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Ped. Aud > Exam 1 (Part 1) > Flashcards

Exam 1 (Part 1) Flashcards

1
Q

The process by which the sounds of language are heard, interpreted, and understood. It describes the ability to perceive linguistic structure in the acoustic speech signal.

A

speech perception

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2
Q

what is speech perception

A

The process by which the sounds of language are heard, interpreted, and understood. It describes the ability to perceive linguistic structure in the acoustic speech signal.

process, when someone is talking how much of the speech you are perceiving

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3
Q

Communication of thoughts and feelings through a system of signals, such as voice sounds, gestures, or written symbols.

A

language

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4
Q

what is language

A

Communication of thoughts and feelings through a system of signals, such as voice sounds, gestures, or written symbols.

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5
Q

The act of expressing or describing thoughts, feelings, or perceptions by the articulation of words

A

speech

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6
Q

what is speech

A

The act of expressing or describing thoughts, feelings, or perceptions by the articulation of words

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7
Q

what is Apgar

A

Apgar is a tool for evaluating an infant’s condition in the delivery room
Completed in 1 min and again at 5 min following birth

Multiple exams all newborns receive after birth to detect abnormalities & determine need for immediate resuscitation

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8
Q

what are the 5 standardized observations in apgar

A

heart rate, respiratory effort, reflex irritability, muscle tone, and color

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9
Q

scoring of apgar

A

0 - absent
1 - slow/some/pink
2 - good

10 is the highest score possible

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10
Q

what is gesttional age

A

defined in weeks
duration of preganncy before birth
period of time bw conception and birth

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11
Q

how is gestational age estimated

A

from moms last menstrual period or
physical and neuromuscular characteristics of the fetus
or duration of pregnancy

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12
Q

how is physical and neuromuscular characteristics of the fetus used

A

can be comapred to birth weight to determine if it is small for gestional age (SGA), appropriate for gestational age (aga), OR large for gestational age (LGA)

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13
Q

prenatal

A

before birth

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14
Q

postnatal

A

after birth

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15
Q

perinatatl

A

period around time of birth from 28 wks of gestation through 7th day following delivery

time window up to 7 days after birth

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16
Q

embryonic period

A

first 8 wks
all major organs are formed

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17
Q

fetal period

A

remaining 30 wks
organs grow large and more complex

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18
Q

chronological age

A

age from actual day the child was born

actual birthday and correlates with how old you are

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19
Q

what is corrected or adjusted age

A

only used with premature babies
actual age in weeks minus the numbr of weeks baby was preterm

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20
Q

what is the calculation for corrected age

A

Corrected age (CA) = chronological age - # weeks or months premature

week child was born early minus 40 = the weeks born earlier than the full term

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21
Q

when is a baby premature

A

born before 37 weeks

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22
Q

Baby J was born at 28 weeks gestation
He was 12 weeks premature
Today it is 6 months past the day he was actually born
what is his corrected age

A

40 weeks - 28 weeks = 12 weeks = 3 months)

CA = 6 months - 3 months

Baby J is 3 months corrected age

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23
Q

born between 37- 42 ( typically 40) weeks from the mother’s last menstrual period.

A

full term

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24
Q

born less than 37 weeks gestation

A

premature

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25
Q

born after 42 weeks gestation

A

post term

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26
Q

infant during the first 4 weeks of life.

A

neonate

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27
Q

1 month to 1 year

A

infant

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28
Q

developmental age of the fetus when the cochlea begins to function.

A

ear starts developing by 3rd week of embryonic life
branchial arches form middle & external ear during 4th week and recognizable by 8th week
Inner ear structures mature 20-26 wks
AN working by 24-26 wks
mechanical & neural properties mature simultaneously
AS is under structural development during first 20 wks of gestation with initial neurosensory maturation after (even after birth)
AS is functional around 25 wks gestation

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29
Q

First communication signs occurs when

A

baby learns to cry
crying brings food, comfort and companionship

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30
Q

is language solely auditory?

A

no, also comes from face to face interactions

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31
Q

full term newborns have _____ auditory experience

A

more than 2 mos

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32
Q

when do babies have preferences?
why?

A

birth to 6 mos because they can hear before thye are even born

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33
Q

n utero acoustic environments shows frequencies >1 kHz are attenuated _____ dB in transmission to fetuses

A

20-30

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34
Q

what is suprasegmentals

A

Prosodic features include sound duration, intonation, syllables and stress

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35
Q

sounds of a language

A

phonology

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36
Q

what is phonology

A

sounds of a language

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37
Q

study of words and their meaning

A

semantics

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38
Q

what is semantics

A

study of words and their meaning

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39
Q

study of rules that governs morphemes

A

morphology

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40
Q

what is morphology

A

study of rules that governs morphemes

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41
Q

study of how people use language to communicate effectively

A

pragmatics

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42
Q

what is pragmatics

A

study of how people use language to communicate effectively

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43
Q

arrangement of words in sentences

A

syntax

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44
Q

what is syntax

A

arrangement of words in sentences

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45
Q

how do infants perceive suprasegmental information

A

early encoding - fetus access auditory input putting speech info into memory, distinguishing native from foreign, preferring mom over other voices, and prefer nursery rhymes over new ones

sensitivity to rhythm and intonation - infancts recognize these before and at birth

early speech processing - infants prefer IDS, intonation and emotional info and speech with positive effect

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46
Q

how do infants perceive segmental information

A

phoneme sensitivity - infants detect important phonetic properties to identify phonemes across languages, discriminate voicing place and manner of articulation

encoding phonemes into long term memory

language experience - infant speech discrim becomes more language specific with experience (focus on native sounds by 10-12 mos

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47
Q

what is segmental information

A

acoustic properties of speech that differentiate phonemes

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48
Q

what are segments

A

discrete units of speech that differentiate phonemes

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49
Q

Can infants encode phonemes into long-term memory?

A

hey encode into long term memory showing preferences for native language rhythms and phoneme inventories by 9 mos

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50
Q

when do infants focus on native sounds more

A

10-12 mos

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51
Q

how do the viewpoints of linguists and behavioralists differ

A

Behaviorists - believe all learning is acquired step by step through associations and reinforcements

Linguists - believe language is product of biology and is too complex to be mastered so early and easily by conditioning

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52
Q

Children who are spoken to more and praised by caregivers tend to develop language faster

A

true

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53
Q

why are parents great intuitive teachers

A

name items for infants and praise infants when they repeat our words.
Parents name the object and speak clearly and slowly, often using baby talk to capture the infant’s interest

ex: arents typically name each object when they talk to their child, “Here is your bottle”, “There is your foot”, “You want your juice?”

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54
Q

what is infant directed speech

A

Speak slowly and exaggerated changes in pitch and loudness and elongated pauses between utterances
Parentese, motherese, child-directed speech

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55
Q

why is IDS important

A

Helps infants perceive the sounds that are fundamental to their language

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56
Q

why does IDS attract infants attention mroe

A

due to the slower pace and accentuated changes that provide the child with more noticeable language cues

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57
Q

why do we start testing babies with speech first

A

Newborns prefer human voice and speech - this is why we start testing using speech with young children because they want this more in order to condition them and you get some information before they tap out, then switch to pure tones

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58
Q

crying phase

A

birth to 6 wks

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59
Q

cooing

A

7 wks to 3 mos

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60
Q

babbling

A

after 4 mos

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61
Q

first understanding of languagr

A

8-10 mos

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62
Q

first words

A

approx 12 mos

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63
Q

50 words

A

18 mos

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64
Q

vocab spurt

A

18-20 mos

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65
Q

two word sentences

A

24 mos

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66
Q

development of grammar

A

after 30 mos

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67
Q

all babies with different languages will make the same sounds and start babbling the same

A

true

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68
Q

what is meant by babbling is experience expected learning

A

all babies babble, all babies gesture, sounds they make are similar regardless of their native language

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69
Q

what is babbling

A

extended repetition of certain single syllables around 6-7 mos

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70
Q

what are babies born with that adults do not have

A

Born with ability to discriminate universal set of phonetic contrasts
Declines as they experience specific linguistic experiences
Not found in adults

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71
Q

Experience listening to a language may be necessary to facilitate perception of some phonetic distinctions

A

true

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72
Q

what are phonemes

A

Basic building blocks of language
Unique sounds that can be joined to create words
Ex: p in pin pet and pat or b in bed, bat and bird

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73
Q

Infants can distinguish between many sounds, even as early as

A

1 mos old

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74
Q

Able to distinguish sounds of phonemes from a foreign language

A

true

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75
Q

why do p,b,n,w,m sounds come early

A

because they are the most visible on the mouth and they can see them on the face

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76
Q

what sounds are developed first

A

p b n w m

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77
Q

which sounds come after p b n w m

A

t d ng k g y

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78
Q

which sounds come after t d ng k g y

A

f s z

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79
Q

what comes after f s z

A

sh, ch, l

80
Q

what comes after sh ch l

A

j v

81
Q

what are the last sounds to develop

A

r th

82
Q

when do children start using symbols?

A

shortly before 1st birthday

83
Q

what is meant by symbols

A

gestures

84
Q

sometimes gestures pave the way for language

A

true

85
Q

Gestures and words convey a message differently

A

false
equally well

86
Q

describe the language spirt

A

Once an infant’s vocabulary reaches about 50 words it suddenly begins to build rapidly, at a rate of 50-100+ words per month, mostly nouns.

occurs around 18 months

87
Q

naming explosion

A

language spirt that happens around 18 mos when vocab reaches 50 words and builds rapidly to 50-100 words/month

88
Q

By about _____ years of age, children have the ability to produce more complex sentences (four or more words per sentence).

A

2 ½

89
Q

what are grammatical morphemes

A

words or endings of words that make sentences more grammatical

90
Q

give an example of sentences bw a 1 1/2 yr old vs a 3 yr old

A

A 1 ½-year-old might say “kick ball” but a 3-year-old would be more likely to say “I am kicking the ball”

91
Q

what is the rate of a child’s vocab development influenced by

A

the amount of talk they are exposed to

the more speech that is addressed to a toddler, the more rapidly the toddler will learn new words

92
Q

what are early errors in language

A

underextension
overextension
overregularization

93
Q

what is underextension and an example

A

using a word too narrowly

ex: using cat only to refer to the family cat or ball to refer only to their favorite toy ball

94
Q

what is overextension and an ex

A

using a word in broader context than appropriate; the child uses the new word and applies to group of similar experiences

common bw 1-3 yrs

more common than underextension

A child might use the word “dog” to refer to all four-legged animals, including cats, cows, and horses.
A child might call all men “daddy” or all women “mommy.”

95
Q

what is overregularization and ex

A

speech errors where they treat regular forms of words as if they were regular

leads children to talk about foots, tooths, sleeps, sheeps, mouses

ex: he goed, I catched it

96
Q

is overregularization a good thing

A

yes, sign of verbal sophisticaton becuase it shows children are applying the rules to grammar

part of learning the language because they are paying attention

97
Q

necessary for newborns to develop the ability to prefer their mother’s voice over other voices

A

extensive auditory experience

98
Q

The infant auditory system must be ______ to various acoustic discriminations before making early distinctions.

A

preadapted

99
Q

Infants and children with hearing loss undergo the same stages of auditory development as those with normal hearing, but their learning about sound is likely limited by their impairment

A

true

100
Q

what is incidental learning? what % learn from this?

A

unintentional or passive acquisition of knowledge, often occurring through everyday experiences and interactions
90% of what normal hearing individuals learn is from overhearing conversations & only 10% from direct instruction

101
Q

what are incidental experiences newborns experienc

A

hearing their moms voice and other environmental sounds

102
Q

Infants and children with hearing loss may have limited opportunities for incidental learning due to their reduced ability to hear environmental sounds, affecting their overall auditory development

A

true

103
Q

what is absolute sensitivity

A

ability todetect sound in quiet

104
Q

what frequencies mature more rapidly for absolute sensitivity

A

HF than LF

105
Q

when does absolute sensitivity reach adult like

A

10 yrs old

106
Q

what is frequency resolution

A

ability of AS to distinguish bw different frequencies or pitches of sound

107
Q

what is spectral representation of sound look like in 6 mos old

A

adult like in frequency resolution at all frequencies

108
Q

what is spectral representation of sound look like in 3 mos old

A

mature frequency resolution at 500 and 1000 Hz but poorer than adults and older infants at 4000 Hz

109
Q

what is the development of intensity discrimination of sounds

A

6 mos - range from 12 dB ot 4dB change in intensity
Ex: they would have to be 10 and 22
12 mos - 3dB
6 yrs - 1 to 2 dB
Adults - 1 dB

110
Q

when are complex pitch close to adults

A

7 mos

111
Q

what is temporal resolution

A

ability to hear changes in sound over time

112
Q

what is gap detection maturing for temporal resolution

A

Adults can detect as short as 3 ms in some conditions
By 6 yrs, gap matures
Infants </= 12 mos - do not detect gaps shorter than about 30 ms
Preschool - gap threshold in 2000 Hz is about 12 ms

113
Q

two sounds come from the same side but they are coming from different locations
can children tell the two apart

A

children do not do this well until they are coming from further apart differences

114
Q

Localization abilities depends on head and ear size and changes with age

A

true

115
Q

Infants and young children are as good as adults at identifying spatial location of a sound

A

false

116
Q

what is used for sound localization and spatial haering development

A

ITD & ILD differences & by reference of the shape of a sound’s amplitude spectrum that is altered by the external ear are used for sound localization

117
Q

MAA is ______ in adults

A

1°

118
Q

Newborn infants cannot tell that a sound comes from the left or right

A

false

119
Q
A
120
Q

By 1 month, MAA is ______

A

27°

121
Q

By 18 months, MAA improves to _____

A

5°

122
Q

By age of ______, children can localize many sounds in the left-right dimension as well as adults

A

5

123
Q

Human auditory development begins _______ and continues into ________.

A

before birth
adolescence

124
Q

The basic auditory capacities, the spectral and temporal representations of sound, are

A

not completely mature at birth but are apparently adultlike by about 6 months of age

125
Q

As children grow older, they become sensitive to aspects of sounds that they previously appeared not to notice.

A

true

126
Q

The ability to use the information that the ear provides the brain develops over a much longer time course.

A

true

127
Q

checklist for birth to 3 mos

A

Startles to loud sounds
Calms to familiar voices
Turns head to mother’s voice
Smiles when hears a new voice.
Makes vowel sounds “ooh” and “ahh”

128
Q

checklist for 3-6 mos

A

Makes a variety of sounds “ba-ba” and “ga-ba”
Enjoys babbling
Likes sound making toys
Turns eyes and head toward sounds

129
Q

checklist for 6-9 mos

A

Responds to own name
Imitates speech with non-speech sounds
Plays with voice repetition “la-la-la”
Understands “no” and “bye-bye”
Says “da-da” or “ma-ma”
Listens attentively to music and singing

130
Q

checklist for 9-12 mos

A

Responds differently to happy or angry talking
Turns head quickly toward loud or soft sounds
Jabbers in response to human voice
Uses two or three simple words correctly
Gives up toys when asked
Stops in response to “no”
Follows simple directions

131
Q

checklist for 12-18 mos

A

Identifies people, body parts, and toys on request
Turns head briskly to source of sound in all directions
Can tell you what he or she wants
Talks in what sounds like sentences
Gestures with speech appropriately
Bounces in rhythm with music
Repeats some words that you say

132
Q

checklist for 18-24 mos

A

Follows simple commands
Speaks in understandable two-word phrases
Recognizes sounds in the environment
Has a vocabulary of 20 words or more

133
Q

Discuss the impact of parent-child interactions on the speech and language development of the child

A

Critical experience to sound is needed for auditory development
Frequent, rich, and responsive interactions provide the foundation for language acquisition.
Parents who frequently talk, read, and sing to their children expose them to a wider range of vocabulary.
Children learn new words and their meanings within the context of daily activities and routines.
Interactions help children understand non-verbal cues, such as facial expressions and body language.
Telling and listening to stories enhances children’s ability to understand and construct narratives.

134
Q

how would you use this information to counsel parents of a child with a hearing impairment.

A

Encourage parents to engage in frequent, meaningful interactions with their child, using both auditory and visual cues.
Consistent interaction helps compensate for any delays caused by hearing impairment and supports overall language development.
Teach parents to use sign language, gestures, and visual aids to reinforce spoken language.
Enhances understanding and communication, providing alternative ways for the child to learn and use language.
Instruct parents on the importance of responding to their child’s attempts to communicate, whether through sounds, gestures, or expressions.
Validates the child’s efforts and encourages further communication attempts.
Guide parents to seek early intervention services, including speech therapy and audiology support, as soon as a hearing impairment is identified.
Provides professional support tailored to the child’s specific needs, optimizing their language development outcomes.
Recommend programs and resources that teach parents effective strategies for supporting their child’s language development.
Discuss the importance of consistent use of hearing aids or cochlear implants if prescribed, and ensure they are properly fitted and maintained.

135
Q

Babbling is different in HL to those with hearing

A

false,
the same until age of 6 mos (less babble as they grow older due to the lack of auditory feedback)

136
Q

how is rate of babbling impacted

A

Rate of babbling can increase if parents speech to them

137
Q

Babbling of moderately impaired infants is closer to normal than those who are more severely affected

A

tru

138
Q

Deaf infants and toddlers master sign language the same way and pace that hearing children master spoken language

A

true

139
Q

Deaf 10-month-olds often “babble” in ______

A

signs: produce signs that are meaningless but resemble the tempo and duration of real signs

140
Q

Describe the various strategies used by parents and caregivers to encourage language development

A

IDS - speaking slowly with exaggerated changes in pitch and loudness, and elongated pauses between utterances.
Attracts infants’ attention and helps them perceive and differentiate the sounds of their native language.

Regularly reading books, telling stories, and describing pictures in detail.
Enhances vocabulary, comprehension, and phonemic awareness.

Singing songs, reciting nursery rhymes, and engaging in rhythmic activities.
Develops phonological awareness and helps children recognize patterns in language.

Surrounding the child with diverse language experiences, such as conversations, books, music, and social interactions with peers and adults.

Consistently naming objects, actions, and emotions during daily interactions and providing detailed descriptions.
Builds vocabulary and helps children make connections between words and their meanings.

141
Q

how would you use this information to counsel parents of a child with a hearing impairment.

A

Emphasize the Importance of Early Intervention:
Action: Highlight the need for early detection and use of hearing aids or cochlear implants if recommended.
Purpose: Ensure that the child has access to auditory information during critical periods of language development.
2. Adapt Infant-Directed Speech:
Action: Use clear, slow, and exaggerated speech patterns while ensuring visual cues are prominent (e.g., facial expressions, lip movements).
Purpose: Enhance the child’s ability to understand speech through both auditory and visual inputs.
3. Foster Visual Communication:
Action: Incorporate sign language, gestures, and visual aids (like pictures and written words) to support language development

142
Q

limitations normal-hearing children face in complex environments and the implications for children with hearing loss.

A

Preschool and school-age children need higher SNR than adults to achieve similar levels of performance on speech recognition tests in presence of noise or speech maskers
Infants could recognize their name embedded in a background of competing speech but needed a higher SNR to do so, relative to adults
child w/ HL they naturally require higher SNR and now with HL, it is even worse

143
Q

Identify the red flags indicating potential issues in speech and auditory development.

A

No babbling at 12 months
No gesturing (pointing, waving bye-bye) by 12 months
No single words by 16 months
No 2 words combination spontaneous phrases by 24 months
No 3 words combination by 3 years of age
Unintelligible speech at 3 years
Limited number of consonants at 2 years
Simplified grammar at 3 ½ years
Difficulty formulating ideas and using vocab at 4 years
Language not used communicatively

144
Q

0-4 mos

A

moro reflex, eye blinking or widening, sucking
startle when there is a very loud noise

145
Q

4-7 mos

A

head lateral turn towards the sound source

146
Q

7-9 mos

A

good lateral localization in all directions

147
Q

9-13 mos

A

sound localization in all directions

148
Q

13> mos

A

excellent localization, child can also get distracted easily

149
Q

Helps infants perceive the sounds that are fundamental to their language

A

infant directed speech

150
Q

make sounds that are language based

A

2 mos

151
Q

make speech-like sounds with no meaning (cooing turns to babbling)

A

5-6 mos

152
Q

when does babbling happen

A

6-7 mos

153
Q

what speech sounds are first to develop and last to develop

A

P,b,h,n,w,m → t,d,ng,k,g,y → f,s,z → sh,ch,l → j,v → r,th

154
Q

what is an infant’s first communication

A

crying

155
Q

what does crying do fora. child

A

helps them receive food, comfort, and companionship.

156
Q

involves auditory and face-to-face interactions

A

language development

157
Q

describe early encoding and sensitivity

A

Fetuses can access auditory input, store speech information, distinguish native from foreign languages, and show preferences for their mother’s voice and familiar nursery rhymes. Infants are sensitive to rhythm and intonation from birth.

158
Q

describe speech processing

A

Infants prefer infant-directed speech (IDS) over adult-directed speech (ADS) due to its intonation and emotional content.

159
Q

Language is biologically innate and complex.

A

linguists

160
Q

Learning through associations and reinforcements

A

behaviorists

161
Q

Infants are equipped for language before birth due to

A

brain readiness and prenatal auditory experiences. Newborns prefer human voices, which aids in early speech testing.

162
Q

Infants can initially discriminate a universal set of phonetic contrasts, but this ability declines with exposure to specific languages.

A

true

163
Q

quick checklist from birth to 3 mos

A

Startles to loud sounds
Calms to familiar voices
Turns head to mother’s voice
Smiles when hears a new voice.
Makes vowel sounds “ooh” and “ahh”

164
Q

quick checklist from 3-6 mos

A

Makes a variety of sounds “ba-ba” and “ga-ba”
Enjoys babbling
Likes sound making toys
Turns eyes and head toward sounds

165
Q

quick checklist from 6-9 mos

A

Responds to own name
Imitates speech with non-speech sounds
Plays with voice repetition “la-la-la”
Understands “no” and “bye-bye”
Says “da-da” or “ma-ma”
Listens attentively to music and singing

166
Q

quick checklist from 9-12 mos

A

Responds differently to happy or angry talking
Turns head quickly toward loud or soft sounds
Jabbers in response to human voice
Uses two or three simple words correctly
Gives up toys when asked
Stops in response to “no”
Follows simple directions

167
Q

quick checklist from 12-18 mos

A

Identifies people, body parts, and toys on request
Turns head briskly to source of sound in all directions
Can tell you what he or she wants
Talks in what sounds like sentences
Gestures with speech appropriately
Bounces in rhythm with music
Repeats some words that you say

168
Q

quick checklist from 18-24 mos

A

Follows simple commands
Speaks in understandable two-word phrases
Recognizes sounds in the environment
Has a vocabulary of 20 words or more

169
Q

Moro reflex, eye blinking or widening, sucking. Startle when there is a very loud noise.

A

0-4 mos

170
Q

Lateral head turn towards sound source

A

4-7 mos

171
Q

Good lateral localization skills & downwards

A

7-9 mos

172
Q

Sound localization in all directions

A

9-13 mos

173
Q

Excellent localization. Easily distracted

A

13+ mos

174
Q

red flags indicating potential issues in speech and auditory development

A

No babbling at 12 months
No gesturing (pointing, waving bye-bye) by 12 months
No single words by 16 months
No 2 words combination spontaneous phrases by 24 months
No 3 words combination by 3 years of age
Unintelligible speech at 3 years
Limited number of consonants at 2 years
Simplified grammar at 3 ½ years
Difficulty formulating ideas and using vocab at 4 years
Language not used communicatively

175
Q

Babbling is similar of normal hearing infants until the age of 6 months - less/decrease in babbling as they grow

A

true
deaf babies

176
Q

Explain to parents, in general terms, how hearing loss can affect their child’s ability to communicate, learn, and interact with others

A

HL impacts speech, laguage, cognitive and psychosocial development
it affects vocab, sentence structure and speaking

Those with HL have issues in all areas of academics especially in reading and math

mild to mod HL achieve 1-4 grade levels lower than age matched peers (mild can miss up to 40% of class discussions); they feel isolated and unhappy becuase they are different and can not identify with normal hearing peers or with those that have hearing loss

severe to profound achieve no higher than 3-4th grade without appropriate educational intervention early; report isolation, no friends and unhappy i school because they feel left out or different and happens when they have limited socialization with other children with HL

177
Q

what is minimal hearing loss in newborns

A

Normal 10-15
minimal/slight 15-25
Mild - 26-40

178
Q

why are parameters different in infants than adults

A

they already have their s/l development but children have not so the loss really matters

179
Q

Unilateral HL

A

PTA (.5, 1, 2 kHz) is >/= 20 dB HL with no more than dB ABG at 1, 2, & 4 kHz in the impaired ear & AC thresholds are 15 dB or better in the other ear
Bilateral SNHL: average AC thresholds are bw 20-40 dB HL and average ABG is </= 10 dB at 1, 2, & 4 kHz bilaterally

180
Q

Bilateral SNHL

A

average AC thresholds are bw 20-40 dB HL and average ABG is </= 10 dB at 1, 2, & 4 kHz bilaterally

181
Q

HF SNHL

A

AC thresholds > 25 dB HL at 2 or more frequencies above 2 kHz with no more than 10 dB ABGs at 3 and 4 kHz, can be unilateral or bilateral

182
Q

Minimal HL prevalence increases at school age from

A

.03% to around 1-14%

183
Q

Why is there such a large discrepancy in prevalence rates of minimal hearing loss from birth to school-aged children?

A

they do school screenings
could miss 60% of case with slight/minimal HL because we screen at 20/25dB because of the cut off

184
Q

Why is identifying minimal HL in newborns difficult?

A

OAE & ABR technology cannot differentiate normal and mild HL at this time

Some loss configurations can result in ABR & OAE screening results to not be able to be differentiated from normal hearing ears

Pass/Fail criteria provided by manufacturers to decide if something is good or bad might not be good enough and cant always trust these rules to tell us if a product is actually up to standard or if the automated systems checking these rules are doing a good job. Sometimes, more thorough checks are needed to make sure everything is really working as it should.

185
Q

Explain to parents, in general terms, how minimal hearing loss might affect their child’s daily listening and communication experiences

A

50% of children either repeat a grade or need resource support in school
Compared to hearing peers, HL more likely to have behavioral and linguistic difficulties
Children with minimal SNHL experienced more difficulty than NH children on a series of educational and functional test measures.
31% w/ minimal SNHL failed at least one grade
Children have a more critical need for hearing during their developmental and school years than do adults for understanding day speech - need higher SNRs

186
Q

How can a 15dB hearing loss result in language delays?

A

A lot of speech energy is in the voiced vowels and consonants
Unvoiced consonants (s, p, t, k, th, f, sh) contain little speech energy so they fall below even normal hearing thresholds in average rapid converstions

187
Q

Describe how to position infants and young children for otoscopy.

A

Under 3 yrs
Child sits on parents lap, parent comfort holds the side of the head against their chest

Over 3 yrs
Invite them to play with the otoscope
Show them how it works & explain why they need to stay still and how
Attach largest speculum the ear accommodates

188
Q

how do you choose a speculum size

A

select size based on external eare, slightly smaller in diameter to insert into the canal and provides max lumen for visualization
pick the largest tip you can fit into the child’s ear in order to get the best view of the ear canal

189
Q

Pediatric audiologist need to

A

Communicate on their level and be creative
Engage the parents
Build trust
Make sure that you have the temperament, personality, and dedication required!

190
Q

how do you straighten an infants ear canal

A

pull back and down

191
Q

Inspect the ear canal to ensure

A

Clear enough to allow the insertion of an admittance probe tip
Free from excessive cerumen
Free from other obstructions such as PE tubes that have been extruded from the tympanic membrane
Not draining excessively so as to plug the probe

192
Q

what are we looking for in otoscopy

A

Foreign object
Redness
Swelling
Cerumen impaction
Bony growth

193
Q

what are we looking for in otoscopy in regards to the TM

A

Inflammation, retracted, bulging
Perforation
PE tube is in place or extruded
Scarring or tympanosclerosis of the tympanic membrane.

194
Q

what is a case history

A

planned professional conversation enabling PT to communicate symptoms, feelings and fear to the clinican to obtain insight into the nature of the PTs illness and their attitude towards them

195
Q

Obtaining a case history enables the audiologist to

A

learn about the child and to understand the parents’ concerns and assessment expectations.

also facilitates the development of a rapport between the audiologist and the family that will be invaluable when counseling about test results

196
Q

Identify reasons for taking a case history. Importance of a case history

A

may reduce the quantity and quality of data obtained from the evaluation and diminishes the role of both the assessment and the audiologist to a technical one rather than a professional and diagnostic one.
Accurate diagnosis of hearing loss relies on interpretation of a test battery within the context of the child‘s medical and/or developmental history.
Understanding the Child: Provides essential information about the child’s development and health, offering insights into their cognitive and developmental status and helping estimate their auditory skills.
Understanding the Family: Enables the audiologist to understand the parents’ concerns, needs, and assessment expectations, and helps build rapport with family and caregivers, which is crucial for effective counseling.
Observational Opportunities: Allows the audiologist to observe the child’s behavior and note interactions with family members and others.
Guidance for Assessment: Informs the audiologist about the nature of auditory complaints (e.g., unilateral/bilateral, acute/chronic), assists in formulating clinical testing strategies, and highlights possible contributing factors to hearing disorders.
A good case history is a valuable tool and an often-overlooked part of an audiologic evaluation.
Failure to obtain sufficient history information may reduce the quantity and quality of data obtained from the evaluation and diminishes the role of both the assessment and the audiologist to a technical one rather than a professional and diagnostic one.
Accurate diagnosis of hearing loss relies on interpretation of a test battery within the context of the child‘s medical and/or developmental history.

197
Q

Key differences in case history between pediatric and adult patients.

A

peds
-Emphasizes developmental milestones - motor skills, language acquisition & social development
-Asking about prenatal and birth hx
Provided by parents/guardians & accuracy depends on their observations and knowledge of the child’s history
-Family hx looking for hereditary factors; social hx including child’s environment, school performance and interactions w/ peers
-Behavioral issues and emotional development; focus on conditions like ADHD, autism, anxiety disorders etc.

adults
-Focuses on PT’s medical hx, lifestyle factors, chronic conditions
-PT usually provides the information directly allowing firsthand reporting of symptoms and concerns
-Family hx is important; social hx includes lifestyle factors like smoking, alcohol use, occupation and living situation
-Behavioral and emotional health - focus on mental health conditions like depression or anxiety in the context of life stressors

Ped. Aud (14 decks)

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