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Hear to LearnDr. Krista YuskowBrainworks ConferenceNovember 2, 2013
Friday, 1 November, 13
Today’s Talk
1. Hearing vs. Listening
1. Barriers to Auditory Access
2. Auditory Processing
3. Strategies for the Classroom
Friday, 1 November, 13
Listening
Cognition Attention Memory Hearing
Children are required to listen throughout their day.
Friday, 1 November, 13
Listening
Cognition Attention Memory Hearing
Children are required to listen throughout their day.
Chemotherapy
Friday, 1 November, 13
Listening
Cognition Attention Memory Hearing
Children are required to listen throughout their day.
Chemotherapy
Radiation
Friday, 1 November, 13
Listening
Cognition Attention Memory Hearing
Children are required to listen throughout their day.
Chemotherapy
RadiationRadiation
Friday, 1 November, 13
Listening
Cognition Attention Memory Hearing
Children are required to listen throughout their day.
Chemotherapy
RadiationRadiation
Radiation
Friday, 1 November, 13
Listening
Cognition Attention Memory Hearing
Children are required to listen throughout their day.
Chemotherapy
RadiationRadiation
Radiation
Difficulties Processing
Friday, 1 November, 13
Hearing Listening
Ear level
Passive process
The ear’s ability to detect sound
Brain level
Hearing with attention and intention
Demands mental effort
Brain Level
Reception of information, meaning and intent
Comprehending
Involve hearing, cognition, attention and memory.
Require cognitive and auditory processing.
Friday, 1 November, 13
Hearing Listening
Ear level
Passive process
The ear’s ability to detect sound
Brain level
Hearing with attention and intention
Demands mental effort
Brain Level
Reception of information, meaning and intent65%
Comprehending
Involve hearing, cognition, attention and memory.
Require cognitive and auditory processing.
Friday, 1 November, 13
The Role of Cognition for All Listeners
Allows listening to focus on a target
Supports more complex processing of information
Compensates by drawing on context and non-auditory issues (top down)
Precision and uncertainty (Singh, 2012)
Friday, 1 November, 13
Hearing is Assumed… and often overlooked.
If that’s true for hearing, even more true for listening
Hearing/listening skills are a scaffold for other types of information processing (language, attention, pragmatics, etc.)
All of this is wrapped in cognition
Friday, 1 November, 13
Audition and Cognition
Pichora-Fuller, 2006
Friday, 1 November, 13
Audition and Cognition
Audition
Cognition
Pichora-Fuller, 2006
Friday, 1 November, 13
Audition and Cognition
Audition
Cognition
Cognition
Audition
Pichora-Fuller, 2006
Friday, 1 November, 13
Classroom Acoustics
Hearing Loss
Auditory processing
Speech level & clarity
Language proficiency
Barriers to Auditory Access
Friday, 1 November, 13
Classroom Acoustics noise reverberation distance
? Cough!
Cough!
Cough!
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10
As the distance between teacher & student increases, the amount of info the student is able
to understand decreases.
Friday, 1 November, 13
RATSI 11
Friday, 1 November, 13
A typical teacher’s voice measures 60-65dB at a distance of 1.2 metres – only enough for the front row to hear clearly!
Friday, 1 November, 13
1 m
A typical teacher’s voice measures 60-65dB at a distance of 1.2 metres – only enough for the front row to hear clearly!
Friday, 1 November, 13
1 m
60 dBA
A typical teacher’s voice measures 60-65dB at a distance of 1.2 metres – only enough for the front row to hear clearly!
Friday, 1 November, 13
1 m
60 dBA
A typical teacher’s voice measures 60-65dB at a distance of 1.2 metres – only enough for the front row to hear clearly!
Friday, 1 November, 13
1 m
2.5 m
60 dBA
A typical teacher’s voice measures 60-65dB at a distance of 1.2 metres – only enough for the front row to hear clearly!
Friday, 1 November, 13
1 m
54 dBA
2.5 m
60 dBA
A typical teacher’s voice measures 60-65dB at a distance of 1.2 metres – only enough for the front row to hear clearly!
Friday, 1 November, 13
1 m
54 dBA
2.5 m
60 dBA
A typical teacher’s voice measures 60-65dB at a distance of 1.2 metres – only enough for the front row to hear clearly!
Friday, 1 November, 13
1 m
54 dBA
2.5 m 5 m
60 dBA
A typical teacher’s voice measures 60-65dB at a distance of 1.2 metres – only enough for the front row to hear clearly!
Friday, 1 November, 13
1 m
54 dBA48 dBA
2.5 m 5 m
60 dBA
A typical teacher’s voice measures 60-65dB at a distance of 1.2 metres – only enough for the front row to hear clearly!
Friday, 1 November, 13
1 m
54 dBA48 dBA
2.5 m 5 m
60 dBA
A typical teacher’s voice measures 60-65dB at a distance of 1.2 metres – only enough for the front row to hear clearly!
Friday, 1 November, 13
1 m
54 dBA48 dBA
2.5 m 5 m
10 m
60 dBA
A typical teacher’s voice measures 60-65dB at a distance of 1.2 metres – only enough for the front row to hear clearly!
Friday, 1 November, 13
1 m
54 dBA48 dBA42 dBA
2.5 m 5 m
10 m
60 dBA
A typical teacher’s voice measures 60-65dB at a distance of 1.2 metres – only enough for the front row to hear clearly!
Friday, 1 November, 13
1 m
54 dBA48 dBA42 dBA
2.5 m 5 m
10 m
60 dBA
A typical teacher’s voice measures 60-65dB at a distance of 1.2 metres – only enough for the front row to hear clearly!
Friday, 1 November, 13
The Combined Effect
The farther the student is from the desired speaker the more noise and reverberation will interfere with speech
understanding.
Friday, 1 November, 13
50dB BGN
0 3 6 9 12Distance from teacher in Metres
20
40
60
80
100
typical classroom noise
Friday, 1 November, 13
50dB BGN
0 3 6 9 12Distance from teacher in Metres
20
40
60
80
100
typical classroom noise
Friday, 1 November, 13
50dB BGN
0 3 6 9 12Distance from teacher in Metres
20
40
60
80
100
typical classroom noise
Friday, 1 November, 13
50dB BGN
0 3 6 9 12Distance from teacher in Metres
20
40
60
80
100
typical classroom noise
Friday, 1 November, 13
50dB BGN
0 3 6 9 12Distance from teacher in Metres
20
40
60
80
100
typical classroom noise
Friday, 1 November, 13
50dB BGN
0 3 6 9 12Distance from teacher in Metres
20
40
60
80
100
typical classroom noise
Friday, 1 November, 13
“Oh, they can hear me… I have a loud voice”.
Friday, 1 November, 13
Miniature Adults?
Children are not mini-versions of adults.- Language development- Auditory development
Children require a more complete, detailed auditory signal.
Friday, 1 November, 13
Think of the following words:WalkWalksWalkedTalkTalksTalkedTopTopsTopped
Making your voice louder
does not necessarily make your
voice heard.
Friday, 1 November, 13
Think of the following words:
Making your voice louder
does not necessarily make your
voice heard.
Friday, 1 November, 13
Think of the following words:
Making your voice louder
does not necessarily make your
voice heard.
WalkWalksWalkedTalkTalksTalkedTopTopsTopped
Friday, 1 November, 13
Hearing vs. Comprehending
Gr.2 vs 400 level college course
Auditory-Cognitive closure
Young ears/brains cannot accurately ‘repair’ what is missed or misheard.
The importance of high frequency information
Friday, 1 November, 13
19
Auditory-Cognitive ClosureFriday, 1 November, 13
Hearing Loss
¼ of K/1 students in typical classrooms do not hear normally on any given day.
Flexor, Richards, Buie, Brandy; 1994
Friday, 1 November, 13
Why do children get ear infections?
Eustachian tube
Becomes inflamed or does not open properly
Friday, 1 November, 13
• Fluid builds up and cannot drain. • Bacteria or viruses can move into this fluid.
May result in conductive hearing loss
Friday, 1 November, 13
Some chemotherapies can result in high frequency hearing loss
Friday, 1 November, 13
The Audiogram
Friday, 1 November, 13
The Audiogram
Friday, 1 November, 13
The Audiogram
Friday, 1 November, 13
The Audiogram
Friday, 1 November, 13
The Audiogram
Friday, 1 November, 13
The Audiogram
Friday, 1 November, 13
The Audiogram
Friday, 1 November, 13
The Audiogram
Friday, 1 November, 13
The Audiogram
Friday, 1 November, 13
The Audiogram
Friday, 1 November, 13
I’m so misunderstood….
Friday, 1 November, 13
Auditory Processing
Hearing occurs at the ear level.
Processing occurs at the brain level.
“What we do with what we hear.” (Katz)
Friday, 1 November, 13
Friday, 1 November, 13
Friday, 1 November, 13
What is it? A breakdown in auditory abilities resulting in diminished learning (e.g. comprehension) through hearing.
Even if peripheral hearing sensitivity is normal.
Deficits in auditory processing are often associated with listening, comprehension, language, and learning difficulties.
Friday, 1 November, 13
What Causes APD?
Developmental delaysCANS disordersNeurologic disorders/diseaseGenetic predisposition
Reduced or inconsistent auditory stimulation Brain injury Demeylinating Diseases
Friday, 1 November, 13
Auditory Processing is Typically Maturational
Children require:
a louder speech signal a slower rate of speech
* Children with auditory processing difficulties as a result of radiation/chemotherapy treatments, hearing loss or other non-maturational causes may not develop listening skills to that of their peers.
http://www.learningthroughlistening.org/Listening-A-Powerful-Skill/The-Science-of-Listening/History-and-Overview-of-Listening/91/
repetition of information more time.
Friday, 1 November, 13
Children require a more complete, detailed auditory signal.
Young ears/brains cannot accurately ‘repair’ what is missed or misheard.
Friday, 1 November, 13
Bottom-Up ProcessingHow the information gets from the ear to the brain.Bottom-up processing can result in incomplete information.
Sound Waves
Auditory Identification
Aud/LangProcessing
ConceptUndrstng
To compensate for incomplete information we use top-down processing.
Friday, 1 November, 13
Top-Down Processing
Once information is in the brain… how it is categorized, organized, retrieved, etc.
Applying meaning to language (Beck, 2012)
Friday, 1 November, 13
Fishin’ Talk
Friday, 1 November, 13
Fishin’ TalkHiyamac. Lobuddy.
Friday, 1 November, 13
Fishin’ TalkHiyamac. Lobuddy.
Binearlong? Coplours.
Friday, 1 November, 13
Fishin’ TalkHiyamac. Lobuddy.
Binearlong? Coplours.
Cetchanenny? Goddafew.
Friday, 1 November, 13
Fishin’ TalkHiyamac. Lobuddy.
Binearlong? Coplours.
Cetchanenny? Goddafew.
Kindarthey? Bassenperch.
Friday, 1 November, 13
Fishin’ TalkHiyamac. Lobuddy.
Binearlong? Coplours.
Cetchanenny? Goddafew.
Kindarthey? Bassenperch.Ennysizetoom? Couplapowns.
Friday, 1 November, 13
Fishin’ TalkHiyamac. Lobuddy.
Binearlong? Coplours.
Cetchanenny? Goddafew.
Kindarthey? Bassenperch.Ennysizetoom? Couplapowns.
Hittinhard? Sordalike.
Friday, 1 November, 13
Fishin’ TalkHiyamac. Lobuddy.
Binearlong? Coplours.
Cetchanenny? Goddafew.
Kindarthey? Bassenperch.Ennysizetoom? Couplapowns.
Hittinhard? Sordalike.
Igoddago. Seyaroun.
Friday, 1 November, 13
Fishin’ TalkHiyamac. Lobuddy.
Binearlong? Coplours.
Cetchanenny? Goddafew.
Kindarthey? Bassenperch.Ennysizetoom? Couplapowns.
Hittinhard? Sordalike.
Igoddago. Seyaroun.Yatakideezy. Guluk.
Friday, 1 November, 13
Students with APD often have difficulties with the following
educational activities:
Friday, 1 November, 13
Hearing or understanding speech in a noisy room or in groups of people
Following long conversations
Learning a second language
Learning challenging vocabulary words
Remembering spoken information/instructions
Maintaining focus in the presence of noise
Friday, 1 November, 13
Taking notes
Organizational skills
Following multi-step instructions
Spelling, reading and/or phonemic awareness skills
Keeping up with classroom work
Paying attention and may be easily distracted
Friday, 1 November, 13
Students with APD may additionally experience difficulties with:
Friday, 1 November, 13
Exhibiting inappropriate behaviors because of frustration
Peer relations and social confidence
Sensitivity to loud sounds
Locating traffic and other environmental sounds
Fatigue and may tire more easily than classmates
Passive learning: students with miss important information when the conversation is not directed towards them
Friday, 1 November, 13
Management: What Can I do to Help?
Friday, 1 November, 13
Management Myth The problem needs to be cured for the treatment to have value.
Conclusion: since there is no ‘cure’, nothing can be done.
The “diagnosis as treatment” model: Recognize that the disorder exists.
Current research in neuralplasticity suggests that changes occur over a long time frame (The Brain that Changes Itself by Norman Doidge, 2007)
Whitelaw, 2012
Friday, 1 November, 13
Make the classroom a good listening environment.
Improved bottom-up (CADS or pFM)
Seating placement/arrangement
Reduce classroom noise
Slow rate of speech
Friday, 1 November, 13
CADS
Universal Design for Learning
CADS improves signal-to-noise ratio
CADS help to maximize speech/intelligibility
CADS provide redundancy to the bottom-up system.
Be aware that the use of technology is NOT a panacea for children with APD.
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44
SPEECH TRANSMISSION (RASTI)
Friday, 1 November, 13
Help the Student Focus on What is Being Said
Eye contact
Identify and paraphrase
Visual cues/supports*
“Chunk” information
Stay on topic
Comprehension Monitoring
Provide short breaks
Self advocacy / Mindfulness
Friday, 1 November, 13
Watch for Signs of Frustration
Provide extra time to process auditory information
Paraphrase rather than repeat.
Summarize discussions.
Friday, 1 November, 13
Other Strategies New concept/vocabulary support
Provision of notes / technology to support
Demonstrations and experiments
Exam accommodations
Multiple means of representation
Elbow partner
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Poor acoustics,
health, hearing loss
and processing
difficulties can all
affect intelligibility
and comprehension.
Friday, 1 November, 13
APD Management: Auditory Training FastForWord Earobics Lindamood-Bell material (e.g. LiPS) Treating Auditory Processing Difficulties in Children (Sloane) Rosner’s approach (good home material) Helping Children Overcome Learning Difficulties; pages 189-210.
Rosner's books and tests can be found in Academic Therapy Publication catalog.
Noise desensitization training Training in areas of deficit, including speech perception training Moncrieff: Dichotic listening skills - dichotic interaural intensity
difference training Sweetow, LACE Jirsa, P-300 research; Kraus, BioMAP research
Friday, 1 November, 13
APD Management: Direct Treatment
Communication repair strategy development Build in top-down skills.
Multiple modality input may be beneficial However in some cases, global/multiple modality processing issues arise.
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