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Hearing Aids and Auditory Rehabilitation
Published in R James A England, Eamon Shamil, Rajeev Mathew, Manohar Bance, Pavol Surda, Jemy Jose, Omar Hilmi, Adam J Donne, Scott-Brown's Essential Otorhinolaryngology, 2022
Auditory training attempts to improve speech discrimination by presenting a variety of listening tasks involving phonemes, words and sentences. Several computer-based auditory training programs are available, enabling users to practice regularly at home. A systematic review of 13 computerised auditory training studies2 found evidence that performance on auditory training tasks improves significantly with practice. Some (but not all) studies also showed generalisation of learning to untrained tasks, which of course has more real-world benefit.
Current and Emerging Clinical Applications of the auditory Steady-State Response
Published in Stavros Hatzopoulos, Andrea Ciorba, Mark Krumm, Advances in Audiology and Hearing Science, 2020
Dyslexia is an auditory-based reading disorder. It is mainly due to deficits in phonological or phonemic awareness related to deficient temporal processing of sound. A fundamental process that occurs in phonological awareness is neural processing of timing features of phonemes. Perceptual, anatomic, and electrophysiological findings confirm the basic mechanisms of spectral-temporal processing that are atypical or hypofunctional in patients with dyslexia (De Vos et al., 2017; Tang et al., 2016; Goossens et al., 2016). ASSR shows promise for assessment of neurophysiological processes that are important for auditory processing and reading.
Motor Aspects of Lateralization: Evidence for Evaluation of the Hypotheses of Chapter 8
Published in Robert Miller, Axonal Conduction Time and Human Cerebral Laterality, 2019
Human infants in the months before they acquire speech display a form of vocal behaviour called “babbling”. In this behaviour the infant produces a variety of vocal utterances. These are not words and, initially, are not recognisable phonemes. However, as babbling proceeds, the infant may be heard to be repeating over and over particular consonant-vowel syllables. The repertoire of these gradually increases, and later may develop into bi- and trisyllabic sounds (Stoel-Gammon and Otomo, 1986). At the later stages of babbling the phonetic structure of the sounds produced progressively approximates those of the language to which the infant is exposed (e.g. French or English) (Boysson-Bardies et al., 1981). Clearly the detailed phonetic structure in babbling is influenced by the sounds the infant hears. One thus may suspect that babbling serves a purpose in developing the motor programs which are later used for producing phonemes and words of the real spoken language to be acquired.
Lilliput: speech perception in speech-weighted noise and in quiet in young children
Published in International Journal of Audiology, 2023
Astrid van Wieringen, Jan Wouters
While closed-set tasks are often preferred with young children due to the constrained number of alternatives and the use of pictures helps maintain attention, they do not reflect real-world listening demands well (Sommers, Kirk, and Pisoni 1997). Open-set response tasks with phoneme scoring allow insight into acoustic-phonetic confusions. Phonemes are characterised by distinctive acoustic features to produce differences in voicing, manner and place of articulation. The more they share distinctive features, the more likely they are to be perceptually confused (Miller and Nicely 1955). To be able to analyse stimulus-response confusions a large set of age-appropriate monosyllabic (consonant-vowel-consonant) words is needed that can be presented in an open-set response task. It is not only important that all words are known but also that they are equally intelligible at a certain point of the psychometric function (e.g. 50%, the speech reception threshold). Additionally, the slope of the performance intensity (PI) function is an important factor (Buss et al. 2019; Sobon et al. 2019), although slopes are more variable and shallower for monosyllabic words (± 5,5%/dB, Wouters, Damman, and Bosman 1994) than for sentence materials (15–20%/dB, van Wieringen and Wouters 2008).
Benefits of a professional development course on transcription for practising speech-language pathologists
Published in International Journal of Speech-Language Pathology, 2023
Emma Squires, Kyriaki Ttofari Eecen, Sharon Crosbie, Stephanie Corso, Melissa Prinsloo
In Australia, there are multiple ways to transcribe vowel sounds in Australian English. Vowels can be transcribed directly from the IPA, recommended for transcribing atypical vowel production (Barrett et al., 2020), or by using one of two phonemic vowel notation systems. These systems use different IPA vowel symbols to represent the broad vowel production among speakers of Standard Australian English (Cox, 2008). One system is the 1965 Mitchell-Delbridge (MD) notation system, based on the Australian vowel production at the time, similar to British English vowel production (Mitchell & Delbridge, 1965). The second is the 1997 Harrington, Cox and Evans (HCE) notation system, based on modern Standard Australian English vowel production (Harrington et al., 1997). The HCE vowel notation system is arguably a more accurate representation of modern Standard Australian English vowel production than MD (Cox, 2008).
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.