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LSL14
Hearing Audiology done print
| Question | Answer |
|---|---|
| OAE Otoacoustic Emission | OAEs are measurable "echos" emitted my the normal cochlea related to the function of the outer hair cells. Used in newborn hearing screening programs |
| ABR auditory Brainstem Response | Electrophysiologic test consisting of 5-7 identifiable peaks that represent neural function of the auditory pathways. |
| BOA Behavioral Observation audiometry | Uses careful observation of the child's responses to sound, startle, sucking, eye-widening birth to 6 months. |
| VRA Visual Reinforcement Audiometry | birth-2 years response to signal such as head turn, is rewarded by the activation of a light or toy. |
| CPA Conditioned play audiometry | Child is conditioned to respond to a stimulus by engaging in a game such as dropping a block in a bucket when tone is heard 2-5 years |
| Immittance audiometry | battery of measurements that assess the flow of energy through the middle ear. |
| Tympanometry | dynamic measure of middle ear function. Type A= normal, Type B=flat usually fluid or something in the middle ear space. Type C=Negative pressure (eardrum is sucked in) |
| Common Syndromes associated with hearing loss | Alport's syndrome, CHARGE, Waardenburg's syndrome, Cornelia deLange, Down Syndrome, Fragile X, Pendred's Syndrome, Pierre Robin, Trisomy 13-15, 18, 21, Usher's Syndrome |
| Auditory Neuropathy | absent reflexes and an absent or abnormal ABR. Wave I on the ABR will reverse with click polarity, which is how auditory neuropathy is often diagnosed. |
| What techniques of behavior management might an AVT employ with a 2-year-old child who does not like to sit in his chair? | Follow the child's lead. Natural environment. |
| How would an AVT help guide a parent when choosing an educational setting for their child? | Support services/room acoustics. choose a setting that does not limit success. |
| How would an AVT educate a parent regarding how much their child is able to hear? | audiogram with acoustics/ plot audiogram on speech banana |
| How would an avt help a family in setting up their own support system? | Knowing resources, parent helping parents |
| Mild hearing loss | 20-40 dB |
| Moderate hearing loss | 40-60 dB |
| Severe hearing loss | 60-90 dB |
| Profound hearing loss | 90 and greater |
| Acoustic building blocks of speech | Frequency Intensity Time (duration) F-I-T |
| Threshold | The softest level at which a child can hear a sound 50% of the time. |
| Pure Tone Average (PTA) | The average of hearing ability measured at 500, 1000 and 2000 Hz PTA does not accurately estimate the effect of the hearing loss on speech recognition |
| Existing evidence that supports the rationale for auditory-verbal practice | The majority of children with hearing loss have useful residual hearing |
| When properly aided | children with hearing loss can detect most if not all of the speech spectrum |
| Does a child with hearing loss have to automatically be a visual learning? | No, through the AVT the child has the opportunity to develop language in a natural way through the auditory modality. |
| When identification of hearing loss, use of appropriate amplification and medical tochnology, and stimulation of hearing must | occur as early as possible. |
| A child's ability to use acoustic input meaningfully will deteriorate due to physiological and psychosocial factors if | hearing is not accessed during the critical language learning years (0-3 years) |
| As verbal language develops through auditory input of information | reading skills can also develop. |
| Stage 1: 12-26 months | MLU 1.0-2.0 simple "daddy car" |
| Stage II: 27-30 months | MLU 2.0-2.5 bound morpheme "daddy's car" |
| Stage III: 32-34 months | MLU 2.5-3.0 sentence "daddy drive car" |
| Stage IV: 35-40 months | MLU 3.0-3.75 Embedded "I'll ride with daddy." |
| Stage V: 41-46 months | MLU 3.75-4.5 use of and |
| Stage V+: 47+ months | MLU 4.5+ "Mommy and Daddy ride with me." |
| MLU= | Mean Length of utterance |
| Rate of vocabulary acquisition 12 months | first word appears |
| Rate of vocabulary acquisition 18 months | 20-100 words |
| Rate of vocabulary acquisition 2 years | 300 words |
| Rate of vocabulary acquisition 3 years | 900 words |
| Rate of vocabulary acquisition 4 years | 1500 words |
| Rate of vocabulary acquisition 5 years | 2500 words reading starts |
| Rate of vocabulary acquisition 6 years | 13,000 words |
| A LSLS helps parents learn | that develop language and speech concurrently. |
| A LSLS teach parents | that the emphasis is not on how the professional can help the child but how the LSLS helps the parents accomplish what is needed for the child. |
| What parents do | Parents must be committed. Parents must recognize the importance of the behavior. Avt provides demonstration. Parent takes over interacting with the child immediately after the demonstration. |
| AVT provides | on the spot coaching |
| Informal learning | Occurs in normal everyday conversation. Usually begins int he home as a result of parent-child interaction. Normally hearing children usually develop spoken language informally. |
| Ling said this about informal learning | informal learning is the by-product of an apparently unrelated activity, accomplished without deliberate attention being given to it. |
| Informal learning can be promoted by: | Ensuring optimal acoustic input. Engaging the child as frequently as possible in verbal activities. Introducing new vocabulary or concepts in the course of everyday living. Providing the child with a range of different experiences. |
| Embellished informal teaching | Utilized with all children. Most appropriate for children birth-three. requires knowledge of child's current goals. The adult seizes the moment to emphasize some auditory speech or language aspect during an everyday event |
| Semiformal teaching-clinical | Adult directed Preplanned play activity with specific goals for the child's behavior. Appropriate for children who are at least 18-24 months. Communicative and fun May result in faster acquisition of targets |
| Formal teaching | Occurs more often in traditional educational settings for school aged children. Direct, methodological teaching. Most appropriate for children over 3 years |
| for formal teaching to be effective | amplification must be worn during all waking hours. Parents must participate in the sessions and provide appropriate carry-over at home |
| Guide to teaching spoken language in an A-V approach part 1 | 1 evaluate the child's present language level using model for normal language development. 2 Determined the next appropriate target. 3 Compare acoustic characteristics of the language target with child's auditory potential |
| Guide to teaching spoken language in an A-V approach part 2 | 4. Select sense modality (consider hearing first) 5. Develop target through informal learning- formal teaching 6. evaluate progress during each session |
| Teaching Hierachy | input-many time in many situation- how will you do this at home Comprehension-one time wait until they respond Imitation-develop auditory feedback spontaneous use-use sound spontaneous |
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LSLS