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100

Explain JCIH

-Joint committee on infant hearing

-Committee of representatives from audiology, otolaryngology, pediatrics, and nursing

-Makes recs about early identification of children with or at risk for HL

-Advocates for newborn hearing screenings

100

Explain the different roles within HL population

-SLP: evaluate, diagnose, and treat speech/lang, work a lot with auditory skills

-Audiologist: provide info about assistive hearing technology and other options

-ENT: diagnose and treat all problems related to the ear and discuss concerns about a child's hearing/determine causes

-Interpreters: helpful because only 5-10% of population speak ASL, allows for people to communicate across setting

-Teachers of the deaf and hard of hearing: educate to include language and communication techniques and academic coursework

-Listening and spoken language specialists: use early intervention methods with assistive hearing technology to build child's lang/listening skills, help with transition of amplification devices

-Parents/caregivers: child's first teacher, provide emotional support, learn strategies to support child's communication skills

100

Detection vs. identification

Detection: detect the sounds, ex: someone with HL may be able to hear sound/noise/murmurs but cannot identify the specific sound/details

Identification: being able to actually understand what is being said, sound is intelligible to listener with HL

100

Explain the first and second formants

-formants are dependent upon vocal tract of each individual

-F1: think 1 is like a high/low line, high or low freq, most responsive to change in mouth opening

high pitch - open mouth, low pitch = less open mouth

-F2: most responsive to changes in size of oral cavity, narrow oral cavity = higher frequency, tongue backing or lip rounding lowers F2 frequency, tongue or jaw activity narrows oral cavity and causes increase in F2 freq

100
Define auditory related vocab

Auditory Awareness - detecting sounds

Auditory Tension - blocking/tuning out sound/background noise

Auditory Access - access to speech signal through appropriate + advanced technology AKA getting what you need to hear all sounds

Auditory Closure - ability to complete sentences (fill in blank/completion)

Auditory Feedback - ability to change speech production (if you make a speech mistake going back and rephrasing/self-monitoring)

Auditory Memory - ability to retain auditory info immediately after delay

Sound Localization - where is the sound source coming from

ATACFMS

200

What happened to JCIH in 1970?

-The committee's first statement was "mass hearing screening could not be justified" and this statement encouraged change

-Ongoing research increased

-Recognized the need to detect HL early on

-Committee now explores complexities of HL and effects on child's development

-Seeks to find newer/better methods to identify and serve infants and families

200

Define conductive hearing loss

-damage in the middle and outer ear

-air/bone gap on graph

-air conduction doesn't work

-usually due to ear wax, ear fluid, something stuck/blocking hearing etc

200
Speech recognition vs. speech discrimination
-Speech recognition: ability to repeat or identify

-Speech discrimination: same/different judgement, differentiate btwn two sounds that are similar (ex: p and b)

200

What is on the rainbow audiogram?

Nasal murmur

Voicing

Nasal plosives

Vowels and diphthongs

Lateral/liquids

Unvoiced plosives

Vowels F2

Fricatives and affricates

200
Explain hearing aid retention

It's important to have hearing aids on during all waking hours bc necessary for brain, language, and social development

300

Explain EHDI

-Early hearing detection and intervention

-Advancements of technology increases opportunities for kids with HL through:

1. early identification 2. early medical management/amplification 3. early intervention

300

Define sensorineural hearing loss

-hearing loss in the inner ear or nerve

-no air/bone gap on graph

-not always bilateral

-usually due to age or lifestyle factors

300

Define speech banana and speech string bean

-Speech banana: the range in which human speech sounds are heard

-Speech string bean: we want children to hear ALL phonemes they are learning, therefore we want to ensure that child is hearing at the top of the string bean, aim for green bean and up

300

Describe hearing age

The amount of time since the child has worn amplification consistently

300

Explain hearing aid retention at different ages

0-3 months: doesn't intentionally take of HA, can keep on during naps, have a dry kit handy, will outgrow ear molds quick

4-6 months: starting to mouth, make sure battery doors are locked, retention/pilot caps are great

6 months: explores ears with hands, may knock HA out

9 months: like to pull/yank/grab things, distraction may be needed to put aids on, may need to be direct and say "put your HA on"

12 months: temperament plays a big role, very active and sensitive to change, easily upset

12-18 months: independent, learning control of their own environment and testing limits

400

Explain 1-3-6 plan

1 month: screening (screen all infants before 1 month of age)

3 month: diagnosis (if infant does not pass first screening, audiological diagnosis before 3 months of age)

6 month: intervention (if diagnosed with HL, medical education and audiological intervention before 6 months of age)

(SDI acronym)

400

Define mixed hearing loss

-due to earwax/blockage (conductive) + inner ear hearing loss

-damage in inner, middle, and outer ear

-ex: lost hearing during war but then also had middle/outer ear blockage later

400

What are the ling 6 sounds?

-ahh

-ooo

-eee

-sss

-shh

-mmm

400

Describe auditory skill development "the framework"

-The ability to utilize residual hearing

-Main goal: training the mind to be aware and use sound

(DDIC)

1. Detection - ability to respond to presence of absence of sound, first step to hearing, spontaneous alerting response

2. Discrimination - ability to perceive similarities or differences between two or more stimuli (mat vs bat)

3. Identification - ability to recognize or label by repeating, pointing to, or writing (involves suprasegmentals)

4. Comprehension - ability to understand meaning of speech/respond appropriately

400

Explain a well-managed auditory environment

-Well-managed auditory environment = great instruction for communication

-Classroom located in quiet areas of building, away from noisy roads

-Avoid open classroom settings/learning areas

-Acoustic ceiling tiles: don't paint, don't cover with posters

-Carpeting with padding

-Heating/venting systems that are operating properly

-Replace flourescent lighting

-Lubricate fans/electrical motors

-Cork boards on walls

-Acoustical window treatments

-Pads/rubber tips on chairs, tables, and desk legs (tennis balls)

500

Explain incidence and prevalence

Incidence = number of new cases that occur during a specific period of time (ex: how many children have HL), a prediction of development

Prevalence = proportion of a population affected by disease at a specific time, probability of ALREADY having disease, usually measured in percentages, EDHI (early identification) influences prevalence

500

Define thresholds

-sounds that can be heard 50% of the time under ideal listening conditions

-the higher the threshold on an audiogram, the more sounds you can hear


500

What are the 3 non segmentals and order of development?

1. Duration

2. Intensity

3. Pitch

(DIP)

500

Describe top down and bottom up approach

Naturalistic environment = auditory skills facilitate vs. taught

Top down: most naturalistic approach, facilitating auditory skills in their natural environment

Bottom up: usually for older children who benefit from direct teaching/instruction

500
Ling steps (4)

Step 1: p, b, m, w, h, n, f

Step 2: t, d, n, sh, s

Step 3: ?

Step 4: ?

*Not sure if we need to know this