Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
26 Cards in this Set
- Front
- Back
|
Aural (Re)habilitation (AR)
|
Reducing difficulties related to hearing loss and listening AND maximizing communication success in everyeday environements and situations (ASHA)
|
|
|
Aural Habilitation
|
Deals with congenital hearing impairment
|
|
|
Arual Rehabilitation
|
Restores lost or diminished hearing skills
|
|
|
Hearing Impairment
|
Some degree of hearing loss
|
|
|
Hard of hearing (HOH)
|
Mild-moderate hearing loss
|
|
|
Deaf
|
Severe to profound bilateral hearing loss
Deaf community |
|
|
Levels of Hearing Loss
Minimal or Slight Hearing Loss |
-16-25 dB loss
-May miss unvoiced consonant sounds and up to 10% of classroom instruction -Can benefit from classroom strategies and an FM system |
|
|
Levels of Hearing Loss
Mild Hearing Loss |
-26-40 dB loss
-Cannot hear a whispered voice in a quiet environment at close range and may miss up to 50% of classroom instruction/discussion -Can benefit from classroom management strategies, hearing aids, FM system, speech-language therapy |
|
|
Levels of Hearing Loss
Moderate Hearing Loss |
-41-65 dBloss
-Cannot hear normal conversation in a quiet environment at close range and may miss from 50-100% of classroom instruction -Amplifiction is imperative -Can benefit from classroom management strategies and speec-language therapy |
|
|
Levels of Hearing Loss
Severe Hearing Loss |
-66-90 dB loss
-Cannot hear speech; can only hear loud noises such as a vacuum cleaner at close range -Amplification is imperative -Can benefit from early intervention, classroom management strategies, and speech-language therapy |
|
|
Levels of Hearing Loss
Profound Hearing Loss |
-Over 90 dB heraing loss
-Cannot hear speech, can only hear extremely loud sounds such as chain saw at close range -Amplification is imperative -Can benefit from all of the before-mentioned programs |
|
|
Communication Options
Auditory/Verbal Approach |
AVT uses residual hearing to teach the child to listen and speak with no visual cues
-Less expensive (government funding) -Children who learn can easily function in a hearing world -Can't be use with a person who has no hearing, or is unable to use hearing aids -No lip reading or visual cues -Time consuming for parents -Not many AVT certified therapists -If it doesn't work then you've waisted your time |
|
|
Communication Options
Auditory/Oral Approach |
Uses residual hearing so that he may have access to spoken language
-The output is speech -if the therapy and the child work well together they can go straight into mainstream education/society -Allows for speech reading -lack of availability of AOT certified therapists -Totally reliant on the child using his residual hearing -May be unable to use speechreading all of the time -Little again for many years |
|
|
Communication Options
Cued Speech |
Created to aid in speech reading. Uses 8 different signs in 4 different positions. Aids in differentiating speech sounds
-Easy to learn -Helps to make sense of distorted sounds -Improves speech reading -Few are trained, uncommon -Difficult for a child to use visual cues -Only works on receptive speech |
|
|
Communication Options
Total Communication Approach |
Takes the best of the aural and sign systems, placing emphasis on both to help the child to communicate.
-Language is quickly and accurately learned -Unrealistic to expect some children to learn to listen, read lips, and follow signs at the same time. |
|
|
American Sign Language Approach
|
Specific and often logical signs are create with the hands, which allows for faster communication than finger spelling
-Easily learned -Doesn't not require any residual hearing to learn -only can communicate with others who know ASL -persons may exhibit dificiencies in English literacy and writing. |
|
|
AR With Children
|
Identify and fit the most appropriate technology to maximize residual hearing
>hearing aids >cochlear implants >Assistive listening devices Technology maintenance Parent/family education and counseling -Technology maintenance -assistive listening devices |
|
|
AR With Children
Auditory perception traianing Visual cues |
Steps of the AVT approach
>Detection >Discrimination >Identification >Comprehension Visual Cues >Speech reading >Sign language |
|
|
AR With Children
|
Speech Development
Language Development Reading Writing Social issues |
|
|
AR with Children
Environmental Management |
-Heating, air conditioning and ventilation systems should not exceed a noise level of 35 dB
-Signal-to-noise ratio for teacher's voice should be at least +10 dD; for classrooms with children who are deaf/hard-of-hearing, a +15 dB s/n ratio should be maintianed -Reverberations in the rane of .4-.6 sec; for classrooms with children who are deaf/hard of hearing |
|
|
AR With Children
Environmental Adaptations (Can use for children with APD as well) |
-Carpet or cork flooring
-Rubber tips on chair legs or desk if carpet is not available -Drapes for windows and walls -Cushions in the place of chairs |
|
|
AR With Adults
|
Identify and fit the most appropriate technology to maximize residual hearing
Technology maintenance Patient/Family education Auditory perception trianing Visual Cues - Speech reading should be used more with adults |
|
|
AR With Adults
|
Environmental management
>work >home >public venues Management of communication breakdowns - adults tend to pretend tht they understand what is being said. Social issues Support groups |
|
|
APD Treatment
Key indicators |
>scattered speech/language and psychoeducational evaluation scores
>can have good verbal skills >disorganized in the classroom >poor reading/spelling skills >trouble with multi-step directions |
|
|
APD Treatment
Therapy Activities |
>Auditory Closure - give them the first part of a phrase/word and they finish it off (salt and pepper, say the first part of the word they finish it off)
>Phoneme training - descrimination of /m/ and /n/ >Prosody training - when they have trouble decoding prosody (sarcasm) |
|
|
APD Treatment
Compensatory Strategies |
>Problem solving skills
>Teach rules of language >Chunking (telephone numbers) >Verbal rehearsal >Paraphrasing (just the main ideas) >External organization aids |
