Your SlideShare is downloading. ×
Brainworks hear to learn 2013
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×

Saving this for later?

Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime - even offline.

Text the download link to your phone

Standard text messaging rates apply

Brainworks hear to learn 2013

225
views

Published on

hear to learn

hear to learn

Published in: Technology, Business

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
225
On Slideshare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
1
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. Hear to Learn Dr. Krista Yuskow Brainworks Conference November 2, 2013 Friday, 1 November, 13
  • 2. Today’s Talk 1. Hearing vs. Listening 1. Barriers to Auditory Access 2. Auditory Processing 3. Strategies for the Classroom Friday, 1 November, 13
  • 3. Listening Cognition Attention Memory Hearing Children are required to listen throughout their day. Friday, 1 November, 13
  • 4. Listening Cognition Attention Memory Chemotherapy Hearing Children are required to listen throughout their day. Friday, 1 November, 13
  • 5. Listening Radiation Cognition Attention Memory Chemotherapy Hearing Children are required to listen throughout their day. Friday, 1 November, 13
  • 6. Listening Radiation Cognition Attention Radiation Memory Chemotherapy Hearing Children are required to listen throughout their day. Friday, 1 November, 13
  • 7. Listening Radiation Radiation Cognition Attention Radiation Memory Chemotherapy Hearing Children are required to listen throughout their day. Friday, 1 November, 13
  • 8. Listening Radiation Radiation Radiation Cognition Attention Memory Chemotherapy Hearing Difficulties Processing Children are required to listen throughout their day. Friday, 1 November, 13
  • 9. Hearing Ear level Listening Brain level Passive process Hearing with attention and intention The ear’s ability to detect sound Comprehending Brain Level Reception of information, meaning and intent Demands mental effort Involve hearing, cognition, attention and memory. Require cognitive and auditory processing. Friday, 1 November, 13
  • 10. Hearing Ear level Listening Brain level % 5 6 Passive process Hearing with attention and intention The ear’s ability to detect sound Comprehending Brain Level Reception of information, meaning and intent Demands mental effort Involve hearing, cognition, attention and memory. Require cognitive and auditory processing. Friday, 1 November, 13
  • 11. The Role of Cognition for All Listeners Allows listening to focus on a target Supports more complex processing of information Compensates by drawing on context and non-auditory issues (top down) Precision and uncertainty (Singh, 2012) Friday, 1 November, 13
  • 12. Hearing is Assumed … and often overlooked.  If that’s true for hearing, even more true for listening  Hearing/listening skills are a scaffold for other types of information processing (language, attention, pragmatics, etc.)  All of this is wrapped in cognition Friday, 1 November, 13
  • 13. Audition and Cognition Pichora-Fuller, 2006 Friday, 1 November, 13
  • 14. Audition and Cognition Audition Cognitio n Pichora-Fuller, 2006 Friday, 1 November, 13
  • 15. Audition and Cognition Cognitio n Audition Cognitio n Audition Pichora-Fuller, 2006 Friday, 1 November, 13
  • 16. Barriers to Auditory Access  Classroom Acoustics  Hearing Loss  Auditory processing  Speech level & clarity  Language proficiency Friday, 1 November, 13
  • 17. Classroom Acoustics    noise reverberation distance ? Co h ug ! Co ugh Co Friday, 1 November, 13 ug ! h!
  • 18. 10 As the distance between teacher & student increases, the amount of info the student is able to understand decreases. Friday, 1 November, 13
  • 19. RATSI Friday, 1 November, 13 11
  • 20. A typical teacher’s voice measures 60-65dB at a distance of 1.2 metres – only enough for the front row to hear clearly! Friday, 1 November, 13
  • 21. 1m A typical teacher’s voice measures 60-65dB at a distance of 1.2 metres – only enough for the front row to hear clearly! Friday, 1 November, 13
  • 22. 60 dBA 1m A typical teacher’s voice measures 60-65dB at a distance of 1.2 metres – only enough for the front row to hear clearly! Friday, 1 November, 13
  • 23. 60 dBA 1m A typical teacher’s voice measures 60-65dB at a distance of 1.2 metres – only enough for the front row to hear clearly! Friday, 1 November, 13
  • 24. 60 dBA 2.5 m 1m A typical teacher’s voice measures 60-65dB at a distance of 1.2 metres – only enough for the front row to hear clearly! Friday, 1 November, 13
  • 25. 54 dBA 60 dBA 2.5 m 1m A typical teacher’s voice measures 60-65dB at a distance of 1.2 metres – only enough for the front row to hear clearly! Friday, 1 November, 13
  • 26. 54 dBA 60 dBA 2.5 m 1m A typical teacher’s voice measures 60-65dB at a distance of 1.2 metres – only enough for the front row to hear clearly! Friday, 1 November, 13
  • 27. 54 dBA 5m 60 dBA 2.5 m 1m A typical teacher’s voice measures 60-65dB at a distance of 1.2 metres – only enough for the front row to hear clearly! Friday, 1 November, 13
  • 28. 48 dBA 5m 54 dBA 60 dBA 2.5 m 1m A typical teacher’s voice measures 60-65dB at a distance of 1.2 metres – only enough for the front row to hear clearly! Friday, 1 November, 13
  • 29. 48 dBA 5m 54 dBA 60 dBA 2.5 m 1m A typical teacher’s voice measures 60-65dB at a distance of 1.2 metres – only enough for the front row to hear clearly! Friday, 1 November, 13
  • 30. 48 dBA 54 dBA 60 dBA 10 m 5m 2.5 m 1m A typical teacher’s voice measures 60-65dB at a distance of 1.2 metres – only enough for the front row to hear clearly! Friday, 1 November, 13
  • 31. 42 dBA 48 dBA 54 dBA 60 dBA 10 m 5m 2.5 m 1m A typical teacher’s voice measures 60-65dB at a distance of 1.2 metres – only enough for the front row to hear clearly! Friday, 1 November, 13
  • 32. 42 dBA 48 dBA 54 dBA 60 dBA 10 m 5m 2.5 m 1m A typical teacher’s voice measures 60-65dB at a distance of 1.2 metres – only enough for the front row to hear clearly! Friday, 1 November, 13
  • 33. The Combined Effect The farther the student is from the desired speaker the more noise and reverberation will interfere with speech understanding. Friday, 1 November, 13
  • 34. 100 80 60 50dB BGN 40 typical classroom noise 20 0 Friday, 1 November, 13 12 3 6 9 Distance from teacher in Metres
  • 35. 100 80 60 50dB BGN 40 typical classroom noise 20 0 Friday, 1 November, 13 12 3 6 9 Distance from teacher in Metres
  • 36. 100 80 60 50dB BGN 40 typical classroom noise 20 0 Friday, 1 November, 13 12 3 6 9 Distance from teacher in Metres
  • 37. 100 80 60 50dB BGN 40 typical classroom noise 20 0 Friday, 1 November, 13 12 3 6 9 Distance from teacher in Metres
  • 38. 100 80 60 50dB BGN 40 typical classroom noise 20 0 Friday, 1 November, 13 12 3 6 9 Distance from teacher in Metres
  • 39. 100 80 60 50dB BGN 40 typical classroom noise 20 0 Friday, 1 November, 13 12 3 6 9 Distance from teacher in Metres
  • 40. “Oh, they can hear me… I have a loud voice”. Friday, 1 November, 13
  • 41. Miniature Adults?  Children are not mini-versions of adults. - Language development - Auditory development  Children require a more complete, detailed auditory signal. Friday, 1 November, 13
  • 42. Think of the following words: Walk Walks Walked Talk Talks Talked Top Tops Topped Friday, 1 November, 13 Making your voice louder does not necessarily make your voice heard.
  • 43. Think of the following words: Making your voice louder does not necessarily make your voice heard. Friday, 1 November, 13
  • 44. Think of the following words: Walk Walks Walked Talk Talks Talked Top Tops Topped Friday, 1 November, 13 Making your voice louder does not necessarily make your voice heard.
  • 45. Hearing vs. Comprehending  Gr.2 vs 400 level college course  Auditory-Cognitive closure  Young ears/brains cannot accurately ‘repair’ what is missed or misheard.  The importance of high frequency information Friday, 1 November, 13
  • 46. 19 Auditory-Cognitive Closure Friday, 1 November, 13
  • 47. Hearing Loss ¼ of K/1 students in typical classrooms do not hear normally on any given day. Flexor, Richards, Buie, Brandy; 1994 Friday, 1 November, 13
  • 48. Why do children get ear infections? Eustachian tube  Becomes inflamed or does not open properly Friday, 1 November, 13
  • 49. • Fluid builds up and cannot drain. • Bacteria or viruses can move into this fluid. May result in conductive hearing loss Friday, 1 November, 13
  • 50. Some chemotherapies can result in high frequency hearing loss Friday, 1 November, 13
  • 51. The Audiogram Friday, 1 November, 13
  • 52. The Audiogram Friday, 1 November, 13
  • 53. The Audiogram Friday, 1 November, 13
  • 54. The Audiogram Friday, 1 November, 13
  • 55. The Audiogram Friday, 1 November, 13
  • 56. The Audiogram Friday, 1 November, 13
  • 57. The Audiogram Friday, 1 November, 13
  • 58. The Audiogram Friday, 1 November, 13
  • 59. The Audiogram Friday, 1 November, 13
  • 60. The Audiogram Friday, 1 November, 13
  • 61. I’m so misunderstood…. Friday, 1 November, 13
  • 62. Auditory Processing Hearing occurs at the ear level. Processing occurs at the brain level. “What we do with what we hear.” (Katz) Friday, 1 November, 13
  • 63. Friday, 1 November, 13
  • 64. Friday, 1 November, 13
  • 65. What is it?  A breakdown in auditory abilities resulting in diminished learning (e.g. comprehension) through hearing. Even if peripheral hearing sensitivity is normal. Deficits in auditory processing are often associated with listening, comprehension, language, and learning difficulties. Friday, 1 November, 13
  • 66. What Causes APD? Developmental delays CANS disorders Neurologic disorders/disease Genetic predisposition  Reduced or inconsistent auditory stimulation  Brain injury  Demeylinating Diseases Friday, 1 November, 13
  • 67. Auditory Processing is Typically Maturational Children require: a louder speech signal a slower rate of speech  repetition of information  more time. * Children with auditory processing difficulties as a result of radiation/chemotherapy treatments, hearing loss or other nonmaturational causes may not develop listening skills to that of their peers. http://www.learningthroughlistening.org/Listening-A-Powerful-Skill/The-Science-of-Listening/History-and-Overview-of-Listening/91/ Friday, 1 November, 13
  • 68.  Children require a more complete, detailed auditory signal.  Young ears/brains cannot accurately ‘repair’ what is missed or misheard. Friday, 1 November, 13
  • 69. Bottom-Up Processing  How the information gets from the ear to the brain.  Bottom-up processing can result in incomplete information. Sound Waves Auditory Identification Aud/Lang Processing Concept Undrstng To compensate for incomplete information we use top-down processing. Friday, 1 November, 13
  • 70. Top-Down Processing Once information is in the brain… how it is categorized, organized, retrieved, etc.  Applying meaning to language (Beck, 2012) Friday, 1 November, 13
  • 71. Fishin’ Talk Friday, 1 November, 13
  • 72. Fishin’ Talk Hiyamac. Friday, 1 November, 13 Lobuddy.
  • 73. Fishin’ Talk Hiyamac. Lobuddy. Binearlong? Coplours. Friday, 1 November, 13
  • 74. Fishin’ Talk Hiyamac. Lobuddy. Binearlong? Coplours. Cetchanenny? Goddafew. Friday, 1 November, 13
  • 75. Fishin’ Talk Hiyamac. Lobuddy. Binearlong? Coplours. Cetchanenny? Goddafew. Kindarthey? Bassenperch. Friday, 1 November, 13
  • 76. Fishin’ Talk Hiyamac. Lobuddy. Binearlong? Coplours. Cetchanenny? Goddafew. Kindarthey? Bassenperch. Ennysizetoom? Couplapowns. Friday, 1 November, 13
  • 77. Fishin’ Talk Hiyamac. Lobuddy. Binearlong? Coplours. Cetchanenny? Goddafew. Kindarthey? Bassenperch. Ennysizetoom? Couplapowns. Hittinhard? Sordalike. Friday, 1 November, 13
  • 78. Fishin’ Talk Hiyamac. Lobuddy. Binearlong? Coplours. Cetchanenny? Goddafew. Kindarthey? Bassenperch. Ennysizetoom? Couplapowns. Hittinhard? Sordalike. Igoddago. Seyaroun. Friday, 1 November, 13
  • 79. Fishin’ Talk Hiyamac. Lobuddy. Binearlong? Coplours. Cetchanenny? Goddafew. Kindarthey? Bassenperch. Ennysizetoom? Couplapowns. Hittinhard? Sordalike. Igoddago. Seyaroun. Yatakideezy. Guluk. Friday, 1 November, 13
  • 80. Students with APD often have difficulties with the following educational activities: Friday, 1 November, 13
  • 81. Hearing or understanding speech in a noisy room or in groups of people Following long conversations Learning a second language Learning challenging vocabulary words Remembering spoken information/instructions Maintaining focus in the presence of noise Friday, 1 November, 13
  • 82. Taking notes Organizational skills Following multi-step instructions Spelling, reading and/or phonemic awareness skills Keeping up with classroom work Paying attention and may be easily distracted Friday, 1 November, 13
  • 83. Students with APD may additionally experience difficulties with: Friday, 1 November, 13
  • 84. Exhibiting inappropriate behaviors because of frustration Peer relations and social confidence Sensitivity to loud sounds Locating traffic and other environmental sounds Fatigue and may tire more easily than classmates Passive learning: students with miss important information when the conversation is not directed towards them Friday, 1 November, 13
  • 85. Management: What Can I do to Help? Friday, 1 November, 13
  • 86. Management Myth  The problem needs to be cured for the treatment to have value.  Conclusion: since there is no ‘cure’, nothing can be done. The “diagnosis as treatment” model: Recognize that the disorder exists. Current research in neuralplasticity suggests that changes occur over a long time frame (The Brain that Changes Itself by Norman Doidge, 2007) Whitelaw, 2012 Friday, 1 November, 13
  • 87. Make the classroom a good listening environment.  Improved bottom-up (CADS or pFM) Seating placement/arrangement  Reduce classroom noise  Slow rate of speech Friday, 1 November, 13
  • 88. CADS  Universal Design for Learning CADS improves signal-to-noise ratio CADS help to maximize speech/intelligibility CADS provide redundancy to the bottom-up system. Be aware that the use of technology is NOT a panacea for children with APD. Friday, 1 November, 13
  • 89. 44 SPEECH TRANSMISSION (RASTI) Friday, 1 November, 13
  • 90. Help the Student Focus on What is Being Said  Eye contact Stay on topic Identify and paraphrase Comprehension Monitoring Visual cues/ supports* Provide short breaks “Chunk” information Friday, 1 November, 13 Self advocacy / Mindfulness
  • 91. Watch for Signs of Frustration Provide extra time to process auditory information Paraphrase rather than repeat. Summarize discussions. Friday, 1 November, 13
  • 92. Other Strategies  New concept/vocabulary support  Provision of notes / technology to support  Demonstrations and experiments  Exam accommodations  Multiple means of representation  Elbow partner Friday, 1 November, 13
  • 93. cs, r acousti loss Poo ring alth, hea g he sin d proces n all an ca ifficulties ibility d ellig affect int ehension. pr and com Friday, 1 November, 13
  • 94. Questions??? k Friday, 1 November, 13 epsb.ca @ .yuskow rista
  • 95. APD Management: Auditory Training  FastForWord  Earobics  Lindamood-Bell material (e.g. LiPS)  Treating Auditory Processing Difficulties in Children (Sloane)  Rosner’s approach (good home material)  Helping Children Overcome Learning Difficulties; pages 189-210. Rosner's books and tests can be found in Academic Therapy Publication catalog.  Noise desensitization training  Training in areas of deficit, including speech perception training  Moncrieff: Dichotic listening skills - dichotic interaural intensity difference training  Sweetow, LACE  Jirsa, P-300 research; Kraus, BioMAP research Friday, 1 November, 13
  • 96. APD Management: Direct Treatment Communication repair strategy development  Build in top-down skills. Multiple modality input may be beneficial  However in some cases, global/multiple modality processing issues arise. Friday, 1 November, 13