Exam 1 (Assessment Part 2) Flashcards
what are the monaural tests
gaps in noise test
pitch pattern sequence test
duration pattern sequence test
nu-6 words - 45% compression
time compressed sentence test
auditec: low pass filtered NU-6 750 Hz
synthetic sentence identification ICM & CCM
what are the auditory processes
dichotic processes
temporal processes
binaural interaction
monaural low redundancy speech/auditory closure proceses
what tests can you do to check dichotic processes
dichotic digits
competing sentences
SSI-CCM
SSW
what can you do to test temoral processes
gaps in noise
random gap detection
duration pattern test
pitch pattern test
what can you do to test binaural interaction
auditory fusion
masking level difference
what can you do to test monaural low redundancy speech/auditory closure proceses
NU6 filtered words
time comrpessed sentences
SSI-ICM
SIN tests
what are common concerns for PTs with dichotic processing issues
issues with speech in noise
they have issues following conversations in noisy places
cannot keep up when multiple people are talking
might miss what teacher says with background noise in classroom
difficulty following rapid speech or instructions
they miss most of what they’re saying when someone talks quickly
often need repetition of instructions especially with groups
classroom concerns
miss what teacher says with background noise
miss what people say if they speak fast
need instructions repeated especially in group settings
what are indicators for testing with dichotic processing concerns
Reports of difficulty with binaural integration or separation:
(e.g., “I can’t focus on one voice if another voice is present.”)
Complaints of unilateral or uneven hearing despite normal audiometric results.
what are common concerns for PTs with temporal processing issues
difficulty understanding fast speech
they need people to slow down for them to understand
they struggle when people talk quickly
issues following rhythms or patterns
music is off beat to them
they cannot follow clap games or rhythmic activities
trouble processing rapidly changing sounds
they miss parts of words or confuse similar sounding words
difficulties hearing in noise
fast conversations in noisy environments are impossible for them to follow
miss steps when instructions are provided, ask for repetitions, trip over similar words, difficulty hearing subtle differences in sounds
what are classroom concerns for temporal processing
miss steps if instructions are given quickly
if they do not write instructions down they will miss parts
cannot read out loud they get stuck on similar sounds
what are classroom concerns for dichotic processing
miss what teacher says with background noise
miss what people say if they speak fast
need instructions repeated especially in group settings
indicators for testing temporal processing concerns
Difficulty perceiving gaps between sounds:
(e.g., “I can’t tell when one word ends, and another begins.”)
Challenges understanding pitch or timing-dependent cues:
(e.g., “I miss sarcasm or questions because I don’t hear the tone changes.”)
what are common concerns for PTs with auditory binaural interaction concerns
issues localizing sounds
cannot tell where sounds are coming from
if someone calls their name they do not know where to look
issues hearing in noise
hard to pick out a voice in a noisy room
issues with spatial awareness
sounds seem like they come from the same place
cannot tell if something is in front of behind them
imbalance between ears
feels like one ear is louder than the other
what are indicators for testing auditory binaural interaction
Difficulty understanding in dichotic listening situations:
(e.g., “I can’t focus on what one ear is hearing while ignoring the other.”)
Struggles with auditory fusion or temporal disparity cues:
(e.g., “It feels like sounds aren’t syncing up between my ears.”)
what are common concerns for PTs with Auditory Monoaural Low Redundancy Speech/Auditory Closure Processes issues
issues with distorted or muffled speech
cannot understand people when they speak soft or mumble
difficulties hearing on the phone
issues in noise
cannot make out what people are saying & lose track of conversations if person speaks soft
issues with accents or rapid speech
may need repeditions for them to understand
issues with reverberant spaces
miss a lot of what is said in echo rooms
like churches, gyms, etc.
classroom concerns for Auditory Monoaural Low Redundancy Speech/Auditory Closure Processes issues
issues following lecture if they cannot see their face
may miss instructions or not hear clear in group meetings
indicators for testing for Auditory Monoaural Low Redundancy Speech/Auditory Closure Processes issues
Difficulty with incomplete or low-redundancy speech:
(e.g., “I can’t guess what someone said if I only hear part of it.”)
Struggles with auditory closure:
(e.g., “I can’t fill in missing sounds or words in a sentence.”)
what does GIN stand for
gaps in noise test
author and ages of GIN
Musiek 2005
Ages 7yrs to adults
what does GIN assess
Assesses temporal processing/resolution
monaural
applicable for ESL
not linguistically loaded
what is the GIN test
Ability to detect changes in intervals of silene (gaps) embedded in a continuous auditory signal
sensitivity and specificity for GIN
Poor sensitivity → 67%
Good specificity → 94%
PPST ages & author
Musiek & Pinheiro 1987
Ages 7yrs to adults
DPT author and ages
Musiek, Baran & Pinheiro 1990
Ages >9-10 yrs to adults
Difficult test for younger children
