Comd 5330 Module 7 - Auditory Training

Front 1

What is helping individuals learn to maximize the use of the residual hearing they possess through listening training?

Back 1

auditory training

Front 2

The goal of auditory training is to _________ the ability to recognize ________ through the ________ ________ channelsas much as possible and to _____________ correctly.

Back 2

develop
speech
auditory channel
interpret

Front 3

What is the first step of auditory training?

Back 3

to maximize residual hearing through amplification

Front 4

Who are the main recipients of auditory training?

Back 4

children

Front 5

What are the 4 things that determine the starting point of auditory training?

Back 5

when deafness occurred (pre/post lingual)
the residual hearing they possess
their intelligence
motivation

Front 6

When would an adult be likely to go through auditory training?

Back 6

if they have a new cochlear implant
if they have been recently deafened

Front 7

What are 4 things to consider in auditory training?

Back 7

age of client
pre/post lingually deafened
language level
formal vs. informal methods

Front 8

What does NU-CHIPS stand for?

Back 8

Northwestern University Children's Perception of Speech

Front 9

This test has:

word recognition
picture pointing task in a closed set (4)
receptive vocab at 3 year level

Back 9

NU-CHIPS

Front 10

What are the six sounds in the LING test?

Back 10

/a/, /u/, /i/, /sh/, /s/, /m/

Front 11

The ling tests _______ frequency vowels (hearing through ______Hz, _______ ______ only).
-Hearing through ________Hz, vowels and /__/
-Hearing through ________Hz, all ____________

Back 11

low, 250, nasal murmur
2000, sh
4000, phonemes

Front 12

What is TAC?

Back 12

test of auditory comprehension

Front 13

This test is for ages 4-12 and has 10 subtests.

Back 13

TAC

Front 14

What is GASP?

Back 14

Glendonald Auditory Screening Procedure

Front 15

This test includes:
-phoneme detection
-word identification - pattern identification (monosyllabic, spondee, trochee, multisyllable)

Back 15

GASP

Front 16

What is DASL?

Back 16

Developmental Approach to Successful Listening

Front 17

Which test looks at sound awareness, phonetic listening, and auditory comprehension; is for 3 y/o and up and includes some normative data?

Back 17

DASL

Front 18

This approach has a decreased use of visual cues and high emphasis on comprehension.

Back 18

informal training (aka natural conversational approach)

Front 19

This approach has an increased use of closed sets.

Back 19

formal training (aka moderately structured approach)

Front 20

List the three auditory training approaches.

Back 20

natural conversational (informal)
moderately structured (formal)
specific task practice

Front 21

List three of the most popular auditory training programs for pediatrics.

Back 21

DASL II
SKI-HI
SPICE

Front 22

Name this test:
-comprehension identification and intervention program
-infants and families
-developmentally based auditory stimulation and training program
-used with speech-language stimulation
-do not have to move sequentially

Back 22

SKI-HI

Front 23

Name this test:
-sequential, structured hierarchy
-any age
-three areas of auditory development (sound awareness, phonetic listening, auditory comprehension)

Back 23

DASL-II

Front 24

What does SPICE stand for?

Back 24

speech perception instructional curriculum and evaluation

Front 25

The SPICE looks at what four levels of speech perception?

Back 25

detection
suprasegmental
vowel/consonant perception
connected speech

Front 26

List the four design principles for auditory training.

Back 26

auditory skill
stimuli
activity type
difficulty level

Front 27

List the four types of auditory skill level.

Back 27

sound awareness
sound discrimination
identification
comprehension

Front 28

What 2 types of stimuli are there?

Back 28

phonetic level
sentence level

Front 29

What 2 types of activities are there?

Back 29

formal
informal

Front 30

List a few different difficulty levels for auditory training.

Back 30

open/closed sets
words
phrases
sentences
similar stimuli
with/without context
competing noise
level of structure

Front 31

This is the most basic listening skill - knowing when a sound is present and when it is not.

Back 31

sound awareness

Front 32

In auditory training, this goes from large differences to smaller ones.

Back 32

sound discrimination

Front 33

This is being able to label sounds or attach meaning to them.

Back 33

identification

Front 34

This is being able to understand the meaning of spoken utterances - requires vocabulary and grammar.

Back 34

comprehension

Front 35

Stimulus units: A _____________ between focusing on ___________ cues such as ___________ and focusing on _______________ the message.

Back 35

continuum
auditory
voicing
understanding

Front 36

Stimulus units: Generally start training to ______________ between ___________ and then move towards _____________ in steps such as discriminating _____________, words, _____________ and sentences.

Back 36

distinguish
phonemes
meaning
syllables
phrases

Front 37

Very young children get almost exclusively what kind of training?

Back 37

informal

Front 38

List some of the easier types of auditory training activities.

Back 38

closed set
words
dissimilar
high context
structured task
good s/n ratio

Front 39

List some of the harder types of auditory training activities.

Back 39

open set
complete sentences
similar
low context
spontaneous task
poor s/n ratio

Front 40

What are the 3 guidelines for difficulty level?

Back 40

-challenging/not frustrating
-increase with 80% proficiency
-decrease <50% correct response

Front 41

List 4 sound awareness activities.

Back 41

peek-a-boo
musical chairs
march to the beat of a drum
push a toy when a sound is made

Front 42

List 4 sound discrimination activities.

Back 42

respond to a command
play a same/different game
repeat what you hear
choose the correct toy for the sound

Front 43

List 2 identification activities.

Back 43

play go fish
play with sets of postcards/stickers

Front 44

List 3 comprehension activities.

Back 44

listen to read-aloud story
play "I spy"
play 20 questions

Front 45

What is the first step in developing a program?

Back 45

determine level

Front 46

In developing a program, what skill levels do you look for first?

Back 46

sound awareness and discrimination

Front 47

What should sound discrimination include?

Back 47

loudness
pitch
rate training

Front 48

Once basic auditory skill levels are obtaining, these can be developed.

Back 48

analytic and synthetic objectives

Front 49

Analytical Objectives
-__________ are started first due to their __________ intensity and ___________ frequency than ____________
-___________ formants are the ____________ of the _________ ________ that cause some frequencies to have ________ ________ than other frequencies
-Each vowel has two __________ __________

Back 49

vowels, higher, lower, consonants
vowel, resonances, auditory tract, more energy
characteristic formants

Front 50

This formant depends on how wide you open your mouth.

Back 50

first

Front 51

This formant depends on where you put your tongue.

Back 51

second

Front 52

With analytical objectives, begin with __________ __________ and then move to __________ and ____________.

Back 52

vowel awareness
discrimination
identification

Front 53

In analytical training you should start with which formant and why?

Back 53

first - they are lower in pitch and more easily heard

Front 54

What does consonant training consist of?

Back 54

being aware of, discriminating, and identifying consonants in terms of their place, voicing, and manner

Front 55

The order of hierarchy of consonant sounds to work on depends largely upon what?

Back 55

the frequency range of the sound being targeted

Front 56

What is presenting a skill within a specific time frame and then moving on to another objective?

Back 56

cycling

Front 57

List the 3 benefits of cycling.

Back 57

helps overcome plateaus
exposure to new skills earlier
break of monotony

Front 58

Synthetic Training Objectives
-____________ are worked on first
-____________ of _____________ utterances from _________-_________ utterances
-______-_______ discrimination skills and then move to ____________
-finally, ____________ is targeted

Back 58

suprasegmentals
discrimination, multiword, single word
fine-tune, identification
comprehension

Front 59

List four suprasegmentals.

Back 59

pitch
rate
intensity
duration

Front 60

Formal/Informal Training
-Most ______ programs contain _____
-You want to be able to _________ and _________ skills with the _________ but also use them and __________ them with the __________
-How your program is set up will depend on factors such as the ____ and ___________ _________ of the child
-Unless you are working with a _______ ________ child, you will probably start with some __________ training

Back 60

good, contain
instruct, acquire, formal, generalize, informal
age, mental ability
very young, formal

Front 61

Formal Auditory Training
-Training stimuli should become more ___________ to __________ over time
-A _________ of __________ should speak training items
-_______, _______ training items should be presented during a relatively ________ period of time
-_____-_________ training stimuli - used typically only with _______, _____________ deaf, and only _________

Back 61

challenging, discriminate
variety, talkers
many, many, short
non-speech, young, prelingually, briefly

Front 62

An auditory training exercise can include what two types of stimuli?

Back 62

analytic and synthetic

Front 63

How does formal training progress?

Back 63

closed-set to open-set response modes

Front 64

How much time of formal training is ideal?

Back 64

ten to fifteen minutes at the same time every day

Front 65

Formal training activities must be what?

Back 65

engaging and interesting

Front 66

List six important aspects of reinforcements.

Back 66

-quick/no longer than training
-not challenging or too absorbing
-variation
-interesting
-immediate after correct response
-age/gender appropriate

Front 67

This type of training is powerful due to the "real world" situation.

Back 67

informal

Front 68

In which type of training can students see the benefit of hearing?

Back 68

informal

Front 69

Informal Training
With _________ children, speaking _________ to the child to help him/her _____ and ___________ sounds with _________ is critical.
-With __________ kids, usually more _________ skills are targeted (ex: __________)

Back 69

young, profusely, hear, associate, meaning
older, difficult, comprehension

Front 70

Auditory training is often accomplished at the same time as what?

Back 70

speech reading
speech therapy

Front 71

What can help in identification of sounds through audition?

Back 71

oral picture

Front 72

What are some factors that determine the benefit of auditory training?

Back 72

amount of residual hearing
type of amplification
age
motivation
intelligence
program content?

Front 73

Children with __________ hearing obtain skills in ___________ and _____________ the auditory signal they receive in a __________ pattern.

Back 73

normal, discriminating, processing, sequential

Front 74

Mastering the skills of _________ __________ and how sounds are __________ in a language allow children to ___________ their knowledge to other language tasks like _________.

Back 74

auditory discrimination
organized
generalize
reading

Front 75

Children with hearing loss are often deficient in what kind of skills that cause them to have language and reading difficulties?

Back 75

phonological awareness

Front 76

What is the ability to reflect on and manipulate the structure of an utterance?

Back 76

phonological awareness

Front 77

What refers specifically to segmenting the sounds of the speech stream?

Back 77

phonemeic awareness

Front 78

List a few examples of phonological awareness skills:

Back 78

rhyming words
segmenting words, syllables, and phonemes
word, syllable, and phoneme counting
matching similar sounds
substitute sounds in words to create other words
understand what happens when you lose a sound or gain one in a word

Front 79

What is a drawback to auditory training regarding the methods?

Back 79

a lack of evidence in the literature that one method is better than another

Front 80

What does not have a basis in scientific literature regarding auditory training?

Back 80

the progression of skills from awareness, discrimination, identification, understanding

Front 81

What is phonological awareness training based on?

Back 81

evidence that allows you to follow a structure that is likely to result in better reading and other perceptual skills for your clients