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Central Auditory Processing: From Diagnosis to Rehabilitation
Published in Stavros Hatzopoulos, Andrea Ciorba, Mark Krumm, Advances in Audiology and Hearing Science, 2020
Maria Isabel Ramos do Amaral, Leticia Reis Borges, Maria Francisca Colella-Santos
It is well established that the listener´s with CAPD exhibit some behaviors such as poor listening skills; difficulty learning through the auditory modality; difficulty following auditory instructions; difficulty to understand in the presence of background noise; requesting information to be repeated; poor auditory attention; easily distracted; deficits with phono-logical awareness and phonic skills; weak auditory memory; delayed response to verbal stimuli; difficulty with spelling, reading, and academics (Keith, 2000).
Smith-Magenis Syndrome—A Developmental Disorder with Circadian Dysfunction
Published in Merlin G. Butler, F. John Meaney, Genetics of Developmental Disabilities, 2019
Ann C.M. Smith, Wallace C. Duncan
Dykens et al. (10) first reported on the strengths and weaknesses that characterize the cognitive and behavioral profile of SMS. Cognitive and behavioral strengths are found in long-term memory, attention to meaningful visual detail, reading/decoding (i.e., letter/word recognition), and alertness to the environment. Relative weaknesses are found in sequential processing, and auditory, visual, and motoric short-term auditory memory. More recently, a strikingly similar profile of strengths (long-term memory, computer skills, and perceptual skills) and weaknesses (visuomotor coordination, sequencing, and response speed) was found in a large British/U.K. series of children and adults with SMS (16). Although reading was found to be a strength by Dykens et al. (10), this was not confirmed in the U.K. cohort (16).
Frequently Asked Questions
Published in Catherine de la Bedoyere, Catharine Lowry, School Start Year 1, 2018
Catherine de la Bedoyere, Catharine Lowry
The Sound Awareness sessions are designed so that they follow a psycholinguistic model of speech processing (Stackhouse and Wells, 2001). The chain follows a path through input, cognition and output. In this way, it is anticipated that children following the programme receive intervention to address each potential area of underlying difficulty with: Auditory discrimination for speech soundsAwareness and manipulation of spoken sounds (processing)Auditory memory for spoken soundsProduction of spoken sounds in syllables and words The National Curriculum (UK Government, 2014) requests that children by the end of year 1 have learned to segment and blend individual spoken sounds for literacy.
Changes in cognitive performance after cochlear implantation in adults and older adults: a systematic review and meta-analysis
Published in International Journal of Audiology, 2023
Rogério Hamerschmidt, Vanessa Mazanek Santos, Flavio Magno Gonçalves, Audrey Delcenserie, François Champoux, Cristiano Miranda de Araujo, Adriana Bender Moreira de Lacerda
It is important to emphasise two things regarding studies that examine the cognitive abilities of hearing-impaired individuals. First, it seems important to design cognitive assessment tools specifically for hearing-impaired individuals given that the usual tests assessing cognitive abilities are mostly auditory and are probably not fit for individuals experiencing hearing difficulties, thus leading to important biases. Unfortunately, most of the studies included in the present review have used their own adaptation of measures of cognitive abilities but did not really explain how these adaptations were developed and used. For example, some studies have assessed verbal (auditory) memory and verbal communication (e.g. Ambert-Dahan et al. 2017), but it is not clear how these measures were adapted for the participants.
Benefits of auditory-verbal intervention for adult cochlear implant users: perspectives of users and their coaches
Published in International Journal of Audiology, 2022
Elizabeth M. Fitzpatrick, Valérie Carrier, Geneviève Turgeon, Tina Olmstead, Arran McAfee, JoAnne Whittingham, David Schramm
Individual listening instruction plans were created for each participant based on the assessment results, and the participant’s self-identified goals. For example, on the COSI, most participants identified the use of the telephone as a goal, therefore structured telephone training and practice were carried out as part of the intervention. Throughout the 24-week intervention period, adjustments to an individual’s speech processor program were made in collaboration with the audiologists; fine-tuning was carried out based on observations of patients’ performance in therapy. Therapy sessions were customised to each individual’s levels of functioning within the categories of the Erber framework (Erber 1982). A typical therapy session consisted of auditory exercises focussed on specific auditory identification of phonemes and words (e.g. morphological markers, such as past tense markers and plurals), auditory memory exercises, speech comprehension (e.g. questions, directions, and complex language), and telephone training. During therapy, visual cues were only utilised when necessary and the focus was on presenting information through hearing. Speech production exercises were also included for patients who had articulation and speech errors. Consistent with the basic tenets of an auditory-verbal approach, the ongoing assessment was carried out through observation in therapy and intervention goals were adapted and adjusted for participants. In addition to the intervention sessions, CI users and their coaches were provided with homework and asked to carry out specific exercises at home for 30 min daily.
Arabic phoneme-grapheme correspondence by non-native, deaf children with cochlear implants and normal hearing children
Published in Cochlear Implants International, 2022
Farheen Naz Anis, Cila Umat, Kartini Ahmad, Badrulzaman Abdul Hamid
Working memory plays a significant role in building up phoneme-grapheme correspondence, leading to reading development among NH children (Pham & Hasson, 2014). Working memory can also be referred to as auditory memory for an auditory task, phonological memory for a phonological task (for the categorization of incoming acoustic signals), and visual memory for the recognition of graphemes. The phoneme-grapheme correspondence process involves these different kind of memories, i.e. the auditory, phonological, and visual memories. This processing is a bottom-up multilevel complex process. It requires the auditory brain to plot the incoming sounds and categorize the signals’ information-bearing pattern via bottom-up processing. After categorizing the signals, the listeners must match the phonemes with the corresponding graphemes via a top-down processing. This entire mechanism occurs in two separate stages: storage of the sensory (auditory and visual) information and sensory input processing (phonemes-grapheme correspondence). Fig. 1 represents the hypothetical pathway of grapheme recognition during phoneme-grapheme correspondence processing.