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Audiological Rehab > LA 2 > Flashcards

LA 2 Flashcards

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1
Q

What is auditory training?

A

Only relying on the auditory system to train the brain how to process sound

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2
Q

Who typically performs AT?

A

Audiologist and SLPs

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3
Q

Frequency selectivity

A

the auditory systems ability to respond differently to different frequencies

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4
Q

Temporal resolution

A

the auditory systems ability to perceive of discriminate sound segments occurring closely in time as separate events

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5
Q

Why is it hard to listen to speech with a HL?

A

Because speech is comprised of a wide range of frequencies and changes rapidly over time

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6
Q

Does impaired frequency selectivity and temporal resolution negatively affect speech recognition even when the signal is loud enough to hear?

A

Yeah, it is harder to hear in background noise and with complex information

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7
Q

Spectrogram

A

3D graph of speech that displayed frequency on the y axis and time on the x axis and amplitude on the density of the tracing

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8
Q

What is the energy of the sentence like for a person with a HL?

A

There is a lot of energy reduced because the HL is filtering out so we are only able to hear bits and pieces (usually will take out voiceless consonants)

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9
Q

What is the energy of the sentence like for a person with normal hearing?

A

There is a lot of energy so it is easy to hear voiced/voiceless consonants and vowels

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10
Q

What does listening fatigue consist of?

A

Perceptual effort, working memory, long-term memory

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11
Q

What is listening fatigue?

A

Listeners with HL expend more mental effort to direct attention to and concentrate on comprehending, remembering, and responding to speech which fatigues the brain

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12
Q

Perceptual effort

A

Putting forth more effort in the moment to perceive and process

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13
Q

Working memory

A

Cognitive resources are being depleted as we go along so it is hard to temporarily store information

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14
Q

Long-Term memory

A

Spending so much cognitive energy that it is hard to pull from LTM

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15
Q

How can we counteract listening fatigue?

A

Patient should “chill” with quiet time every day, noise reduction technology, and auditory training

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16
Q

Goals of AT for new HA user

A

Recalibrate brain for listening (the brain is used to a muffle so we need to retrain the brain to process new info)

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17
Q

Goals of AT for new CI user

A

Interpret the new electric signal (brain is not used to this electrical signal so the brain needs to be retaught)

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18
Q

Goals of AT for experiences HA user

A

The goal is to maintain listening acuity and exercise (work on auditory brain skills)

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19
Q

Goals of AT for hearing loss only

A

Receive overt and immediate feedback of what they are missing (train on what to do before the next step & aid in awareness of what they are not hearing)

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20
Q

Brain plasticity

A

Acquired HL may cause functional changes in the central auditory system that affect speech perception so when you hear HA or CI it can lead to secondary changes as well so neural changes may occur in the CAS as a result of AT

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21
Q

Is hearing the same as listening?

A

NO

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22
Q

Hearing

A

Incidental, involuntary, automatic

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23
Q

Listening

A

Effortful, voluntary, intentional

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24
Q

Transfer appropriate processing theory

A

Use words that are appropriate/words used often (common words)

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25
Meaning based orientation
Auditory stimuli based on meaning of the conversation
26
The affective filter hypothesis
Our emotional response can block our ability to take in information (want to reduce anxiety and encourage/build them up)
27
Auditory training to improve speech recognition steps...
1. fit appropriate listening device 2. live voice only or recorded speech (audiobooks, games, apps)
28
4 types of AT programs
Phoneme based, word based, sentence based, cognitive skill based
29
Phoneme based
Bottom up processing that is focused on phonemes and the smallest segments/differences of speech (net vs nest)
30
Word-based
Bottom up processing with the focus on one word (phonemes/words/syllables) ex. jail, nail, main, snail
31
Sentence-based
Top down processing that is using linguistic knowledge and contextual clues to identify sentences in addition to auditory info (ex. find the pic of the people in the red hat that are happy)
32
Cognitive skill based
Top down processing that is using mental processes for perceiving, remembering, and thinking (using working memory and selective attention) ex. auditory memory, auditory attention, auditory processing
33
Auditory memory
Taking in speech, processing it, and remembering it late
34
Auditory attention
Focusing on the talker and filtering out other things
35
Auditory processing speed
Ability to keep up with the rate of conversation
36
Who is AT and music perception typically used for?
CI users because there is usually poor tone quality, electrodes are frequency specific, and electrode firing rate is slower (can be applied for HA uses as well)
37
What are the types of music perception?
Musical feature approach and whole song approach
38
Musical feature approach
Specific musical instruments/melodies (playing the same not or melody on several different instruments)
39
Whole song approach
Focuses on specifics with familiar melodies, simple musical styles, music videos, live performances, and low frequencies timbre with avoidance of complex harmonies to help people learn melody, pitch, and timbre
40
Benefits of AT?
Effective in improving speech discrimination and recognition in adults, less of a HA return rate, good outcomes, provides encouragement for patients
41
Pre-lingual profound HL
Hearing loss before a child learned to speak so they have no memory of speech sounds and need to learn how to relate sound to meaning and into vocabulary (have no sounds, must learn to attend to relate to the signal, goal is to accelerate auditory learning & have the kid catch)
42
Post-lingual profound HL
Deaf after exposed to spoken language and has some memory of speech sounds (they have some meaning from initial speech signals and can begin AT with more difficult tasks - need to meet them where they are at and continue to develop their auditory skills)
43
Which is more difficult?
Pre lingual profound because they have no prior knowledge of speech sounds
44
4 design principles for skill levels
Auditory skill level, stimuli, activity type, dificulty level
45
What is the continuum of skills?
There is a continuum of skill level starting with: Awareness, discrimination, identification, comprehension (starting from easiest to more difficult)
46
Awareness
A child should be aware that a sound is happening (play peekaboo, musical chairs, march to beat of drum, push car when clinician says vroooom)
47
Discrimination
A child needs to be able to discriminate between sounds (cow says moo and sheep says baaa, respond to chap your hand or jump, play same or different game, repeat what you hear mama or papa)
48
Identification
A child needs to be able to label and identify what they hear (play the game candy land and listen for the names of colors, play with stickers and say show me that cay, go fish with cards and say give me your 7s)
49
Comprehension
A child needs to be able to understand spoken language and meaning (Listen to read aloud stories and then answer questions about the plot and characters, play I spy, play 20 questions)
50
Stimulus units
Analytic and synthetic
51
Analytic
Focus on small segments of speech (bottom up processing) - phonemes, syllables, etc : point to the word with a small phoneme change like goat, coat, coke
52
Synthetic
Focus on general meaning (top down processing)- sentences, stories, etc : select the picture that best represents a description like the dog runs in the snow or the seal lays in the sand
53
Activity kinds
Formal and informal
54
Formal
1 on 1 or group session that is highly structures and records the % of accuracy of responses
55
Informal
Incorporate daily activities, converstations, and natural environment into sessions
56
Difficulty level
Clinicians want to alter the level of difficulty if a student respond correctly to training stimuli 80% (too easy if above 80) of the time or more or responds correctly to less than 50% (too difficult if below 50)
57
Do you do vowel AT or consonant AT first?
Vowel because there is more energy in vowels and they are easier to hear (especially with no visual stimuli)
58
Vowel auditory training
Designed to contrast different vowel formats
59
Consonant auditory training
Designed to contract the 3 features of articulation (voice, place, manner) - it is easiest to start with voiced and nasal consonants because they have higher energy and are easier to hear compared to stops and fricatives
60
What is the purpose or reinforcements for kids?
To keep AT fun and interesting for the child
61
Reinforcements
Stickers, puzzle, bubbles, games, string beads, tokens to purchase computer time/supplies/gift card/slushies
62
Benefit of AT in children
Students may vary widely in how quickly they progress but children who receive AT and develop their listening skills may be able to learn new info more readily in natural settings ALSO research has indicated that improved auditory ONLY speech recognition is associated with better audiovisual speech recognition ALSO speech reading training can increase confidence and motivation

Audiological Rehab (2 decks)

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