exam Flashcards by Olivia Moss

Types of communication

oral, non-verbal

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Auditory perception

segmental (speech sounds)
suprasegmental (rate, rhythm, intonation)

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T/F Normal development of speech and language relies on appropriate development of auditory skills

true

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Basic range of pitch

20-20,000 Hz

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Basic range of intensity

0-130 dB

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Speech banana

area on audiogram where speech sounds fall (looks like a banana)

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Are consonants low or high frequency sounds?

high

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Temporal parametrs

timing, length

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transitional cues

show what is going on (ex: switching powerpoint slides)

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Speech perception order from most basic

detection, discrimination, identification, attention, memory, closure, comprehensive

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most frequently missed consonants and vowels

consonants: s, p, k , d, θ
vowels: ɛ, o

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Greater redundancy=

better odds that listener can guess what was said even if not clearly heard

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T/F conversational speech is highly redundant

True

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SNR

Signal to noise ratio, trying to increase signal

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potential noise sources

speaker: syntax/articulation struggles
-environment: lighting, visual
-listener (poor listening, lack of familiarity)

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Auditory Training Process

teaching child or adult with hearing impairment to take full advantage/maximize of available auditory cues
-amplification of HA or CI
-moderate to profound hearing loss

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WIPI/ NU-CHIPS

evaluation of children discrimination with picture ID and closed set

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Adults

picture ID with lists, everyday speech sentences, low and high predictability

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SKI-HI

home intervention

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Analytic method

breaking speech into smaller components, bottom-up approach

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synthetic approach

meaningful stimuli (practice stimuli based on context of location) top-down approach. gist of conversation to then determine individual words

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Anticipatory strategies

pre conversation: know who speaking with, adjust HA, location

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Repair strategies

during conversation: adjust HA, ask to repeat

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Passive Conversation

(withdraw)- remove from social environments

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Agressive Conversation

(blames others)- ask to speak up/ quit mumbling/ look when taking. often avoid HA

Assertive Communication

(takes responsibility): dominate conversation, talk louder, don't let anyone else speak

2 Types of Visual Communication

oral (speechreading) and manual (signing)

Factors of speech reading

speaker: facial expression, rate of speech, distractors signal/code: visibility, redundancy, visemes

Visemes

the smallest unit of visible shape in the mouth

T/F phonemes and visemes have a one to one correspondence

false (multiple sounds can look the same)

Before speech reading assessment __ should be evaluated

vision

Manual Communication

ASL singing exact english pidgin signed english- personal made up signs seeing essential english- important signs

Total Communication

uses more than one communication style (auditory-oral, manual-visual)

deaf vs Deaf culture

deaf: medical diagnosis not identity, hearing loss, may not be connected with Deaf culture Deaf: identify as part of Deaf community and share culture and language

___% of children born deaf are implanted with CI

___-% of deaf people are born into deaf families

__% of deaf people are born into hearing families

At what age is early identification ideal

6 months for speech to be normal by 5

verifit testing

test how well hearing aids amplify in real world settings

what is the part of HA called that keeps it on children

retention device

factors affecting speech and language

cognitive skills

5 branches of language

form: syntax, morphology, phonology content: semantics use: pragmatics

SVO

English pattern (subject, verb, object) other countries are subject, object, verb

language assessment

PLS-5 TASL (criterion referenced) assists teachers with analyzing syntax and suggestions to develop lang

resonance

vibration of air in throat, oral, or nasal cavity (deaf can't hear themselves so need to feel)

suprasegmentals

variation in intensity, fundamental frequency, syllables, pauses

Goldman Fristoe TOA

Tests speech intelligibility/articulation

Listening sounds list

learning to listen sounds and phrases introduce listening and language to a child

T/F parents and clinicians can target language and speech in everyday activities

true

Hearing Aid Effect

the negative perception of hearing aids that observers and wearers experience

Incidental learning

when a question leads the learning

_% of those born with HL have one hearing parent

grief cycle

1. shock 2. denial: may block effort 3. depression 4. acceptance

social competence

capacity to think independently, self direction, self control, flexibility, reliance on self and others

Aquired hearing loss

self concept is huge - avoidance and worry -adjustment: slowly get hearing loss back -research on own

Concerns with Hearing Loss

communication, isolation, spouse burden avoidance techniques, social withdrawl

Becoming Deafened

not part of Deaf culture, acquired, relief through CI most common

psychotherapy

performed by psychologists and psychiatrists- may refer tinnitis or hypercusis to them

Counseling

audiologists and SLPs. strategies to cope with life

Normal hearing child vocab by 18 months _____ words

normal hearing child vocab by 7-8 ____ words

22000

Normal hearing child vocab by 17 years _____ words

80000

Child with profound hearing loss at 4-5

some single words

Vocab by child with profound hearing loss age 17

at the 3rd grade level or worse. reading (15%)

Is academic success based on the competent use of language

yes

What grade level are reading and math at for profound hearing loss past graduation

4th or 5th grade

T/F degree of hearing loss determines academic achievement or level of support needed in school

false- variety of factors

IDEA

Individuals with Disabilities Education Act- all children have educational rights

FAPE

part of IDEA (Free Appropriate Public Education)

LRE

Least restrictive environment- as normal activities as possible/ equal opportunities

IEP/ARD

Individualized Education Plan/ Admission Review Dismissal -IEP: annual goals -ARD: yearly meeting

Educational settings for hearing impaired

mainstreamed, school of deaf, hybrid

Who most likely manages amplification in the schools

school SLP

How is HL found in the school setting

hearing screenings K-12

Preferential seating

a child is given the accomodation to sit somewhere that will most benefit their communication needs

Classroom acoustics

SNR, reverberation (echo) helped with dampers, cushions, carpets, FM system/sound field

AR providers in school

teachers, audiologists, SLP

Auditory Processing Disorders (APD)

brain related- everything structure wise is good does not cooccur with anything -therapy, environment modifications, coping

Transition planning

post-graduation, college choice, etc. truly helping not just passing through a system

exam Flashcards

(79 cards)