Deck 16: Auditory and Speechreading Training for Children

Question 1

Only children with prelingual hearing loss are considered good candidates for auditory and speechreading training.

Answer 1

False

Question 2

An auditory or speechreading training program for children must be highly flexible.

Answer 2

True

Question 3

Discrimination activities might require a child to first make gross sound discriminations, and later, finer discriminations.

Answer 3

True

Question 4

Most auditory speechreading training curricula include analytic or synthetic kinds of training activities, but not both.

Question 5

Most auditory and speechreading training programs begin with stimuli that are similar and, later, present stimuli that differ acoustically and visually.

Question 6

Consonants usually are more intense than vowels and have more energy in the low frequencies, so are perceived more readily.

Question 7

A vowel produced with a wider mouth opening will have a higher first formant than a vowel produced with a narrower mouth opening.

Question 8

Cues that signal manner and voice often are easier for persons with hearing loss to hear than are cues that signal place of articulation.

Question 9

Compared to sentence-level speechreading training objectives, sentence-level auditory training objectives begin with more challenging tasks.

Question 10

Informal training is especially appropriate for babies and young children.

Question 11

Theme-based learning is effective for informal learning in the classroom.

Question 12

The first step in an auditory training curriculum is to identify goals for the student.

Question 13

Searching for a sound with eye and head movements demonstrates:

A) sound discrimination
B) identification
C) sound awareness
D) comprehension

Question 14

If a child is asked to pick up a red block and is able to select the red block from a container of multicolored blocks, the child demonstrates:

A) identification
B) pattern perception
C) sound discrimination
D) sound awareness

Question 15

Formal training activities occur:

A) during designated times of the day, with the student working alone
B) during designated times of the day, with the student working with you or a small group of other students
C) periodically, with the student working alone
D) periodically, with the student working with you or a small group of other students

Question 16

A parent alerts the child with a cochlear implant whenever the doorbell rings. This is an example of:

A) a formal training activity
B) an informal training activity
C) reinforcement
D) cycling

Question 17

Background noise:

A) increases the signal-to-noise ratio and increases training difficulty
B) decreases the signal-to-noise ratio and decreases training difficulty
C) increases the signal-to-noise ratio and decreases training difficulty
D) decreases the signal-to-noise ratio and increases training difficulty

Question 18

As a general rule of thumb, when providing formal training, the level of difficulty can be increased if a child responds correctly to training stimuli__________ percent of the time or more.

A) 50
B) 60
C) 80
D) 90

Question 19

As a general rule of thumb, the difficulty can be decreased if the child responds correctly to less than_________% of the training items.

A) 15
B) 25
C) 40
D) 50

Question 20

In typical discrimination exercises, the child must simply indicate whether two words are:

A) loud or soft
B) actual words or nonsense words
C) the same or different
D) nouns or verbs

Question 21

Which place classification is used for the sound /v/, as in van, wherein the lower lip and upper teeth contact?

A) bilabial
B) labiodental
C) velar
D) palatal

Question 22

Which place classification refers to the sound /?/, as in ship, wherein the midsection of the tongue body approximates or touches the roof of the mouth?

A) palatal
B) alveolar
C) linguadental
D) bilabial

Question 23

When choosing and providing reinforcements for formal training:

A) the child should be able to perform the reinforcement activity quickly.
B) the reinforcement activity should be as challenging as possible for the child.
C) the same reinforcement activity should be used several times a day.
D) the child should perform the reinforcement activity before responding to a training item correctly.

Question 24

Objectives typically included in auditory training programs for the birth to 3 year age range initially focus on:

A) vowel training
B) listening device use
C) speech identification and comprehension
D) the notion that sound conveys meaning

Question 25

The________ stage requires advanced auditory skills, as well as some vocabulary and grammar.

Question 26

During ______ training, students' attention is focused on segments of the speech signal, such as syllables or phonemes.

Question 27

During ________ training, students learn to recognize the meaning of an utterance, even if they do not recognize every sound or word.

Question 28

A(n) _______ set is defined by situational or contextual cues.

Question 29

A(n)________ set has few inherent constraints.

Question 30

Typically, the lips form a(n)_________ opening when a talker phonates /u/.

Question 31

Affricates are produced by combining a fricative with a(n)___________ .

Question 32

A(n)_________ is produced with slow, opening articulatory gestures.

Question 33

Match the descriptions with their terms:

-The ability to detect when a sound is present and when it is not

A) sound awareness
B) sound discrimination
C) pattern perception
D) Identification
E) comprehension
F) formal training
G) informal training
H) limited set
I) vowel formants
J) manner of articulation
K) Suprasegmentals
L) holistic approach
M) reinforcement
N) cycling

Question 34

Match the descriptions with their terms:

-A classification of a speech sound as a function of how it is produced in the oral cavity.

A) sound awareness
B) sound discrimination
C) pattern perception
D) Identification
E) comprehension
F) formal training
G) informal training
H) limited set
I) vowel formants
J) manner of articulation
K) Suprasegmentals
L) holistic approach
M) reinforcement
N) cycling

Question 35

Match the descriptions with their terms:

-These types of activities occur during the daily routine and are often incorporated into other activities, such as conversation or academic learning.

A) sound awareness
B) sound discrimination
C) pattern perception
D) Identification
E) comprehension
F) formal training
G) informal training
H) limited set
I) vowel formants
J) manner of articulation
K) Suprasegmentals
L) holistic approach
M) reinforcement
N) cycling

Question 36

Match the descriptions with their terms:

-This incorporates several methods and includes the child in setting goals.

A) sound awareness
B) sound discrimination
C) pattern perception
D) Identification
E) comprehension
F) formal training
G) informal training
H) limited set
I) vowel formants
J) manner of articulation
K) Suprasegmentals
L) holistic approach
M) reinforcement
N) cycling

Question 37

Match the descriptions with their terms:

-This entails coming back to a training objective that has been achieved with some success in order to provide reinforcement and additional learning.

A) sound awareness
B) sound discrimination
C) pattern perception
D) Identification
E) comprehension
F) formal training
G) informal training
H) limited set
I) vowel formants
J) manner of articulation
K) Suprasegmentals
L) holistic approach
M) reinforcement
N) cycling

Question 38

Match the descriptions with their terms:

-The listener is able to tell whether two sounds are different or the same.

A) sound awareness
B) sound discrimination
C) pattern perception
D) Identification
E) comprehension
F) formal training
G) informal training
H) limited set
I) vowel formants
J) manner of articulation
K) Suprasegmentals
L) holistic approach
M) reinforcement
N) cycling

Question 39

Match the descriptions with their terms:

-These are resonances in the vocal tract that cause some frequencies to have more energy than other frequencies.

A) sound awareness
B) sound discrimination
C) pattern perception
D) Identification
E) comprehension
F) formal training
G) informal training
H) limited set
I) vowel formants
J) manner of articulation
K) Suprasegmentals
L) holistic approach
M) reinforcement
N) cycling

Question 40

Match the descriptions with their terms:

-This presents highly structured activities that may involve drill.

A) sound awareness
B) sound discrimination
C) pattern perception
D) Identification
E) comprehension
F) formal training
G) informal training
H) limited set
I) vowel formants
J) manner of articulation
K) Suprasegmentals
L) holistic approach
M) reinforcement
N) cycling

Question 41

Match the descriptions with their terms:

-A basic auditory skill level in which the listener is able to label some auditory stimuli

A) sound awareness
B) sound discrimination
C) pattern perception
D) Identification
E) comprehension
F) formal training
G) informal training
H) limited set
I) vowel formants
J) manner of articulation
K) Suprasegmentals
L) holistic approach
M) reinforcement
N) cycling

Question 42

Match the descriptions with their terms:

-This refers to a limited number of response options.

A) sound awareness
B) sound discrimination
C) pattern perception
D) Identification
E) comprehension
F) formal training
G) informal training
H) limited set
I) vowel formants
J) manner of articulation
K) Suprasegmentals
L) holistic approach
M) reinforcement
N) cycling

Question 43

Match the descriptions with their terms:

-Something desirable provided to a student after he or she performs a training activity or performs in a desired manner

A) sound awareness
B) sound discrimination
C) pattern perception
D) Identification
E) comprehension
F) formal training
G) informal training
H) limited set
I) vowel formants
J) manner of articulation
K) Suprasegmentals
L) holistic approach
M) reinforcement
N) cycling

Question 44

Match the descriptions with their terms:

-A kind of discrimination that requires a listener to distinguish between words or phrases that differ in the number of syllables

A) sound awareness
B) sound discrimination
C) pattern perception
D) Identification
E) comprehension
F) formal training
G) informal training
H) limited set
I) vowel formants
J) manner of articulation
K) Suprasegmentals
L) holistic approach
M) reinforcement
N) cycling

Question 45

Match the descriptions with their terms:

-Prosodic aspects of speech

A) sound awareness
B) sound discrimination
C) pattern perception
D) Identification
E) comprehension
F) formal training
G) informal training
H) limited set
I) vowel formants
J) manner of articulation
K) Suprasegmentals
L) holistic approach
M) reinforcement
N) cycling

Question 46

Match the descriptions with their terms:

-A higher auditory skill level in which the listener is able to understand the meaning of spoken messages

A) sound awareness
B) sound discrimination
C) pattern perception
D) Identification
E) comprehension
F) formal training
G) informal training
H) limited set
I) vowel formants
J) manner of articulation
K) Suprasegmentals
L) holistic approach
M) reinforcement
N) cycling

Question 47

Auditory and speechreading training for children differ in what two ways from that provided to adults?

Question 48

What are the four design principles by which activities in an auditory training curriculum may be developed and organized?

Question 49

What are the four auditory skill levels?

Question 50

What are the six ways to vary the difficulty of a training task?

Question 51

List four objects that may promote sound awareness and teach children about the relationship between action and sound.

Question 52

What are the two types of training objectives commonly targeted with analytic training?

Question 53

Consonant auditory training objectives are generally designed to contrast what three features of articulation?

Question 54

What are the five manner groups to which consonants can belong?

Question 55

List four of the consonant analytic speechreading training objectives for children.

Question 56

List three of the synthetic speechreading training objectives for children.

Question 57

What are the four prosodic features of speech?

Question 58

What are the five training goals of a holistic approach to teaching children speechreading?

Question 59

List five of the guidelines for conducting formal auditory training.

Question 60

What are the two reasons for incorporating speech production practice into auditory training?

Question 61

What are the first four objectives for phonetic listening in the DASL II program?

Question 62

What are the two forces driving a demand for auditory training programs for infants and very young children?