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)
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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
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.
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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
47. Hearing Loss
¼ of K/1 students in typical
classrooms do not hear normally on
any given day.
Flexor, Richards, Buie, Brandy; 1994
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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
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62. Auditory Processing
Hearing occurs at the ear level.
Processing occurs at the brain level.
“What we do with what we hear.” (Katz)
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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.
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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
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
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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
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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
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
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Self advocacy /
Mindfulness
91. Watch for Signs of Frustration
Provide extra time to process
auditory information
Paraphrase rather than repeat.
Summarize discussions.
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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
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