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36 Cards in this Set
- Front
- Back
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audiologic habilitation
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remedial efforts for congenitally deaf
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audiologic rehabilitation
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efforts designed to assist an individual in attaining full potential by using personal resources to overcome difficulties resulting from HL
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HL characteristics
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- degree of impairment
- age of onset/identification - type of HL - speech recognition |
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degree of impairment
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- configuration (across frequency)
- severity (range from hard of hearing to deaf) |
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onset
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- congenital
- pre-lingual (0-3) - post-lingual (5+) - deafened (18+) |
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types of HL
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- conductive
- sensorineural - mixed - CAPD - functional - cortical |
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speech recognition
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- ability to comprehend spoken language and conversational speech
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dimensions of disorder
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- impairment (loss of function)
- activities (communication) - participation (within life situations) |
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timeline
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- 1500s: Ponce de Leon regarded those with HL as mentally competent
- 1815: Thomas Gallaudet learned manual communication from Laurent Clerc in France and started school for deaf in US - mid-1800s: switch to oral method after innovations developed by Alexander Graham Bell and Horace Mann - 1900: auditory training and speech reading methods - 1960: resurgence of sign, Academy of Rehabilitative Audiology founded (1966) |
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model for AR
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- communication activity limitations
- overall participation variables - related personal factors - environmental factors |
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management model for AR
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- counseling
- audibility improvement (hearing aids) - remediation of communication - environmental coordination and goals |
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five components of oral communication
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- speaker
- message - listener - feedback to the speaker - environment |
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segmental components
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individual speech sounds
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suprasegmental components
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rate, rhythm, intonation
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auditory training
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assist HI individual in maximizing use of residual hearing
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clients of long term auditory training
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cochlear implants recipients, those with pre-lingual onset, and those with severe to profound HI
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components of speech perception
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- detection (awareness)
- discrimination (distinguish among phonemes) - identification (labeling what has been heard) - attention (focus on the speaker and message) - memory (retain verbal information) - closure (combine perceived speech elements) - comprehension (full perception and understanding) |
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speech perception characteristics in HI
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- vowels: relatively intact, unless severe
- consonants: typically impaired, final more difficult to perceive than initial/medial, place more difficult to perceive than manner/voicing, few nasality errors |
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Carhart
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- pioneered auditory training in 1960
- worked to maximize residual hearing - endorsed hearing amplification |
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assessment of auditory skills
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- determining whether auditory training is warranted
- providing basis for comparison with post-therapy performance - identifying specific areas of auditory perception to concentrate on during training |
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tests for assessing speech perception in children
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- WIPI (Word Intelligibility by Picture Identification)
- NU-CHIPS (Northwestern University Children's Perception of Speech) - Six Sounds Test |
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other test batteries for children
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- TAC (Test of Auditory Comprehension)
- GASP (Glendonald Auditory Screening Procedure) - DASL (Developmental Approach to Successful Listening) |
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DASL II
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- Stout and Windle 1986-92
- can be used for any age, but often used for young children with hearing aids or cochlear implants - focused on developing sound awareness, phonetic listening, auditory comprehension |
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SKI-HI
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- Clark and Watkins (1985)
- comprehensive identification home program for infants - developmental approach for speech and language - divided into 4 developmental phases |
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SPICE
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- Moog, Biedenstein and Davidson (1995)
- guide for evaluating and developing auditory skills in children with severe to profound HL, cochlear implants - four levels: detection, suprasegmental perception, vowel/consonant perception, connected speech |
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methods of auditory training
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- Blamey and Alcantara (1994)
- analytic: bottom-up, attempts to break speech into smaller components - synthetic: top-down, stresses use of clues derived from context to gain understanding - pragmatic: utilizing available resources - eclectic: combination of all three |
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consonant recognition training
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- Walden et al. 1981
- used with adults - uses analytic approach to improve speech perception - client differentiates between syllable pairs and identifies nonsense syllables |
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communication training and therapy
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- pragmatic therapy for adults
- done in groups - teaches anticipatory and repair strategies |
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three general auditory training approaches
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- natural conversational
- moderately structured - practice on specific tasks |
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four factors important to speech reading
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- speaker: articulation, rate, expression, gestures, familiarity, distractors
- signal/code: placement and manner, visibility, context - environment: distance, angle, lighting, distractions - speech reader: residual hearing, visual acuity, age, attentiveness |
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visemes
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- vowel: shape
- consonant: place |
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ASL
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- independent language
- nonverbal communication |
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signed English systems
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- Pidgin Signed English (combination of ASL and English)
- Signed English (signed in accordance with English grammar, but signs are meaning based) - Signed Exact English (signs correspond with English words) - Linguistics of Visual English (same as SEE 2, but has method of writing each sign) - Seeing Essential English (signs based on word roots) |
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fingerspelling
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- manual representation of written language
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cued speech
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- signs used in conjunction with lip movements to enable lipreading
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speech-reading methods
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- analytic: before an entire word, sentence or phrase can be identified, each basic part must be perceived
- synthetic: perception of the whole is paramount, regardless of which parts are perceived |
