Chapter 8Auditory Training

Perry C. Hanavan, Au.D.

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“You have to hear what you don’t hear to know what you don’t want to hear.”

Auditory Training• Utilize residual hearing• Emphasizing that the primary therapeutic goal is

training the mind to be aware of, attend to, and use sound.

• Speech and language activities are founded in this mental training.

• To help integrate listening into one’s development of communication and social skills

• To help monitor one’s own voices and the voices of others in order to enhance the intelligibility of spoken language

• Utilize residual hearing with amplification and/or cochlear implant, and hearing assistance technologies

Four Design Principles

1. Auditory Skill– Awareness, detection– Discrimination– Identification– Comprehension

2. Stimuli– Phonetic level– Sentence level

3. Activity Type– Formal– Informal

4. Difficulty Level– Response type

• Closed, limited, open

– Stimulus unit• Words, phrases,

sentences

– Stimulus similarity– Contextual support– Task structure

• Highly structured, spontaneous

– Listening conditions

1. Auditory Skill Level• Detection

– Presence/absence of sound

• Discrimination– Same/different

• Identification– Recognition/labeling

• Comprehension– Understanding/meaning

detection discrimination identification comprehension

2. Stimulus Units

• Analytic– Phoneme, syllable, word

• Individual auditory cues

• Synthetic– Sentence, communication discourse

• Meaning of utterance

analytic synthetic

Analytic Auditory Approach

Two primary objectives often targeted in analytic approach1.Vowels

• More intensity in lower frequencies, thus more audible to most

• Vowel formants: back, front, central, high, mid, low

2.Consonants• Focus on place, manner and voicing

characteristics

Vowel Formants

3. Activity Kind

• Informal Training– Occurs as part of the daily routine– Often incorporated into other activities

• Formal– Highly structured– Usually one-on-one training

formal informal

4. Difficulty Level

• Stimulus set

• Stimulus unit

• Stimulus similarity

• Context

• Task

• SNR

closed limited open

phoneme syllable word sentence

dissimilar similar

high low

good poor

easy hard

structured spontaneous

Hierarchy of Listening Tasks

• Familiar expressions/common phrases• Single directions/two directions• Classroom instructions• Sequencing three directions• Multielement directions• Sequencing three events in a story• Answering questions about a story• Comprehension activities/exercises in noisy environs• Onomatopoeic words

– (Estabrooks, 1994)

Friday Morning Appointment

The audiologist has just completed an audiologic evaluation and referred them for AR or you are an educator of the deaf or speech language pathologist?

• What audiologic tests measure detection?

• What audiologic tests measure identification?

Analytic to Synthetic

Non-speech

Phoneme Syllable Word Sentence Discourse

Detection

Discrimination

Identification

Comprehension

Analytic• Will discriminate vowels that differ in first

formant information Will discriminate vowels that differ in second formant information (e.g. beet, bit; boot, but)

• Will discriminate words that have vowels with similar first and second formant information (e.g., “meet, mat”; boot, bought)

• Will identify words with different vowels, using a four-item response set (e.g., beet from beet, boot, bat, and bet)

• Will identify words with different vowels, from an open set of vocabulary

Synthetic

• Will discriminate between a declarative and interrogative sentence (How are you? ;You are fine)

• Will carry on a conversation• Can follow the instructions of simple

commands (Go to the chalkboard; write your name on the board; jump three times, etc.

Analytic to Synthetic

Non-speech

Phoneme Syllable Word Sentence Discourse

Detection

Discrimination

Identification

Comprehension

Analytic Synthetic

Context

Non-speech

Phoneme Syllable Word Sentence Discourse

Detection

Discrimination

Identification

Comprehension

Low High

Stimulus Unit

Non-speech

Phoneme Syllable Word Sentence Discourse

Detection

Discrimination

Identification

Comprehension

Non-speech Discourse

Audiologic EvaluationNon-speech

Phoneme Syllable Word Sentence Discourse

Detection Pure tone Ling 6 SAT

Discrimination Larson

IdentificationLing 6

WIPI

NU-6

CAT

SRT

Isophonemic

DSI

QuickSIN

HINT

BKB-SIN

Comprehension TOPICON

AR Evaluation (Auditory)Non-speech

Phoneme Syllable Word Sentence Discourse

Detection Ling

Discrimination Larson

IdentificationSPAC

LingSPAC

NU-CHIPS

WIPI

CAT

BKB

CUNY

Quick-SIN

BKB-SIN

Comprehension TOPICON

AR Training(Auditory)Non-speech

Phoneme Syllable Word Sentence Discourse

DetectionLing

Vowel

Consonant

Syllable forms

monosyllabic

NU-6

Monosyllabic

trochees

Spondees

multisyllabic

Discrimination

Pitch

Loudness

Duration

Rate

Identificationnoise makers

everyday noises

BKB

CIDTracking

ComprehensionDiscussion

TOPICON

10 am Appointment

• Early childhood program has identified a 3 year old child with profound loss which was recently fitted. Child has accepted the hearing aids and is responding to sound.

• Develop 6 analytic auditory objectives from the paradigm that will encourage continued growth in exploring sound

Cycling• Reviewing or practicing tasks

already accomplished or demonstrated – e.g., student is struggling with

identification of words—you review or practice at a simpler level of discrimination by comparing two words

– e.g., student is struggling with hearing comprehending sentences—you practice at a word level before returning to work with sentences

11 am Appointment

• The student now 8 years of age has worn a cochlear implant since 2 and has been successfully integrated for the past three years in a regular classroom

• Develop 6 synthetic objectives from the paradigm that will help the child succeed