Comd 5330 Module 5 - Effects Of Hearing Loss On Speech And Language Development

Front 1

What age range of speech sound development includes the following:
-Reflexive distress/vegetative sounds
-No alveolar ridge
-Flat palatal arch
-Movements of tongue tip not fully developed
-No teeth
-Little resonation

Back 1

Birth to 1 month

Front 2

When do cries become differentiated?

Back 2

1 to 2 months

Front 3

What age range of speech sound development includes the following:

-Many neutral sounds
-Purposeful pleasure sounds
-Gooing (back vowels)
-Voluntary control of back tongue

Back 3

2 to 5 months

Front 4

What age range of speech sound development includes the following:

-Neuromuscular control of tongue continues back to front
-Babbling (consonant and vowel combinations)
-All vowels (except /r/ and /l/)
-Reduplicated babbling

Back 4

5 to 9 months

Front 5

What age range of speech sound development includes the following:

-Jargon - intonational patterns
-First true word - articulation

Back 5

9 to 18 months

Front 6

Which speech sounds develop by 24 months?

Back 6

t, k, g, p, b, m, h, n and all vowels (except /l/ and /r/)

Front 7

Which speech sounds develop by 28 months?

Back 7

s, d, f, ng, and y

Front 8

Which speech sounds develop by 36 months?

Back 8

w, l, sh, r, /r/ vowels

Front 9

Which speech sounds develop by 48 months?

Back 9

ch, v, j, /l/ blends, /s/ blends, th, z

Front 10

What percentage of children produce the sounds indicated in the speech sound development?

Back 10

75%

Front 11

In speech sound development, there is some variability up to age ____.

Back 11

six

Front 12

What phonological processes usually disappear by the age of 3?

Back 12

final consonant deletion (do/dog)
unstressed syllable deletion (nana/banana)
assimilation (lellow/yellow)
fronting (dame/game)

Front 13

Which phonological process usually disappears by the age of 4?

Back 13

cluster reduction (tove/stove)

Front 14

Which phonological process usually disappears by the age of 5?

Back 14

stopping (teep/sheep)

Front 15

What are the four speech processes?

Back 15

respiration
phonation
resonation
articulation

Front 16

Speech perception cannot be separated from the __________/___________ of sounds but it cannot _______ anything until we __________ it.

Back 16

meaning/understanding
mean
perceive

Front 17

What do the physical constraints of speech perception consist of?

Back 17

type/degree of hearing loss

Front 18

What do the linguistic constraints of speech perception consist of?

Back 18

phonemic vs. phonologic components
redundancy of language

Front 19

The effects of hearing loss on respiration depends on what?

Back 19

degree and onset of HL

Front 20

Respiration for speech is normal for who?

Back 20

those with mild to moderate hearing loss

Front 21

Respiration pattern becomes affected for who?

Back 21

those with severe to profound hearing loss

Front 22

HL can affect suprasegmentals, which are what?

Back 22

intonation
prosody
rhythm of speech

Front 23

With hearing loss, rate becomes _____, there are ___________ ____________ and __________ speech.

Back 23

slow
abnormal pauses
monotone

Front 24

Why does fluency become affected with hearing loss?

Back 24

only as a result of the disruption of the respiratory system

Front 25

What three things play a part in voice quality?

Back 25

respiration
phonation
resonation

Front 26

When is voice quality normal?

Back 26

mild to moderate hearing loss

Front 27

When is voice quality affected?

Back 27

severe to profound hearing loss

Front 28

In severe to profound hearing loss, _____________ ___________ is higher than normal, and voice may be _________, ________ with resonance created mostly in the _______ and not in _____/_______ areas.

Back 28

fundamental frequency
breathy
tense
back
oral/nasal

Front 29

The articulation effects of mild-moderate hearing loss:

-misarticulation of __________ ________
-_________ usually normal (may be ___________)
-__________ may be omitted or __________ (__________/affricates, _________)
-low _________, short _________, high _________, ___________ problems

Back 29

single consonants
vowels, distorted
consonants, distorted, fricatives, blends
intensity, duration, frequency, consonant

Front 30

Respiratory affects of sever/profound HL:

=____________
=few ________ per ____________
-often speak on _________ ___

Back 30

suprasegmentals
words, exhalation
residual air

Front 31

What type of hearing loss affects fundamental frequency and overall quality (resonance/voice)?

Back 31

severe/profound

Front 32

With severe/profound hearing loss, how are vowels produced?

Back 32

they are neutralized or produced as a diphthong (assimilation/coarticulation)

Front 33

With severe/profound hearing loss, how are consonants produced?

Back 33

they are distorted/omitted, difficulty with voiced/unvoiced cognates

Front 34

What is one of the problems with research studies?

Back 34

hearing impaired individuals grouped with deaf students

Front 35

We only study those individuals with what level of hearing loss?

Back 35

PTA 45db

Front 36

What are the aspects of receptive language?

Back 36

verbal
non-verbal

Front 37

What are the aspects of expressive language?

Back 37

syntax
morphology
semantics
pragmatics

Front 38

What age range has the following receptive language skills?

-understand simple directions
-responds to simple wh-questions
-comprehends approximately 300 words

Back 38

1-2 years

Front 39

What age range has the following receptive language skills?

-demonstrates understanding of verbs/actions
-identifies objects by use
-understands size differences

Back 39

2-2.5 years

Front 40

What age range has the following receptive language skills?

-comprehension of 800 words
-can execute simple two step commands
-demonstrates understanding of common adjectives

Back 40

2.5-3 years

Front 41

What age range has the following receptive language skills?

-beginning to learn through listening
-understands up to 1500 words
-comprehends simple and complex sentences
-appreciates social meaning of oral communication

Back 41

3-4 years

Front 42

What age range has the following receptive language skills?

-carries out complex directions with two to three actions
-understands dependent clauses (if, because, when, why)

Back 42

4-5 years

Front 43

When do the first 50 words come?

Back 43

11-15 months

Front 44

What percentage of the first words are nouns?

Back 44

40%

Front 45

School aged children have increased __________ and ___________ of __________.

Back 45

development
sophistication
vocabulary

Front 46

School aged children understand __________ language and ___-________ meanings of words/phrases (_____________)

Back 46

formative
non-linguistic
metalinguistics

Front 47

What increases understanding of meanings for school aged children?

Back 47

social experience

Front 48

In metalinguistic semantics, language is seen as a ______________ object, develops between __-__ years of age and relates to ___________ ability.

Back 48

decontextualized
5,8
reading

Front 49

Metalinguistic semantics is recognizing that language is an ___________ ______ with _________ __________, and that it can be ____________.

Back 49

arbitrary code
multiple meanings
manipulated

Front 50

List five metacognitive capabilities.

Back 50

sorting
listening
organizing
self examination/monitoring
review and repair

Front 51

List five types of figurative language.

Back 51

idioms
similes
proverbs
metaphors
riddles/humor

Front 52

Hearing loss problems with semantics:

-overall reduced ___________
-reduced ________
-overuse of ______ and _____
-omission of ________ words
-reduction in other ________ _________
-_________ words typically used
-slang, ___________, __________, multiple meaning words are _________

Back 52

vocabulary
concepts
nouns/verbs
function
word classes
concrete
idioms, homonyms, difficult

Front 53

List one word level pragmatics.

Back 53

requesting objects
requesting actions
commenting
greeting
protesting
answering/replying
labeling naming
expressing feelings

Front 54

School aged children (pragmatically) can:

_____ and _____ attention in a socially ________ manner.
Use _________ when appropriate as ________ for assistance or info.
Express __________ or __________ and anger appropriately.
_________ and _______ peers.
___________ with peers in _________ and __________.
Express _______ in self and accomplishments.
______ play.

Back 54

gain, hold, appropriate
others, resources
affection, hostility
direct follow
compete, storytelling, boasting
pride
role

Front 55

Pragmatically, those with hearing loss have the following problems:

-___________ of __________ is difficult
-Use of _________ ________ is poor.
-Difficulties in ____________, ________-__________, and _____________ of conversations

Back 55

initiation, conversation
social phrases
sustaining, turn-taking, repairing

Front 56

School age syntax:

-Add new _____________ and _______ structure
-__________ and ________ existing forms
-Express increasingly more ________ _____________
-Use language more ___________

Back 56

morphology, syntax
expand, refine
complex relationships
creatively

Front 57

Those with hearing loss have the following problems in syntax:

-______ errors
-Errors in ________-_____ agreement
-____________ errors
-Overuse of _________ sentences, ___________ sentences
-Use of a __________ ________/_______-form sentences
-___________ sentence length and __________
-improper ___________ of words

Back 57

tense
subject-verb
possessive
simple, declarative
carrier phrase, fixed
shorter, complexity
sequencing

Front 58

Reading skills of HI kids are generally delayed due to problems in _________________ skills.

Back 58

metaphonological

Front 59

List six examples of metaphonological skills.

Back 59

rhyming
segmentation
onset/alliteration
blending
manipulation
grapheme/phoneme correspondance

Front 60

Why are HI children read to less?

Back 60

Because they offer less verbal responses

Front 61

Hearing children write __________ sentences at a _________ age.

Back 61

longer
younger

Front 62

Problems exhibited in ________ language are _____ __________ in ________ language.

Back 62

verbal
also present
written

Front 63

What level of hearing loss shows slight difficulty with faint speech sounds and discrimination of sound combinations?

Back 63

26-40 (mild)

Front 64

What level of hearing loss may demonstrate limited vocabulary and some speech anomalies? May also miss a significant percentage of class discussions.

Back 64

41-55 (moderate)

Front 65

What level of hearing loss only hears/understands loud conversations, difficulties with phone conversations and classroom discussions. Limited vocab and defensive speech are likely. 3-5 ft optimal.

Back 65

56-70 (moderate/severe)

Front 66

What level of hearing may identify, discriminate vowels and environmental sounds but not all consonants? Also possible speech deterioration without therapy? 1 ft optimal.

Back 66

71-90 (severe)

Front 67

What level of hearing loss is more aware of vibrations than tonal patterns. Speech and language of very poor quality and likely to deteriorate (without therapy). Will likely use total communication (oral and manual).

Back 67

90+ (profound)

Front 68

A 30 db hearing loss leads to an average of ___ yr. academic delay.

Back 68

1

Front 69

A 40 db hearing loss leads to an average of ___ yr. academic delay?

Back 69

2

Front 70

A 50 db hearing loss leads to an average of ___ yr. academic delay?

Back 70

3

Front 71

What is the average achievement for moderate/severe hearing impaired people as a group?

Back 71

3rd-4th grade level