Audiology Flashcards
approx range of conversational speech
20-50 dB HL and 250-6000 Hz
normal
< or equal 25 dB for adults, 20 dB for kids
mild
25-45 dB HL
moderate
45-65 dB HL
speech discrimination
(aka speech recognition)
expressed as % correct….usually from a list of 25 single syllable words, aud presentation only
speech discrimination
(aka speech recognition)
expressed as % correct….usually from a list of 25 single syllable words, aud presentation only
configuration
(shape, pattern) descriptions include: gradually sloping, severely sloping, reverse slope, flat, corner, notched, or cookie bit
configuration
(shape, pattern) descriptions include: gradually sloping, severely sloping, reverse slope, flat, corner, notched, or cookie bit
type
sensorineural (air bone gap)
conductive
mixed
—make sure to say unilateral or bilateral
type
sensorineural (air bone gap)
conductive
mixed
—make sure to say unilateral or bilateral
tympanometry peak height
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)
tympanometry peak height
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)
low peak on tymp
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
low peak on tymp
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
peak pressure
pressure near 0 (atmospheric pressure) means the eustachian time is functioning normally
peak pressure
pressure near 0 (atmospheric pressure) means the eustachian time is functioning normally
gradient
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
gradient
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
Perforation or P.E tubes
- 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
Perforation or P.E tubes
- 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
when to refer to audio
-passed outer/middle ear screening but did not pass hearing screening
when to refer to audio
-passed outer/middle ear screening but did not pass hearing screening
when to refer to MD
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
when to refer to MD
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
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
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
interpretation of speech discrimination skills
above 84% = excellent
72-85% = good
64-72% = fair
below 50% = poor
interpretation of speech discrimination skills
above 84% = excellent
72-85% = good
64-72% = fair
below 50% = poor
functional gain
when you compare aided to unaided thresholds
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)
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
HL impact on semantics
- Concrete, restricted vocabulary
- Restricted use and understanding of idioms, probably due to lack of exposure
- Trouble with homonyms, homographs, homophones
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
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
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!)
