AR Midterm

• 1. Degree and configuration of impairment
• 2. Time of onset
• 3. Type of loss
• Auditory speech recognition ability

• Mild (children): 21 to 40 dB
• Mild (adults): 26 to 40 dB
• Moderate: 41 to 70 dB
• Severe: 71 to 90 dB
• Profound: Greater than 90 dB
• Audiometrically deaf: PTA 90+ dB
• Deaf: Individual obtains very little benefit from amplification in understanding speech

Congenitally deaf or acquired loss within first 5 years of life

Acquired loss between 5 years of age through school years

Acquired loss after education was completed

Partial loss; either congenital or subsequently experienced

• 1. Primary (verbal communication)
• Speech development
• Language development
• Communication ability
• 2. Secondary (side effects of hearing loss)
• Educational
• Vocational
• Psychological
• Social

• Mid to late 1500s
• Poce de Leon demonstrated that persons who are deaf can be taught to speak and are capable of learning

• Pereira introduced education to the deaf in France
• De L'Eppe founded a school for the deaf in France
• (manual method: fingerspelling and sign, also speechreading)
• Gallaudet learned D L'Eppe's manual method of communication and brought it to the US where he opened his own successful school

• Horace Mann, Alexander Graham - Bell, et al.
• Speechreading and oral methods were promoted

• 1920-Electric amplification was developed
• 1900 to 1930- Schools of lipreading (speechreading) were initiated
• WWII- Birth of Audiology to rehabilitate servicemen (Military Rehabilitation Centers)
• 1940 & 1950s - Audiologists provided speech-reading and auditory training
• 1979- ASHA removed restrictive policy

Most useful predictor of a person's speech perception abilities; however, other factors must also be considered.

• When a message is redundant, it is easier for hearing impaired listeners to predict what is being said when part of the auditory message is missing
• Redundancy in speech helps in difficult listening situations

• Minimal difficulty with vowel perception
• Those with SNHL experience difficulty perceiving high frequency consonants
• Final positions of words are missed more than in the initial position
• Most common errors occur with the place of artic freature
• Second most common involves the manner of artic
• Errors of nasality and voice are least frequent

• Age
• Physical development
• Cognitive development
• Goal of testing

• Gross discrimination
• Localization

• Informal testing
• Observation
• Identify auditory skills the child possesses

• Formal in-depth assessments
• Assess overall speech perception abilities

• Word Intelligibility by Picture Identification (WIPI)
• Northwestern University Children's Perception of Speech (NU-CHIPS)
• Six Sound Test

• Vocabulary appropriate for children with HI
• 25 monosyllabic words
• 4 lists
• Closed-response format (pictures)
• Can be used for children with limited understanding and use of language

• Vocabulary appropriate for children with HI
• 50 monosyllabic nouns
• 4 lists
• Closed response format (pictures)

Isolated phonemes are spoken to the child at a normal conversation level

• Tests for overall word-recognition abilities
• In-depth assessment of the perception of consonants
• Speech perception in noise

• CID W-22s
• NU-6 = Northwestern University Auditory Test No. 6