness and simple discrimination has been mastered
Analytic training - correct answer ✔✔Objectives targeted:
1)Vowels: auditory cues come from vowel formants (resonates of the vocal tract that cause
some frequencies/vowels to have more energy than other frequencies), gives cues to
discriminating between different vowels; Lower frequency sounds are more intense & more
audible
-Training objectives/activity progression: vowel awareness --> vowel discrimination --> vowel
identification
2) Consonants: auditory cues come from place, manner and voicing characteristics; used to give
cues about which phonemes we are hearing; start by using stimuli that differ in all 3
-Training objectives/ activity progression: differ in voicing --> differ in manner --> differ in place
Activity Type - correct answer ✔✔Formal Training
Informal Training
-Most AR programs use both these elements, except when the client is very young (mostly
informal)
Formal Training - correct answer ✔✔-Can be used for anyone (pediatrics, adolescents, adults)
besides very small children
-Includes structured still-like training, practice task repeatedly
