Sample Test 4
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1. Give examples to illustrate the following: a viseme group, phonemic
constraints, homophenous words, hearing without listening, and a place
distinction.
2. Label the axes for the following: a waveform, a spectrogram, a
spectrum.
3. Determine the continuum of communication options for children with
hearing loss beginning with most auditorily demanding and going to the
least auditorily demanding.
4. List 5 options that are potentially available on BTE hearing aids.
5. List 3 types of visual information that may facilitate communication
that is not on the face.
6. Name two types of output limiting available on hearing aids and explain
which is most desirable.
7. Describe two approaches to speech reading training and indicate which
would most likely be used with the progressive approach to Aural
Rehabilitation.
8. Name three types of boots one may encounter with FM systems and
describe the function of each.
9. Explain the following: two individuals have the same degree of
hearing loss, yet it is recommended that one be enrolled in aural
rehabilitation program and the other is to simply have annual evaluations.
10. Explain why a person with hearing loss might make the following
confusions: beet for boot, bomb for mom, tea for key, and bag for bags.