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test 3 Flashcards

1
Q

abnormally small pinna or auricle

A

microtia

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2
Q

the closing off of the external auditory canal; may experience CHL

A

atresia

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3
Q

the narrowing of the EAC;

may also experience a conductive hearing loss

A

stenosis

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4
Q

inflammation of the outer ear; painful to the patient

bacterial, viral, or fungal; swimmers ear

A

external otisis

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5
Q

symptoms of otitis

A

hearing loss, otorrhea, swelling (edema), redness (erythema), bad smell

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6
Q

cancerous growth on the outer portion of the ear. if it is not treated it can spread to other parts of the body

A

squamous cell carcinoma

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7
Q

what causes squamous cells

A

UV exposure

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8
Q

what is her daughter’s favorite color?

A

rainbow

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9
Q

common growth that is found on the pinna, thought to be caused by long term exposure to ultraviolet radiation from sunlight ; can be very locally destructive and aggressive and spreads rapidly

A

basal cell carcinoma

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10
Q

inflammation of the middle ear space with fluid WITHOUT infection (bacteria)
- typically will proceed some type of upper respiratory infection

A

serous otitis media

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11
Q

inflammation of the middle ear space WITH infection

  • typically proceeded by some type of upper respiratory infection
  • pain w/ fever, 10-14 days
A

acute otitis media

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12
Q

inflammation of the middle ear space with bacteria/ infection present over an extended period of time
- harder to treat and can be destructive to the surrounding tissue
chronic perforations, redness, drainage, otorrhea,

A

chronic otitis media

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13
Q

accumulation of debris developed from perforations of the tympanic membrane

  • seen as a white mass behind or coming through the TM
  • can disarticulate the ossicles if the cholesteatoma grows large enough and can possible cause a CHL
A

Cholesteatoma

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14
Q

abnormal bone growth in the middle ear which form a spongy bone in the labyrinthine capsule and the footplate of the stapes

  • the mobility of the stapes is impaired and a gradual conductive hearing loss with be noticed
  • high occurrence in females
A

otosclerosis

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15
Q

-vascular growths that come from gloms bodies
-if they rupture you can bleed to death
-Unilateral pulsating tinnitus ( hear their own heartbeat)
-CHL and possibly SNHL
slow growth

A

glomus tumor

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16
Q

occurs with repeated exposure to loud noise, can be due to recreational or occupational noise
- high frequencies are affected first
- noise notch around 4000 Hz is typically seen
- almost always bilateral
affects the outer hair cells within the cochlea

A

noise induced hearing loss

NIHL

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17
Q

small opening/ hole in the cochlea causing a mix of the perilymph and endolymph (fluids in the ear)
- patient may experience dizziness, true vertigo, typanometry w/ normal results, flat hearing loss ( fluctuating ) sudden

A

perilymphatic fistula

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18
Q

also called endolymphatic hydrous- increase in endolymph production within the cochlea

A

meniere’s disease

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19
Q

4 characteristics of meniere’s disease

A
  • temporary (fluctuating) hearing loss
  • unilateral low frequency “roaring” tinnitus
  • episodic vertigo
  • aural fullness
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20
Q
  • hearing loss due to taking certain ototoxic mediations
  • has the potential to affect ones hearing, tinnitus, equilibrium
  • typically will see high frequency bilateral SNHL on the audiogram
  • mycin or micin drugs
A

ototoxicity

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21
Q

tumor that affects the VIIIth nerve (auditory nerve)

  • patients complaints will be unilateral (red flag)
  • -unilateral hearing loss
    • unilateral tinnitus
  • -dizziness, loss of balance, lightheadedness
A

acoustic neuroma/ vestibular schwannoma

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22
Q

what is the primary goal of school based audiology services?

A

to level the playing field by minimizing the impact of hearing impairment on the communication and learning so that children who are deaf and hard of hearing have the same learning opportunities as their hearing peers

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23
Q

provided services that adhere to the school based audiology

A 
identify and assess
provide appropriate habilitation
provide counseling
create and administer programs
train teachers and staff
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24
Q

this law guaranteed a free and appropriate public education for all children with disabilities between the ages of 3-18, in the least restrictive environment possible

A

education for all handicapped children act of 1975 EHA

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25
children would receive special education and supporting services at public expense and under public supervision
FAPE
26
expanded the age range of children with disabilities to be covered from birth to age of 21; revised in 2004 to align with the No child left behind act of 2001
individuals with disabilities education act (IDEA)
27
state and local agencies must actively seek and identify children with special needs
identification
28
key provisions of IDEA
``` identification evaluation individualized education plan least restrictive environment private school early intervention due process funds records ```
29
federal mandated document that identifies goals and objectives that address the educational needs of a student aged 3-21 years who has a disability
IEP individualized education plan
30
legal document under the rehabilitation ACT of 1973 -- developed to ensure that a child who has a disability identified under the law and is attention elementary or secondary educational receives accommodations that will ensure their academic success and access to the learning environment
504 plan
31
who is eligible for the 504 plan??
students with physical or emotional disability, or who has an impairment that restricts one or more major life activities
32
IEPS may include but are not limited to
``` classroom listening assessment classroom acoustics assisted technology and devices self advocacy and habilitation resources for the general management of children with hearing impairment in the classroom ```
33
special education program under IDEA which requires schools to seek out and identify children birth to 21 years of age with disabilities
child find
34
the two primary methods that schools may utilize to deliver audiology services
- employment directly by the local education agency LEA responsible for providing special education and related services - contract with an individual, organization, or agency for specified audiology services
35
classroom observations
``` seating arrangements classroom acoustics how a teacher manages instruction expectations for student participation management of student behavior ```
36
3 measurements that influence classroom acoustics
distance from the teacher signal to noise ratio reverberation time
37
marks the max. point at which the listener receives the speech signal from the talker directly w/o addition sound reflections from room surfaces
critical distance
38
the difference in dB between the intended signal and all other unwanted sounds
signal to noise ratio
39
the signal to noise ration that a normal hearing can still understand speech is between
0dB and +5dB
40
children with hearing impairment generally require a __________signal to noise ratio
+15 dB
41
an educational audiologist typically performs classroom noise level measurement using a device called a
sound level meter
42
readings are taken using a decibel scale that is acoustically modified for speech communication this is known as a ________
dBA weighted scale
43
_______is perhaps the greatest classroom offender when it comes to children with hearing loss
background noise
44
the reflection of sound that varies according to the surfaces that it is reflected off of
reverberation
45
______generally have more absorption ability and therefore have less sound reflection
softer surfaces
46
______generally have less absorption ability and therefore reflect more sound
hard surfaces
47
____________can be measured using conventional reverberation time meters or applications for handheld devices
reverberation time
48
- unoccupied classroom levels must not exceed 35 dBA - signal to noise ratio should be at least +15 dB at the child's ears - unoccupied classroom reverberation must not surpass .6 seconds in smaller classrooms or .7 second in large rooms
standards for optimal speech understanding (ANSI and ASHA)
49
intervention for persons who have not developed listening speech and language skills - pre lingual -- auditory training or speech and language therapy for children who have hearing loss
habilitation
50
focus more on adults and older children that have developed speech and language - postlingual
rehabilitation
51
rehabilitation includes
diagnosis of hearing loss provided listening devices follow up support services, such as communication strategies, auditory and speechreading training
52
steps of aural rehabilitation
``` evaluation preparation/ development of aural (re)habilitation strategy counseling communication mode listening devices early intervention program ```
53
children with HL will not catch up without
intervention
54
what causes hearing loss? Risk factors:
``` low birth weight/ premature family history maternal diabetes in utero infections ototoxic medications low apgar score use of ventilator for 5 days or more craniogacial anomalies physical manifestations related to syndrome bacterial meningitis hyperbillirubinemia ```
55
_______of children with HL do no have risk factors at birth
50%
56
goals of early intervention:
- to enhance the infant's or toddler's development - minimize the possibility of developmental delay - to enhance the family's ability to accommodate the child's needs
57
written document developed by a team of health care professionals and the family
IFSP individualized family service plan
58
the form or type of communication used - - determined early in the process - - prevents confusion with the child - -everyone is in agreement and on the same page
mode of communication
59
the means used to share info between you and your child, it may include speech, sign, writing, hand gestures, or any other system of shared symbols
communication mode types
60
manual system of communication used by members of the deal culture in the USA
american sign language (ASL)
61
children with significant hearing loss learn ASL as first language and then later learn english in school, as they develop reading and writing skills
bilingual/ bicultural model
62
- culturally and linguistically distinct from the hearing society - a community primary composed of individuals who have pre lingual deafness and identify with the Deaf culture rather than feel like they are a part of hearing culture
deaf community
63
- has the same syntactic structure as english - can speak simultaneously while signing - corresponds to english words
manually coded english
64
- system fro enhancing speech reading, uses phonemically based gestures to distinguish between similar visual speech patterns - not widely used - talker speaks while simultaneously cueing the message - uses 8 different hand shapes to distinguish consonants and 6 locations on face and neck are used to distinguish vowels
cued speech
65
the language used by persons with normal hearing
aural / oral language
66
utilize both vision and hearing to recognize speech
multi-sensory approach
67
encourages child to develop listening behaviors and help develop spoken communication by relying on residual hearing rather than vision
auditory- verbal approach
68
advocated the use of residual hearing ONLY
unisensory approach
69
professionals will work with your children on the development of the four auditory skill levels
sound awareness sound discrimination identification comprehension
70
awareness that a sound is present
sound awareness
71
listener can identify the auditory stimuli
sound identification
72
understanding the meaning of spoken language
comprehension
73
auditory training is provided to children from an
audiologist or a speech pathologist
74
who makes the decision of the communication mode?
the parents
75
factors that affect which is the best mode of communication for each child
- age of HL onset/ degree of HL - prelingual vs postlingual - cultural implications (deaf community )

audiology (10 decks)

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