Auditory Stimulation In Communication/auditory Training

Front 1

The human ear is capable of perceiving frequencies from

Back 1

20-20,000 Hz

Front 2

This amount causes pain instead of hearing

Back 2

Greater than 130 or 140 dB

Front 3

Intensity Parameters

Back 3

- avg. for speech is 45 dB HL or 64 dB SPL
- soft speech is approx 25 dB HL
- shouting is approx 65 dB HL
- Softest phoneme is theta
- Loudest phoneme is /aw/
- Variability between speakers: range can be as little as 28 dB or as much as 56 dB
- Males are about 3 dB louder than females on avg.

Front 4

Frequency Parameters

Back 4

- speech spectrum in range of 50-10,000 Hz
- most energy in speech is below 1000 Hz
- attributed to fundamental frequency of human voice
- vowels carry this energy and are formed by 3 unique bands of energy known as formants

Front 5

Classification System for distinctive features of production

Back 5

- voicing
- nasality
- affrication
- duration
- place of articulation

Front 6

Suprasegmentals

Back 6

- intonation
- rhythm
- stress
- pitch
- are generally low frequencies
- are associated with the fundamental frequency

Front 7

Components that are involved in the perception of speech

Back 7

- detection
- discrimination
- identification
- attention
- memory
- closure
- comprehension

Front 8

Physical properties of consonant perception (order in which you lose them)

Back 8

- place of articulation
- manner or articulation
- nasality
- voice

Front 9

Redundancy

Back 9

- Syntactic constraints: these rules allow for increased predictability
- Semantic constraints: word in a sentence are usually related to each other
- Situational constraints: physical and social context in which conversation occurs

Front 10

Noise

Back 10

anything that can contribute to decreased redundancy of the conversational message
- speaker
- environment
- listener

Front 11

Auditory Training Definitions

Back 11

“…a process of teaching the child or adult with hearing impairment to take full advantage of available auditory cues”

“…the creation of communication conditions in which teachers and audiologist help hearing impaired children acquire many of the auditory perception abilities that normally hearing children acquire naturally without their intervention”

Front 12

Auditory Training

Back 12

- utilize residual hearing
- emphasizing that the primary therapeutic goal is training the mind to be aware of, attend to, and use sound
- main goal is to improve listening skills, and in turn, improve speech reception

Front 13

Candidate for Auditory Training

Back 13

- pre-lingual deaf children
- cochlear implant users
- hearing impaired Adults who have poor WRS

Front 14

Four Design Principles

Back 14

1. Auditory Skill
2. Stimuli
3. Activity Type
4. Difficulty Level

Front 15

Auditory Skill (Design Principle)

Back 15

- Awareness, detection
- Discrimination
- Identification
- Comprehension

Front 16

Stimuli (Design Principle)

Back 16

- Phonetic level
- Sentence level

Front 17

Activity Type (Design Principle)

Back 17

- Formal
- Informal

Front 18

Difficulty Level (Design Principle)

Back 18

- Response type
- Stimulus unit
- Stimulus similarity
- Contextual support
- Task structure
- listening conditions

Front 19

Discrimination

Back 19

- discrimination develops as child learn to perceive the differences in sounds
- discrimination of intensity, duration, pitch and timing appear first
- children can discriminate excitement in conversation without knowing the cause or content generating the excited speech pattern
- discrimination allows children to tell whether auditory patterns are the same or different from others
- how they differ and what they mean comes later

Front 20

Identification

Back 20

- the stage at which children can repeat of point to a representation of a specific set of sounds
- requires memory, but not understanding of the sounds
- child has not yet gained comprehension of a sound’s specific meaning or identification of the specific sounds

Front 21

Comprehension

Back 21

- final and most complicated stage of auditory development
- child must be able to not just repeat an auditory set, but to also demonstrate that they understand the meaning of sounds received
- Erber (1982) stated that a child’s demonstration of comprehension are “usually referenced to his or her knowledge of language”

Front 22

Stimulus Unit

Back 22

Analytic: phoneme, syllable, word

Synthetic: sentence, communication discourse (meaning)

Front 23

Two primary objectives often targeted in analytic auditory approach

Back 23

Vowels

Consonants

Front 24

Activity Types

Back 24

Informal Training: occurs as part of the dialing routine; often incorporated into other activities

Formal Training: Highly structures; usually one on one training

Front 25

Assessment of Auditory Skills

Back 25

- must evaluate before and after Auditory Training to determine effectiveness of Auditory Training and need for further Auditory Training
- testing is dependent on several factors including age, language, skills type and degree of loss

Front 26

variables affecting auditory testing

Back 26

- changing certain variables can make the test easier or harder
- the task (detection, discrimination, id, comprehension>
- open or closed set
- context level (monosyllabics in isolation or in sentences)
- SNR

Front 27

Methods of Auditory Training

Back 27

- analytical
- synthetic
- pragmatic
- eclectic

Front 28

Training programs/curriculum for the Hearing Impaired

Back 28

- DASL II
- SKI-HI-home-based
- SPICE