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25 Cards in this Set

  • Front
  • Back
What are the components of the Aural Rehabilitation process?
Overal participation variables
Related personal factors
Environmental factors

Counseling and psychosocial
Audibility and impairment
Remediate comm. activity
Environmental/coordination/participation improvement
How do the services differ for adults and children?
Services for adults: aud-visual integration, hrg and orientation adjustment, managing comm. environment, telephone training, learning assertiveness, anta cues, comm. strategies, noise protection, consumer organization

Kids: empower child and fam, lang development, literacy, spch production, voice quality, aud. training, spch rdg, aud-visual integration, social and pragmatic skills, comm strategies, consumer org., parent groups
What are the goals of AR?
Alleviate difficulties related to hrg loss and minimize its consequences
What are the demographics of hrg loss in the USA?
1/25 less than 45 yrs
1/10 by age 60
28 mil americans w. hrg loss
greater in men
17/1000 kids under 18
314/1000 over 65
40-50% over 75
10 mil noise induced
kids: 203/1000 kids deaaf or hard of hrg, 9/10 of these w/ hrg parents, 3/4 kids with otitis media by 3 yrs
1/5 people could benefit from hrg aid wears one
59,000 worldwide CIs (250000 good cand)
US: 13000 adults and 10000 kids with CIS
What definitions are used by the WHO?
Handicap: consists of psychosocial disadvantages that result from hrg loss
Impairment: structural or fxnal impairment of aud system
Disability: loss of fxn imposed by hrg loss
Who delivers AR and what are the roles and responsibilities of each professional?
Audiologist: lead role coordinates services, understand aud. system fxn and disorders, developmental status, cognition & sensory perception, assessment, audiological and spch and lang, devices, effects of hrg impairment, case management, collaberation, advocacy, hrg conservation

SLPs: broad knowledge of aud system & fxn, developmental status, cognition and sensory, percept, aud and comm. assessment, listening devices, effects of hrg loss etc
Teacher for hard of hrg or deaf
Compare the similarities and differences in the ASHA skill and knowledge requirements for audiologists versus speech-language pathologists.
Similar: general knowledge, basic comm. processes, aud system fxn, developmental status cognition and percept, effect of hrg loss on psychosocial fxning, collaberation

Different: aud. assessment procedures (more involved for aud.) assessment of comm. performance (SLPS) devices (more aud.) case management: hrg stuff (aud), speech lang stuff (SLPs)
Review the applications for the following terms: prelingual, hard of hrg, congenital onset, fluctuation, bilateral, sensorineural, conductive, progressive, postlingual, disability, impairment, habilitiation
Prelingual: hrg loss incurred before acquisition of spoken lang
Hard of hrg: hrg loss, not profound
Congenital onset: hrg loss exists at or dates from birth
Fluctuating: hrg loss varies in magnitude over time
Bilateral: both sides, both ears
Sensorineural: hrg loss w/ cochlear or retrocochlear
Conductive: OE or ME hrg loss
Progressive: occuring over time
Postlingual: hrg lossafter spoken lang acquisition
Disability: loss of fxn
Impairment: reduced or abnormal fxn
Habilitation: initial development program
What constitutes a basic audiological examination?
What hypotheses about communication fxn and word recognition may be suggested by the audiogram? What info is not available from the audiogram?
Description of magnitude of hrg loss, info about comm. difficulties, AR needs, SRT not determined
What is the difference b/t audibility and frequency or temporal resolution?
Audibility is ability to hear, others means changing the little details
What are the difficulties assoc. with speech recognition assessments?
What is the hierarchy of auditory skills?
What is auditory-visual integration and what is the supporting evidence?
Using visual cues to aid speech perception, McGurk effect
Who is a candidate for auditory training/learning, lipreading practice, or speechreading training?
adults who have recently lost hrg
What are the advantages and disadvantages of different response formats, stimuli, and live-voice versus recorded materials?
Stim units:
Phonemes: assess consonant and
vowel recognition, objective, adv.
performance independent of vocab
level, disadv.: poor face validity
Words: most common, adv. higher
face validity, disadv. not typically
how we receive spch
Phrases and sentences: adv: cues
characteristic of everyday spch,
disadv: influenced by ling knwldg
Response format:
open set
closed set
Live voice vs recorded
Which perceptual confusions are likely through the auditory versus the visual modality?
Homophemes: words that look the same on the mouth

Visemes: groups of spch sounds that aare identical on the lips
typical auditory confusions:
What is the difference between analytical and synthetic training approaches?
Analytical: spch rdg invidual spch units (vowel and cons. recognition)

Synthetic: focus more on whole message
Which learning/training approaches are historical and which are current?
Historical: Mueller Walle, Nitchie, Kenze, Bunger (Jena)

Current: both aud and visual signals, production enhances perception, techonology
What are examples of a progression of activities from easy to difficult
What is the difference b/t liprdg and speech rdg? What characteristics are associated with proficiency?
Liprdg: recognizing speech with only visual speech signal and other visual cues

Spch rdg: aud & visual cues
What factors influence the difficulty of understanding spoken language without or limited auditory info?
Talker: shoulding, mumbling, etc
Gender (females easier)
Environment (3-6 ft)
How is spchrdg or liprdg assessed?
What are the training/learning outcomes?
What is ethical behavior for an oral interpreter?
Cannot shar info learned
Cannot change meaning of message
Cannot add opinions w. personal commentary