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Ped. Aud > Exam 1 (Speech Audiometry) > Flashcards

Exam 1 (Speech Audiometry) Flashcards

1
Q

Discuss the importance of conducting speech audiometry in children.

A

Speech perception testing helps to determine how well the child uses hering for communicative function

The ability to understand speech is the primary goal of fitting Technology.

Speech perception testing is a critical component of the audiologic test battery. It provides information about how a child can be expected to function in daily listening situations.

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2
Q

without speech perception testing we cannot predict

A

What the child hears and does not
is there a change in auditory perception
How to improve auditory functioning

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3
Q

what are the essentials of speech perception testing

A

Measures their perception of phonetic segments, words, sentences, and connected discourse
Quantifies the benefits of amplification to guide audiological management decisions
Monitors their auditory progress & documents improvements over time
Assists in planning and implementing audiologic rehab, including speech reading and auditory training
Identifies abnormalities not predicted from PTA

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4
Q

what are the speech audiometry principles

A

Needs to match their capabilities (cognitive, motor, & attention)
Has to be interesting and motivating
Needs to match speech perception abilities in realistic scenarios

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5
Q

if a child isn’t repeating or identifying, is it because they cannot hear or because they do not understand the words or langauge

A

true

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6
Q

internal and external factors that can impact word recognition testing in children.

A

Internal factors
Vocab and language competency
Chronological age
Cognitive abilities
Alertness
Motivation
Fatigue

External factors
Designation of appropriate response task
Effective utilation of reinforcement
Controlling the memory load inherent in the task that can influence test performance

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7
Q

Not all speech perception tests are appropriate for children; some are too complex

A

true

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8
Q

Discuss the challenges associated with conducting speech audiometry in children

A

Language & vocabulary level of the child

Cognitive, motoric and attentional capabilities of the child

Articulation problems are common in children – may be difficult to score speech discrimination tests as w/adults

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9
Q

strategies to overcome Articulation problems are common in children – may be difficult to score speech discrimination tests as w/adults

A

picture pointing rather than requiring verbal responses; perform speech awareness instead of speech recognition (only have to detect presence of sound & not repeat it back)

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10
Q

strategies to overcome Cognitive, motoric and attentional capabilities of the child

A

break the test into shorter sessions or take breaks to keep them engaged and avoid fatigue ; use interactive and interesting gaims to keep their interest

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11
Q

strategies ot overcome Language & vocabulary level of the child

A

use words familiar to the child & that are within their vocabulary; incorporate pictures or objects to represent words or sounds being tested

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12
Q

what are the 6 ling sounds

A

[a], [i], [u], [∫], [m], and [s]

Provides frequency specific information telling us how a person ca be expected to perceive speech stimuli across the frequency range needed for speech
Can be compared directly to pure tone thresholds

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13
Q

shorter ling sounds

A

[ba] for assessing low-frequency information
[∫] for assessing mid- to high-frequency information
[s] for assessing high-frequency information.

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14
Q

Audibility of /a/, /u/, /i/ , and /m/ indicates useable hearing through

A

1000 Hz (low frequency)

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15
Q

Audibility of /∫/

A

hearing through 2000 Hz (mid-high frequency)

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16
Q

Audibility of /s/

A

hearing through 4000 Hz (high frequency)

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17
Q

describe NU CHIPS

A

Closed set of picture pointing word recognition test
closed set - using the booklet with pictures
open set - ask the child to repeat the words without the book and pictures
Scored as %
Children with language age 3-5 yrs
The test is made up of 50 monosyllabic PB words familiar to a 3 year old in four randomization called forms

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18
Q

describe the WIPI

A

Word Intelligibility by Picture Identification
Most common used
Takes into consideration those with restricted receptive vocan & cannot read
Has 6 pictures (4 are rhyming and 2 serve as distractors to reduce probability of correct guess)
Children language age between 5-8 yrs
WIPI-R is 5-10/11 yrs
Can be administered as an open-set measure by not using the picture book.
The test can be performed in an “auditory only” or “auditory and visual” (lip reading allowed) modality.

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19
Q

The test can be performed in an “auditory only” or “auditory and visual” (lip reading allowed) modality.

A

WIPI

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20
Q

ages 5-8 yrs

A

WIPI

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21
Q

ages 3-5 yrs

A

NU CHIPS

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22
Q

Closed set of picture pointing word recognition test

A

NU CHIPS

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23
Q

Takes into consideration those with restricted receptive vocan & cannot read
Has 6 pictures (4 are rhyming and 2 serve as distractors to reduce probability of correct guess)

A

WIPI

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24
Q

Discuss some of the factors when selecting speech audiometry tests.

A

cognitive and language level of the child is what we should be choosing the materials based on
Degree of hearing loss should not be a factor in selecting tests of speech perception.
Tests should be selected based on the individual child’s language abilities.

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25
Q

Profound hearing loss makes it harder for children with hearing aids to receive information through hearing, though this may not apply to children with cochlear implants.

A

true

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26
Q

ability to tell when a stimulus is present

A

detection

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27
Q

patient decides if it is there or not (any time you hear a sound let me know)

A

detection

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28
Q

ability to determine whether two stimuli are the same or different

A

discrimination

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29
Q

cat and hat - are these the same or different?
asking what is different and similar and asking for specific information

A

discrimination

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30
Q

Ability to recognize and label stimulus

A

identification

31
Q

if you say apple, have to know it is an apple (given apple, orange, banana)
detect stim, hear it, identify, know what it is
labeling things

A

identication

32
Q

ability to understand what the stimulus means

A

comprehension

33
Q

most complex process
focusing on segment and phonetic information to differentiate (cat from hat), identify it and then comprehend
following, repeating, command

A

comprehension

34
Q

what are speech detection thresholds

A

lowest level at which a person can detect the presence of the stimulus 50% of the time.

too young, delay, limited vocab, significant HL - when to use

Response can vary greatly from eye widening, head turn, or facial change
Stimuli can be the child’s name, nonsense words, or short phrases

Stimuli is presented typically via MLV and can be obtained in the SF (better ear response) or under headphone.

35
Q

PTA is always better than SDT

A

false

36
Q

what are speech reception thresholds

A

Lowest level at which a person can identify speech stimuli 50%of the time
No visual cues

37
Q

what materials should be used for SRTs in younger children

A

Direct them to point at pictures or body parts, pick toys, or follow simple verbal instructions

38
Q

what materials should be used for SRTs in older children

A

Older children: Ask them to repeat using standard tests; spondee words
use carrier phrase
show me _____
show me snowman

39
Q

when do you use BC SRT

A

Helps to diagnose CHL in young children by comparing AC SRT
Can use in 2-4 yr old who has bilateral ear canal atresia or mocrotia to determine cochlea hearing status
helpful in determining if bone conduction devices would work for certain kids

40
Q

what are the limititons of bc srt

A

Usually speech through this is not calibrated
Range is limited - volume for bone is limited when compared to air

41
Q

closed set

A

limited # of items to choose from
can be numbers, body parts, pictures, or alphabet
guessing is a possibility

42
Q

open set

A

offers no clues
more difficult
yeilds lower test results
offers more realistic p8icture of speech perception abilities in real conversaton
attempted by age 5

43
Q

adv/dis of recorded and MLV

A

ecorded
Has the advantage of being more reliable and easily comparable test-retest but can be time-consuming and challenging for a child, requiring breaks between stimuli, repetitions due to distractions, and timeouts for encouragement.

MLV
According to AAA, MLV should be used only when recorded testing is not available/or possible to perform, as it can potentially

44
Q

scores are not repeatable because we are all different and some differences can reach up to 80% just depending on who performs the tes

A

MLV

45
Q

what are speech discrimination tests

A

evaluate a child’s ability to understand speech under different listening conditions.
Performed at suprathreshold levels at different intensities and under varying conditions of competing noise.
AKA word recognition, word discrimination testing, or speech intelligibility testi

46
Q

how do you select the right word test

A

Depends on child’s vocab level, cooperation level
Degree of HL is not a factor when selecting

47
Q

phoneme vs whole word scoring

A

Phoneme scoring: gives info on which frequencies are impaired perceptually
Vowel errors: insufficient LF info
Sibilants error: insufficient HF perception

Whole word scoring: most tests
Even if 1 phoneme in a word is wrong (ex: sox vs fox) the whole point is deducted.

48
Q

vowel errors

A

insufficient LF info

49
Q

sibilants error

A

insufficient HF percepton

50
Q

full vs half list

A

Full: reduces scoring errors, increases reliability, but is time consuming
Half: only use when word list is validated ot use fewer

51
Q

what is the procedure for speech test

A

typically with normal hearing present at 30 dB SL
so if HL is at 20, administer the test at 50 dB HL
if it is 10, intensity level is 40
if they have HL - 40 dB SL
sloping - make sure it is audible at 2000 and in HF
Can also be presented at MCL

52
Q

WRS is a supra-threshold test, masking is, therefore, not indicated with an asymmetrical hearing loss

A

false
almost always

53
Q

what is the pont of a carrier phrase

A

Alerts child to attend
Show me
Tell me
Say the word
Point to the

54
Q

if hearing level is at 30 dB HL, what would you present WRS at

A

60 dB HL (30 dB SL)

55
Q

if they have HL, what do you present speech at?

A

40 dB SL

56
Q

what if they have sloping ehat is speech presented at

A

make sure it is audible at 2000 and in HF

57
Q

how should speech testing be conducted

A

Testing should be conducted while the child uses his or her hearing technology (hearing aids, cochlear implants, osseointegrated implants, and remote microphone systems).
Testing should be conducted at normal and soft conversational levels in quiet and with competing noise

58
Q

describe PBK-50

A

50 phonemically balanced monosyllabic word list selected from spoken vocab of normal hearing kindergarten children
5-8 yrs; cannot be used for younger than kindergarten because vocab is too hard
Only an open set; no pictures
Scored as %
Requires verbal response

59
Q

5-8 yrs

A

PBK-50

60
Q

50 phonemically balanced monosyllabic word list selected from spoken vocab of normal hearing kindergarten children

A

pbk-50

61
Q

how many bablle talker is BKB sin

A

4

62
Q

what is the BKBSIN

A

SIN tst using sentences recorded in 4 talker babble on the same channel of a CD
Contains 18 list pairs that are equated for difficulty; each list pair has two lists; both lists of the List Pair must be averaged to obtain score.

63
Q

what is bkb SIN for

A

Used to estimate SNR loss in children 5+ yrs and adults for which the QuickSIN is too difficult

64
Q

which BKB sin list is used for CI PTs or those with significant SNR loss

A

List Pairs 9-18

65
Q

Children are more affected by SNR Loss than adults because

A

they are still developing their linguistic and world knowledge, essential for speech perception.

66
Q
A
67
Q

Test results for children should be interpreted individually, taking into account factors like the child’s speech, language, and academic abilities, as well as the learning environment, including class size, room acoustics, and teaching methods.

A

true

68
Q

at what age can children use CNC or NU-6 normal lists

A

age 12 yrse

69
Q

SRT tests

A

body parts or familiar objects - they point to them; used when other tests are too hard

spondee pictures/objects - point to them and repeat the word to increase attention; used when the language can identify the objects

CRISP/JR - cosed set of spondee using picture book or on a computer; with/without competing noise

70
Q

ex of tests to use with profound HL with no amp

A

ANT
Early speech perception (ESP) test
Mr. Potato head task
Alphabet test
Minimal auditory capabilities (MAC) test
Test of auditory comprehension (TAC)

71
Q

Importance of assessing hearing in young kids has been recognized for

A

over 80 yrs

72
Q

Using age-appropriate (based on developmental age) test techniques with children fto oster efficiency and accuracy in audiologic measurement

A

true

73
Q

Behavioral test outcomes provide audiologists with data that reflect

A

whta the child is actually hearing

Ped. Aud (14 decks)

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