The biggest challenge for people with hearing loss is to communicate in noise. Even some normal Even some normal hearing older adults have issues understanding speech in noise.
Auditory verbal therapy is an early intervention program that trains parents to maximize their hearing impaired child's speech and language development through normal age-appropriate communication using the auditory sense. The therapy focuses on developing listening, speech, language, and communication skills through play-based activities guided by principles of auditory development, parental guidance, and use of hearing technology to access all sounds. Auditory verbal therapists work one-on-one with parents and children to coach parents as the primary facilitators of their child's listening and spoken language development.
Educational Audiology: Auditory-Verbal Therapy and Cued Speechalexandracostlow
The document discusses Auditory-Verbal Therapy (AVT) and Cued Speech. It provides information on what each approach involves, outcomes of research studies on AVT, and principles of AVT. AVT utilizes residual hearing to teach children to listen and speak without relying on visual cues. Research shows children who receive early AVT intervention achieve independence and mainstreaming. Cued Speech supplements spoken language with hand shapes and locations near the mouth to make all speech sounds visible.
The document provides an overview of developing effective school-based programs for individuals with autism spectrum disorder. It discusses diagnostic criteria for autism and characteristics of children with autism. The key components of a comprehensive school-based ABA program are described, including individualized skill assessment and goal selection, teaching programs, curriculum, data collection, staff training, home visits, and evaluation of effectiveness. Various skill domains and sample teaching procedures are outlined.
Auditory processing disorder (APD) and specific language impairmentRALLICampaign
1) The document discusses auditory processing disorder (APD) and debates whether difficulties on auditory tests are caused by auditory problems or other issues like language impairment.
2) Two options are presented: APD involves higher-level brain abnormalities or problems are not auditory and instead caused by limitations in attention, memory or language.
3) Many interventions for APD lack strong evidence and more research with controls is needed to identify most effective treatments.
Auditory-verbal therapy (AVT) is an approach that teaches deaf or hard of hearing children to listen and speak through making use of their residual hearing. The key principles of AVT include early identification of hearing loss, fitting with hearing aids or cochlear implants, and using listening as a major part of developing communication, social and academic skills. AVT involves weekly one-on-one sessions between the child and therapist, with activities also carried out at home with parental guidance. The goal is for children to develop spoken language through listening and ultimately enter mainstream schools.
This document defines audiology services as procedures that facilitate communication for individuals with hearing impairments. It lists types of audiology services including hearing aids, listening strategies, speech reading, and sign language. It also describes the identification and evaluation of sensory capabilities, interpretation of results and referrals, intervention for communication difficulties, common audiology services, and members of the audiology team.
All You Ever Wanted to Know About Auditory-Verbal Therapy BUT Didn't Know Who...Monika Lehnhardt PhD
The document discusses the principles and philosophy of Auditory-Verbal therapy (AVT) for children who are deaf or hard of hearing. AVT focuses on early identification, aggressive audiological management, appropriate amplification technology, favorable learning environments, and parent participation to develop spoken language through listening. Studies show that children who complete AVT programs achieve mainstream education placements and develop age-appropriate communication skills.
This case study involves a 9-year-old male who was referred for a central auditory processing disorder (CAPD) evaluation due to poor school performance, especially in verbally based subjects. Auditory tests revealed weaknesses in dichotic listening, frequency patterns, and auditory attention. Additional testing found atrophy in the right hemisphere of the brain. A multidisciplinary team was recommended to provide interventions including auditory training, prosody training using music, preferential classroom seating, and in-service teacher training.
Auditory verbal therapy is an early intervention program that trains parents to maximize their hearing impaired child's speech and language development through normal age-appropriate communication using the auditory sense. The therapy focuses on developing listening, speech, language, and communication skills through play-based activities guided by principles of auditory development, parental guidance, and use of hearing technology to access all sounds. Auditory verbal therapists work one-on-one with parents and children to coach parents as the primary facilitators of their child's listening and spoken language development.
Educational Audiology: Auditory-Verbal Therapy and Cued Speechalexandracostlow
The document discusses Auditory-Verbal Therapy (AVT) and Cued Speech. It provides information on what each approach involves, outcomes of research studies on AVT, and principles of AVT. AVT utilizes residual hearing to teach children to listen and speak without relying on visual cues. Research shows children who receive early AVT intervention achieve independence and mainstreaming. Cued Speech supplements spoken language with hand shapes and locations near the mouth to make all speech sounds visible.
The document provides an overview of developing effective school-based programs for individuals with autism spectrum disorder. It discusses diagnostic criteria for autism and characteristics of children with autism. The key components of a comprehensive school-based ABA program are described, including individualized skill assessment and goal selection, teaching programs, curriculum, data collection, staff training, home visits, and evaluation of effectiveness. Various skill domains and sample teaching procedures are outlined.
Auditory processing disorder (APD) and specific language impairmentRALLICampaign
1) The document discusses auditory processing disorder (APD) and debates whether difficulties on auditory tests are caused by auditory problems or other issues like language impairment.
2) Two options are presented: APD involves higher-level brain abnormalities or problems are not auditory and instead caused by limitations in attention, memory or language.
3) Many interventions for APD lack strong evidence and more research with controls is needed to identify most effective treatments.
Auditory-verbal therapy (AVT) is an approach that teaches deaf or hard of hearing children to listen and speak through making use of their residual hearing. The key principles of AVT include early identification of hearing loss, fitting with hearing aids or cochlear implants, and using listening as a major part of developing communication, social and academic skills. AVT involves weekly one-on-one sessions between the child and therapist, with activities also carried out at home with parental guidance. The goal is for children to develop spoken language through listening and ultimately enter mainstream schools.
This document defines audiology services as procedures that facilitate communication for individuals with hearing impairments. It lists types of audiology services including hearing aids, listening strategies, speech reading, and sign language. It also describes the identification and evaluation of sensory capabilities, interpretation of results and referrals, intervention for communication difficulties, common audiology services, and members of the audiology team.
All You Ever Wanted to Know About Auditory-Verbal Therapy BUT Didn't Know Who...Monika Lehnhardt PhD
The document discusses the principles and philosophy of Auditory-Verbal therapy (AVT) for children who are deaf or hard of hearing. AVT focuses on early identification, aggressive audiological management, appropriate amplification technology, favorable learning environments, and parent participation to develop spoken language through listening. Studies show that children who complete AVT programs achieve mainstream education placements and develop age-appropriate communication skills.
This case study involves a 9-year-old male who was referred for a central auditory processing disorder (CAPD) evaluation due to poor school performance, especially in verbally based subjects. Auditory tests revealed weaknesses in dichotic listening, frequency patterns, and auditory attention. Additional testing found atrophy in the right hemisphere of the brain. A multidisciplinary team was recommended to provide interventions including auditory training, prosody training using music, preferential classroom seating, and in-service teacher training.
1. Auditory-verbal therapy (AVT) is an approach that uses techniques to promote optimal language acquisition through listening for children with hearing loss using hearing aids, cochlear implants, and other technology. It emphasizes speech and listening development.
2. AVT includes early identification of hearing loss, fitting of amplification devices, guidance for parents, and one-on-one therapy to help children learn to listen and communicate through spoken language.
3. The goals of AVT are to help children develop auditory skills like sound awareness and processing of language to facilitate natural communication development and inclusion in mainstream classrooms.
Auditory processing disorder (APD) refers to difficulties interpreting sounds and can cause problems with attention, comprehension, memory, and academic performance. Potential causes include head injuries, ear infections, or unknown factors. Diagnosis involves ruling out other issues and evaluating hearing, language skills, and processing abilities. Treatments may include auditory training exercises, environmental modifications, and language therapy to help build comprehension. APD symptoms can overlap with other conditions and diagnosis requires an audiologist's evaluation.
The document outlines 10 principles of Auditory-Verbal practice for children who are deaf or hard of hearing. The principles include early identification, aggressive audiological management to achieve maximum benefits of listening, favorable learning environments that emphasize listening over visual cues, ongoing assessment and evaluation, integration into regular education, active participation of parents as primary models and teachers, and an integrated approach addressing psychological, social and educational needs. The goal of the Auditory-Verbal approach is to help children develop spoken language through listening.
1) Auditory processing disorder (APD) refers to difficulties in the neural processing of auditory stimuli in the central nervous system that are not due to higher-order language, cognitive, or related factors. It can affect abilities like sound localization, auditory discrimination, auditory pattern recognition, and auditory performance in competing acoustic signals.
2) APD can manifest as behaviors like difficulty hearing in noise, following conversations, misunderstanding messages, and difficulty remembering spoken information. It is commonly identified in elementary school when academic demands increase.
3) Effective classroom accommodations for students with APD include preferential seating, reducing background noise, speaking slowly and clearly, using visual aids, and considering the use of an FM system
Auditory verbal training originated in the mid-20th century as an approach to therapy for children with hearing loss. It focuses on developing listening and spoken language skills through the use of hearing technology and coaching parents to create an environment that supports listening and spoken language. Auditory verbal therapy follows 10 principles established by Auditory Verbal International, including early detection of hearing loss, maximizing acoustic stimulation through amplification, and integrating listening into all aspects of the child's daily activities and interactions without relying on sign language. The goal is for children to develop independent spoken language and communication skills to allow for integration into mainstream classrooms.
Auditory processing disorder (APD), also known as central auditory processing disorder, is a neurological disorder where the brain has trouble processing auditory information. It affects 5% of school-aged children. Common symptoms include difficulty following conversations, becoming distracted by background noise, and needing instructions repeated. While the exact causes are unknown, potential causes include premature birth, head trauma, ear infections, and lead poisoning. APD is often diagnosed by an audiologist through tests of auditory attention, discrimination, memory, and processing of complex sounds. Supports for children with APD include preferential classroom seating, use of assistive technology, visual aids, quiet testing spaces, and clear, slowed speech at home and school.
Auditory Processing Disorder and Specific Language ImpairmentDorothy Bishop
Some children have specific language impairment (SLI) where they have problems understanding or producing language despite having no obvious medical cause. While their language issues may seem less severe as they age, formal testing still reveals difficulties. These children are often referred to audiologists to rule out hearing loss, but their hearing is typically normal. Some researchers have proposed that SLI could be caused by problems in higher-level auditory processing, but tests for auditory processing disorder (APD) are problematic because they often rely on language and can be influenced by other issues like attention. It is difficult to distinguish true auditory processing difficulties from higher-level language or cognitive impairments. Many children with listening problems actually meet criteria for neurodevelopmental
Auditory processing disorder (APD) refers to difficulties recognizing and interpreting sounds due to problems in the brain's auditory system. Children with APD may have trouble distinguishing similar sounds like "blue" and "ball" or processing information presented orally. While the exact causes are unknown, APD is often associated with conditions like dyslexia or developmental delays. Teachers can help students with APD by presenting information both visually and orally, having students repeat back instructions, and allowing extra processing time.
This document provides an introduction to central auditory processing disorder (CAPD), including definitions, prevalence, symptoms, screening, classification of deficits, and processes involved. CAPD is estimated to affect 2-7% of school-aged children and is characterized by difficulties processing auditory information in the central nervous system despite normal peripheral hearing. Symptoms include problems understanding speech in noise, sequencing sounds, and auditory attention. Screening tools evaluate skills like auditory closure, memory, and figure-ground processing to identify children for full evaluation.
The document discusses the Auditory-Verbal approach (AVT) for teaching speech and language to deaf and hard of hearing children. AVT emphasizes using a child's residual hearing through hearing aids or cochlear implants to develop listening and spoken language abilities. It originated in the 19th century and was further developed in the mid-20th century by pioneers who established parent-based programs focusing on auditory skills and speech. AVT aims to help children integrate hearing and listening into their daily lives and communication.
Speech-language therapy is based upon individualized goals and objectives. Each child’s learning rate is different and therefore, a specific time period of therapy cannot be predicted.
Hearing loss and the acquistion of english plural morphology - HEARing CRC Ph...HEARnet _
Research to gain insight into grammatical knowledge of children
with HL
• Identify effects of language background and HL on
acquisition of English grammar
• Establish norms for iPad paradigm to be used for
assessment or therapy
Counseling for Parents of Children Diagnosed with Hearing Loss - Dimity Dorna...Monika Lehnhardt PhD
This document provides guidance for counselling parents of children diagnosed with hearing loss. It addresses 8 key questions professionals may ask themselves, including how to counsel new parents, motivate parents to teach their child to listen and speak, and what parents need to know. It emphasizes the importance of early intervention, consistent auditory input from parents, and evidence-based guidelines around recommending cochlear implants. Potential outcomes for children implanted early include better language development compared to later implantation.
This document discusses the importance of early identification of hearing loss in infants. It notes that hearing loss is the most common birth defect, affecting 3 in 1000 babies, but is often not diagnosed until age 3 on average. However, studies have shown that children identified with hearing loss before 6 months who receive early intervention demonstrate better language and social skills development compared to later diagnosed children. The document advocates for universal newborn hearing screening to screen all babies before 1 month of age and diagnose hearing loss by 3 months so that appropriate intervention can begin by 6 months of age.
Longterm effects of conductive hearing loss -HEARing CRC PhD presentationHEARnet _
To establish the impact of persistent conductive hearing
loss in early childhood on longer term listening ability,
speech perception in spatially separated background
noise was measured in school-age children with
documented histories of otitis media with conductive
hearing loss. Children with conductive hearing loss
history showed significantly poorer binaural hearing than
age-matched controls despite having normal hearing at
the time of assessment.
This document discusses the assessment and management of auditory processing disorders (APD). It provides a historical perspective on APD, tracing interest and research in the field back over 50 years. It describes how APD has become a common diagnosis in audiology. The document outlines current understanding of the neuroscience basis of APD and disorders that often co-exist with APD. It also discusses risk factors, current assessment strategies and procedures, and effective management strategies for APD.
American guideline in speech and language pathologyAnam_ Khan
The document discusses the American Speech-Language-Hearing Association (ASHA) and outlines their role in certifying speech-language pathologists and audiologists. It defines speech-language pathology and outlines the services they provide, including assessment, treatment, and referral for communication disorders. The document also discusses clinical documentation requirements and various types of communication disorders and treatments, such as for articulation disorders, aphasia, dysphagia, and more. It provides details on instrumentation, prosthetics, and other tools used in assessment and treatment.
The document describes an internship at The Care Center, a pediatric therapy practice offering speech, occupational, physical, and aquatic therapy. It provides details on the facility, staff, and different therapy settings observed. Key lessons learned include the variety of diagnoses treated, importance of nonverbal communication methods, breadth of skills addressed in speech therapy, and role of initial evaluations and carryover at home in the therapy process.
Individuals with hearing impairments have diverse needs as deafness primarily impacts language development and subsequent intellectual and social skills; they are assessed through audiological evaluation, cognitive and communication testing to determine the degree of hearing loss and appropriate educational supports like sign language interpreters, amplification devices, and modified instructional strategies to promote their inclusion in regular classrooms. Hearing loss is classified based on severity from minimal to profound impairment to inform special education placement and services needed.
Hearing, listening and reading: A complex interplay of factors that contribut...HEARnet _
Research Aims:
1.Systematically map the auditory, cognitive, and linguistic abilities of children with listening concerns (as reported by parent/teacher).
2.Investigate how the ability to attend to and process incoming auditory information affects word reading and reading comprehension in school-aged children.
Effects of Nonlinear Frequency Compression on Performance of Individuals Who ...Arun Joshi
The study investigated the effects of nonlinear frequency compression (NLFC) amplification on speech recognition and preferences of Mandarin Chinese speakers with hearing loss. Seven participants with mild to severe hearing loss were fit with hearing aids and completed speech recognition tests in quiet and noise in English and Mandarin, as well as tone identification and phoneme perception tests, with NLFC on or off. On average, there were no significant differences in performance between the two amplification schemes. Subjectively, most participants had no preference, but two preferred traditional amplification and one preferred NLFC. The results suggest NLFC does not hinder or benefit Mandarin speakers with hearing loss.
1. Auditory-verbal therapy (AVT) is an approach that uses techniques to promote optimal language acquisition through listening for children with hearing loss using hearing aids, cochlear implants, and other technology. It emphasizes speech and listening development.
2. AVT includes early identification of hearing loss, fitting of amplification devices, guidance for parents, and one-on-one therapy to help children learn to listen and communicate through spoken language.
3. The goals of AVT are to help children develop auditory skills like sound awareness and processing of language to facilitate natural communication development and inclusion in mainstream classrooms.
Auditory processing disorder (APD) refers to difficulties interpreting sounds and can cause problems with attention, comprehension, memory, and academic performance. Potential causes include head injuries, ear infections, or unknown factors. Diagnosis involves ruling out other issues and evaluating hearing, language skills, and processing abilities. Treatments may include auditory training exercises, environmental modifications, and language therapy to help build comprehension. APD symptoms can overlap with other conditions and diagnosis requires an audiologist's evaluation.
The document outlines 10 principles of Auditory-Verbal practice for children who are deaf or hard of hearing. The principles include early identification, aggressive audiological management to achieve maximum benefits of listening, favorable learning environments that emphasize listening over visual cues, ongoing assessment and evaluation, integration into regular education, active participation of parents as primary models and teachers, and an integrated approach addressing psychological, social and educational needs. The goal of the Auditory-Verbal approach is to help children develop spoken language through listening.
1) Auditory processing disorder (APD) refers to difficulties in the neural processing of auditory stimuli in the central nervous system that are not due to higher-order language, cognitive, or related factors. It can affect abilities like sound localization, auditory discrimination, auditory pattern recognition, and auditory performance in competing acoustic signals.
2) APD can manifest as behaviors like difficulty hearing in noise, following conversations, misunderstanding messages, and difficulty remembering spoken information. It is commonly identified in elementary school when academic demands increase.
3) Effective classroom accommodations for students with APD include preferential seating, reducing background noise, speaking slowly and clearly, using visual aids, and considering the use of an FM system
Auditory verbal training originated in the mid-20th century as an approach to therapy for children with hearing loss. It focuses on developing listening and spoken language skills through the use of hearing technology and coaching parents to create an environment that supports listening and spoken language. Auditory verbal therapy follows 10 principles established by Auditory Verbal International, including early detection of hearing loss, maximizing acoustic stimulation through amplification, and integrating listening into all aspects of the child's daily activities and interactions without relying on sign language. The goal is for children to develop independent spoken language and communication skills to allow for integration into mainstream classrooms.
Auditory processing disorder (APD), also known as central auditory processing disorder, is a neurological disorder where the brain has trouble processing auditory information. It affects 5% of school-aged children. Common symptoms include difficulty following conversations, becoming distracted by background noise, and needing instructions repeated. While the exact causes are unknown, potential causes include premature birth, head trauma, ear infections, and lead poisoning. APD is often diagnosed by an audiologist through tests of auditory attention, discrimination, memory, and processing of complex sounds. Supports for children with APD include preferential classroom seating, use of assistive technology, visual aids, quiet testing spaces, and clear, slowed speech at home and school.
Auditory Processing Disorder and Specific Language ImpairmentDorothy Bishop
Some children have specific language impairment (SLI) where they have problems understanding or producing language despite having no obvious medical cause. While their language issues may seem less severe as they age, formal testing still reveals difficulties. These children are often referred to audiologists to rule out hearing loss, but their hearing is typically normal. Some researchers have proposed that SLI could be caused by problems in higher-level auditory processing, but tests for auditory processing disorder (APD) are problematic because they often rely on language and can be influenced by other issues like attention. It is difficult to distinguish true auditory processing difficulties from higher-level language or cognitive impairments. Many children with listening problems actually meet criteria for neurodevelopmental
Auditory processing disorder (APD) refers to difficulties recognizing and interpreting sounds due to problems in the brain's auditory system. Children with APD may have trouble distinguishing similar sounds like "blue" and "ball" or processing information presented orally. While the exact causes are unknown, APD is often associated with conditions like dyslexia or developmental delays. Teachers can help students with APD by presenting information both visually and orally, having students repeat back instructions, and allowing extra processing time.
This document provides an introduction to central auditory processing disorder (CAPD), including definitions, prevalence, symptoms, screening, classification of deficits, and processes involved. CAPD is estimated to affect 2-7% of school-aged children and is characterized by difficulties processing auditory information in the central nervous system despite normal peripheral hearing. Symptoms include problems understanding speech in noise, sequencing sounds, and auditory attention. Screening tools evaluate skills like auditory closure, memory, and figure-ground processing to identify children for full evaluation.
The document discusses the Auditory-Verbal approach (AVT) for teaching speech and language to deaf and hard of hearing children. AVT emphasizes using a child's residual hearing through hearing aids or cochlear implants to develop listening and spoken language abilities. It originated in the 19th century and was further developed in the mid-20th century by pioneers who established parent-based programs focusing on auditory skills and speech. AVT aims to help children integrate hearing and listening into their daily lives and communication.
Speech-language therapy is based upon individualized goals and objectives. Each child’s learning rate is different and therefore, a specific time period of therapy cannot be predicted.
Hearing loss and the acquistion of english plural morphology - HEARing CRC Ph...HEARnet _
Research to gain insight into grammatical knowledge of children
with HL
• Identify effects of language background and HL on
acquisition of English grammar
• Establish norms for iPad paradigm to be used for
assessment or therapy
Counseling for Parents of Children Diagnosed with Hearing Loss - Dimity Dorna...Monika Lehnhardt PhD
This document provides guidance for counselling parents of children diagnosed with hearing loss. It addresses 8 key questions professionals may ask themselves, including how to counsel new parents, motivate parents to teach their child to listen and speak, and what parents need to know. It emphasizes the importance of early intervention, consistent auditory input from parents, and evidence-based guidelines around recommending cochlear implants. Potential outcomes for children implanted early include better language development compared to later implantation.
This document discusses the importance of early identification of hearing loss in infants. It notes that hearing loss is the most common birth defect, affecting 3 in 1000 babies, but is often not diagnosed until age 3 on average. However, studies have shown that children identified with hearing loss before 6 months who receive early intervention demonstrate better language and social skills development compared to later diagnosed children. The document advocates for universal newborn hearing screening to screen all babies before 1 month of age and diagnose hearing loss by 3 months so that appropriate intervention can begin by 6 months of age.
Longterm effects of conductive hearing loss -HEARing CRC PhD presentationHEARnet _
To establish the impact of persistent conductive hearing
loss in early childhood on longer term listening ability,
speech perception in spatially separated background
noise was measured in school-age children with
documented histories of otitis media with conductive
hearing loss. Children with conductive hearing loss
history showed significantly poorer binaural hearing than
age-matched controls despite having normal hearing at
the time of assessment.
This document discusses the assessment and management of auditory processing disorders (APD). It provides a historical perspective on APD, tracing interest and research in the field back over 50 years. It describes how APD has become a common diagnosis in audiology. The document outlines current understanding of the neuroscience basis of APD and disorders that often co-exist with APD. It also discusses risk factors, current assessment strategies and procedures, and effective management strategies for APD.
American guideline in speech and language pathologyAnam_ Khan
The document discusses the American Speech-Language-Hearing Association (ASHA) and outlines their role in certifying speech-language pathologists and audiologists. It defines speech-language pathology and outlines the services they provide, including assessment, treatment, and referral for communication disorders. The document also discusses clinical documentation requirements and various types of communication disorders and treatments, such as for articulation disorders, aphasia, dysphagia, and more. It provides details on instrumentation, prosthetics, and other tools used in assessment and treatment.
The document describes an internship at The Care Center, a pediatric therapy practice offering speech, occupational, physical, and aquatic therapy. It provides details on the facility, staff, and different therapy settings observed. Key lessons learned include the variety of diagnoses treated, importance of nonverbal communication methods, breadth of skills addressed in speech therapy, and role of initial evaluations and carryover at home in the therapy process.
Individuals with hearing impairments have diverse needs as deafness primarily impacts language development and subsequent intellectual and social skills; they are assessed through audiological evaluation, cognitive and communication testing to determine the degree of hearing loss and appropriate educational supports like sign language interpreters, amplification devices, and modified instructional strategies to promote their inclusion in regular classrooms. Hearing loss is classified based on severity from minimal to profound impairment to inform special education placement and services needed.
Hearing, listening and reading: A complex interplay of factors that contribut...HEARnet _
Research Aims:
1.Systematically map the auditory, cognitive, and linguistic abilities of children with listening concerns (as reported by parent/teacher).
2.Investigate how the ability to attend to and process incoming auditory information affects word reading and reading comprehension in school-aged children.
Effects of Nonlinear Frequency Compression on Performance of Individuals Who ...Arun Joshi
The study investigated the effects of nonlinear frequency compression (NLFC) amplification on speech recognition and preferences of Mandarin Chinese speakers with hearing loss. Seven participants with mild to severe hearing loss were fit with hearing aids and completed speech recognition tests in quiet and noise in English and Mandarin, as well as tone identification and phoneme perception tests, with NLFC on or off. On average, there were no significant differences in performance between the two amplification schemes. Subjectively, most participants had no preference, but two preferred traditional amplification and one preferred NLFC. The results suggest NLFC does not hinder or benefit Mandarin speakers with hearing loss.
Evaluating audiological intervention options for people with dementia living ...HEARnet _
This research project aims to explore the communication needs of people with dementia and their family and professional caregivers; and how these needs are currently being addressed in their audiological management.
1. The study investigated how attentional state and stimulus familiarity influence categorical perception in speech and music sounds. Participants listened to speech and music continua in both active and passive listening conditions.
2. Results showed categorical perception was only evident for speech sounds during active listening, supporting the idea that attention is needed. Reaction times were faster for familiar speech categories compared to ambiguous sounds.
3. Neural activity 100-200ms after sound presentation predicted identification performance for speech only during active listening. The study suggests categorical perception depends on attention and stored auditory knowledge of familiar stimulus categories.
Article-Practices and views of Audiologists regarding AR services provided to...musa makhoba
Audiologists in South Africa provide some but not all aural rehabilitation services to adults with acquired hearing loss. The most commonly provided services are hearing aids, communication strategies training, and informational counseling. While audiologists report strong interest in providing aural rehabilitation services, they face many challenges including limited client compliance, cost barriers, insufficient training, language barriers, unrealistic expectations, and individual differences. Differences between services provided, interest levels, and challenges experienced suggest that multiple factors influence service provision, but no single factor alone markedly determines the scope of services. Expanding service provision and addressing challenges could help improve adult rehabilitation outcomes in South Africa.
This document summarizes research on cochlear implants conducted in New Zealand. It discusses improvements in speech perception over time for implant users, changes in the auditory brain measured by evoked potentials, benefits of auditory training and noise reduction, and the relationship between cognition and speech perception. Recent studies showed noise reduction improved speech scores and dual task performance depended on working memory ability. The research aims to better understand variable outcomes and rehabilitation factors for adult cochlear implant users.
Hearing loss can affect children's language development. This study examined how 18 children's lexical development over 12 months after cochlear implantation was affected by their acoustic environment exposure and early vocabulary growth. The children were increasingly exposed to speech in quiet and louder volumes over time. Early receptive vocabulary growth predicted later expressive vocabulary, tokens, and types. Exposure to speech in quiet, at volumes under 70dB, best predicted vocabulary skills, whereas speech in noise exposure did not affect outcomes. The findings suggest optimal listening conditions like speech in quiet better support language development for children with cochlear implants.
This study investigated the effects of auditory distractions on test performance. 73 undergraduate students were randomly assigned to one of three groups: a control group that took a standardized test in silence, a group that took the test while cell phones in the room were ringing, and a group where proctors had scripted conversations. It was hypothesized that distracted groups would score lower and take longer to complete the test. Results found no significant difference in scores between groups. However, the distracted groups reported feeling more disrupted and the chatting group took significantly longer to finish than the control group, suggesting that distractions can impact test-taking experience even if not scores.
Psycho-educational Program for Enhancing Knowledge, Practice, and Adjustment ...halawa755
The document discusses an aim to evaluate the effectiveness of a psycho-educational program in enhancing knowledge, practice, and adjustment among family caregivers of children with hearing loss. It begins with an introduction on hearing loss prevalence and impact. It then states the study aim and specific objectives to assess caregiver knowledge, practice, and adjustment before and after the program, develop and implement the program, and evaluate its impact. A literature review follows on hearing loss overview, caregiver challenges, nursing interventions for children and caregivers, and caregiver practice and adjustment.
This study analyzed the voice onset time (VOT) of stop consonants in 20 Hindi-speaking children aged 6-8 years, including 10 with cerebral palsy (CP) and 10 typical developing children. VOT measurements were obtained from voice recordings using PRAAT software. Results showed significantly longer VOT durations in CP children compared to controls, indicating delayed voicing onset in CP children. VOT values varied significantly between groups for most stop consonants, suggesting CP affects the timing and coordination of stop production. The findings provide insights into speech difficulties in CP that may help develop more effective speech therapy interventions.
J. Devin McAuley
Department of Psychology and Neuroscience Program
Michigan State University
Collaborators: Soo-Eun Chang, Laura Dilley, and Juli Wade
9/17/2015
This document provides a summary of Rajendra Prasad Sharma's educational qualifications and professional experience working with speech and hearing disabilities. It outlines his educational background which includes a B.Sc. in Audiology and Speech Therapy from 1982 and several advanced degrees from the University of Manchester in the UK from 1996-2004 focusing on topics like cochlear implants, speech intelligibility, and audiology. It also lists his extensive clinical experience since 1982 working with organizations in India providing diagnostic, therapeutic, and rehabilitation services for speech and hearing disabilities. Finally, it provides his professional memberships and references.
Value of early intervention for hearing impairment on speech and language aqu...Dr.Ebtessam Nada
The document discusses the critical period for language acquisition in deaf children and the effects of early intervention. It summarizes a study that assessed language and speech outcomes in 58 deaf children who received hearing aids or cochlear implants at different ages. The study found that children who were amplified before 6 months of age achieved significantly higher language scores than those amplified between 6-12 months or 12-24 months. Children who received cochlear implants after 12-24 months showed better outcomes than those receiving hearing aids only, indicating electrical stimulation can still support language acquisition past the critical period. The document concludes early detection before 6 months is best for language outcomes, and cochlear implants may provide benefits even after 24 months.
Auditory measures of attention & working memory in children with learning dis...Alexander Decker
This document summarizes a study that compared the auditory attention and working memory abilities of children with learning disabilities to typically developing children. The study assessed 19 children aged 10-14 years using dichotic listening, auditory Stroop, and digit backward recall tasks. The results showed that children with learning disabilities performed significantly worse than typically developing children on all tasks. Specifically, children with learning disabilities had longer reaction times on the auditory Stroop task, lower scores on digit backward recall, and poorer performance on the dichotic listening task. The findings suggest that children with learning disabilities have deficits in selective attention and working memory compared to their typically developing peers.
Benefits of music training for children with hearing loss - HEARing CRC PhD p...HEARnet _
The purpose of the study is to evaluate if music perception and appreciation, speech perception, and social wellbeing are improved after receiving music training.
If there are benefits, we would recommend music training as a complementary means of (re)habilitation.
This resume summarizes the educational and professional experience of Imran Ansari. He has an M.Sc. in Audiology from All India Institute of Speech and Hearing and a Bachelor's in Audiology Speech & Language Pathology. He has over 5 years of experience as an Audiologist at hospitals in Lucknow. His expertise includes hearing assessments, hearing aid fittings, auditory rehabilitation, and managing speech and language disorders. He has participated in several conferences and published a paper on central auditory processing. His objective is to advance his career in audiology and utilize his skills to help patients.
This document discusses voice therapy for the management of benign voice disorders. It summarizes a study of 30 patients who underwent voice therapy with or without surgical procedures for conditions like vocal nodules, polyps, muscle tension dysphonia, sulcus vocalis, and others. Pre-therapy and post-therapy comparisons found improvements in voice quality ratings, patient quality of life measures, and laryngeal images. Voice therapy techniques discussed include vocal hygiene, exercises, massage, and various approaches. The study found voice therapy to be an effective non-surgical treatment for many benign voice disorders and helps prevent recurrence when used with surgery.
Voice Therapy: Management Of Benign Voice DisordersAakanksha Rathor
This document discusses voice therapy for the management of benign voice disorders. It summarizes a study of 30 patients with various benign voice disorders who underwent voice therapy with or without surgery. The patients received voice therapy including vocal hygiene education, behavioral voice therapy exercises, and laryngeal massage. Pre-therapy and post-therapy comparisons found improvements in auditory-perceptual ratings, quality of life measures, and laryngeal images. Voice therapy was found to be an effective non-surgical treatment for many benign voice disorders and helped prevent recurrence when used after surgery. Common voice therapy techniques discussed include resonant voice, chewing exercises, and accent method.
VOICE THERAPY
Voice therapy may be defined as an effort to return the voice to a level of adequacy that can be realistically achieved and that will satisfy the patient’s occupational, emotional, and social needs Aronson (1990)
The decision to start voice therapy and the timing and the design of the voice therapy program depend on both the type and severity of a patient’s voice disorder. Voice therapy may be recommended before and/ or after surgical treatment, depending on the patient’s needs.
Purposes of voice therapy
• To improve vocal communication.
• Normalize vocal function; i.e., to restore function so that the vocal profile falls within the accepted normal range.
• If it is a degenerative disorder, voice therapy may be initiated to maintain the current level of function as long as possible and reduce ineffective compensatory behaviors.
• In case of medical intervention approach, preoperative voice therapy may be undertaken to eliminate vocal abuses and to provide model for optimizing the postoperative voice.
Guidelines for voice therapy:
• Without an understanding of the nature of the problem, the patient’s approach to therapy often will be highly skeptical. Therefore a thorough understanding of the normal voice physiology and the patient’s deviance from it can be critical to the patient’s response to the therapy.
• Throughout therapy, encourage the patient to verbalize perceptions of how the voice sounds and feels. This provides information to the clinician and also sensitizes the patient to the voice and increases the self awareness.
• The use of auditory and visual feedback can be extremely helpful to the client. They can be provided by the judicious use of the equipments. The patient is taught to identify certain desirable and undesirable laryngeal behaviors and has the benefit of the image to assist in shaping laryngeal activity.
• Therapy should move gradually from one step to the other. The patient should be provided adequate timing to practice the technique and master it.
• Clinician should always model the task for the patient.
• Recording therapy session in whole or in part is important. Doing so provides a record of the patient’s voice and of therapy session. Memory of the voice is very fleeting and both the clinician and the patient may readily forget what the voice sounded at certain point of time.
• Patients should be carefully instructed in what to practice, for how long, and how often. Have the patient demonstrate the exercise or therapy to be practical before leaving the therapy session.
• The prognostic statement made at the initiation of a program of vocal rehabilitation must be viewed as an educated guess about the outcome of the therapy.
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Efficacy of auditory training in adults with hearing loss and auditory processing disorders - HEARing CRC PhD presentation
1. Efficacy of auditory training in adults with hearing loss and
auditory processing disorders
Shivali Appaiah Konganda1,2, Mridula Sharma1,2, Jessica Monaghan1,2, Gitte Keidser2,3,
Joaquin Valderrama2,3, John Newall1,2
1 Macquarie University, Department of Linguistics, 2 The HEARing Cooperative Research Centre, 3 National Acoustics Laboratories
Method:
Multiple baseline randomized control trial.
Outcome measures:
Hypothesis
Expected outcome:
Identification of factors that influence speech
comprehension in noise which is necessary to better
target auditory training programs.
If the training module is effective, there is potential for it
to be used for future clinical interventions.
Aim:
.
1) Participants: Native
English speaking adults
30 to 70 years old will be
recruited
2) HI & Listening
concerns
3) Sample size of ~40
acceptable power
(80%).
Screening tests:
1) Montreal Cognitive
Assessment (MoCA)
2) Pure-tone
audiometry
3) Immittance
Auditory Cognitive Self-
reported
linguistic
Temporal
processing,
pitch
perception,
spatial
processing,
SPIN
Executive
process,
selective &
sustained
attention, ST &
WM, statistical
learning
Hearing aid
outcome,
speech and
spatial
processing
abilities
Phonological
processing
Abstract:
The biggest challenge for people with hearing loss (Stenfelt
& Ro, 2009) is to communicate in noise.Even some normal
hearing older adults have issues understanding speech in
noise (Pichora-Fuller & Souza, 2003).
The literature suggests 3 major factors that impact speech
comprehension.
Therefore, the present study aims to investigate the role of
these factors in speech comprehension especially in noise.
Current rehabilitative approaches mainly focus on hearing
aids. However, satisfaction with hearing aids particularly in
background noise is poor ( Barr et al., 2010; Humes et al.,
2002).
The literature on auditory training is limited and mixed,
possibly due to the lack of use of appropriate outcome
measures (Ferguson et al., 2016).
The current study aims to investigate the potential benefits
of auditory training in aided individuals with hearing loss,
and in those with APD.
.
References:
1. Barr, C., Quinn, S., & Williams, C. (2010). Changes in Self-Reported Outcomes With
Hearing Aids Over Time, 32(2), 95–105.
2. Bloomfield, A., Wayland, S. C., Rhoades, E., Linck, J., & Ross, S. (2010). What makes
listening difficult ?
3. Ferguson, M. A., Henshaw, H., Ferguson, M., Ph, D., Henshaw, H., & Ph, D. (2016). How
Does Auditory Training Work ? Joined-Up Thinking and Listening How Does Auditory
Training Work ? Joined-Up Thinking and Listening. http://doi.org/10.1055/s-0035-1564456
4. Pichora-Fuller, M. K., & Souza, P. E. (2003). Effects of aging on auditory processing of
speech. Int J Audiol, 42(Suppl 2), S11–S16. http://doi.org/10.3109/14992020309074638
5. Stenfelt, S., & Ro, J. (2009). Background and Basic Processes The Signal-Cognition
interface : Interactions between degraded auditory signals and cognitive processes.
Scandinavian Journal of Psychology, 385–393. http://doi.org/10.1111/j.1467-
9450.2009.00748.
Auditory factors
(Schneider, 2011)
Cognitive factors
(Pichora-fuller & Singh,
2006)
Linguistic factors
(Bloomfield et al., 2010)
1) To identify the contribution of various factors on
understanding speech in noise.
2) Investigate an auditory training program
specifically aimed at improving auditory
discrimination.
1) Auditory training will improve auditory, cognitive or
linguistic tests & speech comprehension in noise.
2) Improvements in APD on speech in noise
performance after AT will indicate, existing problems
are due to auditory processing deficits.