Deck 11: Children Who Are Deaf and Hard of Hearing

Question 1

An individual with a may have difficulties with sound localization, auditory discrimination, understanding speech sounds against a noisy background, auditory sequencing, memory, and pattern recognition, sounding out words, and reading comprehension.

Answer 1

central auditory processing disorder
CAPD

Question 2

The term total communication was coined by

A) Thomas Gallaudet.
B) Laurent Clerc.
C) Bob Holcomb.
D) Samuel Heinicke.

Answer 2

C

Question 3

The age at which a child experiences a hearing loss is significant because it provides a clue to

A) how much language the child might have acquired before becoming hearing impaired.
B) the degree of physical development of the ear before the child became hearing impaired.
C) the level of neurological development the child achieved before the hearing impairment.
D) the parents' involvement in the development of the child's communication skills.

Answer 3

A

Question 4

A hearing loss that occurs before the child's language has developed is a

Question 5

Being is defined as an impairment in hearing that may be permanent or fluctuating and that adversely affects a child's educational performance but that is not included under the definition of deafness.

Question 6

The severity of hearing loss is determined by the

A) age of onset.
B) amount of residual sound.
C) threshold level.
D) type of structural damage.

Question 7

Which of these types of hearing losses is caused by a defect of the inner ear or of the auditory nerve?

A) A conductive hearing loss
B) A semiconductive hearing loss
C) An auditory canal hearing loss
D) A sensorineural hearing loss

Question 8

A hearing loss caused by a problem in the inner ear or the auditory nerve is a

A) conductive hearing loss.
B) mixed loss.
C) sensorineural hearing loss.
D) CAPD.

Question 9

is the primary language for many Americans who are deaf or hard of hearing.

Question 10

The use of both oral and manual forms of communication is known as the approach.

Question 11

Historically, educators have debated whether students who are deaf or hard of hearing should be taught to communicate through ______________ or ________________.

Question 12

The two aspects of a person's hearing usually measured are

A) decibels.
B) amperes.
C) international units.
D) tone units.

Question 13

Explain the difference between a conductive hearing loss and a sensorineural hearing loss in terms of the type of damage and the functional outcome.

Question 14

Central auditory processing disorder (CAPD)

A) is considered a type of hearing loss because of the limited ability to use auditory information.
B) occurs only at the lower frequencies.
C) is greater than a 70dB loss.
D) is corrected through greater amplification

Question 15

Which of these types of hearing losses can be effectively reduced through amplification?

A) A congenital hearing loss
B) A conductive hearing loss
C) A semicongenital hearing loss
D) A sensorineural hearing loss

Question 16

A hearing loss can be either , meaning present at birth, or , meaning that it has occurred in either childhood or adulthood.

Question 17

The Individuals with Disabilities Education Act (IDEA, 2004) defines as a hearing impairment that is severe enough that the child cannot process linguistic information through hearing, even when using amplification or hearing aids.

Question 18

Which of the children described below is likely to experience the most difficulty in school?

A) Mike, a 12-year-old who suffered a moderate hearing loss in one ear at age 5
B) Sarah, a 12-year-old who suffered a moderate hearing loss in both ears at age 5
C) Bill, a 12-year-old who suffered a severe hearing loss in both ears at age 2
D) Mary, a 12-year-old who was born with a severe hearing loss

Question 19

Sensorineural hearing losses may be caused by damage to the

A) cochlea.
B) tympanic membrane.
C) vestibular apparatus.
D) pinna.

Question 20

A student with a hearing loss of 91+ dB typically

A) misses most speech sounds at normal conversational level.
B) hears no speech sounds at normal conversational level.
C) hears only some louder voiced speech sounds.
D) hears no speech or other sounds.

Question 21

About what percentage of children with hearing losses are a result of genetic factors?

A) 5 percent
B) 10 percent
C) 25 percent
D) 50 percent

Question 22

The most common cause of hearing loss for children in their preschool years is

A) child abuse.
B) toxoplasmosis
C) CAPD.
D) Otitis Media.

Question 23

Lack of hearing does not inhibit social development as much as the lack of with others does.

Question 24

With respect to cochlear implants, the Deaf community

A) has embraced them for their children.
B) has not fully accepted them because of a negative impression of deafness.
C) sees no need for the technology in their culture.
D) is diminishing as a result of their proliferation.

Question 25

Which of these is part of the middle ear in humans?

A) The auditory canal
B) The eardrum
C) The oval window
D) The semicircular canals

Question 26

What does it mean to be bilingual and bicultural as an individual who is deaf and why should supports take this into consideration?

Question 27

Research findings indicate that the poor academic performance of children who are deaf is primarily due to their

A) difficulties in reading and writing.
B) high levels of frustration.
C) lack of intelligence.
D) poor relationships with teachers.

Question 28

The Deaf Community exists as

A) a distinct disability group within our society.
B) a distinct cultural group within our society.
C) a strong community support group for children that have received cochlear implants.
D) a distinct handicapped group within our society .

Question 29

The sequence of language development of children with hearing impairments

A) is slower than in children who are not hearing impaired.
B) follows the same pattern of children who can hear.
C) develops faster than in children who can hear.
D) is different in nature than in children who are not hearing impaired.

Question 30

The innate language mechanism helps children to develop the spoken language of his or her home. What happens to this system if the infant is deaf?

A) The language pattern is developed at totally different rates and sequences.
B) The infant will innately develop babble-like hand movements that are sign equivalents of speech sounds.
C) The infant will not be responsive to his or her environment.
D) The infant will still learn the spoken language of family.

Question 31

Children with hearing loss who are not taught an existing sign system such as ASL will often develop their own system known as ___________.

Question 32

Reading levels for children who are deaf or hard of hearing tend to be

A) equal to their hearing peers.
B) substantially lower than those of their hearing peers.
C) slightly above their hearing peers.
D) slightly lower than those of their hearing peers.

Question 33

Which of these is NOT a role of the classroom teacher in identifying children with a possible hearing loss?

A) Being aware of the child's misarticulations
B) Giving each child a hearing test with sophisticated equipment
C) Noting the frequency of requests by students to repeat what has been said
D) Observing children as they listen to audiotapes and other sound media

Question 34

The instrument for testing hearing acuity is called

A) an altimeter.
B) an amp meter.
C) an audiometer.
D) a voltage meter.

Question 35

After a person's hearing is measured, his or her hearing level is recorded on an

A) altimeter.
B) audiometer
C) arteriogram.
D) audiogram.

Question 36

The identification of deaf children and children who are severely hard of hearing is usually made

A) before they enter school.
B) when they are in kindergarten.
C) when they are in grades 1 to 3.
D) when they are in grades 4 to 6.

Question 37

A student with a hearing loss of 40 to 60 dB

A) misses most speech sounds at normal conversational level.
B) hears no speech sounds at normal conversational level.
C) hears only some louder voiced speech sounds.
D) hears no speech or other sounds.

Question 38

Most children with hearing loss also have substantial cognitive delays.

Question 39

What should the classroom teacher watch for to be able to identify possible hearing problems?

Question 40

Teaching reading by first teaching words that stand for familiar persons or things and then introducing phonics is referred to as the

A) whole-word approach.
B) whole-language approach.
C) developmental reading approach.
D) sight word approach.

Question 41

The major difference between the oral-aural method and the total communication method is that

A) amplification is not used in the total communication method, although speech and speech reading are taught.
B) the oral-aural method does not use signing and finger spelling.
C) the oral-aural method uses finger spelling but not American Sign Language.
D) the total communication approach uses only oral methods for young children and signing for older children.

Question 42

Increasing the volume of the voice received and reducing other environmental sounds is achieved by the use of

A) bone-anchored hearing aids.
B) assistive listening devices.
C) directional microphones.
D) implanted hearing aids.

Question 43

The families of children who are deaf or hard of hearing do not play much of a role in the development of their communication skills because they rarely know ASL.

Question 44

Relaying systems help to ensure

A) all television sets are equipped to receive closed captions.
B) phone access for individuals with hearing impairments.
C) employers are willing to hire individuals with hearing impairments for high-paying jobs.
D) translators are available in public places when needed.

Question 45

What issues should be addressed in transition plans for students with a hearing loss to increase success in the workplace?

Question 46

A primary objective of parent training and of programs for very young deaf children is to

A) prepare the young child for mainstreaming in kindergarten.
B) prepare the young child for mainstreaming by the third grade.
C) teach the young child to read.
D) develop communication skills.

Question 47

According to research data, which of these methods of communication is being more widely recommended for those with moderate or severe hearing impairments?

A) Manual communication only
B) The oral-aural method
C) Oral communication only
D) The total communication method

Question 48

The exists as a separate cultural group within our society and has exhibited considerable cohesiveness for more than a century.

Question 49

Research indicates that children who receive cochlear implants during preschool years

A) develop language and reading to about a fifth-grade level.
B) develop language and reading at almost normal rates and in sequences similar to children with hearing loss.
C) develop language and reading only in combination with learning ASL.
D) develop language and reading but at a much slower rate than same-age peers without a hearing loss.

Question 50

Because of their hearing loss, students who are deaf or hard of hearing are not expected to master the Common Core State Standards.

Question 51

Evidence shows that a key factor in school achievement for students who are deaf is

A) early academic intervention.
B) early instruction in ASL.
C) early instruction in an oral system.
D) a visually stimulating environment.

Question 52

are devices surgically implanted that allow direct stimulation of the auditory nerves.

Question 53

Mark is a child with a hearing impairment. Which of these professionals has the greatest responsibility for helping him reach his potential in speech reading and speech production?

A) A clinical audiologist
B) A school counselor
C) A special education teacher
D) A speech therapist

Question 54

An example of an RtI Tier III support for a child with a hearing loss would be

A) specific training on the use of hearing aids.
B) instruction in speech production in the regular classroom.
C) a peer tutor.
D) working on "stop and think time" in the regular classroom.

Question 55

Evaluation of hearing level, use of fitting devices, use of monitoring amplification devices, and instruction in listening skills are characteristic roles of the

A) speech-language pathologist.
B) hearing impaired specialist.
C) otolaryngologist.
D) educational audiologist.