Auditory Training - CLAS - Auditory... · 1 Auditory Training Audiological Rehabilitation Auditory

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Text of Auditory Training - CLAS - Auditory... · 1 Auditory Training Audiological Rehabilitation Auditory

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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 _______


    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, contdAlerting 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




    AKA - Pattern PerceptionIdentifying the ________ of the taskChanging the parameters of the taskOngoing perceptionSpeech in ________ activities

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    Recognition______ SetsExamples:

    Show me MoveGive me

    Bridging to ____ setsLevel of language inputs

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    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




    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


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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

    Auditory TrainingAuditory Training (AT)Goals of Auditory TrainingCandidatesDesign Principles of Formal ATStages of Auditory SkillsSound Awareness/DetectionDetection, contdFundamental Listening Experiences for Enhanced Sound AwarenessSound BooksMaking a Sound BookSpeech StimulationSound DiscriminationAKA - Pattern PerceptionIdentificationComprehensionStimulus UnitsActivity TypeDifficulty LevelContent HierarchyContext ManipulationAnalytic TrainingConsonant Auditory TrainingSynthetic TrainingFormal TrainingAssessment Tools/Manuals