Exam 3 Flashcards
1
Q
What are the basic components of oral communication?
A
- Source/Speaker
- Message
- Speech feedback
- Environment
- Listener
2
Q
________ or ______ From which oral communication originates.
________ and ______ thought to be conveys.
A
Source
speaker
encodes
articulates
3
Q
A message is a thought organizes into ________ ______ ______
A
meaningful linguistic units
4
Q
_______ of______ is used to make adjustments or corrections by speaker
A
Feedback of Speech
5
Q
__________ includes the communication situation and the factors that can affect the quality of the communication.
A
Environment
6
Q
_______ receives, decodes, and interprets speaker’s thoughts and provides _______ to speaker.
A
Listener
feedback
7
Q
Any disruption in _____ or _____ parts leads to failure of the communication process.
A
one
more
8
Q
_______ ______ is the ability of the brain to interpret information received though the ears.
A
auditory perception
9
Q
Auditory perception is the process by which the brain puts meaning to the _________ and _________ of spoken language.
A
segmentals
suprasegmentals
10
Q
What are segmentals?
A
individual speech sounds
11
Q
What are suprasegmentals/prosodic features?
A
pitch
rate
intonation
stress
12
Q
A newborn infant is capable of detecting auditory stimuli and also makes gross discriminations between ______ ______ on the basis of _____ and ______/
A
auditory signals
frequency
intensity
13
Q
Rapid emergence of auditory skills is crucial for developing _____ ____ ______ and _______ of _____ and _______ in the infant.
A
speech processing abilities
emergence of speech
language
14
Q
_______ ______ is the ability of the brain to interpret information received though the ears.
A
auditory perception
15
Q
Auditory perception is the process by which the brain puts meaning to the _________ and _________ of spoken language.
A
segmentals
suprasegmentals
16
Q
What are segmentals?
A
individual speech sounds
17
Q
What are suprasegmentals/prosodic features?
A
pitch
rate
intonation
stress
18
Q
A newborn infant is capable of detecting auditory stimuli and also makes gross discriminations between ______ ______ on the basis of _____ and ______/
A
auditory signals
frequency
intensity
19
Q
Rapid emergence of auditory skills is crucial for developing _____ ____ ______ and _______ of _____ and _______ in the infant.
A
speech processing abilities
emergence of speech
language
20
Q
The auditory system must analyze variations in the segmentals and suprasegmentals and then _________ in the variations to put meaning to the information. This is done in a very ______ manner.
A
resynthesize
holistic
21
Q
The auditory system must wait for a sufficient amount of information to be heard before it can begin processing and assigning meaning to the information. This involves _____ _____ ____ ____.
A
short term auditory memory
22
Q
_______ signals of speech do not convey messages. _______ must occur
A
Acoustic
Processing
23
Q
______ of the rules governing the production must be in place before the message can be processed.
A
Knowledge
24
Q
Intonation provides _____ cues which aid in understanding syntactic meaning.
A
acoustic
25
The perception of _____ and ____ cues are dependent upon the ability to perceive intonation patterns.
syntactic and semantic
26
How does auditory perception work?
1. The listener receives a unit of information
2. Stores and remembers that information
3. Processes what the speaker is currently saying
4. Combines current information with stores information
5. Assigns meaning to the whole message
27
Reading relies on an individual's ability to _______ patterns of speech sounds and apply linguistic valued to the the sounds.
process
28
Problems in auditory perception eventually leads to problems in _____.
reading
29
Auditory perception difficulties may occur in :
```
receiving
discriminating
segmenting
storing
recalling meaningful speech
```
30
Auditory perception difficulties may result in difficulties in ______ ____ and _______.
Speech production
| reading
31
Normal human ear is capable of hearing auditory signals in frequencies ranging from ________ Hz.
20 - 20, 000
32
The human ear is capable of detecting minor changes in _____, ______, ______ of signals.
frequency
intensity
duration of signals
33
The normal human ear is capable of processing signlas from an intensity range from _____ dB.
0-140
34
Average itensity of conversational speech at a distance of one meter from the speaker is approximately ____ dB SPL or ____ dB HL on the audiometer dial.
65
| 45
35
Consonants generally have a _______ frequency and _____ intensity that vowels.
higher
| lower
36
Voiceless consonants possess a ______ frequency that their voiced cognates.
higher
37
Vowels generally have more ______ _______ (intensity) than consonants.
acoustic energy
38
What is the vowel with the strongest amount of energy (intensity)?
/ɔ /
39
What is the weakest consonant?
/θ /
40
Consonants have _____ acoustic energy than vowels and are _____ in frequency
less
| higher
41
The acoustic energy difference between consonants and vowels is ___ dB.
28
42
Stressed vowels are ____ and _____ frequency
low
| mid
43
Unstressed vowels are ___ and ___
mid
| high
44
Typical males speakers produce speech with an overall intensity of about ___ dB greater than female speakers.
3
45
Difficulty in speech perception is related to the ______ and_______ features of the audiogram.
intensity
| frequency
46
Inconsistent exposure to critical speech sounds may delay the development of _______/_______ rules.
linguistic/language
47
What are the high frequency sounds?
/f/, /s/, /θ /
48
Banana area represents range of _______ ______.
conversational speech
49
/s/ is difficult to hear because of ____ intensity and _____ frequency.
low
| high
50
/s/ has multiple linguistic uses, including:
- plurality of nouns
- third person present tense
- present vs. past tense
- to show possession
- possessive pronouns
- contractions
51
Segmental components of speech:
- voicing
- nasality
- affrication
- duration
- place
52
Suprasegmental components of speech:
- intonation
- rhythm
- stress
- pitch
53
Segmental components are features associated with ______ speech sounds.
individual
54
Suprasegmental components are present in speech but are not confined to any _______ element.
phoneme
55
Duration of an individual speech sounds typically range from ___-____ msec.
30-300
56
Vowels in general have a ______ duration that consonants.
longer
57
Vowels are ____-____ msec
130-360
58
Consonants are ___-___ msec
20-150
59
Studies indicate that hearing-impaired have most difficulty with ________ perception. Therefore, ______ production is usually an area of difficulty.
consonant
60
What are the phonemes that are most missed?
/s/, /p/, /k/, /d/ and voiceless /θ /
61
More difficulty with speech perception of phonemes occurs in the ______ position.
final
62
Reception of the listener does not ensure ________
perception
63
hearing does not equal _____
understanding
64
What is Erber's hierarchy of auditory skill development?
- detection
- discrimination
- identification
- comprehension
65
What is awareness of sound, it occurs when sounds are received through the sensory receptors.
detection
66
________ is recognizing that a change has occurred in frequency, intensity or timing, (eventually, distinguishing between phonemes, syllables, and words.)
discrimination
67
________ is associating auditory signal with a past experience (label what was heard by pointing, signing, writing, voicing). It involves both segmentals and suprasegmentals.
identification
68
What is the ultimate goal of auditory processing? It is understanding of the acoustic message by relating it to stored information.
comprehension
69
Compression cannot occur until ______, ______, and _____ have been achieved.
detection
discrimination
identification
70
The more ________ the message, the more ______ it is and the easier it is to comprehend.
redundant
| predictable
71
Prediction enhances the rate of ________.
perception
72
________ constraints enhance speech perceptions.
linguistic
73
These are rules about which phonemes can be grouped together to form words in any given language.
Phonological constraints
74
some words are more familiar or are used more frequently than others.
lexical constraints
75
the rules of grammar must be followed
syntactic constraints
76
words must be used in a meaningful way.
semantic constraints
77
the language must be related to the topic
topical constraints
78
the language used must be consistent with the social norms in a particular situation or community
pragmatic constraints
79
What environmental factors may impact speech perception?
- background noise
- reverberation
- poor lighting
- distracting visual stimuli
80
What are factors within the speaker that may impact speech perception?
- abnormal articulation
- poor syntax
- mustache that obscures speaker's mouth
81
What factors within the listener may impact speech perception?
- poor listening skills
- inability to identify the topic of conversation
- lack of familiarity of the rules of language
82
What are the 4 strongest predictors of language ability?
- nonverbal intelligence
- smaller family size
- higher socioeconomic status
- female gender
83
What does research by Luetke-Stahlman stated about parental sign language communication with their deaf preschoolers?
All of the parents had sign language mean length utterances less than their child's.
84
Mothers of deaf children are ____ likely to use verbal praise.
less
85
Mothers of deaf children are ____ likely to ask their children for _______ or ________.
less
opinions
suggestions
86
Mothers of deaf children are more likely to show ________, ____ and ______.
disagreement
tension
antagonism
87
Mothers of deaf children are less likely to use ______.
questions
88
Mothers communicate with their deaf children ______ as mothers of hearing children but with different functional strategies.
as much
89
What are the two major formats for language intervention?
- natural and experiential approach
| - drill and practice with syntax and semantic skills
90
The natural and experimental approach is used primarily with ______ children.
younger
91
The drill and practice with syntax and semantic skills is used primarily with ____ _____ children.
older elementary
92
Once the child learns a skill in a drill format, it is best to move it to a ______ setting for application.
natural
93
Children with normal hearing who have articulation deficits use _______ _______ to adjust their production.
auditory feedback
94
Children with hearing loss must rely on _____, _______, _______ feedback to make sound distinctions.
visual
tactic
kinesthetic
95
Management of speech in individuals with mild-to moderately severe loss: Child's audiogram is used to determine which sounds the child is ______ to be able to hear.
unlikely
96
Management of speech in individuals with mild-to moderately severe loss: _________ affects production.
Co-articulation
97
As soon as a child is able to produce a sound in isolation, it should be placed in ______ and ______.
words
| phrases
98
Management of speech in individuals with mild-to moderately severe loss: Children with up to ___ dB loss are capable of highly intelligible speech.
70
99
What is key to carryover the sound into the child's daily activities?
parent and teacher involvement
100
Average intelligibility of children with hearing loss in severe to profound range is ____ %. However, isolated individuals are capable of intelligibility up to ___%
20
| 100
101
Management of speech in individuals with hearing loss in severe to profound range: Difficulties with intelligibility are due to:
- respiration
- resonance
- phonation
- articulation & phonology
- suprasegmentals
102
Management of speech in individuals with hearing loss in severe to profound range:Difficulties with intelligibility are due to respiration because of _____ lung volumes.
low
103
Management of speech in individuals with hearing loss in severe to profound range: Difficulties with intelligibility are due to respiration because of _____ airflow rates leading to _____ syllables produced between breaths.
high
| fewer
104
Management of speech in individuals with hearing loss in severe to profound range: Difficulties with intelligibility are due to respiration because of air ______ or air ______ on phonation and releases at the ____ of an utterance.
wastage
restriction
end
105
Management of speech in individuals with hearing loss in severe to profound range: Difficulties with intelligibility are due to resonance because of _______ and/or ________.
hypernasality
| hyponasality
106
Management of speech in individuals with hearing loss in severe to profound range: Because the ______ feedback of nasality is in the ____ frequencies where their hearing is usually better. simply calling it to their attention and teaching them the alternative makes it fairly easy to correct.
acoustic
| low
107
Management of speech in individuals with hearing loss in severe to profound range: Difficulties with intelligibility are due to phonation because of higher than normal _______ _______ and limited _____ range.
fundamental frequency
| pitch
108
Management of speech in individuals with hearing loss in severe to profound range: Difficulties with intelligibility are due to articulation and phonology because of vowel ______ (all vowels resemble the schwa /ə/.
neutralization
109
Management of speech in individuals with hearing loss in severe to profound range: Difficulties with intelligibility are due to articulation and phonology because of _______ and ______ confusion (/ɑ / for /ɑi/.
diphthong
| vowel
110
Management of speech in individuals with hearing loss in severe to profound range: Difficulties with intelligibility are due to articulation and phonology because of _______ of vowels.
nasalization
111
Management of speech in individuals with hearing loss in severe to profound range: Difficulties with intelligibility are due to articulation and phonology because of _____ errors. Substitution of voiced for voiceless cognate of the reverse and devoicing of ______ consonants.
voicing
| final
112
Management of speech in individuals with hearing loss in severe to profound range: Difficulties with intelligibility are due to articulation and phonology because of _______ and ______ of consonants. Omission of _____ /k, g, n/ and of ____ consonants.
omission and distortion
velar
final
113
Management of speech in individuals with hearing loss in severe to profound range: Difficulties with intelligibility are due to articulation and phonology because of _____ reduction.
cluster
114
Management of speech in individuals with hearing loss in severe to profound range: Difficulties with intelligibility are due to articulation and phonology because of _______ of consonants.
nasalization
115
Management of speech in individuals with hearing loss in severe to profound range: Difficulties with intelligibility are due to articulation and phonology because of poor _______ (difficulty with _______ movements causing slower and less precise movements).
diadokokinesis
| co-articulatory
116
Difficulties with intelligibility are due to articulation and phonology because of _______ of consonants.
nasalization
117
Difficulties with intelligibility are due to articulation and phonology because of poor _______ (difficulty with _______ movements causing slower and less precise movements).
diadokokinesis
| co-articulatory
118
Management of speech in individuals with hearing loss in severe to profound range: Difficulties with intelligibility are due to suprasegmentals because deaf speakers tend to speak at a ______ rate affecting _____ of connected speech.
slower
| prosody
119
Management of speech in individuals with hearing loss in severe to profound range: Difficulties with intelligibility are due to suprasegmentals because they communicate an individual's ________ intent, ______ of a message and _____ on particular words within the message.
emotional
urgency
stress
120
Management of speech in individuals with hearing loss in severe to profound range: Difficulties with intelligibility are due to suprasegmentals because differences in _______ affect intelligibility.
intonation
121
Management of speech in individuals with hearing loss in severe to profound range: Difficulties with intelligibility are due to suprasegmentals because atypical _____ patterns- excessive _____ variation or less than normal _____ variation tends to call attention to how the person is speaking rather that what he is____.
intonation
pitch, pitch
saying
122
______ _______ is a process of teaching the child or adult with hearing impairment to take full advantage of available auditory clues.
Auditory training
123
The primary goal of auditory training is to _____ the use of an individual's ______ hearing by enhancing the auditory channel to foster good communication skills.
maximize
| residual
124
candidates for auditory training are _______ or _______ hearing impaired. They can also be _______ _____ recipients, adults and children.
congenitally
prelingually
cochlear implant
125
The first step of auditory training is to ______ auditory skills.
assess
126
During the first step the ______ baseline of auditory skills is assessed to determine current level of functioning.
initial
127
The first step of assessing auditory skills is to determine the need for ______ ______.
auditory training
128
The first step of assessing auditory skills is to target ______ areas of need.
specific
129
The first step of assessing auditory skills includes finding the _____ baseline to determine if improvement has taken place.
final
130
Auditory training for infants includes bombarding the child with a variety of sounds in different _____ variations.
pitch
131
Auditory training for young children: The recently amplified must learn to use their new ______ ______ system to put _____ to sound.
auditory feedback
| meaning
132
Auditory training for young children includes learning to maximize _______ and related _____.
auditory
| cues
133
Auditory training for young children includes learning to facilitate the optimum use of ________.
amplification
134
Auditory training for young children includes learning to perceive the ______ _______.
adult model
135
Auditory training for adults or older client with a newly acquired hearing loss combine ______ and ______ training to improve speech reading.
auditory and visual
136
Auditory training for adults or older client with a newly acquired hearing loss utilize ________ and ______ strategies.
anticipatory and repair
137
What are six anticipatory strategies?
-adjust and orient themselves int eh environment to maximize the use of the amplification.
-minimize distance from the speaker
optimize hearing aid volume setting
reduce level of competing noise
-anticipate topics and words based on the situation
-assure the use of good lighting (light is not behind the speaker)
138
What are the seven repair strategies?
- tell the speaker you did not understand
- ask the speaker to repeat or rephrase the part of the message that was missed
- ask a follow-up question to confirm or elaborate on the content
- ask the speaker to speak slower
- ask a specific question that might elicit the words not understood.
- ask speaker to face you when speaking
- ask what topic we are on now
139
What is the test of six isolated phonemes presented without visual cues (behind speaker cloth on embroidery hoop)
Ling six sound test
140
What are the phonemes in the Ling Six Sound Test?
```
/m/
/u/
/i/
/s/
/ʃ /
/ɑ/
```
141
What is the seventh phoneme presented in the Ling six sound test?
silence
142
The Ling six sound test should be presented at a _______ conversational level.
normal
143
The Lin Six sound test should be done at the beginning of every session to check _________ of amplification equipment and to notice any changes in_______ and _____ ability.
effectiveness
| detection and discrimination
144
What are the four methods of auditory training according to Blamey and Alcantara?
- analytic
- synthetic
- pragmatic
- eclectic
145
_______ is an auditory training method were speech is broken into smaller parts.
Analytic
146
_______ is an auditory training method were a global approach uses syntactic clues for understanding. It uses meaningful stimuli such as words and sentences.
Synthetic
147
_______ is an auditory training method in which the listener is trained to control communication variables including anticipatory and repair strategies.
Pragmatic
148
______ is an auditory training method which combines most or all of the strategies listed above.
Eclectic
149
What are the three methods of auditory training according to Erber?
- Natural conversational approach
- Moderately structured approach
- Practice on specific tasks
150
_______ conversational approach is when the teacher speaks to the child in a natural way without ______ cues.
Natural
| visual
151
______ structured approach is when the teacher selects a _____ set of words to be identified. Then, those same words are addressed through speech production and comprehension tasks.
Moderately
| closed
152
_______ on specific tasks is then the teacher determines child's specific auditory needs and plans materials and activities to develop ______ skills to address those needs.
Practice
| listening
153
- A curriculum for children with hearing loss who are amplified.
- Mainly for preschool and school age children with hearing aids or cochlear implants.
- allows students to progress in very small steps.
Developmental approach to successful listening (DASL II)
154
- Focuses on early intervention programming for ages birth to five with hearing impairments
- specializes in the early education of deaf and hard of hearing children
- goal is to use natural environment to improve and increase language and communication skills
- provides activities for families on early communication, audition, hearing aids, resources, aural-oral language, total communication, and psycho-emotional support.
Ski hi program.
155
What are the 14 factors affecting speech and language acquisition?
1-Age of onset
2-Degree of hearing loss is not a prognostic indicator
3-hearing is a brain issue
4-The earlier the child is fit with amplification, the better the prognosis for speech and language development will be.
5-Consistent use of amplification is crucial.
6- Age of admission of the hearing-impaired child to an educational program and speech and language treatment is critical in the prognostic outcome.
7-Competent teachers and SLPs who work frequently, intensively and individually with the child and parent produce best results.
8-Parents who carry over the child's treatment program into their daily lives get best results.
9 - Extensive exposure of the child to spoken language patterns at home and school get best results.
10-Abundant interaction between the child and his normal hearing peers
11- Adequate support system
12-Family status
13-cognitive status
14- sign language may be the child's primary language.
156
A greater HL does not directly correlate to a _____ _____ in language development.
greater delay
157
_____ abilities cannot be predicted solely on the audiogram.
Language
158
Two children with the same audiogram may possess ____ language abilities due to ______ and the _____ and type of a______ stimulation.
different
technology
age
auditory
159
_____ abilities within the individual also affect the prognosis of hearing loss.
Innate
160
Hearing impaired children from families with ______ socioeconomic status tend to have poorer ______ scores and a greater incidence of health issues.
lower
| reading
161
Significant speech and language delays are typical for ____ children whose parents are not fluent in ____ ____.
Deaf
| sign language
162
Infants start out able to distinguish the sounds of ____ languages.
all
163
By six months of age babies are no longer able to recognize sounds that are ____ ____ repeated often
not heard
164
The window of opportunity for developing syntax or grammar is open during the preschool years and may close as early as __ or __ years of age.
5-6
165
The window of opportunity for _______ development never closes completely.
vocabulary
166
Skills can still be learned after a window of opportunity has closed, but with greater ____ and ____.
time and effort
167
The only way to get though the auditory centers of the brain of deaf and hard of hearing individuals is through _____.
technology
168
The best way to affect language development is to get to the brain _____ and often through _____ _____.
early
| auditory training
169
Language characteristics of preschool children with unamplified or under amplified hearing impairments have limited access to language during _____ ______.
daily routines
170
Language characteristics of preschool children with unamplified miss out on _______ learning.
incidental
171
Language characteristics of preschool children with unamplified or under amplified hearing impairments grasp only conversations that are ________ at them.
directed
172
Parents may not sign conversations that are ______ at the _____.
directed
| child
173
Language characteristics of preschool children with unamplified or under amplified hearing impairments have _____ knowledge about the world because of ____ language input.
limit
| reduced
174
Lack of opportunity to consistently hear language affects their ability to develop all aspects of language development including ______, _______, _______, _____, _____ aspects. This will later affect reading and academic skills.
syntactic
morpholoigc
pragmatic
phonologic
175
Semantics: Reduced vocabulary: In ASL, the child learn a sign for the _____ but doe not necessarily know the ____ for that concept.
concept
| word
176
Semantics: may lack understanding _____ meaning words.
multiple
177
Semantics: Limited understanding of ____ and _____ language.
idioms
| figurative
178
- errors in vowels
- errors in voicing
- omission and distortion of consonants
- nasalization of consonants and vowels
phonology
179
Pragmatics: Communicative competence ______ as their ASL discourse with their peers ______.
increases, increases
180
Pragmatics: Limited use of communicative ____ strategies. (Difficulty clarifying by conveying the same meaning in a different manner).
repair
181
Pragmatics: Lack of _____ conventions (ending a conversation or transition to another topic).
conversational
182
Pragmatics: Restricted range of _______ intent.
communicative
183
- Tend to overuse nouns and verbs and omit function words.
- incorrect use of verbs
- simple sentence construction
- shorter sentence
- use written strucures incorrectly
Syntax/morphology
184
It is not enough just to be amplified. The auditory brain must be stimulated. Speech perception is ___% "ear work" and ___% "brain work".
10
| 90
185
As the infant is exposed to spoken language, different clusters of neurons in the _____ _____ are recuited to respond to different neurons.
auditory cortex
186
An infant's brain is _______.
neuroplastic
187
___________ is the ability of the brain to be molded dependent upon experience. Repeated _______ stimulation leads to stronger neural connections.
neuroplasticity
| auditory
188
Neuroplasticity is greatest in the first _____ years of life.
three and a half
189
Plasticity ______ by age.
lessens
190
Hearing impaired children who are adequately amplified should be encouraged to use their amplification without relying on _____ in order to develop their auditory brain.
vision
191
The window of opportunity for developing the auditory brain to it's greatest capacity ends at age ___.
8
192
For children who are 8 years old or older and are not using spoken language, it may be too late to start teaching ____ language as a _____ means of communication.
oral
| primary
193
In order to benefit from the critical periods of neurological and linguistic development, the _______ of hearing loss, use of appropriate ___________ and ____ _____ must occur as early as possible.
identification
amplification/medical technology
auditory training
194
Amplification alone will not help a child develop _____ ____. The brain must be stimulated to integrate the information from all the _____.
oral language
| senses
195
Hearing loss is not about the ______, it's about the _____.
ears
| brain
196
Hearing is about getting information to the _____.
brain
197
In the absence of _____, the brain reorganizes itself to receive input from other sources, primarily _____. This is known as ______ ____ _____ and it reduces auditory-neural capacity.
sound
vision
cross-modal reorganization.
198
Information within context stimulates neural circuitry. Therefore, learning to listen occurs only when the child seeks to extract meaning from the ______ events surrounding them.
acoustic
199
Therapy goals should be to _____, _____, _____, and _____ auditory brain centers. This serves as the foundation for listening, speaking, reading, writing, and acquisition of knowledge.
access, expose, stimulate, enrich
200
It's not about the ears, it's about the ______.
brain
201
Parentese has a ______ correlation to AI students learning langauge. Stress the _____, _____, ______, and _____.
direct
| pitch, intensity, intonation, and rhythm
202
When we raise our voice levels, the ___ frequencies get louder.
lower
203
vowel sounds are in the ______ frequencies.
lower
204
Children with a _____ frequency (sensory-neural) hearing loss, don't need the low frequency vowel sounds louder, they are missing the ______.
high
| consonants
205
It is more beneficial if you whisper the word in close range to children with a high frequency hearing loss. This _______ highlights the consonants without making the vowels too loud.
acoustically
206
In classrooms, it is much better to speak softly into the ____ _____ than to speak louder. The sound ______ off the hard surfaces, walls, floor, desks, and ceiling.
FM System
| reverberates
207
Auditory training is teaching how to ________, how to _______ and how to ________ sounds in order to get the meaning from what you are hearing.
hear/detect
discriminate
identify
208
Auditory _______ teaches a child how to listen by using the _____ ____ to learn language and, thereby, acquire knowledge
learning
| auditory channel
209
As a child develops _____ capacity, his ______ develops.
auditory
| language
210
_____ word (analytic) practice is rarely encouraged. Most practice is in a _______ conversational context.
Single
| natural
211
auditory
visual/tactile
auditory
auditory sandwich
212
Auditory sandwich: Tactile or visual strategies are used only ___ the child is given an opportunity to process sounds through hearing. Once the child has received visual or tactile input, the information is again presented _______.
after
| auditory
213
Acoustic highlighting includes putting a word that a child cannot hear at the ____ of a sentence.
end
214
The ______ of a phrase or sentence is the next easiest position to hear.
beginning
215
What is the 6db rule?
Loudness decreases when the distance between the speaker and the listener increases.
216
When the distance is doubled, the _______ decreases by approximately ___ dB.
loudness
| 6
217
When the distance is halved, the loudness _____ by __ dB.
increases
| 6
218
Children may have the potential for learning _______ but if they do not get the auditory stimulation, they become functionally ____. They can be _____ hard of hearing and functionally deaf.
audiometrically
Deaf
audiometrically
219
You can be ________ Deaf but ______ hard of hearing with the right auditory stimulation.
audiometrically
| functionally
220
Perceptions moves _____ than production.
faster
221
If a child is not moving forward, he is either not adequately _____ or is not getting enough ____ _____.
amplified
| auditory stimulation.
222
If a child is properly amplified, he should make at leas a year's growth in language age within ____ ____.
one year
223
When a cognitively intact AI child is doing incidental learning, he no longer needs _____ _____.
language intervention
224
You will know when he is developing incidental learning by his cements about conversations that were ____ directed to him.
not
225
Equipment should be checked _____ as part of the morning routing.
daily
226
Treatment must begin with the ______. What the otologist can't fix structurally, the _____ treats functionally.
otologist
| audiologist
227
Spend a little time playing and talking with the child. Determine where the child's language skills are through formal and informal testing. Use that to determine where you need to start working in terms of content, form, and use of language.
Baseline
228
Vocabulary size correlated to the quantity of _____ talk.
maternal
229
Children need ____ individually spoken words before they can start combining words to make sentences.
50-100
230
A 2 year old should have ____ words.
300
231
A 3 year old should have ___ words.
900
232
A child should have a vocabulary of _____ words before he can learn to read.
2, 500
233
A child with an age equivalency of 5 should have approximately ____ words and should be ready to read.
2, 500
234
Low reading and writing skills in hearing impaired children are a ____ result of limited _____ language skills.
direct
| oral
235
Language is the base of _____.
literacy
236
Children who can _____ can learn to read.
rhyme
237
Young children vocalize more when they are ______.
moving
238
First grade is mainly _____ and word ______.
decoding
| recognition
239
In second grade, ______ becomes an issue.
comprehension
240
______ is the study of how sounds are organized and used in language.
Phonology
241
_______ _______ is an individual's awareness of the sound structure of phonological structure of spoken words.
Phonological awareness
242
______ is an initial consonant or consonant blend
onset
243
_____ the final vowel and consonants that follow it
Rimes
244
______ awareness is a subset of phonological awareness in which listeners are able to hear and identify individual phonemes within words.
Phonemic
245
Hearing impaired children can learn ______ awareness visually for reading and spelling. However, ______ awareness is difficult.
phonological
| phonemic
246
Auditory skills must be taught in conjunction with speech, language, reading, and ______ skills rather than in isolation
cognitive
247
_____ provide a way to work on auditory training, speech and language through _____ contexts.
Books
| natural
248
The best way to teach younger children to listen for language is in the _____ setting of the ____ or _____.
natural
home
classroom
249
_____ is key to helping older children use their hearing.
Motivation
250
If a child says something wrong, respond to what they ___, now what they ___ to ___.
said
| meant to say
251
This program is based on the premise that if a child can hear all 6 sounds on his sound test, he can discriminate all the sounds of the English language
Daniel's Ling's Speech Program
252
What are the five components of phoneme usage?
1. motor planning
2. auditory differentiation of child's own productions
3. Comparison of self to others - Perception influences production
4. Awareness of meaning in the speech of others
5. Meaningful use of speech sounds
253
Children with hearing impairments do not have _____ _____ ______.
Phonological processing disorders
254
For speech production to occur, _____ pathways for sound construction must be developed in the brain.
neural
255
_______ is critical when learning a new skill. ____ bombardment is key.
Repetition
| Auditory
256
Practice does not make ______. Practice makes _____.
perfect
| permanent
257
Consonants: The manner of production is the _____ to discriminate.
easiest
258
Consonant: It is easier to add _____ than to remove it, therefore, it is preferable to teach the _____ cognate first.
voicing
| voiceless
259
Children with moderate to severe hearing impairments have difficulty producing subtle differences in ____ sounds.
vowel
260
If children are having difficulty hearing a consonant, pair it with a ___ ____. It makes the consonant easier to hear.
low vowel
261
Start phoneme development by teaching sounds in isolation to establish the ____ planning for the phoneme.
motor
262
When they get a production right, have the child close their eyes and produce it again. They get the ______ feedback.
proprioceptive
263
Don't do drill practice with a sound until it's ______.
accurate
264
Phoneme development; Automatically -Practice all the consonants with all the _____ the child has learned until he can't say it wrong.
vowels
265
There is a wide range of formal language tests available for those with normal hearing which cab be used with hearing impaired children with _______.
limitations
266
To compare the hearing impaired child to his hearing peers, give him a test that was not normed on the hearing impaired but _____ use the norms.
don't
267
In clients whose speech is intelligible, the goal is to target precise ______ in conversational speech.
articulation
268
Test intelligibility to determine the extent at which a child's speech can be understood by others. Sample of the child's speech in conversation can be rated by someone who is _______ in listening to speech of hearing impaired individuals.
inexperienced.
269
Research done in 2003 with 181 children found that the strongest predictors of language ability were
Nonverbal intelligence
Smaller family size
Higher socioeconomic status
Female gender
270
Children with Mild to moderately-severe hearing loss Primarily have ______ errors of single ______, which depends on the configuration of their audiogram. Errors include substitutions, distortions, omissions
articulation
| consonants
271
Children with Severe to profound hearing loss are Characterized as having difficulty in:
Respiration- inefficient use of air, diaphragm, abdominal muscles
Resonance- hyponasality or hypernasality
Phonation - problems with intensity, higher than average pitch, articulation, monotone
phonology
272
Children with Severe to profound hearing loss are Characterized as having difficulty in phonology:
- Voicing errors (ie. /b/ for /p/)
- Errors in manner of production (ie. stops for fricatives)
- Placement errors (ie. phonemes that are not visual are often produced incorrectly)
- Stopping of the air flow at the level of the vocal cords or velum rather than with the tongue is a common error (ie. glottal stop for /k/ and /g/)
273
Children with Mild to moderately-severe hearing loss Primarily have ______ errors of single ______, which depends on the configuration of their audiogram. Errors include substitutions, distortions, omissions
articulation
| consonants
274
Children with Severe to profound hearing loss are Characterized as having difficulty in:
Respiration- inefficient use of air, diaphragm, abdominal muscles
Resonance- hyponasality or hypernasality
Phonation - problems with intensity, higher than average pitch, articulation, monotone
phonology
275
Children with Severe to profound hearing loss are Characterized as having difficulty in phonology:
- Voicing errors (ie. /b/ for /p/)
- Errors in manner of production (ie. stops for fricatives)
- Placement errors (ie. phonemes that are not visual are often produced incorrectly)
- Stopping of the air flow at the level of the vocal cords or velum rather than with the tongue is a common error (ie. glottal stop for /k/ and /g/)
