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AUDE 6240 > midterm > Flashcards

midterm Flashcards

1
Q

test battery considerations for (C)APD

A

sensitivity and specificity, test reliability, ease of administration, population characteristics, symptom specific considerations and patient specific considerations

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2
Q

what does it mean by symptoms specific considerations

A

test battery should be motivated by the referring complain and the relevant information available to the audiologist
-working with the symptoms

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3
Q

what does it mean by patient specific considerations

A

does the patient have the abilities to do the test
-do they have the developmental maturity
-looking into cognitive issues, memory issues, any history of TBIs, trauma and concussions

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4
Q

for a (C)APD test battery, what central processes should be assessed

A

dichotic processes, temporal processes, binaural interaction and monaural low redundancy speech/auditory closure processes

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5
Q

dichotic processes test assess…

A

binaural integration or binaural separation
-sensitive to lesions of the corpus callosum and cerebral cortex

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6
Q

temporal processes and pattern tests assess …

A

pattern perception and temporal functioning abilities
-sensitive to a compromised right hemisphere however if the test requires a verbal response it is sensitive to left hemisphere lesions

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7
Q

binaural interaction/fusion assess …

A

interaction between two ears

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8
Q

monaural low redundancy speech/auditory closure processes assess …

A

involving modification of the signal in order to assess auditory closure
-sensitive to auditory closure abilities
-not sensitive to brainstem lesions

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9
Q

recommendations for a (C)APD evaluation

A

case history, pre-test standardization questionnaires, behavioral measures, electrophysiologic measures, psychoeducational measures, speech and language evaluation

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10
Q

(C)APD screening questionnaires

A

CHAPS, SIFTER and fishers auditory problem checklist

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11
Q

children’s auditory performance scale (CHAPS)

A

evaluates listening behaviors within diverse listening situations
-assess the child’s ability in comparison to child’s peers
-created by smoski, brint and tanhill

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12
Q

ages for the CHAPS

A

7 years and older

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13
Q

screening instrument for targeting educational risk (SIFTER)

A

compares the child’s functional abilities to the peers within academics, attention, communication, class participation and social behavior
-created by anderson

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14
Q

ages for the SIFTER

A

first through fifth grade

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15
Q

fishers auditory problem checklist

A

itemizes behaviors of a child within the classroom including failure to attend instructions, need for repeated instructions, how easily they are distracted, degrading processing in a competing acoustic environment and addresses attention and memory issues
-created by fisher

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16
Q

ages for fishers auditory problem checklist

A
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17
Q

according to wilson et al, what was the relationship that was found between the screeners and behavioral tests

A

poor ability was found of the screeners to predict the individual diagnostic test results or their overall risk for (C)APD
-they concluded that screeners should be used to highlight concerns about a child but not to determine whether a diagnostic (C)APD assessment is warranted
-deficits were found in short term/working memory that could impact performance on (C)APD tests

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18
Q

(C)APD behavioral tests

A

PSI, ACPT and the SCAN-3C

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19
Q

pediatric speech intelligibility test (PSI)

A

a low redundancy speech test that has the child point to the image corresponding to the sentence that is heard in competing noises
-created by jerger and jerger

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20
Q

ages for the PSI

A

3 to 6

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21
Q

what does the PSI assess

A

auditory figure ground and auditory closure
-sensitive to lower brainstem deficits

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22
Q

auditory continuous performance test (ACPT)

A

a attention test that requires the patient to press the button when they hear the word dog, is it presented 96 times for 6 trials
-created by keith

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23
Q

ages for the ACPT

A

6 to 11 years

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24
Q

what does the ACPT assess

A

selective attention and sustained attention

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25
Q

SCAN-3C

A

a test that can identify processing disorders in all areas including temporal processing, listening in noise, dichotic listening and listening to degraded speech
-created by keith

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26
Q

ages for the SCAN-3C

A

5 to 12.11 years
-except for the gap detection test is 8 to 12.11 years

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27
Q

what tests are given as part of the SCAN-3C

A

3 screeners (gap detection, AFG+8 and CWFR), 4 diagnostic tests (AFG+8, FW, CWDE and CS) and 4 supplementary tests (CWFR, AFG+0, AFG+12 and TCS)

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28
Q

gap detection test

A

a binaural test that assess for any disorders within the auditory system
-a pass if they get 3 or more consecutive 2’s in the shaded area
-8 to 12.11 years

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29
Q

auditory figure ground +8 (AFG+8)

A

a monaural test that assess auditory closure ability through identifying words in noise
-5 to 12.11 years

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30
Q

competing words free recall (CWFR)

A

a dichotic test that assess auditory maturation or developmental delay’s
-5 to 12.11 years

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31
Q

filtered words (FW)

A

a monaural test that has the child repeat back the words that are heard but have been altered that assesses auditory closure skills
-5 to 12.11 years

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32
Q

competing words directed ear (CWDE)

A

a dichotic task that has the child repeat back both words that are heard that assesses development and maturation of the auditory system
-5 to 12.11 years

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33
Q

competing sentences (CS)

A

a dichotic test that has the child repeat back sentences that are hear din both ears at the same time that assesses development and maturation of the auditory system and hemispheric specialization
-5 to 12.11 years

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34
Q

auditory figure ground +12 (AFG+12)

A

a monaural test that has the child repeat words that are heard within noise that assesses auditory closure
-5 to 12.11 years

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35
Q

auditory figure ground +0 (AFG+0)

A

a monaural test that has the child repeat words that are heard within noise that assesses auditory closure
-5 to 12.11 years

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36
Q

time compressed sentences (TCS)

A

a monaural test that has the child repeat back sentences that are sped up that assesses ability to process speech presented at a rapid rate
-5 to 12.11 years

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37
Q

behavioral monaural tests for (C)APD

A

GIN, PPST and DPT

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38
Q

gaps in noise test (GIN)

A

a monaural test that has the patient identify if it is one tone or two
-created by musiek

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39
Q

age for GIN test

A

7 years to adults

40
Q

what does the GIN test assess

A

temporal processing

41
Q

what determines the gap threshold

A

at least 4 out of 6 gaps are correctly identified
-gaps larger cannot score worse than the recorded one

42
Q

pitch pattern sequence test (PPST)

A

a monaural test that has the child identify the pitch of tones that are present
-created by musiek and pinherino

43
Q

ages for the PPST

A

7 years to adults

44
Q

what does the PPST assess

A

temproal ordering
-cerebral hemispheric disorders, corpus callosum dysfunction and neuromaturation issues

45
Q

duration pattern sequence test (DPST)

A

a monaural test that has the child identify if the tones presented were long or short
-created by musiek, baran and pinheiro

46
Q

age for the DPST

A

9-10 years to adults

47
Q

what does the DPST assess

A

temporal ordering
-cortical lesions and disruptions of interhemispheric transfer

48
Q

low redundancy speech test for (C)APD

A

time compressed sentence test and SSI-ICM/CCM

49
Q

time compressed sentence test

A

monaural test for repeating back sentences that have been compressed (made faster)

50
Q

ages for time compressed sentence test

A

7 years to adults

51
Q

what does time compressed sentence test assess

A

speech processing deficits at the cortical level

52
Q

synthetic sentence identification (SSI-ICM/CCM)

A

a two test presentation test that has the patient report what sentence is heard in the presence of another story being told either in the same or different ear
-the sentences are synthetic and the first 3 words make sense and the rest does not
-these are printed out and given to the patient
-created by jerger and jerger

53
Q

SSI-ICM

A

ipsilateral competing message test
-the sentences are presented to the target ear with the competing message to the same ear

54
Q

CCM

A

contralateral competing message test
-the sentences are presented to the target ear with the competing message to the opposite ear

55
Q

ages for the SSI-ICM/CCM

A

8 and above

56
Q

what does the SSI assess

A

ICM : auditory recognition, memory and figure ground and lower brainstem lesions
CCM : binaural separation and temporal lobe deficits

57
Q

behavioral binaural tests for (C)APD

A

SSW, dichotic digits, RGDT, BMLD or MLD and LiSN-S

58
Q

staggered spondaic words test (SSW)

A

an early test of (C)APD and one most frequently administered however does snot have a strong evidence base
-involves words being split between ears and being split in timing and the patient has to repeat the two complete words
-created by Katz

59
Q

ages for the SSW

A

5 years to 70 years

60
Q

what does the SSW assess

A

as a result of the score, there can be 4 subtypes that can be assessed:
-decoding type
-tolerance fading memory type
-integration type
-organization type

61
Q

dichotic digits

A

a dichotic test that presents digits to both ears at the same time and requires the patient to repeat back all 4 numbers regardless of the order
-created by musiek

62
Q

age for the dichotic digits

A

7 years to adults

63
Q

what does dichotic digits assess

A

binaural integration at the hemispheric level

64
Q

random gap detection test (RGDT)

A

a binaural test that has the patient identify if one or two tones were heard with varying amounts of gaps
-created by keith

65
Q

age for RGDT

A

5 years to 11.11 years

66
Q

what does RDGT assess

A

temporal sequencing and temporal integrity at the cortical level

67
Q

what is the norm for RGDT

A

20 ms
-anything over 20 is an indication of a temporal processing disorder

68
Q

binaural masking level difference (MLD or BMLD)

A

conducted under headphones as binaural hearing enhances our ability to detect, identify or discriminate signals in noisy environments
-auditory segregation as seen within the cocktail party effect

69
Q

when talking about MLD, what are the different presentations that occur

A

monotic : both signal and noise on one side, hard condition
dichotic : masker on one side and signal on the other side, easy to detect the signal
diotic : masker on both sides with signal on both sides, signal is easily masked
dichotic (M0Sπ) : masker on both sides with signal on both sides however the signal is out of phase so the signal pops out of the masker

70
Q

age for MLD

A

5 years to adults

71
Q

what does MLD assess

A

binaural interaction at the brainstem level

72
Q

what are the norms for the MLD short test? MLD recorded test?

A

short : 10 dB or better
recorded : 14 dB or better
-anything at or over these indicate a release from masking, which is normal
-if below these levels, that is abnormal

73
Q

LiSN-S

A

measures the ability of children to separate a targeted speech signal from simultaneously presented competing speech signals (auditory stream segmentation)
-created by cameron and dillon

74
Q

age for the LiSN-S

A

6 years, 2 months to 30 years, 3 months

75
Q

what does the LiSN-S assess for

A

spatial processing disorder (SPD)

76
Q

what is one major pattern that helps with the diagnosis of (C)APD

A

unilateral deficits
-specifically left ear unilateral
deficits
-if we see a unilateral deficit or a left unilateral deficit we can be confident that in (C)APD

77
Q

if a child fails the gap detection screener, what should they be further evaluated for

A

possible temporal processing disorders

78
Q

if a child fails the AFG+8, what should they be further evaluated for

A

speech in noise listening

79
Q

if a child fails the CW-FR, what should they be further evaluated for

A

further assessment

80
Q

what are the four categories of auditory processes

A

dichotic processes, temporal processes, biaural interaction and monaural low redundancy speech/auditory closure processes

81
Q

what tests asses dichotic processes

A

dichotic digits, competing sentences, SSI-CCM and SSW

82
Q

what tests asses temporal processes

A

gaps in noise, RGDT, duration pattern test and pitch pattern test

83
Q

what tests asses binaural interaction

A

auditory fusion and MLD

84
Q

what tests asses monaural low redundancy speech/auditory closure processes

A

filtered words, time compressed sentences, SSI-ICM and speech in noise

85
Q

what occurs with dichotic process issues

A

speech in noise issues, difficulty following rapid speech or instructions

86
Q

classroom concerns with dichotic process

A

miss what teachers say with background noise, miss what people say if they speak fast and need instructions repeated especially in group settings

87
Q

when would dichotic process tests be indicated

A

reports of difficulty with binaural integration or separation, complains of unilateral or uneven hearing

88
Q

what occurs with temporal processing issues

A

difficulty understanding fast speech, issues following rhythms or patterns, trouble processing rapidly changing sounds, difficulties hearing in noise, missing steps in instructions, asking for repetition

89
Q

classroom concerns with temporal processing issues

A

miss steps if instructions are given, if they do not write instructions down they will miss parts and they cannot read out loud or they get stuck on similar sounds

90
Q

when would temporal processing testing be indicated

A

difficulty perceiving gaps between sounds and challenges understanding pitch or timing dependent cues
-not understanding sarcasm

91
Q

what occurs with binaural interaction issues

A

issues localizing sounds, issues hearing in noise, issues with spatial awareness and imbalance between ears

92
Q

when would binaural interaction testing be indicated

A

difficulty understanding in dichotic listening situations and struggles with auditory fusion or temporal disparity cues

93
Q

what occurs with auditory monaural low redundancy speech/auditory closure process issues

A

issues with distorted or muffled speech, difficulties in hearing on the phone, issues in noise, issues with accents or rapid speech, issues with reverberant spaces, issues following lectures if they cannot see their face and they may miss instructions or not hear clear in group meetings

94
Q

when would auditory monaural low redundancy speech/auditory closure process testing be indicated

A

difficulty with incomplete or low redundancy speech and struggles with auditory closure
-if cannot guess what someone said or cannot fill in the blanks

95
Q

low redundancy vs. high redundancy

A

with low redundancy, speech signals have been altered to create the low redundant speech

AUDE 6240 (3 decks)

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