Self-Assessment Questions

This section provides a review. Mark each statement on the Answer Sheet according to the factual materials contained in this issue and the opinions of the authors.

Article One (pp. 257–269)

1. What are aided auditory evoked potentials?

   • Recording evoked potentials with help from someone else

   • Voltages emitted from a hearing aid

   • Evoked potentials that are elicited by hearing-aid-processed stimuli

   • None of the above

2. Two major uses of auditory evoked potentials with hearing aids are

   • fitting and acclimatization

   • electroacoustic measurement and acclimatization

   • selection and data-logging

   • selection and candidacy

3. When is it reasonable to use aided evoked potentials?

   • To verify output of the latest digital hearing aids

   • For aided suprathreshold testing (physiological discrimination)

   • To determine aided detection thresholds (i.e., physiological detection)

   • Both B and C

4. On average, how close are observed evoked potential detection thresholds to behavioral audiometric thresholds?

   • They match

   • 10 dB worse

   • 20 dB worse

   • 30 dB worse

5. What challenges are associated with suprathreshold aided auditory evoked potentials?

   • Results vary across studies

   • Results vary across individuals

   • Results vary across hearing aids

   • All of the above

   Article Two (pp. 270–277)

6. Despite the initial enthusiasm, recording auditory brainstem responses in response to amplified sound proved to be problematic because the necessary stimuli (clicks or tone bursts) needed to evoke the auditory brainstem response were

   • too loud, saturating the hearing aid response

   • too brief in duration to activate the hearing aid circuitry

   • too long in duration to activate the hearing aid circuitry.

   • too soft, unable to overcome the noise floor

7. The click-evoked auditory brainstem response is a gross measure of timelocked neural activity in response to stimulus

   • frequency

   • duration

   • intensity

   • onset

8. The presumed generators of the scalprecorded frequency-following response can be found in the

   • inferior colliculus

   • dorsal ventral nucleus

   • cochlea

   • medial geniculate body

9. An example of stimuli that has not been used to elicit the frequency-following response is

   • tonal sweeps

   • two-tone approximations

   • synthetic consonant-vowel stimuli

   • warble tones

10. A few factors that may influence aided frequency-following responses include

    • duration of hearing loss

    • etiology

    • A and B

    • none of the above

    Article Three (pp. 278–287)

11. Which of the following poses a limitation to the behavioral assessment of speech perception in infants and toddlers?

    • Degree of hearing loss

    • Child's interest, motivation, compliance, and attention

    • Type of amplification

    • Early versus late identification of hearing loss

12. The acoustic change complex is best described as

    • a reinforced head-turn response to a phonemic change within a syllable

    • an auditory brainstem response measure to a phonemic change within a syllable

    • a cortical evoked potential in response to a phonemic change within a syllable

    • a measure of aided benefit response to a phonemic change within a syllable

13. The acoustic change complex is believed to originate in the

    • middle ear

    • cochlea

    • auditory brainstem

    • auditory cortex

14. In toddlers and young children, the acoustic change complex is characterized by

    • delayed wave V

    • mismatched negativity

    • P1-N2 complex

    • P1-N1-P2 complex

15. The effect of hearing aid processing on the acoustic change complex

    • is predictable

    • depends on the degree of hearing loss

    • depends on the stimulus rise time

    • is poorly understood

    Article Four (pp. 288–296)

16. What is the earliest evidence of auditory comprehension in children?

    • 1 year

    • 1 month

    • 6 years

    • 6 months

    • None of the above

17. Auditory deprivation in early childhood can have a negative effect on which of the following?

    • Psychosocial development

    • Speech development

    • Language development

    • Academic success

    • All of the above

18. The first person to recognize that children with hearing loss needed appropriate fitting hearing aids was

    • Urbantschitsch

    • Goldstien

    • Tremblay

    • None of the above

19. Which type of compression is most beneficial to pediatric hearing aid users?

    • Linear

    • Wide-dynamic range compression with slow attack time

    • Wide-dynamic range compression with fast attack time

    • Wide-dynamic range compression

    • All of the above

20. The study of Sullivan et al (2013) found that the most effective auditory training to improve speech recognition in noise in pediatric hearing aid users was

    • auditory training in continuous noise

    • auditory training in interrupted noise

    • auditory training in quiet

    • both A and B

    • neither A or B

    Article Five (pp. 298–307)

21. Cognition is

    • the study of philosophy

    • physical fitness

    • thinking and memory

    • experimental psychology

    • fully developed at birth

22. Working memory is

    • the capacity to store information over the life span

    • the ability to inhibit irrelevant information

    • the ability to perceive speech in noise

    • simultaneous short-term storage and processing capacity

    • constant among individuals

23. The episodic buffer

    • is the same as episodic long-term memory

    • is part of working memory

    • is part of the mental lexicon

    • amplifies speech

    • is an integral part of most modern hearing aids

24. Fast-acting wide-dynamic range compression

    • means compression release greater than 200 milliseconds

    • narrows the dips in a modulated noise masker

    • taxes working memory capacity

    • may overamplify soft sounds that immediately follow loud ones

    • selectively reduces background noise

25. Cognitive spare capacity

    • is the same as working memory capacity

    • declines with age

    • is the same as inhibition

    • is the same as updating

    • is the residual cognitive capacity available for processing heard speech

    Article Six (pp. 308–330)

26. A client's cognition should be considered at which stage of audiologic rehabilitation?

    • Hearing test

    • Hearing aid and/or assistive listening device prescription

    • Hearing aid fitting

    • Follow-up appointments

    • All of the above

27. Normal aging typically results in declines in all the following cognitive domains except

    • working memory

    • short-term memory

    • vocabulary

    • speed of processing

    • long-term memory

28. Hearing loss in older adults has been linked to which of the following health conditions?

    • Diabetes

    • Menopause

    • Depression

    • A and C

    • None of the above

29. What is the current state of our understanding about mild cognitive impairment (MCI) and dementia?

    • There is no connection; the two are completely independent disorders.

    • Dementia commonly precedes MCI.

    • The majority of people with MCI will convert to dementia.

    • Everyday functioning is impaired in both MCI and dementia.

    • Both MCI and dementia commonly develop in the teenage years.

30. Which of the following modifications are not suggested for use with older adults who suffer from cognitive loss?

    • Take more time during your assessment.

    • Spend less time with your client with cognitive loss.

    • Give short and simple instructions.

    • Involve family members and caregivers.

    • Provide prompting and encouragement during testing.