Transcript Chapter 7 Auditory Training

Chapter 8
Auditory Training
Perry C. Hanavan, Au.D.
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“You have to hear what
you don’t hear to know
what you don’t want to
hear.”
Auditory Training
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Utilize residual hearing
Emphasizing that the primary therapeutic goal is
training the mind to be aware of, attend to, and
use sound.
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Speech and language activities are founded in this
mental training.
To help integrate listening into one’s development of
communication and social skills
To help monitor one’s own voices and the voices of
others in order to enhance the intelligibility of spoken
language
Utilize residual hearing with amplification
and/or cochlear implant, and hearing assistance
technologies
Four Design Principles
1. Auditory Skill
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Awareness, detection
Discrimination
Identification
Comprehension
2. Stimuli
– Phonetic level
– Sentence level
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Difficulty Level
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Words, phrases,
sentences
Stimulus similarity
Contextual support
Task structure
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Closed, limited, open
Stimulus unit
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3. Activity Type
– Formal
– Informal
Response type
Highly structured,
spontaneous
Listening conditions
1. Auditory Skill Level
• Detection
– Presence/absence of sound
• Discrimination
– Same/different
• Identification
– Recognition/labeling
• Comprehension
– Understanding/meaning
detection discrimination identification comprehension
2. Stimulus Units
• Analytic
– Phoneme, syllable, word
• Individual auditory cues
• Synthetic
– Sentence, communication discourse
• Meaning of utterance
analytic
synthetic
Analytic Auditory Approach
Two primary objectives often targeted
in analytic approach
1.Vowels
• More intensity in lower frequencies,
thus more audible to most
• Vowel formants: back, front, central,
high, mid, low
2.Consonants
• Focus on place, manner and voicing
characteristics
Vowel Formants
3. Activity Kind
• Informal Training
– Occurs as part of the daily routine
– Often incorporated into other activities
• Formal
– Highly structured
– Usually one-on-one training
formal
informal
4. Difficulty Level
easy
hard
• Stimulus set
closed
• Stimulus unit
phoneme syllable word sentence
• Stimulus similarity
dissimilar
• Context
high
• Task
structured
• SNR
good
limited
open
similar
low
spontaneous
poor
Hierarchy of Listening Tasks
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Familiar expressions/common phrases
Single directions/two directions
Classroom instructions
Sequencing three directions
Multielement directions
Sequencing three events in a story
Answering questions about a story
Comprehension activities/exercises in noisy environs
Onomatopoeic words
– (Estabrooks, 1994)
Friday Morning Appointment
The audiologist has just completed an
audiologic evaluation and referred them
for AR or you are an educator of the
deaf or speech language pathologist?
• What audiologic tests measure
detection?
• What audiologic tests measure
identification?
Analytic to Synthetic
Nonspeech
Detection
Discrimination
Identification
Comprehension
Phoneme
Syllable
Word
Sentence
Discourse
Analytic
• Will discriminate vowels that differ in first
formant information Will discriminate vowels that
differ in second formant information (e.g. beet,
bit; boot, but)
• Will discriminate words that have vowels with
similar first and second formant information (e.g.,
“meet, mat”; boot, bought)
• Will identify words with different vowels, using a
four-item response set (e.g., beet from beet, boot,
bat, and bet)
• Will identify words with different vowels, from an
open set of vocabulary
Synthetic
• Will discriminate between a declarative
and interrogative sentence (How are
you? ;You are fine)
• Will carry on a conversation
• Can follow the instructions of simple
commands (Go to the chalkboard; write
your name on the board; jump three
times, etc.
Analytic to Synthetic
Nonspeech
Phoneme
Syllable
Word
Sentence
Detection
Discrimination
Identification
Comprehension
Analytic
Synthetic
Discourse
Context
Nonspeech
Phoneme
Syllable
Word
Sentence
Detection
Discrimination
Identification
Comprehension
Low
High
Discourse
Stimulus Unit
Nonspeech
Detection
Discrimination
Identification
Comprehension
Phoneme
Syllable
Word
Sentence
Discourse
Audiologic Evaluation
Detection
Nonspeech
Phoneme
Pure tone
Ling 6
Discrimination
Identification
Comprehension
Syllable
Word
Sentence
Discourse
SAT
Larson
Ling 6
WIPI
NU-6
CAT
SRT
Isophonemic
DSI
QuickSIN
HINT
BKB-SIN
TOPICON
AR Evaluation (Auditory)
Nonspeech
Detection
Phoneme
Syllable
Comprehension
Sentence
Discourse
Ling
Discrimination
Identification
Word
Larson
SPAC
Ling
SPAC
NU-CHIPS
WIPI
CAT
BKB
CUNY
Quick-SIN
BKB-SIN
TOPICON
AR Training(Auditory)
Nonspeech
Ling
Vowel
Consonant
Detection
Discrimination
Identification
Comprehension
Phoneme
Syllable
Word
Syllable
forms
monosyllabic
NU-6
Monosyllabic
trochees
Spondees
multisyllabic
Sentence
Discourse
BKB
CID
Tracking
Pitch
Loudness
Duration
Rate
noise makers
everyday
noises
Discussion
TOPICON
10 am Appointment
• Early childhood program has identified
a 3 year old child with profound loss
which was recently fitted. Child has
accepted the hearing aids and is
responding to sound.
• Develop 6 analytic auditory objectives
from the paradigm that will encourage
continued growth in exploring sound
Cycling
• Reviewing or practicing tasks
already accomplished or
demonstrated
– e.g., student is struggling with
identification of words—you review
or practice at a simpler level of
discrimination by comparing two
words
– e.g., student is struggling with
hearing comprehending sentences—
you practice at a word level before
returning to work with sentences
11 am Appointment
• The student now 8 years of
age has worn a cochlear
implant since 2 and has been
successfully integrated for the
past three years in a regular
classroom
• Develop 6 synthetic objectives
from the paradigm that will
help the child succeed