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CSUS Speech-Language Pathology > Aural Rehab - Exam 2 > Flashcards

Aural Rehab - Exam 2 Flashcards

1
Q

What do HA’s do?

A

amplify sound enough to compensate for loss

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2
Q

Cochlear Implants

A

implantable electronic devices that convert sound energy to electrical energy which directly stimulates the auditory nerve
- hair cell damage is too severe

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3
Q

1990 FDA approved….

A

cochlear implants for children

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4
Q

1984 FDA approved….

A

House/3M single cochlear implant

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5
Q

Adult CI team

A

surgeon and AuD

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6
Q

Adult Implant Criteria

A

Moderate to profound bilateral sensorineural loss, little or no benefit from HA’s (50% or less on WR test)

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7
Q

CI Critical Factors

A

Age of onset, duration of profound loss, HA use and quality, support of family and realistic expectations

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8
Q

Medical CI Criteria

A

12+ months of age, able to tolerate general anesthesia/recovery process, patent cochlea on imaging studies

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9
Q

Pediatric CI Team

A

Parents, educators, surgeon, AuDs, SLPs, child psychologist, social worker

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10
Q

CI Criteria (12-24 months)

A

profound bilateral SNHL, limited benefit from appropriate HA, lack of progress in auditory skill development with amplification and aggressive intervention.

exception to 1 year is meningitis

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11
Q

CI Criteria (25 months - 17 years)

A

severe-profound bilateral SNHL, plateua in development of auditory skills, WR less than 30%

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12
Q

CI Components (Internal and External)

A

Internal receiver and electrode array; microphone, connecting cables, speech processor and transmitter

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13
Q

CI’s programmed using these parameters

A

Dynamic range
Loudness balancing
Pitch matching

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14
Q

Bilateral CIs have…

A

better performance in noise, improved localization ability, positive reports from patients/parents and less vulnerable to performance problems

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15
Q

Hearing Assistance Technology Systems (HATS) and Assistive Listening Devices (ALD) are used to address…

A

face to face communication, electronic media, telephone use and environmental stimuli

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16
Q

FM Units

A

The speaker wears a microphone and their speech is sent to the listener wirelessly, by a frequency modulating signal

Disadvantages: subject to interference, expensive, repairs, need to have correct channels in the classroom, speaker must remember to turn off the microphones when having private conversation.

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17
Q

Lipreading

A

process of recognizing speech using only the visual speech signal and other visual cues, such as facial expressions.

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18
Q

Speech reading

A

is speech recognition using both auditory and visual cues, facial expressions and gestures – it includes lipreading, but is much more!

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19
Q

Visual speech signal

A

one of the most effective means for persons with hearing loss to enhance their recognition of speech language

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20
Q

Lipreading variable that have predictive power

A

Cognitive skills
Age
Type of hearing loss

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21
Q

People with perfectly normal hearing often rely on…

A

speechreading

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22
Q

Residual Hearing

A

limiting hearing ability can assist in speech recognition when combined with visual cues.
Combining even some sound with visual cues shows why people with profound hearing loss are so dependent on hearing aids

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23
Q

Speechreading is affect by… (4)

A

Talker
Message
Speechreading environment and communication situation
Speechreader

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24
Q

Vision-Only speechreading

A

typically comprise of the talkers head ans shoulders with the talker and patient head on

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25
Q

Audition-Plus-Vision speechreading

A

enhanced by comparing speech recognition scores in vision-only vs audition-plus-vision conditions

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26
Q

Martha Emma Bruhn (1902)

A

rapid syllable drill

rapid phrase recognition

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27
Q

Edward Nitchie (1912)

A

Rarely used drills
Used sentences and stories
Contextual cues

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28
Q

Cora Kinze (1917)

A

analytic and synthetic

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29
Q

Jena Method (1925)

A

Used memetic
Kinesthetic
Focused on the mouth movements of the instructor while speaking the training materials at the same time

30
Q

Implicit Conversational Rules

A

Attend to communication partner with interest
All people participate in exchange
Participants choose topic and play conversational role
Turn-taknig amongst conversational partners
Participants stay within topic and relevance
Share in the conversation
Be clear and succinct

31
Q

Message tailoring strategy

A

messages can be tailored to elicit a more desirable result

influence the message

32
Q

Constructive strategies

A

optimize the listening environment for communication

33
Q

Adaptive strategies

A

methods of counteracting maladaptive behaviors that stem from hearing loss
Inappropriate behavioral mechanism for coping with the difficulties caused by hearing loss
-relaxation, deep breaths

34
Q

Maladaptive strategies include

A

bluffing, social withdrawal, dominating conversations, self pity, hostility, anxiety

35
Q

Anticipatory strategies

A

method of preparing for communicating interaction
reading a book or synopsis before a movie, play
etc

36
Q

Two types of repair strategies

A

Receptive: used by listener when they have not understood the message
Expressive: used by the talker when their utterance is unintelligible and listener cannot understand it

37
Q

Expressive repair strategies

A 
Understanding child reduced articulation and/or language skills
Repeating message using best speech
Rephrase
Slowing down speech rate
Using shorter sentences
etc
38
Q

Topic shading

A

when new emphasis is derived from an ongoing topic of conversation such that the topic remains the same but relevant details shift

39
Q

Nonspecific repair strategies

A

Use of “What? huh? “ are non-specific repair strategies

feature explicit instructions for clarifying the conversation

40
Q

Passive conversational style

A

avoids misunderstanding/ conflict

41
Q

Aggressive convo style

A

exhibits hostility or intimidating demeanor

42
Q

Passive aggressive conver style

A

manipulates conversation for later vengeance

43
Q

Assertive conve style

A

communicates effectively, finds solutions

44
Q

Interactive

A

use cooperative tactics, share responsibility for advancing conversation

45
Q

Noninteractive

A

features a passive conversational style

46
Q

Dominating

A

aggressive behavior, takes extended speaking turns, interrupts, dominates

47
Q

Infrared Systems

A

light waves. Transmitter sends signal encoded in infrared light rays to amplifier/receiver.

48
Q

Induction Loops

A

wire encompasses a designated area, converts sound into electric energy and into the loop. Energy is picked up by a telecoil

49
Q

Induction Loops (Adv. and Disadv.)

A

Adv: accessability, freedome of movement, inexpensive, telecoils are universal

Disadv: need a receiver, interference, may need to sit in designated area

50
Q

Wired Systems

A

connection by wire. Direct audio input or telecoil. can be expensive. mobility, consistent sound.

51
Q

Ambient Noise

A

noise present in unoccupied room

52
Q

Reverberation

A

echoes caused by sound bouncing off surfaces such as walls, floors and ceilings

53
Q

Background Noise

A

undesirable noise that masks the unwanted auditory signal

54
Q

Devices to help with environmental sounds (2)

A

Alerting devices (bed shaker, multi-modality alarms - e.g., doorbells = flashing lights)

Computer Based Technology (texting, video messaging)

55
Q

TTY (text telephone/telephone typewriter)

A

telephone in acoustic couplers

So the sender needs to type the message on a keyboard, the letters transformed into electronic pulses that are sent over the wire to the recipient TTY where the pulses are returned to letters on an LED screen

56
Q

most common complaint from people is that they can detect sound but can not __________, especially in the presence of __________ _______

A

understand

background noise

57
Q

Auditory Training

A

instruction designed to maximize a patient’s residual hearing or electrical hearing.

58
Q

Analytic Auditory Training

A

emphasizes recognition of individual speech sounds or syllables (e.g., words)

one must perceive each of the basic parts of speech before the whole can be identified

59
Q

Synthetic Auditory Training

A

emphasizes understanding of meaning of utterance, not the identification and comprehension of utterance (e.g., sentence)

perception is the most important thing

60
Q

Problems faced by people with hearing loss

A

Decreased audibility, dynamic range, frequency resolution, temporal resolution, combination deficits

61
Q

Candidacy for Auditory Training

A

those who recently had a change in hearing status. although all with a HL can benefit.

62
Q

Brain Plasticity

A

the brain’s ability to change as a result of experience, behavior, environment and sensory deprivation or stimulation

63
Q

Implementing an AT program

A

patient should be fitted with appropriate listening devices ahead of time, AT is increasingly computerized, future AT will be more engaging due to technology

64
Q

4 types of AT programs

A

Phoneme, Word, Sentence and Cognitive-Skill Based

65
Q

Phoneme Based AT

A

Provides building blocks which can be generalized into larger speech units; bottom-up processing. nonsense syllables.

66
Q

Word Based AT

A

meaningful speech units only. ID word spoken from a closed set of choices

67
Q

Sentence Based AT

A

Sentences; top-down processing

68
Q

Cognitive-Skill Based AT

A

working memory training; selective attention training

69
Q

AT to Improve Music Perception

A

musical feature approach - structural features of music

whole song approach - familiar melodies, simple songs, music videos

70
Q

Benefits of AT

A

Speech recognition, music perception

CSUS Speech-Language Pathology (23 decks)

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