Chapter 8 Auditory Training Perry C Hanavan Au

Chapter 8 Auditory Training Perry C. Hanavan, Au. D.

? ? ? ? “You have to hear what you don’t hear to know what you don’t want to hear. ”

Auditory Training • • Utilize residual hearing Emphasizing that the primary therapeutic goal is training the mind to be aware of, attend to, and use sound. • • 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 – – Awareness, detection Discrimination Identification Comprehension 2. Stimuli – Phonetic level – Sentence level 3. Activity Type – Formal – Informal 4. Difficulty Level – Response type • – Stimulus unit • – – – Words, phrases, sentences Stimulus similarity Contextual support Task structure • – Closed, limited, open 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 • • • 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 Phoneme Syllable Word Sentence Detection Discrimination Identification Comprehension Non -s pee ch Dis cou rse 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 Quick. SIN 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