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
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
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
4
Q
Thomas Braidwood
A
oral communication
5
Q
Laurent Clerc
A
manual communication; very helpful, wanted to teach other people
6
Q
Thomas Gallaudet
A
manual communication
7
Q
Alexander Graham Bell*
A
oralism
8
Q
Late 1960s
A
total communication (talking and signing)
9
Q
Communication Options
A
- family decision
- provide them w/ facts
(total comm. vs ASL) - provide w/ resources and how to find them
10
Q
How were cochlear implants originally judged?
A
negatively
11
Q
Communication Choices
A
- ASL
- Manually Coded English
- Total Communication
- Cued speech
- Auditory oral
- auditory verbal
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
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
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)
15
Q
Educational placements for ASL kids
A
- bilingual-bicultural
- illinois school for the deaf
- regular ed classroom w/ ASL interpreter
16
Q
bilingual/bicultural model
A
read/write english as a second language… sign as first
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
18
Q
pigeoned
A
combines ASL and exact sign english
- drops all articles but word order is the same
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
20
Q
typical placement for total communication kids
A
- public schools in america
- regular ed w/ sign interpreter
21
Q
viseme
A
look similarly visually on lips
22
Q
homophene
A
- words that look alike on lips but do not sound the same (bye, my, pie)
- key word = word
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
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
25
visual phonics
- 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)
26
Things to consider in regard to modality choice
- 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
27
what is the first sense to develop
hearing
28
by 20 weeks gestation, babies respond to
auditory stimuli
29
eisenberg found that neonates can discriminate
b/w frequency and intensity
30
response to phonemes
occurs w/in a few weeks after birth
31
vowels
- long in duration
- low in frequency
- loud in intensity
- most energy in low and mid frequencies
- vowels occur below 2500 Hz
32
1st formant frequency
- the wider the mouth is open = the higher the first formant frequency
33
2nd formant
- the closer the tongue is to the front = the higher the frequency
34
differences in 1st formant
vertical axis on vowel chart
35
differences in 2nd formant
horizontal axis on vowel chart
36
examples of formants
- /i/
- /I/
- /ae/
- /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
consonants
- 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
consonant cues: easiest to hear
voices/voiceless distinction, nasals, suprasegmentals
39
consonant cues: most difficult to hear
place of articulation, fricatives
40
What happens to phoneme perception w/ a Hearing loss
- 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
______ is a good predictor of errors, but is not foolproof
audiogram
42
minimal difficulty w/ ______ perception
vowel (only when the degree of impairment is severe to profound is perception altered)
43
consonant perception
- 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
prosodic features
- intonation
- rate
- intensity
- loudness
- stress
- duration
45
auditory skill training candidates
children and adults
46
how many of school-based SLPs have a child w/ a hearing loss on their case load?1
46%
47
how many births are identified each year w/ a permanent hearing loss
1-3 per 1000
48
Auditory oral (AO) techniques
start w/ a visual cue
49
how does AO handle visual cues
speech hoop
50
what do you start w/ in tx
listening check
51
basic principles of auditory skills training
- historical approach
| - current approach
52
historical approach
- use to be more about environment
53
current approach
- more about speech, not so much background noise, etc.
54
which two words re intermixed in literature for auditory skill development
identification and discrimination
55
auditory skill development is a
continuum.... not a hierarchy
56
4 parts to auditory skill development
- detection
- discrimination
- identification
- comprehension
57
detection
- 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
task for detection
- raise hand when you hear sound
| - car going down ramp when hear "vroom"
59
example of detection goal hierarchy
- 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
ling sound frequency
- /m/
- /u/
- /i/
- /a/
- /sh/
- /s/
- /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
discrimination
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
example of discrimination goal hierarchy: suprasegmentals
- 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
example of discrimination goal hierarchy: segmentals
- 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
auditory speech feedback loop
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
3 strategies to develop discrimination skills and speech
- learning to listen sounds (intonation discrimination)
- WASP program (word association for syllable perception)
- CAST (contrast for auditory speech training)
66
characteristics of deaf speech
- timing
- rhythym
- syllable structure
- intonation patterns
- nasal resonance
- voice quality
67
prosodic features of speech
- intonation
- duration
- stress
- intensity
68
discrimination and speech
suprasegmental and segmental features that capture the attention of beginning listeners
- variety of consonants, vowels, pitches, and patterns
69
examples of classroom theme based stimuli
- 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
identification
- the ability to label by choosing (typically pointing or writing) the speech stimulus heard
- meaning is attached
- only Auditory (not visual and auditory)
71
identification example
- 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
bridging to open sets
- 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
critical elements
- 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
Auditory comprehension
- 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
auditory comp examples
- 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
example of comprehension goal hierarchy
- 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
auditory comp cont.
- 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
do kids w/ hearing loss follow typical developmental hierarchy
NO!
