Deck 9: Communication Strategies Training

Question 1

Self-efficacy is domain specific.

Answer 1

True

Question 2

Self­efficacy must be grounded in a person's sense of self­worth.

Answer 2

False

Question 3

Role-playing can aid in gaining a greater sense of self-efficacy.

Answer 3

True

Question 4

Modeling is most often used with adults.

Question 5

Communication strategies training should not be considered if the patient only has one hour of time available.

Question 6

Curriculums for communication strategies training should be flexible, in order to meet the needs of the participants.

Question 7

Communication strategies training should be part of an aural rehabilitation program.

Question 8

Formal instruction is most effective when the clinician lectures to the group.

Question 9

Erber developed the acronym WATCH.

Question 10

Good patient participation should not be used as an example to demonstrate benefit from an aural rehabilitation program.

Question 11

How can you help a patient increase self-efficacy?

A) by encouraging the involvement of a significant other
B) by providing hard-to-reach goals
C) by encouraging the use of nonassertive behaviors
D) by using the CPHI

Question 12

A standard communication strategies training program is usually:

A) 12 to 40 hours
B) 8 to 10 hours
C) 2 to 4 hours
D) 10 to 15 hours

Question 13

"Why don't you try to use a conversational style that we discussed at the beginning of class" is an example of?

A) shaping
B) role-playing
C) direct instruction
D) modeling

Question 14

What would be the most effective way to provide examples of appropriate and inappropriate communication interactions?

A) videotaped scenarios
B) feedback
C) continuous discourse tracking
D) prompting

Question 15

Which is not a stage of a communication strategies training program?

A) guided learning
B) setting ground rules
C) formal instruction
D) real-world practice

Question 16

Which is probably the most powerful source of self-efficacy?

A) using relaxation techniques
B) having direct experience with success
C) watching others succeed
D) managing communication difficulties

Question 17

Which of the following involves participation in hypothetical real-world situations?

A) modeling
B) continuous discourse tracking
C) formal instruction
D) role-playing

Question 18

___________ is an aural rehabilitation technique in which the listener attempts to repeat verbatim text presented by the sender

Question 19

__________ is the first stage in a communication strategies training program.

Question 20

________ can influence a patient's willingness to engage in conversations and social outings.

Question 21

A direct observation of others succeeding, bolstering the patient's belief that he or she too can succeed, is known as a(n) __________ experience.

Question 22

A/An training ________.

Question 23

Providing printed and recorded materials to individuals with hearing loss is called the ___________ approach to communication strategies training.

Question 24

A/The ____________ is the participant in a continuous discourse training session who hears the message and attempts to repeat it back.

Question 25

A communication strategies training program should cater to the specific concerns of the _________.

Question 26

During environment ___________.

Question 27

Match the following examples with the stages of communication strategies training :

-Clinician asks patients: "Where do you have difficulties hearing?"

A) Formal instruction
B) Guided learning
C) Real-world practice

Question 28

Match the following examples with the stages of communication strategies training :

-Patient asks for a quiet table at a restaurant.

A) Formal instruction
B) Guided learning
C) Real-world practice

Question 29

Match the following examples with the stages of communication strategies training :

-Patients view videotaped scenarios and identify different communication strategies and discuss what was done appropriately or how something could have been done differently.

A) Formal instruction
B) Guided learning
C) Real-world practice

Question 30

Match the following examples with the stages of communication strategies training :

-Patients receive examples of various types of communication strategies.

A) Formal instruction
B) Guided learning
C) Real-world practice

Question 31

Match the following examples with the stages of communication strategies training :

-Patient uses facilitative strategies when ordering at McDonald's.

A) Formal instruction
B) Guided learning
C) Real-world practice

Question 32

Match the following examples with the stages of communication strategies training :

-Patient practices different communication strategies in a structured setting.

A) Formal instruction
B) Guided learning
C) Real-world practice

Question 33

Match the following examples with the stages of communication strategies training :

-Patients analyze benefits and drawbacks of different communication strategies and behaviors.

A) Formal instruction
B) Guided learning
C) Real-world practice

Question 34

Match the following examples with the stages of communication strategies training :

-Clinician uses prompting and feedback during communication interactions.

A) Formal instruction
B) Guided learning
C) Real-world practice

Question 35

Match each description with its term :

-recorded vignettes that provide examples of communication interactions that can be used to stimulate discussion about communication strategies and assertive behaviors

A) learning objective
B) receiver
C) modeling
D) vicarious consequences
E) role-playing
F) prompting
G) shaping
H) videotaped scenarios
I) Sender

Question 36

Match each description with its term :

-individuals participate in hypothetical real-world situations and interactions

A) learning objective
B) receiver
C) modeling
D) vicarious consequences
E) role-playing
F) prompting
G) shaping
H) videotaped scenarios
I) Sender

Question 37

Match each description with its term :

-the participant in a continuous discourse training session who gets the message and attempts to repeat it back

A) learning objective
B) receiver
C) modeling
D) vicarious consequences
E) role-playing
F) prompting
G) shaping
H) videotaped scenarios
I) Sender

Question 38

Match each description with its term :

-a result expected within a particular time period and/or after a lesson or training program

A) learning objective
B) receiver
C) modeling
D) vicarious consequences
E) role-playing
F) prompting
G) shaping
H) videotaped scenarios
I) Sender

Question 39

Match each description with its term :

-serves to reinforce those conversational turns that increasingly approximate sought-after behaviors

A) learning objective
B) receiver
C) modeling
D) vicarious consequences
E) role-playing
F) prompting
G) shaping
H) videotaped scenarios
I) Sender

Question 40

Match each description with its term :

-students experience these when they observe the effects of a model's behaviors

A) learning objective
B) receiver
C) modeling
D) vicarious consequences
E) role-playing
F) prompting
G) shaping
H) videotaped scenarios
I) Sender

Question 41

Match each description with its term :

-serves to inspire a behavior or an utterance

A) learning objective
B) receiver
C) modeling
D) vicarious consequences
E) role-playing
F) prompting
G) shaping
H) videotaped scenarios
I) Sender

Question 42

Match each description with its term :

-the participant in a continuous discourse training session who presents the message

A) learning objective
B) receiver
C) modeling
D) vicarious consequences
E) role-playing
F) prompting
G) shaping
H) videotaped scenarios
I) Sender

Question 43

Match each description with its term :

-the act of representing or demonstrating a behavior

A) learning objective
B) receiver
C) modeling
D) vicarious consequences
E) role-playing
F) prompting
G) shaping
H) videotaped scenarios
I) Sender

Question 44

What does the acronym SPEECH stand for?

Question 45

What are the four goals of communication strategies training for frequent communication partners?

Question 46

List the four ways to increase self-efficacy with verbal persuasion.

Question 47

When observing modeling, what two types of information might be obtained?

Question 48

Define formal instruction.

Question 49

List three settings in which communication strategies training can be provided.

Question 50

List three activities appropriate for guided learning.

Question 51

WATCH stands for:

Question 52

List eight materials that might be needed to conduct a communication training session.

Question 53

Give an example of modeling.

Question 54

Define guided learning.

Question 55

List four things that role-playing may involve.

Question 56

Sara is a 25-year-old college student. She has bilateral sensorineural hearing loss and wears behind-the-ear hearing aids in both ears. Sara has never told her professors or friends about her hearing loss. She is taking a biology class and is having a very hard time understanding the professor. She asks the girl next to her what the professor said. The professor stops the class and asks Sara to stop talking during class. Sara turns red and looks away. What type of conversational style is Sara using? List three ways Sara could have handled the situation differently.

Question 57

What four types of experiences can help strengthen the self-efficacy beliefs of an individual with hearing loss.
Explain each.

Question 58

List five good ground rules to be used in an aural rehabilitation program and justify each.

Question 59

Write two scenarios or exercises that would be appropriate to use for a guided learning activity.

Question 60

Give five examples of content that should be used in a communication strategies training program for frequent communication partners. Explain the importance of each.