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AR > Unit 2 > Flashcards

Unit 2 Flashcards

1
Q

The Great Debate in America

A

In one corner:

  • Alexander Graham Bell
  • Eugenics movement
  • Oral communication

In the other:

  • Edward Miner Gallaudet
  • “Champion of deaf people”
  • Sign language
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2
Q

Alexander Graham Bell

A
  • both Bell’s wife and mother were deaf, which influence his work
  • He experimented with devices which lead him to getting patent on telephone
  • Eugenics: encouraging certain populations not to reproduce to weed out certain characteristics
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3
Q

Edward Miner Gallaudet

A
  • president of Gallaudet, and other things that I didn’t listen to
  • Recognized speech training is not for everyone but did support it
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4
Q

Thomas Braidwood

A

oral communication

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5
Q

Laurent Clerc

A

manual communication; very helpful, wanted to teach other people

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6
Q

Thomas Gallaudet

A

manual communication

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7
Q

Alexander Graham Bell*

A

oralism

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8
Q

Late 1960s

A

total communication (talking and signing)

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9
Q

Communication Options

A
  • family decision
  • provide them w/ facts
    (total comm. vs ASL)
  • provide w/ resources and how to find them
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10
Q

How were cochlear implants originally judged?

A

negatively

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11
Q

Communication Choices

A
  • ASL
  • Manually Coded English
  • Total Communication
  • Cued speech
  • Auditory oral
  • auditory verbal
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12
Q

Influences of choosing to sign or not to sign

A
  • age of beginning tx
  • intensity/longevity of tx
  • commitment and expectations of teachers, parents, and tx’ists
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13
Q

ASL

A
  • complete visual sign language system w/ its own syntax and grammar
  • associated w/ deaf culture
  • family must learn
  • hearing and speech are not necessary and may even be discouraged
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14
Q

Is ASL derived from english

A
  • NO! there is not an exact sign for each english word

- may have to finger spell for names and technical terms (ex/ purple fruit for plum)

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15
Q

Educational placements for ASL kids

A
  • bilingual-bicultural
  • illinois school for the deaf
  • regular ed classroom w/ ASL interpreter
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16
Q

bilingual/bicultural model

A

read/write english as a second language… sign as first

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17
Q

manually coded english

A
  • signed english
  • seeing essential english (SEE 1 and SEE 2)
  • mainly invented for educational purposes to get morphological and syntactical something
  • ## sign correlates to each word
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18
Q

pigeoned

A

combines ASL and exact sign english

- drops all articles but word order is the same

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19
Q

total communication

A
  • combines manually coded english and speech
  • accepts or encourages use of listening devices
  • difficult to implement
  • at risk for poor morphology/syntax
  • articles, past tense and plurality may be omitted
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20
Q

typical placement for total communication kids

A
  • public schools in america

- regular ed w/ sign interpreter

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21
Q

viseme

A

look similarly visually on lips

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22
Q

homophene

A
  • words that look alike on lips but do not sound the same (bye, my, pie)
  • key word = word
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23
Q

cued speech

A
  • developed at Gallaudet
  • provide visual sounds that may sound the same on the lips
  • cues are not sign language, have no meaning w/o verbal context
  • uses 8 hand shapes and 4 different movements around the mouth
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24
Q

educational placements for cued speech kiddos

A
  • READ educational center in Mt. Prospect, Illinois
  • regular program w/ cued speech translator
  • some total communication and auditory oral programs incorporate cued speech
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25
Q

visual phonics

A
  • was developed in 1982
  • uses combination of tactile, kinesthetic, visual, and auditory feedback to develop phonemic awareness, speech production, and reading skills
  • made to improve phonemic awareness, develop reading
  • not a means of communication
  • typically used in early elementary
  • each sign also has a written representation
    (sun ~+n)
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26
Q

Things to consider in regard to modality choice

A
  • parents decide how child will comm.
  • we give them resources
  • chose a “correct” choice for the family
  • look at cognitive abilities
  • resources in the area of the pt
  • involvement of parent
  • ability for parent to learn alternative comm
  • peer interactions
  • residual hearing
  • medical constraints
  • vision
    • be sure not to make parent feel bad
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27
Q

what is the first sense to develop

A

hearing

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28
Q

by 20 weeks gestation, babies respond to

A

auditory stimuli

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29
Q

eisenberg found that neonates can discriminate

A

b/w frequency and intensity

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30
Q

response to phonemes

A

occurs w/in a few weeks after birth

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31
Q

vowels

A
  • long in duration
  • low in frequency
  • loud in intensity
  • most energy in low and mid frequencies
  • vowels occur below 2500 Hz
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32
Q

1st formant frequency

A
  • the wider the mouth is open = the higher the first formant frequency
33
Q

2nd formant

A
  • the closer the tongue is to the front = the higher the frequency
34
Q

differences in 1st formant

A

vertical axis on vowel chart

35
Q

differences in 2nd formant

A

horizontal axis on vowel chart

36
Q

examples of formants

  • /i/
  • /I/
  • /ae/
  • /a/
A
  • /i/: heat: 1st formant = 270, 2nd formant = 2290
  • /I/: hit: 1st = 390; 2nd = 1990
  • /ae/: hat: 1st = 660; 2nd = 1720
  • /a/: hot: 1st = 730; 2nd = 1090
37
Q

consonants

A
  • short in duration
  • high in frequency
  • weak in intensity
  • broader spectral composition
  • broader frequency spread
  • despite being weaker, they carry the intelligibility of speech
38
Q

consonant cues: easiest to hear

A

voices/voiceless distinction, nasals, suprasegmentals

39
Q

consonant cues: most difficult to hear

A

place of articulation, fricatives

40
Q

What happens to phoneme perception w/ a Hearing loss

A
  • audiogram is a good predictor, but is not fool proof
  • minimal difficulty w/ vowel perception
  • consonant perception (final position errors are more common than initial)
41
Q

______ is a good predictor of errors, but is not foolproof

A

audiogram

42
Q

minimal difficulty w/ ______ perception

A

vowel (only when the degree of impairment is severe to profound is perception altered)

43
Q

consonant perception

A
  • final position errors are more common than initial
  • more emphasis on the energy on the first consonant than the final
  • most likely have difficulty with /s/, /sh/, /ch/, /J/, /p/, /k/, /t/, /d/, voiceless th
44
Q

prosodic features

A
  • intonation
  • rate
  • intensity
  • loudness
  • stress
  • duration
45
Q

auditory skill training candidates

A

children and adults

46
Q

how many of school-based SLPs have a child w/ a hearing loss on their case load?1

A

46%

47
Q

how many births are identified each year w/ a permanent hearing loss

A

1-3 per 1000

48
Q

Auditory oral (AO) techniques

A

start w/ a visual cue

49
Q

how does AO handle visual cues

A

speech hoop

50
Q

what do you start w/ in tx

A

listening check

51
Q

basic principles of auditory skills training

A
  • historical approach

- current approach

52
Q

historical approach

A
  • use to be more about environment
53
Q

current approach

A
  • more about speech, not so much background noise, etc.
54
Q

which two words re intermixed in literature for auditory skill development

A

identification and discrimination

55
Q

auditory skill development is a

A

continuum…. not a hierarchy

56
Q

4 parts to auditory skill development

A
  • detection
  • discrimination
  • identification
  • comprehension
57
Q

detection

A
  • ability to respond to the presence or absence of sound
  • need to respond on demand w/ a conditioned response
  • age appropriate w/ linguistic prompt
  • set up a listening window
  • do not need to know what the sound is, but be able to respond to the presence of a sound
58
Q

task for detection

A
  • raise hand when you hear sound

- car going down ramp when hear “vroom”

59
Q

example of detection goal hierarchy

A
  • detection of voicing
  • detection of environmental sounds
  • detection of ling sounds
  • detection of voicing in distraction
  • be sure to: signal to listen, make eye contact, cover mouth, pause, say sound w/o moving, child responds
60
Q

ling sound frequency

  • /m/
  • /u/
  • /i/
  • /a/
  • /sh/
  • /s/
A
  • /m/: low frequency, if they cannot detect, not likely to develop speech w/ normal prosody and w/o vowel errors
  • /u/: low frequency info
  • /i/: low and high frequency info
  • /a/: center of speech range
  • /sh/: mod-high frequency speech range
  • /s/: very high frequency speech range
61
Q

discrimination

A

acoustically different sounds, words, and sentences
- ability to perceive differences b/w 2+ stimuli
- maximal contrasts then move to minimal
- always present options 1st w/
V+A, then A
- opportunities for vocal productive response
- provides opportunity to develop auditory speech feedback loop (imitation and auditory bombardment help to develop this)

62
Q

example of discrimination goal hierarchy: suprasegmentals

A
  • vocal duration
  • intonation
  • word duration
  • stress
  • phrase/sentence/song duration
  • ex/ one long, one short (/aaaaaaaaaaaa/ or /a/)
  • ex/ intonation: “weeee” vs “weee ooooo weee oooo”
  • ex/ duration “zeke” vs “anthony”
  • ex/ stress: cowboy vs apple (spondee vs trochee)
63
Q

example of discrimination goal hierarchy: segmentals

A
  • vowels (differ in 1st formant; differ in 2nd formant)
  • consonants (differ in manner, place, voicing)
  • ex/ same # of syllables but have to discriminate b/w different phonemes in a word
  • ex/ maximally contrast 1st formant (meet vs mat) or 2nd formant (bee vs boo)
64
Q

auditory speech feedback loop

A

system used to monitor one’s own productions as they are said. it impels us to go back and correct if something does not sound right

65
Q

3 strategies to develop discrimination skills and speech

A
  • learning to listen sounds (intonation discrimination)
  • WASP program (word association for syllable perception)
  • CAST (contrast for auditory speech training)
66
Q

characteristics of deaf speech

A
  • timing
  • rhythym
  • syllable structure
  • intonation patterns
  • nasal resonance
  • voice quality
67
Q

prosodic features of speech

A
  • intonation
  • duration
  • stress
  • intensity
68
Q

discrimination and speech

A

suprasegmental and segmental features that capture the attention of beginning listeners
- variety of consonants, vowels, pitches, and patterns

69
Q

examples of classroom theme based stimuli

A
  • words (mom, daddy, grandmother)
  • phrases (one cat; my family; mommy, daddy, and me)
  • sentences (cody’s family lives in an apartment, the people in tori’s family are mom, dad, dani, and baby johnny)
70
Q

identification

A
  • the ability to label by choosing (typically pointing or writing) the speech stimulus heard
  • meaning is attached
  • only Auditory (not visual and auditory)
71
Q

identification example

A
  • to make more difficult, add a carrier phrase (weather bear needs a ______) (weather bear should wear a _______ because it is raining)
  • have them pick out one word
72
Q

bridging to open sets

A
  • no choices are available
  • topics and categories provide a bridge
  • open set identification is precursor to comprehension
  • familiar vocabulary is necessary
  • increase the # of critical elements for difficulty
73
Q

critical elements

A
  • color
  • size
  • shape
  • texture
  • gender
  • species
  • pattern/design
  • number
  • location
  • direction/orientation
  • any attribute

*konw how many the child is listening for…. are they following directions w/ 1 critical element, 2? 3? etc.

74
Q

Auditory comprehension

A
  • the ability to understand the meaning of speech by answering questions or participating in a conversation
  • the child’s response must be qualitatively different than stimuli presented
  • highest level of auditory skills that requires knowledge of vocab and grammar
75
Q

auditory comp examples

A
  • which mammal lives in the ocean?
  • is the following true or false? Do blizzards bring high wind and heavy rain?
  • the opposite game, I tell you the state capital, you tell me the state
76
Q

example of comprehension goal hierarchy

A
  • answer simple questions
  • understand sentences containing details
  • answer simple questions about short paragraphs
  • answer complex questions
  • answer complex questions about paragraphs
  • sequence w/ w/o visual support
77
Q

auditory comp cont.

A
  • Follow conversation with a familiar topic.
  • Follow open ended conversation.
  • Infer
  • Interpret and paraphrase.
  • Problem solve.
  • Identify missing information.
  • Define an explain.
  • Cause/effect and predicting
  • Identify main and supporting ideas about a story.
  • Humor
  • Figurative language.
78
Q

do kids w/ hearing loss follow typical developmental hierarchy

A

NO!

AR (2 decks)

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