CD 674 Final Exam Questions With Correct
Answers
(Ch |27)
IDEA |Part |__, |mandates |services |for |children |younger |than |36 |months. |- |CORRECT |
ANSWER✔✔-IDEA |Part |C, |mandates |services |for |children |younger |than |36 |months.
(Ch |27)
EHDI |stands |for? |- |CORRECT |ANSWER✔✔-Early |Hearing |Detection |Intervention
(Ch |27)
Which |year |was |EHDI |Act |signed |into |law?
a) |2003
b) |1996
c) |2010
d) |1982 |- |CORRECT |ANSWER✔✔-c) |2010
(Ch |27)
True |or |False: |In |most |states, |children |younger |than |36 |months |with |bilateral |hearing |loss |are |
eligible |for |early |intervention |services. |- |CORRECT |ANSWER✔✔-True
(Ch |27)
What |IDEA-based |plan |includes |info |on |a |child's |level |of |development, |family |resources, |family
|priorities, |major |outcomes |expected, |necessity |of |EI |services, |and |steps |on |how |to |support |
child |transition |to |preschool? |- |CORRECT |ANSWER✔✔-IFSP
,(Ch |27)
What |are |the |four |components |of |language |learning?
a) |Semantics, |Prosody, |Pragmatics, |Syntax
b) |Semantics, |Syntax, |Morphology, |Prosody
c) |Semantics, |Syntax, |Morphology, |Pragmatics |- |CORRECT |ANSWER✔✔-c) |Semantics, |Syntax, |
Morphology, |Pragmatics
(Ch |27)
What |are |nine |developmental |domains |for |assessment? |(HINT: |C&L, |FAS, |S, |P&C, |PCI, |SED, |PD, |
V,FN&E |) |- |CORRECT |ANSWER✔✔-1 |Communication |& |Language
2 |Functional |Auditory |Skill
3 |Speech
4 |Play |& |Cognition
5 |Parent-Child |Interaction
6 |Social-Emotional |Development
7 |Physical |Development
8 |Vision
9 |Family |Needs |& |Environment
(Ch |27)
True |or |False: |Telepractice |has |not |had |very |positive |outcomes |for |infants |and |toddlers |who |
are |deaf |or |hard |of |hearing. |- |CORRECT |ANSWER✔✔-False: |Telepractice |is |associated |with |
positive |outcome |for |infants |and |toddlers |who |are |deaf |or |hard |of |hearing.
(Ch |27)
Family-centered |EI |is |a |three-pronged |approach. |What |are |the |three |categories |taught? |- |
CORRECT |ANSWER✔✔-1) |Services |to |the |family
, 2) |Strategies |to |foster |child's |development
3) |Techniques |that |influence |the |quality |of |parent-child |interaction
(Ch |28)
What |are |two |main |purposes |for |conducting |speech-language |evals |and |functional |listening |
assessments |according |to |the |author? |- |CORRECT |ANSWER✔✔-1) |To |identify |communicative |
strengths |and |weaknesses
2) |to |monitor |progress |over |time
(Ch |28)
What |are |seven |domains |of |speech-language |& |functional |listening |that |might |be |assessed |
during |an |eval? |- |CORRECT |ANSWER✔✔-1) |Phonemic |awareness
2) |Word |recognition
3) |Vocabulary
4) |Language |comprehension
5) |Expressive |Language
6) |Speech |production
7) |Pragmatic |functioning
(Ch |28)
True |or |False: |Questionnaires |like |the |Listening |Inventory |for |Educational |(LIFE) |or |the |
Secondary |Screening |Instrument |for |Targeting |Educational |Risk |(Secondary |SIFTER) |have |been |
useful |in |assessing |whether |a |client/parent |has |realistic |expectations |of |an |amplification |
device |- |CORRECT |ANSWER✔✔-True.
(Ch |28)
The |components |of |a |comprehensive |communication |eval |should |consist |of |what |three |
distinct |skill |domains? |- |CORRECT |ANSWER✔✔-1) |Auditory |Perception |measures |in |contrasting
|listening |environments
Answers
(Ch |27)
IDEA |Part |__, |mandates |services |for |children |younger |than |36 |months. |- |CORRECT |
ANSWER✔✔-IDEA |Part |C, |mandates |services |for |children |younger |than |36 |months.
(Ch |27)
EHDI |stands |for? |- |CORRECT |ANSWER✔✔-Early |Hearing |Detection |Intervention
(Ch |27)
Which |year |was |EHDI |Act |signed |into |law?
a) |2003
b) |1996
c) |2010
d) |1982 |- |CORRECT |ANSWER✔✔-c) |2010
(Ch |27)
True |or |False: |In |most |states, |children |younger |than |36 |months |with |bilateral |hearing |loss |are |
eligible |for |early |intervention |services. |- |CORRECT |ANSWER✔✔-True
(Ch |27)
What |IDEA-based |plan |includes |info |on |a |child's |level |of |development, |family |resources, |family
|priorities, |major |outcomes |expected, |necessity |of |EI |services, |and |steps |on |how |to |support |
child |transition |to |preschool? |- |CORRECT |ANSWER✔✔-IFSP
,(Ch |27)
What |are |the |four |components |of |language |learning?
a) |Semantics, |Prosody, |Pragmatics, |Syntax
b) |Semantics, |Syntax, |Morphology, |Prosody
c) |Semantics, |Syntax, |Morphology, |Pragmatics |- |CORRECT |ANSWER✔✔-c) |Semantics, |Syntax, |
Morphology, |Pragmatics
(Ch |27)
What |are |nine |developmental |domains |for |assessment? |(HINT: |C&L, |FAS, |S, |P&C, |PCI, |SED, |PD, |
V,FN&E |) |- |CORRECT |ANSWER✔✔-1 |Communication |& |Language
2 |Functional |Auditory |Skill
3 |Speech
4 |Play |& |Cognition
5 |Parent-Child |Interaction
6 |Social-Emotional |Development
7 |Physical |Development
8 |Vision
9 |Family |Needs |& |Environment
(Ch |27)
True |or |False: |Telepractice |has |not |had |very |positive |outcomes |for |infants |and |toddlers |who |
are |deaf |or |hard |of |hearing. |- |CORRECT |ANSWER✔✔-False: |Telepractice |is |associated |with |
positive |outcome |for |infants |and |toddlers |who |are |deaf |or |hard |of |hearing.
(Ch |27)
Family-centered |EI |is |a |three-pronged |approach. |What |are |the |three |categories |taught? |- |
CORRECT |ANSWER✔✔-1) |Services |to |the |family
, 2) |Strategies |to |foster |child's |development
3) |Techniques |that |influence |the |quality |of |parent-child |interaction
(Ch |28)
What |are |two |main |purposes |for |conducting |speech-language |evals |and |functional |listening |
assessments |according |to |the |author? |- |CORRECT |ANSWER✔✔-1) |To |identify |communicative |
strengths |and |weaknesses
2) |to |monitor |progress |over |time
(Ch |28)
What |are |seven |domains |of |speech-language |& |functional |listening |that |might |be |assessed |
during |an |eval? |- |CORRECT |ANSWER✔✔-1) |Phonemic |awareness
2) |Word |recognition
3) |Vocabulary
4) |Language |comprehension
5) |Expressive |Language
6) |Speech |production
7) |Pragmatic |functioning
(Ch |28)
True |or |False: |Questionnaires |like |the |Listening |Inventory |for |Educational |(LIFE) |or |the |
Secondary |Screening |Instrument |for |Targeting |Educational |Risk |(Secondary |SIFTER) |have |been |
useful |in |assessing |whether |a |client/parent |has |realistic |expectations |of |an |amplification |
device |- |CORRECT |ANSWER✔✔-True.
(Ch |28)
The |components |of |a |comprehensive |communication |eval |should |consist |of |what |three |
distinct |skill |domains? |- |CORRECT |ANSWER✔✔-1) |Auditory |Perception |measures |in |contrasting
|listening |environments
