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Aural Rehab - Lectures - Unit 2 > 2.03 - Auditory Training > Flashcards

2.03 - Auditory Training Flashcards

0
Q

Is recognizing environmental sounds a meaningful use of Sound?

A

Yes

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1
Q

What are the four goals of Auditory Training?

A

Recognizing speech

Utilizing sound

Meaningful auditory integration

Using listening skills in real world environments

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2
Q

Is understanding speech a meaningful use of Sound?

A

Yes

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3
Q

Is overhearing conversation a meaningful use of Sound?

A

Yes

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4
Q

Is integrating sound into daily activities a meaningful use of Sound?

A

Yes

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5
Q

What is the difference between Hearing vs. Listening?

A

Hearing is acoustic access to the brain (improving the SNR by managing the environment & via technology)

Listening is attending to acoustic events with intentionality

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6
Q

“Hearing loss is not about the ______; it’s about the ______!”

A

Ears

Brain

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7
Q

“Hearing” must be made available before “______” can be taught.

A

Listening

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8
Q

Does Auditory Training promote quality of life?

A

Yes

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9
Q

Is Auditory Training access to auditory cues vital to survival and to social/emotional health?

A

Yes

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10
Q

Does Auditory Training promote underlying development of linguistic structure for language acquisition?

A

Yes

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11
Q

Are speech perception and speech production linked?

A

Yes

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12
Q

Are both children and adults candidates for Auditory Training?

A

Yes

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13
Q

Are those with both pre‐lingual or post‐lingual hearing loss candidates for Auditory Training?

A

Yes

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14
Q

Are those who use a hearing device candidates for Auditory Training?

A

Yes

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15
Q

Are those with normal hearing but have auditory perceptual difficulties candidates for Auditory Training?

A

Yes

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16
Q

In younger children, development of auditory skills occurs in a more ______. All skills are targeted ______.

A

Naturalistic fashion

simultaneously

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17
Q

For older children, development of auditory skills may be more _____ and _____.

A

Linear

Systematic

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18
Q

What are the four Auditory Training Curricula design principles?

A

Auditory skill level

Stimulus unit

Activity type

Difficulty level

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19
Q

How do we test for Auditory Skill Level?

A

Sound Awareness

Sound Discrimination

Identification of Sounds

Comprehension

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20
Q

How do we test for Sound Awareness?

A

Is sound present or not?

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21
Q

How do we test for Sound Discrimination?

A

Are 2 sounds the same of different?

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22
Q

How do we test for Sound Identification?

A

Ability to label auditory stimuli

What label do you put on the sound

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23
Q

How do we test for Sound Comprehension?

A

Does the listener understands the meaning of the language they
are hearing.

This requires advanced skills and knowledge of vocabulary and grammar

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24
Q

What is a Sound Awareness Activity for a Child?

A

Drop box in bucket vs. silence

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25
Q

What is a Sound Awareness Activity for an Adult?

A

Door closing vs. silence

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26
Q

What is the point of Sound Awareness Activities?

A

Can the listener tell the difference between sounds? Is the listener aware of the sound?

Training the listener to recognize the sound (it may sound different to them now)

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27
Q

When teaching Sound Discrimination, what are three categories of sounds that are taught?

A

Short vs. long syllables

Soft vs. loud stimuli

Continuous vs. interrupted

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28
Q

What is Analytic Training?

A

Focusing on the segments of speech (syllables and phonemes)

29
Q

What is the theory behind Analytic Training?

A

If person can identify these items in isolation, then they should be able to recognize them in connected discourse.

30
Q

What is Synthetic Training?

A

Focus is on the understanding of the whole

Not sounds in isolations

31
Q

What is Formal Auditory Training?

A

Highly structured (perhaps drills)

Specific time and length of sessions (1‐1, group, or both)

32
Q

What is Informal Auditory Training?

A

Part of the daily routine - incorporated into other activities

Perhaps part of the school/work day.

33
Q

Which Stimulus Set Size is easiest: Closed Set or Open Set?

A

Closed Set

34
Q

Which Stimulus Unit is easiest: Words or Complete Sentences?

A

Words

35
Q

Which Stimulus Similarity Units are easiest: Dissimilar Units or Similar Units?

A

Dissimilar Units

36
Q

What sort of Task is easiest: Structured or Spontaneous?

A

Structured

37
Q

What sort of S/N ratio is easiest: Good or Poor?

A

Good

38
Q

When an ____% success rate has been achieved, you are ready to move to the next level. If the success rate is ____% or below, then drop the level of difficulty.

A

80%

50%

39
Q

What are the four Auditory Skill Levels from easiest to hardest?

A

Detection (Awareness)

Discrimination

Identification

Comprehension

40
Q

What is Sound Detection?

A

Most basic skill

Is the sound present or not present?

41
Q

What is Sound Discrimination?

A

Another basic skill

Are 2 sounds the same or different?

42
Q

What is Sound Identification?

A

Is the listener able to label some auditory stimuli?

43
Q

What is Sound Comprehension?

A

Higher auditory skill level (Hardest Level)

Can the listener able to understand the meaning of spoken messages

44
Q

What is a formant?

A

A band of frequencies that are resonated, or boosted in energy, by the vocal tract.

Peaks of energy

45
Q

The fundamental frequency of an adult male voice is ____ Hz.

A

130 Hz

46
Q

The fundamental frequency of an adult female voice is ____ Hz.

A

260 Hz

47
Q

The fundamental frequency of a child’s voice is ____ Hz.

A

400 Hz

48
Q

What is the Ling Sounds Test?

A

A test was developed by Dr. Daniel Ling (an authority on teaching deaf children to speak)

Test does not require any special equipment and can be easily accomplished daily

The sounds used cover the speech spectrum

49
Q

What are the Ling Sounds?

A

/u/

/ɑ/

/i/

/ʃ/

/s/

/θ/

/m/

50
Q

/m/ is a _____ sound.

A

Very low frequency sound

(If cannot hear this sound, may not have sufficient low frequency information to develop speech w/ normal prosody (tune) and without vowel errors.)

51
Q

/u/ is a _____ sound.

A

Low frequency sound

52
Q

/i/ has some _____ and some _____ informtion.

A

Low frequency

High frequency

53
Q

/ɑ/ is _______.

A

In the middle of the speech range

54
Q

/ʃ/ is a _____ sound.

A

Moderately high frequency

55
Q

/s/ is a _____ sound.

A

Very high frequency sound

56
Q

When you administer the Ling Sounds Test, you should position the listener ______ away from you, use a ______ voice, and present each sound ______.

A

1‐2 yards

Normal conversational

Randomly

57
Q

The Ling Test gives us a sense of the child’s ______.

A

Audiogram

58
Q

What are Suprasegmentals?

A

The prosodic elements of speech which include pitch, rate, intensity and duration.

59
Q

What are the stages of teaching Suprasegmentals?

5

A

Separating one word from several words (“Hi!” vs. “How are you?”)

Separating one syllable from 2 syllables (“Baseball” vs. “Cow”)

Separating sentences that are similar except for a key word (“Here is the jar” vs. “Here is the plate”)

Following simple instructions from a closed set

Listening to 2 related sentences then drawing or writing the sentences.

60
Q

When doing Auditory Training with Older Children and Adults should you use a systematic approach?

A

Yes

61
Q

When doing Auditory Training with Older Children and Adults should you modify your objectives as needed?

A

Yes

62
Q

When doing Auditory Training with Older Children and Adults should you use reinforcements sparingly?

A

Yes

63
Q

When doing Auditory Training with Older Children and Adults should you work in natural and structured contexts?

A

Yes

64
Q

When doing Auditory Training with Older Children and Adults should you always target production and perception?

A

Yes

65
Q

When doing Auditory Training with Older Children and Adults should you set up a home program?

A

Yes

66
Q

When doing Auditory Training with Older Children and Adults should you always be thinking about modifying your goals?

A

Yes

67
Q

With adults, is Auditory Training sometimes provided in conjunction with speechreading and communication training?

A

Yes

68
Q

With children, is AT usually provided in an integrated program with speech/language therapy, educational and literacy development?

A

Yes

69
Q

As a clinician doing auditory training, should you keep accurate records so you can adequately measure progress?

A

Yes

70
Q

As a clinician doing auditory training, should you consistently modify plans based on results?

A

Yes

71
Q

As a clinician doing auditory training, should you learn to fine‐tune your perceptive skills as a clinician?

A

Yes

Aural Rehab - Lectures - Unit 2 (8 decks)

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