Aural Rehab Test 3 Auditory Stimuli Slides

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Aural Rehab Test 3 Auditory Stimuli Slides
2011-11-14 00:25:41
Aural Rehab Test Auditory Stimuli Slides

Aural Rehab Test 3 Auditory Stimuli Slides
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  1. Auditory Perception
    Sources of noise in Communication within the Speaker are:
    • 1. poor syntax
    • 2. Abnormal articulation
    • 3. Improper stress or inflection
  2. Auditory Perception
    Sources of noise in Communication within the environment are:
    • 1. lighting
    • 2. visual stimuli
    • 3. Auditory stimuli
    • 4. reverberation
  3. Auditory Perception
    Sources of noises in Communication within the listener are:
    • 1. familiarity with rules of language
    • 2. Inablility to identify topic
    • 3. Poor listening skills
  4. Our conversational partner, ___________, ___________ and other factors influence what we say and how we say it.
    location, time of day
  5. Auditory Perception
    Theories is Speech Perception

    The neurological structures involved in speech perception, are closely related to and involved in speech production and perception is called ____________.
  6. Auditory Perception
    Theories is Speech Perception

    Neurological structures are not linked to speech perception , they don't rely on one another are called ____________.
  7. In the Active theory of speech perception the neurological structures in speech perception, are closely __________ to and ___________ in speech production and perception.
    related to, involved
  8. In the Passive theory of speech perception the neurological structures are ______ linked to speech perception and _________ rely on one another.
    not, don't
  9. Definition of the Auditory Training Process according to Carhart is
    teaching the child/adult with a hearing impairment to take full advantage of available auditory clues.
  10. The emphasis in Carharts definition of the auditory training process is on .......
    • 1. developing awareness of sound
    • 2. gross discrimiation of nonverbal stimuli
    • 3. gross and fine discrimination of speech.
  11. Definition of the Auditory Training Process according to Erber is ......
    creation of special communication conditions in which teachers and audiologists help hearing-impaired children acquire many of the auditory perception ablilities that normally hearing children acquire naturally without intervention.
  12. The intent (according to Erbers in the auditory training process) is to help ________ children apply their impaired ____________ sense to the fullest capacity in language communication, regardless of the degree of hearing loss.
    HOH, auditory
  13. The intent (according to Erber in the auditory training process) is to help HOH children apply their impaired auditory sense to the fullest capacity in language communication, regardless of the degree of hearing loss. True or False
  14. What are the 2 general objectives for adults in the auditory training process?
    • 1. learning to maximize the use of auditory and other related cues available for the perception of speech.
    • 2. Adjustment and orientation to facilitate the optimum use of amplification, including CI's and tactile devices.
  15. What is the main goal in the Auditory Training Process?
    achieve the maximum communcation potential by developing the auditory sensory channel to its fullest.
  16. Achieving the main goal acts as a domino effect, allowing __________ of more proficient speech and language skill, education enhancement and successful ___________ adjustment.
    acquisition, pshychosocial
  17. Auditory processing is designed to improve one’s ___________ skills, which will result in improved _________ ___________.
    listening, speech perception
  18. Auditory processing history dates back to the ______ century in Europe.
  19. ______________ introduced a similar form of auditory training in the US in the late 1890s and early 1900s.
  20. _________ _________ is systematic stimulation with individual speech sounds, syllables, words and sentences to improve speech perception and to aid deaf persons in their own speech production.
    Acoustic Method
  21. _____________ changed the focus of auditory training from severe to profoundly deaf children to including adults with mild to severe hearing impairments
    —World War II

    Due to the VA audiology centers treating soldiers with noise induced hearing loss (NIHL)
  22. Raymond Carhart:

    Pediatric Procedures
    Treatment for children with prelingual deafness......
    • 1.Development of awareness of sound
    • 2.Development of gross discriminations
    • 3.Development of broad discriminations among simple speech patterns
    • 4.Development of finer discriminations for speech
  23. Raymond Carhart: Pediatric Procedures

    Development of ________ _________ and the significance of sound involves the child’s acknowledgement to the presence of sound and it’s importance to their world
    auditory awareness
  24. Raymond Carhart: Pediatric Procedures

    Development of gross discrimination initially involves using _______ ________ to differentiate sounds.
    noise makers
  25. __________ __________ are not meant to be used as a hearing screener.
    Noise makers
  26. Raymond Carhart: Pediatric Procedures
    Once they can ________ grossly different sounds, the process involves discrimination tasks involving variation in the ___________ , intensity and durational properties of sound
    discriminate, frequency
  27. Raymond Carhart: Pediatric Procedures

    What phase involves making fine discriminations of speech stimuli in connected discourse and integrating an increased vocab to enable them to follow connected speech in a more rapid, accurate fashion
    Final Phase
  28. Carhart: Adult Procedures
    Focus on reeducating a ______ diminished as a consequence of the hearing impairment.

    Need to develop a critical listening attitude that involves active participation in perception of frequently missed phonemes
  29. The goal of Carharts auditory training process in Adult procedure is
    to develop faster processing and recognition of the signal
  30. Carhart: Adult Procedures

    Conducted in 3 situations: they are:
    • 1.Relatively intense background
    • 2.Presence of a competing speech signal
    • 3.Listening on the telephone —
    • Completed to simulate real-life situations with decreased redundancy —Use of hearing aids is necessary when applicable
  31. Current trends still emphasize maximizing communication potential by developing the auditory channel to its fullest potential.

    true or false
  32. Assessment of Auditory Skills
    Should be completed before, during and at the conclusion to evaluate and document progress

    True or False
  33. Assessment for auditory skill is important for what reasons (3)
    • 1.Determining need for training
    • 2.For documentation and for comparison of pre/post therapy progress
    • 3.Identify areas of need for future training —
  34. Nature of testing is dependent upon these 3 things.
    • 1. age
    • 2. language skills
    • 3. type/degree of hearing loss
  35. Factors affecting perception are:
    • performance
    • Nature of task —
    • Detection,
    • discrimination,
    • identification,
    • comprehension —
    • Use of open or closed set —
    • Degree of context present —
    • Single phoneme to sentence structure Difficulty and vocabulary age of testing materials —
    • Signal-to-noise ratio present
  36. Manipulation of any of these factors can increase or decrease the difficulty.
    (factors on slide 35)

    True or false
  37. —Pediatric Evaluation
    What determines the training processs?—
    Age of client
  38. __________ will center on assessment of emerging auditory skills —
  39. _________ __________ will need a more formal, in-depth assessment of overall speech perception abilities
    Older children
  40. Pediatric Assessment Materials
    the listener chooses a correct response from a limited set of options (multiple choice) this is called?
    Closed-Set Format
  41. Pediatric Assessment Materials

    the listener can respond with any word they feel is correct is called?
    Open-Set Format
  42. —Pediatric Assessment Materials
    Child appropriate vocabulary for testing
    —4 lists with 25 monosyllabic words
    —Points to a picture in a closed format is called the ?—
  43. Pediatric Assessment Materials

    50 monosyllabic nouns in 4 scrambled lists, Point to picture task like WIPI
  44. NU-CHIPS consists of 50 ____________ nouns and _____ scrambled lists, point to picture tasks.
    monosyllabic and 4
  45. The WIPI is child appropriate vocabulary for testing includes ___ lists with _______monosyllabic words in ______ format.
    4, 25, closed
  46. —____ isolated phonemes are spoken at normal conversational levels is describing what test?
    6, the Ling 6 Sound Test
  47. The 6 isolated phonemes in the Ling 6 are:
    —/m/, /a/, /u/, /i/, /s/, /ʃ/
  48. —Residual hearing up to 1000Hz should detect _______.
  49. Residual hearing up to 2000Hz = —
  50. Residual hearing up to 4000Hz =
  51. Residual hearing up to _______ Hz should detect vowels?
  52. Residual hearing up to _______ Hz should detect /ʃ/.
    2000 Hz
  53. Residual hearing up to _______ Hz should detect /s/.
    4000 Hz
  54. the ability to perceive a target signal that is presented simultaneously with other competing signals is?

    Signals may vary from various types of noise to speech stimuli
  55. Adult Assessment —
    Word Recognition Testing
    involves presenting 25 or 50 word lists of monosyllabic words at a comfortable intensity level for the listener.
  56. Adult Assessment —
    Word Recognition Testing
    A percent correct score is calculated —
    • CID W-22 —
    • NU-6 —
    • CCT – closed set MC —
    • More sensitive to high frequency hearing loss —
    • SPIN – assesses linguistic and situational cues —Sentences presented in the presence of speech babble
  57. Word Recognition Testing

    Which assessment is more sensitive to high frequency hearing loss?
    CCT- closed set MC
  58. Word Recognition Testing

    Which assessement assesses linguistic andsituational cues and sentences presented in the presence of a speech babble.
  59. break speech into smaller components (phoneme, syllable) and incorporate these separately into auditory training exercise
  60. global approach to speech perception, stressing the use of clues derived from the syntax and context of a spoken message to derive understanding. (uses words, phrases, sentences)
  61. training the listener to control communication variables such as the level of speech, the SNR, and the context or complexity of the message
  62. The Pragmatic method of auditory training used ________ strategies.
  63. The Pragmatic method of auditory training uses ________ like therapy strategy that uses auditory-only or _______ _______ mode
    conversation, auditory-visual
  64. combines most or all of the strategies
  65. Erber’s Approach
    —An adaptive method based on careful analysis of a child’s auditory perceptual abilities.

    True or False
  66. —An adaptive method based on careful analysis of a child’s auditory perceptual abilities is who's approach?
    Erber’s Approach
  67. Erber's Approach

    Takes into account
    • 1.The complexity of the speech stimuli to be perceived
    • - Individual speech elements to connect discourse
    • 2.The form of the response required from the child
    • -Detection, discrimination, identification or comprehension
  68. —Developmental Approach to Successful Listening II (DASL II)
    • -A hierarchy of listening skills that are worked on in a relatively brief, individualized session —
    • -Used for preschool and school aged kids with hearing aids and CIs
  69. DASL II

    Focused on 3 specific areas of auditory skill development
    • 1.Sound Awareness: development of the basic skills of listening for both environmental and speech sounds
    • 2.Phonetic Listening: exposure to fundamental aspects of speech perception such as duration, intensity, pitch, and rate of speech
    • 3.Auditory Comprehension: emphasizes the understanding of spoken language by the child with hearing impairment
    • -Ranges from discrimination to complex verbal messages
  70. SKI-HI is for
    • comprehensive identification and home intervention
    • Curriculum for infants with hearing impairment and their families —
    • - Treatment plan involves developmentally based auditory stimulation training program —
  71. the 4 phases of the SKI-HI are ?
    • 4 phases —
    • Phase I: 4-7 months —
    • Phase II: 5-16 months —
    • Phase III: 9-14 months
    • Phase IV: 12-18 months
  72. Communication Training and Therapy
    —Emphasizes the
    role of communication strategies and pragmatics to facilitate successful communication —
  73. In Communication Training and Therapy

    The patient is coached regarding factors in ___________ __________ that they can control to maximize their speech perception opportunity
    conversational situations
  74. Communication Training and Therapy

    things the listener can do to better prepare for communication or ensure that it will be successful is called?
    —Anticipatory strategies
  75. techniques used to overcome a breakdown in communication that has ALREADY occurred are called?
    Repair Strategies

    These strategies help with perceiving a given message
  76. —Anticipatory approaches do what 4 things.
    • Minimize distance
    • Optimize hearing aid volume setting Reduce level of competing signals
    • Use situational cues to anticipate topics and words
  77. Communication Training and Therapy

    Repair —
    • Ask for repetitions
    • Ask for rephrasing or to simplify the message —
    • Ask a follow-up question to clarify perceived content/topic
  78. —Speech Tracking is used to
    provide practice in utilizing communication repair strategies in conversational context
  79. Involves having the listener repeat a phrase or sentence presented by a clinician in an auditory-only condition
    Speech Tracking
  80. Condensing Materials

    Who discussed the rationale for providing a brief exposure to auditory rehabilitation at the time the patient who is HOH is fitted with a hearing aid.
  81. Watch stands for.
    • W: Watch the talker’s mouth
    • A: Ask specific question (repair strategies)
    • T: Talk about your hearing loss
    • C: Change the situation (situational control
    • H: Health care knowledge (consumer education and awareness)
  82. Conversational Styles

    tendency to withdraw from conversations and social situations
    May bluff or pretend to hear by smiling or nodding
  83. Conversational Styles

    the listener routinely blames others for communication difficulties —

    May be hostile and negative —
  84. Conversational Styles

    listener takes responsibility for facilitating communication.

    Uses strategies to improve perception