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Components of Adult Auditory Rehabilitation Assessment and Treatment

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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.  Speech recognition outcomes and patient-reported measures of quality of life have been reported consistently as strongly correlated. Speech recognition outcomes are reported consistently Speech recognition outcomes are not reported consistently Speech recognition outcomes are not needed None of the above

3.  Which of the following is not typically taken into account when determining comprehensive AR goals, intervention plans, and patient success? Patient-reported abilities in individual communication situations Patient device use, knowledge, and skills Cognitive-linguistic processing skills None of the above

4.  Which of the following domains is most commonly reported and used to define CI success in post-lingually deafened adults? Listening effort Speech recognition Self-efficacy Quality of life

5.  How can the “Zone of Proximal Development” be utilized to scaffold learning during AR? Performance is monitored to ensure the task can be performed successfully with cues or support All listening tasks that the patient can complete are building skills Tasks are explicitly chosen based on information obtained with data logging Performance is less important than time on task

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 can both be considered top-down auditory training tasks. They are top-down auditory training tasks They are not top-down auditory training tasks They are internal auditory training tasks These are not auditory training tasks at all

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 can be used to predict auditory skills and guide AR goals and intervention in adults with CIs. These are not good measures of AR goals and intervention These are good to predict auditory skills and AR goals AR goals should be only be set based of the speech recognition score None of the above