Exam Preview for 35658: Components of Adult Auditory Rehabilitation

Components of Adult Auditory Rehabilitation Assessment and Treatment

Please note: exam questions are subject to change.

1. Which of the following outcomes can be assessed in order to understand a patient’s needs and develop an AR plan of care? Listening effort Quality of Life Cognitive-linguistic processing All of the above
2. Which model assumes that health and illness have many causes and can produce many effects? Biomedical model Medical model Biopsychosocial model None of the above
3. What measures are used to assess memory, executive function, verbal fluency and vocabulary for AR? Non-auditory cognitive-linguistic communication measures Patient-reported measures Device and technology Auditory measures
4. Which of the following patient-reported tools assesses self-perceived communication abilities in real-world situations and interactions? CIMS PACA CIQOL GSE
5. The distance between the actual developmental level as determined by independent problem solving and the level of potential development is known as: Learning theory Scaffolding Zone of Proximal Development None of the above
6. In order to ensure learning and improvement of auditory skills and comprehension, all auditory training must be completed with the CI-only without the use of visual cues (i.e., lipreading). Auditory training must occur without visual cues Auditory training can start with visual cues in the beginning and without visual cues as difficulty is increased Auditory training should always have visual cues Non of the above
7. Which of the following statements is FALSE regarding auditory rehabilitation in adults with CIs? Patients must master bottom-up auditory skills (i.e., phoneme recognition) before auditory training can effectively target more complex material like sentence recognition or listening comprehension. Auditory training tasks can be tailored to individual patients’ needs and abilities. Patient-reported communication ability outcomes can be used to guide AR independently from audiometric outcomes. Cognitive-linguistic skills can be used to create AR goals and guide intervention.
8. Following directions and answering basic questions are considered to be: Top-down auditory training tasks Bottom-up auditory training tasks Internal auditory training tasks External auditory training tasks
9. Which of the following could support the completion of auditory training tasks in order to strategically facilitate learning and improvement, as needed? Access to audiovisual input vs auditory-only Use of bimodal or binaural hearing vs. CI only Use of closed set vs. open set responses A, B, & C
10. Performance on non-auditory measures of language and cognition: Is not a good measure of AR goals and intervention Can be used to predict auditory skills and guide AR goals and intervention in adults with CIs. Determines performance on speech recognition tasks None of the above