Auditory Training - University of Florida
Transcript of Auditory Training - University of Florida
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Auditory Training
Audiological Rehabilitation
Auditory Training (AT)
“Instruction designed to ________ an individual's use of residual hearing by means of both ______ and ________ listening practice.”
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Goals of Auditory Training
Recognize speech _________Interpret auditory ________Maximize _______ hearingDuring formal training, you may even hide your _______
Candidates
Pre-, Peri- and Post-lingual childrenLearn to attend to the _______ _______Learn to relate the auditory signal to their ___________
Adults with recent change in hearing ______
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Design Principles of Formal AT
Auditory skill_______Activity typeDifficulty _______
Stages of Auditory Skills
Sound ________Sound _________Identification___________
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Sound Awareness/Detection
Listening age vs. __________ ageWhen does detection take place?
Mild losses- ___________Moderate losses- ___ weeksSevere losses- ___ monthsProfound loss- ___ months
Detection, cont’dAlerting to a sound__________ response behaviorsLearning to listenEnvironmental sound __________Setting a listening windowBuilding _______ detection skillsLearning to wait
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Fundamental Listening Experiences for Enhanced Sound Awareness
Vocal playMusic____________Environmental sounds_______ ________Bumping into soundsMUST BE FUN!!!!
Sound Books
Provides repetition of ________ and _________ targetsReinforces beginning _______ skillsBy sharing a book you can:
Practice establishing joint referencePair sounds with ________Highlight specific soundsRepeat language and sounds often
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Making a Sound Book
Select your ________Choose your bookChoose your ________Create your pagesKeep it specialUse it _______!Add to or change your sound book
Speech Stimulation
Done at the same time as sound awareness trainingPick a core vocabulary of ___ words
Acoustically availableVisible on ____Child oriented___ syllables, if possibleEnabling control for child
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Sound Discrimination
Same
OrDifferent
??????
AKA - Pattern PerceptionIdentifying the ________ of the taskChanging the parameters of the taskOngoing perceptionSpeech in ________ activities
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Identification
Recognition______ SetsExamples:
“Show me …”“Move…”“Give me…”
Bridging to ____ setsLevel of language inputs
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Comprehension
Understanding spoken message____________Answer questions?I Spy_____ _______
Stimulus Units
________ trainingFocus on syllable by syllable or ______ by _______ analysis of speechFocus on acoustic cues
________ trainingFocus on understanding the gist
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Activity Type
Formal
Vs
Informal
Difficulty Level
Closed set to _______ set to Open setWords to sentencesDissimilar to similar (______ of contrast)
“See you later” vs “Bye”____ context to ____ contextStructured to spontaneousGood ____ to Poor _____
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Analytic Training
Sound Awareness/Gross Sound Discrimination
________________________
______ Auditory Training_______ Auditory Training
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Consonant Auditory Training3 key features
Place :where in the mouth the primary constriction occurs, most difficult
_______ → /m/Labiodental → /f/Linguadental → /th/_______ → /t/Palatal → /sh/______ → /k/
Voicing: on or off /v, f/ *easiest (have/half) , /b,p/ *easiest auditory only (bop/pop) Manner: type of articulatory movement
Stops, nasals*, glides, fricatives, affricates_______ in word/syllable (initial, middle, final)
Synthetic Training
Suprasegmentals_________, Stress, Duration & LoudnessAlso called _________ features
Discrimination______-word vs ______-wordSingle words
Monosyllables, Trochees, _________, Multi-syllabic
IdentificationComprehension
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Formal Training________ difficulty over timeUse a variety of talkersLots of training items in a short period of timeOnly briefly use __________ stimuli Both synthetic and analytic level stimuliTraining progresses from ______ to ______ set_______ min a day in formal training – same time of dayFormal objectives should be incorporated into informal exercises throughout the day.Training must be engaging and interesting!!!
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Assessment Tools/Manuals
DASL II: Developmental Approach to Successful Listening
3 stages: sound ________, phonetic listening, ________ comprehension
GASP: Glendonald Auditory Screening Procedure
3 subtests: _________ detection, word identification, _________ comprehension
SKI-HI: home intervention, developmentally based