midterm Flashcards
Boothroyd model
specifies areas of intervention for AR; sensory management, instruction, perceptual training, and counseling
ICF model
to have common language to describe functioning across the globe about health, disability, & functioning
application: HL can affect daily functions (understanding speech on phone, following convos, & monitoring sound in environment
Auditory training for suprasegmental speech refers to changes based on
duration, intonation, and stress
Domains of APD
Auditory discrimination
Temporal resoultion
Dichotic digits
Monoaural low redundancy
Auditory discrimination
children show difficulty processing the rapidly changing acoustic stimuli in speech
child asked to point/repeat word
ex: minimial pairs with voicing or place difference
Temporal resolution
perception of sound within a restricted or defined time domain; need to detect dif in time to make meaning of speech
Gap detection
pairs of sounds are presented across frequencies with gaps of silence (0-40msec) & child must say if they heard 1 or 2 clicks/tones
Dichotic listening
provides info on the function of R & L hemispheres & the transfer of auditory info b/t hemispheres
Give stimulus or competing messages simultaneously to each ear
Binaural integration
requires patient to repeat bak what is heard in both ears
Binaural separation
involves repetition of stimuli given to one ear while the stim of opposite ear is ignored
pos value = RE adv
neg value = LE adv
Why do most kids have RE advantage?
because of crossed CANS and the contralateral highway (up to age 12)
Monoaural low redundancy
(filtered words) assesses ability to process distorted speech by playing monosyllabic words low-pass filtered at 750Hz (passes the lows but filters out the high frequencies)
- results in degraded speech sig
- Kid is instructed to “say the word” they hear
- requires filling in missing element of speech
Auditory processing tests
temporal resolution - gap detection
dichotic speech - dichotic words
monoaural low redundancy - filtered words
auditory discrim - phoneme discrim; minimal pairs
Domains of treatment for APD
direct training, compensatory, & environmental; all training uses hierarchy of skills approach; intervention MUST MATCH weakness
Direct remediation
focus on auditory signal (bottom up); some form of auditory training, listening training
Phoneme discrimination
(direct rem) ability to distinguish the vowels & consonants within a fixed context
Consonants: present within context od a/___/a (ex: aba, aga…)
Vowels: present within context of h/___/d (ex: hood, hid, heed)
Word discrim
(direct rem) minimal pairs are presented where just one key element is dif b/t the 2 words
Ex: initial - ball, tall; medial - babble, battle; final - cab, cat
Filtered words
(direct rem) auditory closure; missing word/phoneme exercise; use of contextual words; activities in noise
Ex: furniture - ta…l, cou…, …air
Ex: My teeth were cleaned at the ______ office
Dichotic deficits
(direct rem) Dichotic Interaural Intensty Difference (DIID); time intensive approach
1- want to limitgood side & force bad side to work
2 - same word presented to RE & LE @ same time w/ dif intensity ( ex: RE-70; LE-30)
3 - next present RE-60; LE - 30
4 - keep decrease RE intensity til you have to increase LE to see how high you need to go for them to get it
Compensatory Strategies
minimize impact of CAPD on lang, cognition, & academics; focus on strengthening high-order central resources (lang, memory, attention) to enhance listening skills, comm, social skills, & learning outcomes
Metalinguistic strategies include
(compens stat)
- Schema induction (predicting elements in message)
- Discourse cohesion devices (grammatical means to link relationship b/t sentences & paragraphs)
- Graphic organizers
- Use of context to understand & build vocab
- Active listening
Metacognitive strategies include
(compens strat)
- Self instruction
- Organizational skills
- Metamemory techniques (mnemonics, mind mapping)
- Problem solving
- Assertiveness/advocacy training
Environmental Modifications
- Sensory devices: FM systems, remote mic w/ bluetooth streaming
- Preferential seating
- Acoustic modifications in classroom
- Headphones
- Use of visual aids
- Advise speakers to speak slower
(Speech) poor hearing in low frequencies
250-1000Hz; low f HL
- poor prosody (suprasegmentals)
- problems w/ nasalization
- deletion of syllables
- confusion b/t nasal & plosive phoneme, voiced & voiceless phonemes, discriminating vowels
(Speech) poor hearing in mid frequencies
1-2kHz; mid f HL
- omission of unstressed morphemes
- neutralization or centralization of vowels
(Speech) poor hearing in high frequencies
above 2kHz; high f HL
- demonstrate omission and/or distortion of fricatives
- omission of final consonants
- distortion or substitution of stops
language errors in low f
250-500Hz
- problems w/ verbs (ex: ‘ing’ is at 300 Hz)
- problems with irregular past tense
- problems with prepositions
language errors in high f
above 2kHz
- difficulty w/ verb endings (/t/ past tense /ed/), /s/ markers, irregular past tense ( eat vs ate)
- shorter sounds to pick up on
- difficulty w/ ability to understand multiple meanings, vocab, grammar, & connected discourse
Erber’s model
- (easier)Detection: detect presense/absense of sound
- Discrimination: differentiate same/dif or pattern perception
- Identification: label auditory info
- (more difficult)Comprehension: understanding of spoken language
Hearing age
real age - age of ID or intervention
Ling sounds
represents f range of spoken English from low to high
/m/ - ice cream
/u/ - ghost
/a/ - plane
/i/ - mouse
/sh/ - baby sleeping
/s/ - snake
Learning to listen sounds
sounds associated w/ objects; useful in everyday living & language
- animal ex: bear - grr, grr
Acoustic highlighting
make words & phrases more salient
- brain always looking for patterns
- emphasize words by changing volume, speed intonation
- ex: giving directions
Auditory sammy
cue to listen, present auditory stimulus (use acoustic highlighting), use visual cue if no response, cue to listen, present aud stim again, pause wait time, use adult as model
Auditory environment
control environment
- sound: quiet environment, assistive tech
- location: parents, teachers and/or therapists sitting next to child on side of CI or HA, if bilateral then sit in front
- In class: up front & close to teacher
Top-down
focusing on higher order thinking skills; compensatory strategies
Bottom-up
focusing on auditory signal; direct remediation
Open set
objects or words aren’t in front so need to come up with on own
Closed set
objects in front of kid & have to pick
Analytic
phoneme, syllable word; individual auditory cues; hearing is mostly an analytic problem
Synthetic
familiar phrase, sentence, or convo (live or recorded); meaning of utterance
Suprasegmentals
word stress, intonation, syllable stress, prosody (emotion & meaning)
Perception
PRECEEDS PRODUCTION
