Lesson 2 Quiz: Visual and Auditory Awareness

Language is developed in utero as we respond to *

Movement

Speech

Music

Vibrations and rhythm

Children begin language development when *

Responding to music in utero

Mobilizing their larynx

Imitating intonations and speech rhythms they hear

Forming muscular memory of words while using their jaw

Motor movements for language do not include *

Eyes

Expansion of the chest cavity

Tongue

Facial muscle activation

Examples of moving and thinking include (check all that apply) *

Note taking

Verbal discussions

Doodling

Watching TV

Scrolling through social media

Gesticulating

When we hear something, sound travels through the ear in this order (place the first action at the top) *

Drag and Drop the items into the correct order.

Brain interprets sound

Outer part of the ear

Tiny hairs bend

Movement becomes electrical pulses

Eardrum

Fluid in the ear moves

Pulses go to the auditory nerve

Three tiny bones move

Auditory awareness is not fully developed until *

4 years old

7 years old

10 years old

15 years old

Auditory awareness includes (check all that apply) *

Auditory nerve transmission

Direct cues

Indirect cues

Vestibular cues

Direct auditory cues are *

A dog barking

Music in a restaurant

Somone nearby talking on a phone

The teacher giving directions

An indirect auditory cue is important for *

Hearing a parent's call for dinner

Safety

Passing a verbal spelling test

Hearing the referee in a soccer game

Poor auditory awareness can make children appear (Check all that apply) *

Clumsy

To be playing

To be listening

To be misbehaving

Underdeveloped auditory awareness includes (check all that apply) *

Challenges crossing the midline

Forgetfulness

Easily distracted

Challenges with sitting still

Challenges following directions

Before age 4 most of a child’s behavioral cues come from what he *

Hears

Sees

Assumes

Infers

The eyes have __________ muscles *

2

6

12

15

Visual awareness includes *

Ocular mobility

The ability to relax focus

Peripheral acuity

The ability to switch focus to various targets

At about 2nd grade, kids eyes begin to see *

Distance

Fixed targets

Two dimensionally

Three dimensionally

Desk work doesn’t allow kids to flex their *

Near to far convergence muscles

Language development

Auditory depth

Gaze softening skills

Susanne Poulette Truesdale developed the concept of *

Common Core Standards

Balanced Listening

Vision Control Therapy

Whole Body Listening

Without a strong ____________________ we will not hear at our best *

Vestibular system

Cochlea

Auditory nerve

Whole Body Listening Program

Treating language challenges with ___________________ has helped therapists find success. *

Patience

Movement

Extra auditory and visual clues

Balance

Sitting still working on worksheets *

Helps kids retain information

Builds muscle strength

Keeps the eyes fixed

Develops the vestibular system

If we aren’t comfortable with our body’s balance *

We may struggle with auditory processing skills

We may use our core strength to compensate

We have poor peripheral vision

We may wiggle

Children who are stressed experience _____________ a protection that is intended to help us _____________. *

Wall-eye; read

Wall-eye; focus

Eye movement; self-preservation

Self-preservation; increased eye movement

Children who spend more time outside than kids who spend time on a computer are *

More likely to develop myopia

Less successful with language skills

Less likely to develop myopia

More likely to develop wall-eye

By 1993, it was found that Americans spend *

3 hours a week reading

38% of their time listening

30% of their time speaking

Less than 10% of their time writing

Think it through: 3rd grader John has been playing with a ball and has kicked it on the track where kids are riding bikes. As John races to get the ball, Mrs. Jones calls John’s name and tells him to stop, but John keeps running. As he does so, he steps into the path of an oncoming biker. John is subsequently knocked over, as is the biker. What might have happened? *

Highly competitive John was determined to get the ball before one of his playmates could get to it. John’s ability to focus and track the ball helped him follow the ball while it moved away from him, helping him keep track of it even as it left his playspace and moved onto the track.

John’s auditory processing is limited. When Ms. Jones could anticipate a collision, she called to him to stop. With the extra noise from happy and busy kids on the playground, John didn’t “hear” Mrs. Jones. John also could not “hear” the sound of the bikes on the track and was therefore unable to discern any possible danger.

John’s carpool had arrived and John’s ball had been kicked out of the play space. Being conscientious with his belongings, John needed to get to his ball so he could take it home with him.

Think it through: Over and over Ms. Kristina rolls a fairly large playground ball to 4 year old Bill. Over and over, the ball passes Bill who then chases it. Unable to catch it with his hands, more often than not, Bill throws his 4 year old body on it to stop it. Consider what may be happening and what the consequences will be. What is the best answer to remediate this? *

Bill is using his whole body to stop the ball because he is challenged with rotating his shoulders towards the moving ball to catch it with his hands. With stronger crossing the midline skills, Bill would be able to rotate across his body and trap the ball with his hands rather than throwing his whole body on the ball. By giving him games to play on both sides of his body like a train or car track, Ms. Kristina would help him strengthen these skills so he can sit in a chair with comfort when he gets to elementary school.

Bill has a hard time controlling himself due to a poorly developed vestibular system, so he uses his body to stop the ball. His lack of balance makes it hard for him to move with skill and control, so flopping full body gives him a feeling of control. When Ms. Kristinia rolls the ball to him, Bill’s sense of where his body is in space keeps him from being able to adjust his movements to match the speed and direction of the ball.. This will make it hard for Bill to read as he will struggle holding a book still so his eyes can move across the page. If Ms. Kristina would give him extra time in a swing he would more easily be able to catch the ball without using his whole body as he strengthens his vestibular system and he will ultimately find reading easier.

By 4, Bill should be able to track the ball and because the ball is fairly large, Bill should be able to catch it much of the time. Because he cannot follow the ball as it moves towards him, Bill may be struggling with convergence issues. His compensation to stop the ball requires his throwing the mass of his body on it as it is moving away from him. When Bill is working in the classroom, this will make his ability to focus on near objects difficult and will likely lead to struggles with reading. One way to help Bill strengthen his eye muscles and improve his convergence is ball play like Ms. Kristina was doing, but starting with slow ball play is important. Ms. Kristina would hold the ball rather than roll it, moving it slowly towards Bill, asking him to touch it with both hands when he can reach it. After mastering this step, she could move to dropping a balloon, which moves much slower than a ball and asking Bill to try to hit it. Once Bill has mastered this, he could throw the balloon in the air himself and hit it. Then Bill could move to catching a large rolling ball, then smaller and smaller balls as he masters each skill.

Pivot to Play Certified™ Level 2: Strengths, Skills & Motor Patterns

Lesson 2 Quiz: Visual and Auditory Awareness