Quiz 4 (Chapter 8)

Which of the following involves participation in hypothetical real-world situations? A. modeling B. Continuous discourse tracking C. shaping D. role-playing

role-playing

List three techniques that a clinician might use with a patient during role-playing

1. Direct instruction 2. Prompting 3. Shaping 4. Reinforcement 5. Modeling 6. Feedback

When observing modeling, what two types of information might a patient obtain?

1. Information about behaviors or strategies 2. Information about what happens to someone as a result of using modeled behaviors and strategies

Which is not a stage of a communication strategies training program? A. guided learning B. setting ground rules C. formal instruction D. real-world practice

setting ground rules

Patient asks for a quiet table at a restaurant.

Real-world practice

Patient uses a facilitative strategies when ordering at McDonald's.

Real-world practice

Which is an example of a guided learning training task? A. Role-playing B. Daily journal C. the COSI D. the CPHI

Role-playing

Which is not an aural rehabilitation curriculum? A. ACE B. Speechreading: a way to improve understanding C. SPEECH D. Learning to Hear Again

SPEECH

Sara is a 25-year-old college student. She has bilateral sensorineural hearing loss and wears behind-the-ear hearing aids in both ears. Sara has never told her professors or friends about her hearing loss. She is taking a biology class and is having a very hard time understanding the professor. She asks the girl next to her what the professor said. The professor stops the class and asks Sara to stop talking during class. Sara turns red and looks away. What type of conversational style is Sara using? List three ways Sara could have handled the situation differently.

Sara's style was passive, because she did not tell the professor about her hearing loss. She tries to rely on the girl next to her, which gets her in trouble for talking. Sara could have told the professor about her hearing loss before the course began, asking for accommodations. She could have taken in an FM system and asked the professor to wear the microphone. She could have raised her hand and asked for clarification.

WATCH stands for:

W = Watch the talker's mouth, not the eyes. A = Ask specific questions. T = Talk about your hearing loss. C = Change the situation. H = Acquire health care knowledge.

When designing a communication strategies training program, which is typically not an important consideration: A. location, internet access B. content, group size C. materials, format D. learning objectives, duration

location, internet access

Providing printed and recorded materials to individuals with hearing loss is called the ________ to communication strategies training.

materials approach

During ________ individuals practice a new skill or behavior in an everyday environment.

real-world practice

A/The _________ is the participant in a continuous discourse training session who hears the message and attempts to repeat it back.

receiver

What four types of experiences can help strengthen the self-efficacy beliefs of an individual with hearing loss. Explain each.

1. Mastery experience: If a person practices useful repair strategies in a safe environment and has success, they are much more likely to have high self-efficacy beliefs about the task. 2. Vicarious experience: Direct observation is the key here. If a person watches others have success, they are more likely to think they can also be successful. 3. Verbal persuasion: A clinician should explain that communication difficulties can be managed and the clinician should provide the tools to manage difficulties. 4. Emotional arousal: The person should be provided with tools that help lower their emotional arousal, such as breathing exercises or relaxation techniques.

List three activities appropriate for guided learning.

1. Modeling 2. Role-playing 3. Videotaped scenarios 4. Continuous discourse tracking

List eight materials that might be needed to conduct a communication training session.

1. Nametags 2. Handouts 3. Diagrams 4. Whiteboard 5. Chalkboard 6. Markers 7. Pencils 8. Videotapes 9. Planned communication scenarios 10. Assistive listening system 11. Overhead projector 12. PowerPoint 13. Snacks 14. Homework materials 15. Workbook

List three settings in which communication strategies training can be provided.

1. One-on-one 2. Couples session 3. Group

List five good ground rules to be used in an aural rehabilitation program and justify each.

1. Only one person speaks at a time. When working with individuals with hearing loss, it is very important to have only one person speak at a time. It is also not a bad idea to have the person speaking raise a hand. 2. Nod your head when you are finished speaking. This lets others know that they can say something without interrupting the person speaking. 3. Don't speak without the microphone, if you are using an assistive listening device. This way, everyone has the opportunity to hear what is said. 4. Allow individuals to "pass" on a question and not answer. You don't want to make anyone feel uncomfortable. 5. Everything said is confidential. You want to have trust from everyone in the group. If others share information outside of class, your class will get a bad reputation. 6. There is no right or wrong answer. Again, you want everyone to share and feel comfortable. 7. Make sure everyone has a chance to talk. Don't let one person take over the conversation. 8. Be specific and use lots of examples. Everyone will be on different levels, so it is important to help everyone understand by using lots of examples. 9. Indicate when you do not hear something—no bluffing. Programs are made up of training classes, so you definitely do not want people bluffing and pretending.

Give an example of modeling.

Answers need to include an example of a behavior that is demonstrated and to include that the clinician should point out what is appropriate and inappropriate about the behavior modeled. The clinician might say: "I didn't hear what you said, could you please give me a key word." After modeling this strategy, the clinician should ask the individuals to explain which strategy was employed and why it was or was not effective.

Write two scenarios or exercises that would be appropriate to use for a guided learning activity.

Any activity that focuses on structured use of conversational strategies is appropriate. Possible examples: A multiple-choice question on conversational styles, such as the ones in the chapter by Kaplan could be given. Or, the answer could be writing a behavior scenario, including posing the question of whether the behavior was passive, assertive, or aggressive. A role-playing exercise could be presented. They could have a scenario in which the participants role-play a difficult communication situation in front of the class. They would have to include a repair strategy for rectifying a breakdown. They could suggest videotaping two participants in a conversation, with the group analyzing the session and discussing the strategies that were used. They could provide a scenario for participants to take turns doing a connected discourse tracking activity with the clinician. Look for original ideas.

T or F: Assistive listening devices should not be used during communication strategies training

F It is important that individuals in treatment hear the instructions and comments of others (if in a group). When working on the repair strategies, it is not a good idea to use a device, because you want the individual to experience difficulties.

T or F: Modeling is most often used with adults

F It is most often used with children

T or F: Role-playing is an example of a kind of guided practice that does not affect self-efficacy

F Role-Playing is an example of a kind of guided practice and it CAN affect one's sense of self-efficacy.

T or F: A barrier game is an example of real-world practice.

F It is an example of guided practice

T or F: Self-efficacy must be grounded in a person's sense of self-worth

F It may or may not be.

T or F: Communication strategies training should not be considered if the patient only has on hour of time available

F One hour is better than nothing and there are short programs and brochures available.

__________ is an aural rehabilitation technique in which the listener attempts to repeat verbatim text presented by the sender.

Formal Instruction

Clinician asks patients: "Where and when do you have difficulties hearing?"

Formal instruction

Patients analyze benefits and drawbacks of different communication strategies and behaviors.

Formal instruction

Patients receive examples of various types of communication strategies.

Formal instruction

__________ is the first stage in a communication strategies training program.

Formal instruction

Define formal instruction

Formal instruction provides individuals with explicit information about various types of communication strategies and appropriate listening and speaking behaviors. It is the first stage in a training program.

Clinician uses prompting and feedback during communication interactions.

Guided learning

Patient practices different communication strategies in a structured setting.

Guided learning

Patients view videotaped scenarios and identify different communication strategies and discuss what was done appropriately or how something could have been done differently.

Guided learning

Define self-efficacy

Self-efficacy is a belief that one can be successful in performing a task, independent of external odds working against that success. The construct includes beliefs patients have about their abilities to successfully manage difficult communication situations. It is the confidence they have in performing a task.

A/An/The _________ does the reading of the passage during a continuous discourse training session?

Sender

What is a good way to begin a communication training program?

Setting the ground rules is a good way to begin.

"why don't you try to use a conversational style that we discussed at the beginning of class" is an example of? A. Shaping B. Role-playing C. direct instruction D. Modeling

Shaping

Which of the following is not an attribute of a group communication strategies class? A. code of behavior B. Acceptance of all class members C. similar hearing loss D. Class agenda

Similar hearing loss (A range of hearing loss is nice, because others can meet people with different losses and different experience; however, it is not a good idea to combine individual who are Deaf and sign in a class with individuals with mild losses who do not sign.)

Give five examples of content that might be presented in a communication strategies training program for frequent communication partners. Explain the importance of each.

Speak slowly and clearly. If the communication partner is encouraged and practices speaking slowly and clearly, then there is less likelihood that a breakdown will occur. Avoid putting objects in or near their mouths when speaking. This will make the face morel visible and easier to speechread. Stand away from windows and light sources. Glare make it difficult to speechread. Empathy should be discussed. It should be clarified about how difficult the lipreading task is. A lipreading test can be administered to the communication partners, so they can know how difficult the skill is. Communication partners should be taught how to use repair strategies. The same types of activities can be used for the partners as used with the patients. Background noise can be used to make situations more difficult so that the partners can practice.

T or F: Self-efficacy is domain specific

T

T or F: Someone who has a terrible singing voice but who routinely participates in a karaoke contest at a local bar on Friday nights is an example of someone who has a high sense of self-efficacy.

T

Which statement is true of the 3-stage communication strategies program considered in the text? A. the self-efficacy stage is the second stage of the three stage model B. real-world practice happens at the end of each class session C. the greatest emphasis is placed on formal instruction D. the process is not necessarily linear as participants may revisit a previous stage

The process is not necessarily linear as participants may revisit a previous stage

Define guided learning.

The second stage of the communication strategies training model, which is used to encourage people to use conversational strategies in a structured setting.

In a/an ___________ is probably the most effective format to provide communication strategies training.

group

What would be the most effective way to provide examples of appropriate and inappropriate communication interactions? A. Videotaped scenarios B. Feedback C. Formal instruction D. Prompting

videotaped scenarios