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Educational Audiology > Test 1 > Flashcards

Test 1 Flashcards

1
Q

Threshold

A

Softest intensity level someone can respond to 50% of the time

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2
Q

Dynamic range

A

Usable range of someone’s hearing

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3
Q

Dynamic range of sensorineural hearing loss

A

Reduced on both sides: higher thresholds (increase in dB) and decreased tolerance levels (react to noise more strongly)

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4
Q

Recruitment

A

Abnormal perception of sound

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5
Q

Corner audiogram

A

Responses only in bottom corner of audiogram

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6
Q

Residual hearing

A

Amount of leftover usable hearing a person has

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7
Q

Gain

A

The amount of extra hearing the person gets from hearing aids

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8
Q

Normal range (adults and school age)

A
  • 10 to 20 or 25dB

- 10 to 15dBHL

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9
Q

Speech zone

A

Ranges from 30-60dB

250-5000Hz

Consonant sounds higher frequency than vowels

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10
Q

Hard of hearing

A

People with significant hearing loss and receive most communication auditorally

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11
Q

Deaf

A

Receive most communication visually

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12
Q

Self-fulfilling prophecy

A

End up either not speaking or speaking based on what others think they’re capable of

Ex: severely impaired may speak, but can’t based on expectation of others

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13
Q

Rehabilitation approaches

A

Oral/aural, acoupedic, verbal-tonal, LSLS (auditory only)

Cued speech, SEE, ASL (visual only or mainly visual)

Total communication (theoretical and functional)

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14
Q

Developing listening and talking

A

Early identification and intervention

Vigilant/ongoing audiologic management

Consistent and immediate auditory brain access

Professional guidance (parent coaching)

Daily formal/informal auditory, language, cognitive, and literacy enrichment

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15
Q

Congenital vs adventitious speech

A

Better speech with adventitious loss

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16
Q

Lazy speech

A

Capable of producing all phonemes, but don’t do it consistently

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17
Q

Sensory deprivation

A

Period of time when an organism is denied some form of stimulation

Effects greatest when organism is younger

early intervention best to repair damage

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18
Q

Critical period

A

Biologically and socially determined time during which an organism can most effectively develop a skill

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19
Q

Deprivation for people with HL

A

Auditory and social auditory deprivation (less time talking with others)

20
Q

Rat deprivation study

A

Less dendritic branches

Monaural deprivation led to impaired binaural skills

21
Q

ABR

A

Measures EEG activity in response to auditory stimulation

Measures latency and amplitude of waves

22
Q

Latency

A

How long it takes a wave to appear (milliseconds)

23
Q

Critical period biology and social

A

Myelination of neural tracts

Socially acceptable period for certain stage (ex: babbling)

24
Q

Average words per hour presented to HH/D child

A

Professional family 2100

Working class 1200

Welfare 600

25
Mainstreaming faulty assumptions
Physical placement of HH with NH means more social interactions Physical placement of HH with NH leads to more social acceptance by NH Mainstreamed HH will automatically imitate NH peers NH parents will allow mainstreamed children in classroom
26
Mainstreaming keys to success
Social skills and clear communication Parental support/involvement Integration through sports, clubs Structured teaching of social skills
27
Mainstreaming levels
1-exceptional children in regular classes w/ or w/o supportive services 2-reg class attendance plus supplementary instructional services 3-part time special class 4- full time special class 5- special stations 6- home bound 7- instruction in hospital, residential, or total care settings
28
Reasons to mainstream
Prepare for life in society (real world) Learn from others (observation/imitation) Normal experiences (vibrancy/excitement of reg schools) Change attitudes (overcome prejudices) Teach democracy Challenge exclusions
29
Frequency of aud evals
Age 0-3: every 4 mos Age 3-6: every 6 mos Greater than 6: every 12 mos
30
SAT
Speech awareness threshold Lowest intensity level at which presence of speech signal can be heard 50% of the time
31
SRT
Speech recognition threshold Lowest intensity level at which person can correctly recognize (repeat/perceive) speech signal 50% of the time
32
Word recognition
Discrimination task: ability to repeat monosyllabic words at a comfortable loudness level Clarity/ability to understand speech
33
PBK words
Phonetically based kindergarten words Monosyllabic
34
WIPI
Word intelligibility by picture identification test
35
DIP
Discrimination by identification of pictures
36
HH child mainstreaming advantages
Person first, then disability Learn to take risks (contribute to discussion) Talk to peers as equals Know who they are and where they stand
37
HH parent mainstreaming advantages
Clearer picture of child's abilities/limitations via comparative observation Not further handicapped by abnormal surroundings Friendships with hearing peers in unselfconscious way Friendships with parents of hearing children based on common problems (age/interests)
38
Hearing peers advantages of mainstreaming
Labels of deafness are "far out" 2 way street: they give and receive help Take advantage of opportunities to work and socialize
39
Inverse square law
Sound intensity drops by 6dB for each doubling of distance from source
40
ITD and IID
Interaural time difference Interaural intensity differences
41
Binaural advantages
Localization Understanding speech in noisy background
42
Monotic
Listening through one ear
43
Diotic
Both ears stimulated, but receive same signal Ex: body aid with y-cord No localization, speech in noise, ITD or IID
44
Dichotic
Both ears stimulated and receiving different signals simultaneously Takes advantage of ITD and IID
45
3 mic settings for FM
Environmental Teacher Both

Educational Audiology (3 decks)

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