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Aural Rehab 5
Exam 2
| Question | Answer |
|---|---|
| When is bond between the parent and child established | before birth |
| What are the expectations of a baby before it is born? | that it will be perfect, normal, wonderful, and that nothing bad will happen |
| What happens when a parent finds out about their baby's diagnosis? | professionals dump lots of information on the parents, parents don't have time to process emotional reactions, and professionals feel uncomfortable/untrained to deal with the emotions |
| What happens when humans are faced with shocking news? | memory function shuts down, information is not processed |
| How do parents/families initially handle feelings? | suppress, avoid, spousal conflict, cry, communicate, seek counseling, isolate, share |
| How do professionals handle emotions with families? | information overload, avoidance, dismiss it, nervously talk, tell them how to feel, tell them what you would do, "it could be worse," "everything will be fine" |
| What is grief/emotional surprises? | a process, part of life, common to all people, comes and goes, can have a positive outcome, affects people in different ways, impacts families and professionals |
| What are the emotional stages of grief? | shock, denial, pain, anger, depression, acceptance, advocate |
| How many parents who have children born deaf are normal hearing themselves? | 90-95% |
| What does informational counseling do? | deliver information, traditional role, usually great at it |
| What is adjustment counseling? | sensitivity, emotional support |
| How do we bring about change? | understand why you do what you do, understand the perspective of others, understand the emotional journey of families/patients, self reflection, and developing new strategies |
| What is empathy? | the ability to sense other people's emotions coupled with the ability to imagine what someone else might be thinking or feeling |
| What is a sympathy statement? | I see your pain |
| What is an empathy statement? | I feel your pain |
| What are the key components of empathy? | compassion, loyalty, cultural humility, and unconscious bias |
| What does empathy start with? | listening |
| What is resilience? | the positive capacity for people to cope with stress and adversity, a process (not a trait), hardiness, mental toughness, resourcefulness, positive adaptive behavior when faced with stress or trauma |
| What happens when you become an active listener? | you become empathetic |
| How do you engage in active listening? | don't respond with information, be the "other adult," acknowledge/validate what is said by others, guide towards discussion, don't lecture, don't tell what you would do, don't create co-dependencies |
| What are good non-verbal listening strategies of an active listener? | be quiet, maintain eye contact, display openness, listen without response, send acknowledgement |
| What are good verbal listening strategies? | feedback meaning, listen beyond words |
| What does HEAR mean for listening? | Halt, Engage, Anticipate, Replay |
| What should we do when interacting with parents to determine what they need? | don't leave them hanging, always follow up, let the parents have time to process before giving even more information |
| What are good questions to ask when checking in with parents? | Do you know your child's diagnosis? Do you have good resources for support? Can you talk about your child and needs with others? |
| What do we do when checking in with the kids? | Know that as they grow, they can take charge by understanding their disability and managing their own challenges |
| What are the key parts of a parent support group? | gives them a reason to talk and make new friends, share their stories |
| What is language? | a system of conventional spoken, manual (signed), or written symbols by means of which human beings, as members of a social group and participate |
| What is communication? | the act of transferring information from one place, person, or group to another |
| What does every communication involve (at least)? | one sender, a message, and a recipient |
| What types of communication are there? | verbal, nonverbal, images, or written |
| What is a mode or system? | the method by which communication is conveyed |
| How many parents have no prior experience with hearing loss? | 74% |
| What is the most common communication approach that normal hearing parents select? | listening and spoken language (LSL) along with assistive technology (hearing aids/cochlear implants) |
| What percent of families with school-aged deaf children use sign language at home? | 40% |
| What are the communication pathway options? | Auditory-verbal, auditory oral, cued speech, visual communication methods |
| What are the different types of visual communication methods? | american sign language, total communication, and signed exact english |
| What is American Sign language? | visual language using hands, grammar and sentence structure focuses on key meaning words, used within the deaf community, continues to be recognized as a foreign language |
| What is the goal of American sign language? | to be the child's primary language allowing them to communicate without requiring auditory brain access, to teach children to understand and accept the differences between the hearing and deaf communities |
| What is receptive language ASL? | developed through the use of ASL. English is taught as a second language after child masters ASL |
| What is expressive language ASL? | ASL is the primary expressive language in addition to written english |
| What are the recommendations of using ASL? | at least one family member learns ASL so the deaf child has communication access at home |
| What is Auditory-Verbal / LSL communication? | environmental and technological supports used to provide clear, consistent acoustic access helping the brain's auditory pathways develop; emphasized listening |
| What is the goal of Auditory-Verbal/LSL | develops speech and communication skills primarily through listening using aided hearing, emphasizes early mainstreaming and inclusion in educational settings when possible |
| What is auditory-verbal/LSL receptive language? | develops listening and spoken language through early, consistent, and effective use of amplification |
| What is auditory-verbal/LSL, auditory oral, cued speech expressive language? | spoken and written |
| What are the principles of LSL? | promote early identification with immediate management and auditory-verbal intervention, early access to hearing technology, support parents, create listening rich environments, follow natural development, teach children to self-monitor |
| What is auditory oral communication? | traditional auditory training, emphasizes use of residual hearing with amplification supported by speechreading and contextual/visual cues; focus on developing spoken communication skills, ASL not used |
| What is the goal of auditory oral? | develop listening and spoken language skills that enable the child to be successfully mainstreamed in educational settings and function independently in the hearing world |
| What is auditory oral receptive language? | develops listening and spoken language through early, consistent use of amplification supported by speech reading |
| What is cued speech? | visual communication system using 8 handshakes in 4 locations near the mouth to represent speech sounds; and cues produced simultaneously with natural mouth movements during speech; distinguishes sounds that look the same |
| What is the goal of cued speech? | develop speech and communication skills needed to interact effectively |
| What is cued speech receptive language? | develops listening and spoken language through amplification, speechreading, and hand cues that represent different speech sounds |
| What is manually coded English (MCE)? | family of communication systems that translates spoken English into manual signs, following English grammar, syntax, and word order. Four types. |
| What are the four types of manually coded English? | conceptually accurate signed English (CASE), Signed ENglish (SE), Signed exact english (SEE-2), Seeing Essential English (SEE-1) |
| What is conceptually accurate signed English (CASE)? | blends ASL signs with English word order, emphasizing concepts over literal translation |
| What is signed English (SE)? | uses a simplified set of signs paired with English word order |
| What is Signed Exact English (SEE-2)? | a precise system of making verbs, plurals, and prefixes/suffixes |
| What is Seeing Essential English (SEE-1)? | also called MSS (Morphemic Sign System), this approach breaks words into their core morphemes |
| What is total communication? | uses all available methods to support language development (speech, signs, fingerspelling, lip-reading, amplification); incorporates sign language and hearing technology |
| What is the goal of total communication? | use multiple communication methods to help a child develop language and interact with peers |
| WHat is receptive total communication? | language - spoken, signed, or a combination of both is developed through the exposure of oral speech, a formal sign language system, speech reading, and amplification |
| WHat is expressive total communication? | spoken English and/or sign language, finger spelling, or written language |
| What is SIgnal to noise/Speech to noise ratio? | the relationship between the primary signal (such as parent's speech) and background noise |
| What is the NCDPI Communication Plan Worksheet? | addresses five key areas to ensure comprehensive, 24-7 communication access |
| What are the five key areas of the NCDPI Communication Plan Worksheet? | Language & communication modality, Auxiliary Aids & Services, Academic instruction, Full range of needs, and Placement services |
| What is the Language and Communication Modality section of the NCDPI Communication Plan Worksheet? | identify the student's primary language and communication modes for both expressive and receptive communication |
| What is the auxiliary aids and services section of the NCDPI Communication Plan Worksheet? | determine necessary devices and supporting services |
| What is the academic instruction section of the NCDPI Communication Plan Worksheet? | ensure direct communication with peers and professionals in the classroom |
| What is the full range of needs section of the NCDPI Communication Plan Worksheet? | address communication access across all settings including lunch, recess, and extracurricular activites |
| What is the placement services section of the NCDPI Communication Plan Worksheet? | consider the least restrictive environment in relation to the student's communication needs |
Created by:
hrshook0104
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