midterm

Question 1

Boothroyd model

Answer 1

specifies areas of intervention for AR; sensory management, instruction, perceptual training, and counseling

Question 2

ICF model

Answer 2

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

Question 3

Auditory training for suprasegmental speech refers to changes based on

Answer 3

duration, intonation, and stress

Question 4

Domains of APD

Answer 4

Auditory discrimination
Temporal resoultion
Dichotic digits
Monoaural low redundancy

Question 5

Auditory discrimination

Answer 5

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

Question 6

Temporal resolution

Answer 6

perception of sound within a restricted or defined time domain; need to detect dif in time to make meaning of speech

Question 7

Gap detection

Answer 7

pairs of sounds are presented across frequencies with gaps of silence (0-40msec) & child must say if they heard 1 or 2 clicks/tones

Question 8

Dichotic listening

Answer 8

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

Question 9

Binaural integration

Answer 9

requires patient to repeat bak what is heard in both ears

Question 10

Binaural separation

Answer 10

involves repetition of stimuli given to one ear while the stim of opposite ear is ignored
pos value = RE adv
neg value = LE adv

Question 11

Why do most kids have RE advantage?

Answer 11

because of crossed CANS and the contralateral highway (up to age 12)

Question 12

Monoaural low redundancy

Answer 12

(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

Question 13

Auditory processing tests

Answer 13

temporal resolution - gap detection
dichotic speech - dichotic words
monoaural low redundancy - filtered words
auditory discrim - phoneme discrim; minimal pairs

Question 14

Domains of treatment for APD

Answer 14

direct training, compensatory, & environmental; all training uses hierarchy of skills approach; intervention MUST MATCH weakness

Question 15

Direct remediation

Answer 15

focus on auditory signal (bottom up); some form of auditory training, listening training

Question 16

Phoneme discrimination

Answer 16

(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)

Question 17

Word discrim

Answer 17

(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

Question 18

Filtered words

Answer 18

(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

Question 19

Dichotic deficits

Answer 19

(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

Question 20

Compensatory Strategies

Answer 20

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

Question 21

Metalinguistic strategies include

Answer 21

(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

Question 22

Metacognitive strategies include

Answer 22

(compens strat)
- Self instruction
- Organizational skills
- Metamemory techniques (mnemonics, mind mapping)
- Problem solving
- Assertiveness/advocacy training

Question 23

Environmental Modifications

Answer 23

• 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

Question 24

(Speech) poor hearing in low frequencies

Answer 24

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

Question 25

(Speech) poor hearing in mid frequencies

Answer 25

1-2kHz; mid f HL
- omission of unstressed morphemes
- neutralization or centralization of vowels

Question 26

(Speech) poor hearing in high frequencies

Answer 26

above 2kHz; high f HL
- demonstrate omission and/or distortion of fricatives
- omission of final consonants
- distortion or substitution of stops

Question 27

language errors in low f

Answer 27

250-500Hz
- problems w/ verbs (ex: ‘ing’ is at 300 Hz)
- problems with irregular past tense
- problems with prepositions

Question 28

language errors in high f

Answer 28

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

Question 29

Erber’s model

Answer 29

• (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

Question 30

Hearing age

Answer 30

real age - age of ID or intervention

Question 31

Ling sounds

Answer 31

represents f range of spoken English from low to high
/m/ - ice cream
/u/ - ghost
/a/ - plane
/i/ - mouse
/sh/ - baby sleeping
/s/ - snake

Question 32

Learning to listen sounds

Answer 32

sounds associated w/ objects; useful in everyday living & language
- animal ex: bear - grr, grr

Question 33

Acoustic highlighting

Answer 33

make words & phrases more salient
- brain always looking for patterns
- emphasize words by changing volume, speed intonation
- ex: giving directions

Question 34

Auditory sammy

Answer 34

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

Question 35

Auditory environment

Answer 35

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

Question 36

Top-down

Answer 36

focusing on higher order thinking skills; compensatory strategies

Question 37

Bottom-up

Answer 37

focusing on auditory signal; direct remediation

Question 38

Open set

Answer 38

objects or words aren’t in front so need to come up with on own

Question 39

Closed set

Answer 39

objects in front of kid & have to pick

Question 40

Analytic

Answer 40

phoneme, syllable word; individual auditory cues; hearing is mostly an analytic problem

Question 41

Synthetic

Answer 41

familiar phrase, sentence, or convo (live or recorded); meaning of utterance

Question 42

Suprasegmentals

Answer 42

word stress, intonation, syllable stress, prosody (emotion & meaning)

Question 43

Perception

Answer 43

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