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Question 1 of 4

1. Question
1. Early intervention for hard of hearing and profoundly deaf children:
- a) takes place from the age of 12 months onwards as, before this, the children do not participate in specific developmental games;
- b) takes place, during the child’s first year of life, only in the form of guidance sessions with the parents – the children are not included until later;
- c) means, in terms of work with babies, that the practitioner passively provides as many sounds as possible so that the child learns to hear and the right neural pathways can be formed;
- d) means primarily that the parents and other caregivers are supported in their communication with the infant and thus also in building the relationship.
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Question 2 of 4

2. Question
2. With regard to technical provision for children with hearing impairment, the practitioner should:
- a) undergo regular in-service training in order to be able to give the parents the capable guidance and support their need and work closely with the relevant professionals (such as hearing-aid acousticians, the staff at cochlear implant centers, and pediatric audiologists);
- b) generally not provide any input on this as she is not qualified to do so;
- c) supply the parents regularly with as much technical literature as possible, even if they do not ask for it;
- d) first and foremost highlight potential problems in the use of this equipment.
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Question 3 of 4

3. Question
3. During the sessions, the early-years practitioner should:
- a) work alone with the child because this improves their concentration and takes the strain off the parents;
- b) use interesting toys and objects that are not otherwise available to the child;
- c) pick up on everyday and play situations that assume an important role in the child’s life, as this best ensures that the guidelines discussed are put into practice;
- d) show the parents special noise-generating toys at every session and demonstrate how to use them.
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Question 4 of 4

4. Question
4. The role of the early-years practitioner today consists primarily in:
- a) empowering parents and other support persons and thus making it possible for the child to acquire hearing and language in everyday life;
- b) serving as a model to the parents of how to relate to the child;
- c) conveying to the parents that professionals can help their children better than they can themselves because they have the right qualifications and experience;
- d) dealing, through discussion, with any psychological problems the diagnosis has triggered in the parents, such as depression.
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Early Intervention by Parents

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