Foundations of Aural Rehab Modules 10-11

baby week 25-26

babis in womb have shown to respond to voices and noise

communication options

• Listening and Spoken Language

• Visual and Auditory Systems

• Manual-Visual Systems

factors affecting speech and language development

Age at onset of Hearing Loss

• Congenital

• Acquired Factors Affecting Speech & Language Development

• Age at amplification (hearing aids or C.I.)

• Amount of amplification use in early years

• Amount of Family training/interventions

• Language and culture of family

• Cognitive skills

• Children identified EARLY do better than those identified later with and without cognitive abilities

• CO-existing disabilities

language characteristics of children with HL- form

Phonology – sound system distorted; i.e., voicing a predominant characteristic ( more in Speech section)

• Syntax – word order: (especially in children who use ASL) articles and conjunctions; shorter utterances

• Morphology – word endings: plural endings; verb endings; possessives; verb tenses; pronouns

• Simple sentence structures with few words

• Overuse nouns • Rarely use adverbs, pronouns, and prepositions • Omit function words

• Rarely use or omit morpheme • Story telling omit function words/articles/tense markers (E.g., “Socks jump. Cup fall over. Mess big. Mad mom about Socks.”)

• Poor understanding of various sentence structures (e.g., “The cat was chased by the dog” will be interpreted as, “The cat chased the dog.”)

language characteristics of children with HL- content

: word meaning

• Semantic hierarchy (THIS IS the BASIS OF VOCABULARY )

• Lack of incidental learning is a significant factor in the development of language in children with hearing loss Language Characteristics of Children with HL

• Areas of weakness: • “I don’t know”

• Incomplete thoughts/sentences

• Limited vocabulary: Common, everyday words; may have gaps in their vocabularies where they don’t know words about an entire concept, such as outer space

• Cannot identify synonyms, antonyms, and idioms

• Understanding of words limited to single meaning; e.g., “bank”, “stand” • Learn more concrete (“chair”) than abstract words (“wise”, “sentimental”)

language characteristics of children with Hl- use

Do not ask for clarification (The “I know” syndrome”)

• Are aware of communication break downs but do not know how to repair appropriately

• Incorrect language use

• Inappropriate asking of questions Language Characteristics of Children with HL

• Lack of initiation skills

• Absence of communication breakdown repair

• Poor turn-taking Reasons for lack of pragmatics

• Unfamiliar with language structures

• Reduced vocabulary

• Few conversational partners

• Unable to overhear conversations

• Lack of instruction on rules of communicating

describing child’s speech

overall intelligibility

segmental production

suprasegmental production

general findings about suprasegmental errors

Breathy voice quality

• Abnormal syllable stress within multisyllabic words

• Slow and labored speech rates

• Frequent pauses, often at inappropriate semantic and syntactic boundaries

• Nasalized voice quality

• Either monotone pitch or excessive pitch fluctuations

general findings about segmental errors

vowel errors

consonant erros

charecterisitc vowel errors

Neutralizations: /bit/ becomes /b t/

• Substitutions: /kId/ becomes /kIt/

• Diphthongizations: /tUk/ becomes /tUIk/

• Prolongations: /sik/ becomes /siiik/

• Nasalizations: /bIt/ becomes /bmIt/

characteristic consonant errors

Voiced/voiceless confusions: /tun/ becomes /dun/

• Substitutions: /rUn/ becomes /wUn/

• Omissions: /piz / becomes /iz /

• Errors in consonant clusters: /slip/ becomes /lip/

factors that can provide a positive influence

• A child is identified early on as having hearing loss.

• The child begins to use a listening device shortly after identification and wears the device for most waking hours.

• The child quickly begins to receive intervention services, including speech therapy.

• The child has motivation to speak.

• The child is raised in a favorable speech environment.

low frequency information 250-500 Hz

weak or breathy voice

falsetto voice

poor prosody

nasalization or denasalization

confusion of nasals and plosives

confusion of voiced and unvoiced consonants

mid-frequency info 1000 to 2000 Hz

omissions of unstressed morphemes

neutralization (centralization) of vowels

language processing hierarchy

labeling → functions→ associations →categorization →similarities →differences →multiple meaning → idioms → analogies