Audiology Flashcards

1
Q

approx range of conversational speech

A

20-50 dB HL and 250-6000 Hz

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2
Q

normal

A

< or equal 25 dB for adults, 20 dB for kids

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3
Q

mild

A

25-45 dB HL

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4
Q

moderate

A

45-65 dB HL

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5
Q

speech discrimination

A

(aka speech recognition)

expressed as % correct….usually from a list of 25 single syllable words, aud presentation only

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6
Q

speech discrimination

A

(aka speech recognition)

expressed as % correct….usually from a list of 25 single syllable words, aud presentation only

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7
Q

configuration

A

(shape, pattern) descriptions include: gradually sloping, severely sloping, reverse slope, flat, corner, notched, or cookie bit

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8
Q

configuration

A

(shape, pattern) descriptions include: gradually sloping, severely sloping, reverse slope, flat, corner, notched, or cookie bit

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9
Q

type

A

sensorineural (air bone gap)
conductive
mixed

—make sure to say unilateral or bilateral

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10
Q

type

A

sensorineural (air bone gap)
conductive
mixed

—make sure to say unilateral or bilateral

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11
Q

tympanometry peak height

A

high peak = more mobile ear drum

low peak = less mobile eardrum which may indicate a middle ear problem

**there is no maximum acceptable peak height, however, if the peak is off the chart, pass but may mean a hyper flaccid TM (due to scarring of TM or an assicular discontinuity)

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12
Q

tympanometry peak height

A

high peak = more mobile ear drum

low peak = less mobile eardrum which may indicate a middle ear problem

**there is no maximum acceptable peak height, however, if the peak is off the chart, pass but may mean a hyper flaccid TM (due to scarring of TM or an assicular discontinuity)

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13
Q

low peak on tymp

A

if peak is <.3 cm refer for re-screening in 6-8 weeks

…a low peak may refer to a less mobile eardrum which may indicate a middle ear problem

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14
Q

low peak on tymp

A

if peak is <.3 cm refer for re-screening in 6-8 weeks

…a low peak may refer to a less mobile eardrum which may indicate a middle ear problem

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15
Q

peak pressure

A

pressure near 0 (atmospheric pressure) means the eustachian time is functioning normally

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16
Q

peak pressure

A

pressure near 0 (atmospheric pressure) means the eustachian time is functioning normally

17
Q

gradient

A

given in daPa - the gradient or width of the peak indicates the eardrum’s response to pressure change — abnormal gradient may mean a middle ear problem…

a high gradient: TM is more stiff or “sluggish” than normal, possibly due to a middle ear problem or a characteristics of the TM itself

if gradient is over >200 daPa: Refer for re-screen in 6-8 weeks

18
Q

gradient

A

given in daPa - the gradient or width of the peak indicates the eardrum’s response to pressure change — abnormal gradient may mean a middle ear problem…

a high gradient: TM is more stiff or “sluggish” than normal, possibly due to a middle ear problem or a characteristics of the TM itself

if gradient is over >200 daPa: Refer for re-screen in 6-8 weeks

19
Q

Perforation or P.E tubes

A
  • if EVC (ear canal volume) is .2.0 AND there is no peak, low peak, or GR >200 daPa
  • if there is a PE tube in place but the EVC is in the normal range, the tube may be blocked
20
Q

Perforation or P.E tubes

A
  • if EVC (ear canal volume) is .2.0 AND there is no peak, low peak, or GR >200 daPa
  • if there is a PE tube in place but the EVC is in the normal range, the tube may be blocked
21
Q

when to refer to audio

A

-passed outer/middle ear screening but did not pass hearing screening

22
Q

when to refer to audio

A

-passed outer/middle ear screening but did not pass hearing screening

23
Q

when to refer to MD

A

impacted cerumen in either or both ears,

-did not pass hearing AND did not pass temp, or did not pass rescreening, for either or both ears ….then f/u with audio for this situation

24
Q

when to refer to MD

A

impacted cerumen in either or both ears,

-did not pass hearing AND did not pass temp, or did not pass rescreening, for either or both ears ….then f/u with audio for this situation

25
onset of hearing loss
- prelingual (before 2 years) - peri-lingual (between 2 and 5/6 years of age - post-lingual (after 6 years) - adult onset
26
onset of hearing loss
- prelingual (before 2 years) - peri-lingual (between 2 and 5/6 years of age - post-lingual (after 6 years) - adult onset
27
interpretation of speech discrimination skills
above 84% = excellent 72-85% = good 64-72% = fair below 50% = poor
28
interpretation of speech discrimination skills
above 84% = excellent 72-85% = good 64-72% = fair below 50% = poor
29
functional gain
when you compare aided to unaided thresholds
30
effect of HL on supresegmental
* Rate: often slower, more effortful than normal-hearing speakers * Pauses: due to the need for air or effortful articulation, rather than to add information (as in Clear Speech) * Stress: Poor or no use of stress may be from unfamiliarity, because it is mostly an auditory event. This can result in a flat monotone * Poor co-articulation: careful placement of articulators from learning one position (from speech therapy)
31
HL impact on syntax
* Overuse of subject-verb-object structure * Limited use of complex sentences, adverbs, prepositions * Unusual word order * Omission of plural markers (-s) * Omission of articles (a, an, the) * Tense problems: omission of –ed, mixing of present, past, future
32
HL impact on semantics
* Concrete, restricted vocabulary * Restricted use and understanding of idioms, probably due to lack of exposure * Trouble with homonyms, homographs, homophones
33
HL impact on pragmatics
* Communication breakdowns may lead to maladaptive strategies * Turn-taking, topic maintenance difficulties * Lack of eavesdropping can affect pragmatics—children learn adult behaviors through eavesdropping * Children who grow up with ASL may have different pragmatic/cultural style
34
speech production therapy with HL kid
* Encourage touch, tactile, and kinesthetic feedback, allowing client to feel your productions as well as his/her own e.g., * Voiced vs. voiceless consonants—hand on throat * Production of /p/ vs. /b/ --hand in front of mouth or use a piece of paper to illustrate the difference in beathiness * Production of stops vs. continuants, e.g. /t/ vs. /s/—with hand or mirror to show condensation of the breath
35
language therapy with HL kid
* Schema: planned learning events, real or imaginary * Experience books with pictures and items gathered from events in the child’s life * Common routines with common language * Sabotage of common routines to elicit language * Strong, early emphasis on storytelling, reading, awareness of written language. (Yes, hearing parents should read to their Deaf children!)