Foundations of Aural Rehab Module 10 Exam

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

Classroom Amplification Systems

Systems designed to enhance a teacher's voice in the classroom, improving the signal-to-noise ratio (SNR) for better communication.

Signal-to-Noise Ratio (SNR)

A measure that compares the level of a desired signal (teacher's voice) to the level of background noise; higher SNR indicates better clarity.

Reverberation

The persistence of sound in a space after the original sound is produced, which can negatively affect speech clarity in classrooms.

FM Signal

Frequency Modulation signal used in classroom amplification systems to transmit voices clearly to receivers.

Infrared Classroom Amplification

A type of classroom amplification system that uses infrared signals to transmit sound from a teacher's microphone to loudspeakers.

Speech Recognition Performance

The ability of students to accurately understand and identify spoken words, which is improved by classroom amplification.

Background Noise

Unwanted ambient sound that competes with the teacher's voice, negatively affecting the SNR and clarity of communication.

Directivity Pattern

The distribution of sound intensity from loudspeakers, impacting how effectively sound is heard at different locations in a classroom.

Child Group Noise

The sounds produced by students talking among themselves, which can interfere with the teacher's voice in the classroom.

Analysis of Frequency Distribution

A method to estimate the SNR by examining the varying levels of sound intensity at different frequencies in a classroom.