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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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Content Hierarchy

Context Manipulation

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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