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Speech Acoustics Audiologic Rehabilitation for Children SPA 6581 – Spring 2015 Lecture Date: 02/09/2015 Speech Acoustics Helpful in the following: Can be used to determine and counsel regarding expectations “Is it a programming thing or a patient thing?” Maximize whatever auditory stimulation in order to enhance stimulation of auditory pathways Knowledge of speech acoustics helps us: Bridge the disciplines of audiology and habilitation Judge what speech information is available to a child through their “aided” hearing Teach parents what the child can do or has the potential to do with his/her aided hearing Select strategies to facilitate the processing of spoken language through audition Choose which phonemes can be learned through audition alone, and which may require different strategies (visual or tactile) Collaboration A speech-language pathologist or educator may report the following: Specific phonemes missed Suprasegmentals missed Quality of speech Identifying vs. detection of sounds Level of consistency with responses Assessment It is important to constantly evaluate performance with regards to speech perception, as it will determine if “progress” has been made. The periodic evaluations may influence modifications to programming and/or communication mode recommendations Great news! We already obtain data as part of our routine clinical protocols! What is important, is how we use it. word recognition phoneme recognition sentence testing background noise Etc. Four Levels of Auditory Skills Detection Discrimination Identification Comprehension Detection The ability to respond to presence and absence of sound In response to sound, a child may: In therapy, what types of sounds can we use to determine a child’s detection level? Turn head Cease activity Startle Environmental sounds Speech sounds Music How can we elicit detection? “I hear that!” Visual – pointing to ear Hand over hand, modeling, etc. Discrimination The ability to perceive differences in suprasegmental features or in the acoustic properties of speech sounds This level can be particularly helpful in determining if there is a “speech” or an “auditory” problem Same vs. Different “ahhh” vs. “ahhh ahhh ahhh” – duration “oooo” vs. “eeee” – pitch “AHHHH” vs. “ahhh” - intensity Identification The ability to reproduce a speech stimulus by naming or identifying by pointing to a picture or repeating what was heard Example: Early Speech Perception Test – Low Verbal, Pattern Perception Subtest: Ball, baby, hotdog, icecream cone More than just same or different discrimination. This task involves auditory skills, pragmatic skills (taking turns), joint attention *What you will often see with pediatric patients is imaginary play with the objects! This is a good thing! You want to see this. Why? Comprehension The ability to understand the meaning of what has been heard Auditory Development: A More Detailed Perspective Auditory Detection or Attention Auditory Discrimination Auditory Self-Monitoring or Feedback Auditory Identification or Association Auditory Memory Auditory Sequencing Auditory Processing Auditory Understanding Nancy S. Caleffe-Shenck, M.Ed., C.E.D., CCC-A, Cert. AVT (Adapted from Doreen Pollack, 1985) Ling 6-7 Sound Test Acoustic Basis and Description Purpose Developed first by Daniel Ling Quick and easy way to verify that a child detects the vowel and consonant sounds of spoken language. Allows parents, professionals, and teachers to know the child’s distance hearing. Also allows for device troubleshooting and verification of function. Use of Ling 6-7: Levels of Auditory Skills Can be utilized for all of the four main levels: Detection Discrimination Identification Comprehension Sound Selection /m/ corresponds to 250 Hz, +/- ½ octave /u/ is like a narrowband of noise corresponding to 500 Hz on the audiogram, +/- ½ octave /a/ corresponds to 1000 Hz, +/- ½ octave “sh” is a band of noise corresponding to 2000 Hz, +/- ½ octave /s/ is a band of noise corresponding to 4000 Hz, +/- ½ octave /i/ has a first formant (resonance of the vocal tract) around 500 Hz, and a second formant around 2000 Hz; the second formant must be heard in order for the listener to be able to distinguish between front and back vowels The silent interval is really a seventh “sound” that is necessary to track false positive responses. Other reasons for using the silent interval? Applications & Instructions for the Ling 6-7 Sound Test Conditioning Hand-over-hand facilitation Modeling Occupying attention with “quiet” toys Eliminate visual cues Speech Information & Key Frequencies 250 Hz 500 Hz 1000 Hz 2000 Hz 4000 Hz First formant of vowels /u/ and /i/ First formants of most vowels Acoustic cues for manner of articulation Acoustic cues for place of articulation Fundamental frequency of female and children Harmonics of all voices (male, female, child) Second formants of back and central vowels Key frequency for speech intelligibility Nasal murmur /m/, /n/, and /ng/ Voicing cues C-V and V-C transition information 2nd and 3rd formant information for front vowels The key frequency for /s/ and /z/ audibility is critical for language learning: -plurals -idioms -possessives -auxiliaries -third person singular verb forms -questions -copulas -past perfect prosody Nasality cues Some plosive bursts C-V and V-C transition information Suprasegmental patterns (stress, rate, inflection, intonation) Suprasegmentals Voicing cues Acoustic information for liquids /l/ and /r/ Male voice harmonics Some plosive bursts associated with /b/ & /d/ Suprasegmentals Plosive bursts Unstressed morphemes Affricate bursts Voicing Cues Fricative turbulence Consonant quality Audibility vs. Intelligibility Audibility = simple act of detection Intelligibility = the individual must be able to discriminate the word-sound distinctions of individual phonemes or speech sounds Ling 6 (or 7) sound test Environmental sounds Etc. For speech to be heard clearly, both vowels and consonants must be available acoustically Can speech be audible but not consistently intelligible? Yes. Even for a child with a minimal hearing loss. Speech Banana Other lovely names! Represents concentrations of acoustic energy i.e., speech frequencies Limitations of the audiogram? Speech pickle Speech hotdog Speech boomerang Audiogram of familiar sounds including speech Based on thresholds for tones or narrowband noise Cannot truly show a child’s auditory learning experience or potential Food for thought… If I can’t “sort by audiogram,” how do I know if a child has potential to do well in developing spoken language through listening? Formants Formants are concentrations of acoustic energy The brain identifies these patterns as specific vowels and consonants Formants are used by our brain to identify all the sounds of speech Each phoneme has distinctive patterns of formants Formants are visual representations of acoustic information contained in speech Acoustic Features of Speech Suprasegmentals (DIP) Suprasegmentals are responsible for vocal quality. Duration Intensity Pitch Think: rhythm, stress, intonation Acoustic building blocks of speech Segmentals Consonants Vowels Suprasegmentals: Duration Time Length of the sound and how it starts, changes, and finishes Vowels are typically longer than consonants Suprasegmentals: Intensity Volume Force or power of the sound Units are express in decibels Stress patterns Suprasegmentals: Pitch Frequency Measured Number in Hz of waves created by the vibration from a sound which reach the ear each second Fundamental Frequency Rate at which the vocal folds vibrate The rate varies depending on whether the speaker is a: Male Woman Child 125 Hz 250 Hz 325 Hz Why is this information important? Who can they hear? Why it is more difficult for them to hear one person or another? Expectations and counseling Application Activity #1 Use the Interpretation of Acoustics of Speech Determine suprasegmental information available to a child with aided hearing out to 500 Hz, and out to 1000 Hz. “Most hearing impaired child, when provided with appropriate hearing aids and sufficient auditory experience can hear enough of the speech signal to acquire naturalsounding, well-inflected voices, because sufficient auditory cues on prosody occur in the frequency range below 1000 Hz (Ling, 1989).” Segmentals Vowels Consonants Segmentals: Vowels Produced by changing the resonance of airflow through the oral cavity by altering the position of the tongue and lips Tense/lax Tongue height Tongue placement Lip rounding F1 is important for detection F2 is important for identification Segmentals: Vowels Reference Vowels? /a/ = mid frequency/mid tongue /u/ = low frequency/back of tongue 1st formant = 300 Hz 2nd formant = 900Hz /i/ = high frequency/front of tongue 1st formant = 800Hz 2nd formant = 1000Hz 1st formant = 300 Hz 2nd formant = 3000 Hz Notice that they are all in the Ling 6 sound test What is the significance of knowing the values of these vowels? If able to detect all three of reference vowels, they should be able to detect ALL vowels out to 3000 Hz. If able to identify all three of the reference vowels, they should be able to identify all vowels out to 3000 Hz. Speech Acoustics: Vowels Application Activity #2 Use the Interpretation of Speech Acoustics If I say /u/, and the child responds with “uh,” what do I know? If I say /i/, and the child responds with /u/, what do I know? Vowel Formants Memorize this sentence for quick recall of the order of the vowels and formants from low frequency to high frequency. Who would know ought of art must again learn and then take his ease. What other way can this graph help you? When you are starting to work on discrimination activities, you want to target vowels at the extremes, to ensure the difference will be readily heard. Then you can start to work in to where the vowels become more similar in acoustics. Application Activity #3 A child has aided hearing out to 500Hz. What Now vowel information is available? try again: Aided hearing out to 1000 Hz Aided hearing out to 2000 Hz Application Activity #4 CA: 13 months, HA: 4 months Aided in the speech banana out to 1500 Hz Vocal behaviors: squeals, blows raspberries, produces long sustained /m/, produces /a/ and “uh” with long an short duration, beginning to vary pitch in vocal play What vowel information is available? Are F1 and F2 of early developmental consonants available? Segmentals: Consonants Produced by restricting or interrupting airflow along the vocal tract Manner Place Voicing Important formant(s)? Depends on the consonant produced Segmentals: Consonants Place of Production: Labial Labiodental Dental Alveolar Palatal Velar Glottal Manner of Production: Plosive/stop Fricative Nasal Affricate Liquids/glides Voicing Component: Voiced Unvoiced Speech Acoustics: Consonants Vowels Consonants Weak high-frequency sounds Energy focused at 2000 and 4000 Hz and above Carry 10% of the energy of speech BUT…90% of the information needed to perceive the differences among sounds Strong lowfrequency energy Energy focused at ~250 to 500Hz Most powerful sounds in English Carry 90% of the energy of speech (Talking Child, LLC, 2003) (Talking Child, LLC, 2003) Special Considerations Co-articulation Distance Noise Co-articulation Co-articulation Affects consonants of highly consistent ways Example: Consonants produced at the front of the mouth will lower formants of preceding vowels (pg. 41, Ling – foundations of spoken language) Provides listeners with predictable ways to identify; as well as to produce normal speech patterns How could this help us with a child with high frequency hearing loss? If we are targeting /s/, and we want to make it more acoustically salient, we can pair /s/ with /u/ in order to bring down the high frequency of /s/ to perhaps make it more audible for the patient. Distance and Noise What is the most optimal distance for introducing a new target for any of the four levels? 6 inches away from microphone Why??? 6 dB rule, the further you are from the sound source, the softer it will be to the child. Noise Children with hearing loss need 20 to 25 dB or better S/N ratio Check consistently for noise in equipment How can we use noise to challenge listening skills? Tape recorded information Practice using the telephone Developed for FIRST YEARS (http://firstyears.org/) - Listening Spoken Language Development Intervention © Beth Walker, 2009 Auditory Learning Guide SOUND AWARENESS PHONEME LEVEL** DISCOURSE LEVEL (Speech and Environmental Sounds) (Speech Babble) (Auditory Processing of Connected Speech) SENTENCE LEVEL WORD LEVEL Step 1 - Detect * the presence of any speech syllable. Step 1 - Imitate physical actions (before Step 1a - Imitate motions of nursery speech imitations). rhymes/songs with accompanying vocalization. Step 1 - Identify familiar stereotypic phrases or sentences. Step 1a - Identify and imitate approximations of “Learning To Listen” sounds varying in suprasegmentals and vowel content, e.g., (a-a-a)/airplane , (u)-(u)/train , (oi) (oi) pig in isolation, at the end, and then in the middle of a sentence. Step 2 - Detect* vowel variety, [u] [a] [l] and raspberries [b-r-r] Step 2 - Imitate any phoneme that child produces spontaneously when given hand cue (or other cue). Step 1b - Identify nursery rhymes or songs. Step 2 - Recall two critical elements in a message. Step 1b - Identify one, two, and three syllable words in isolation, e.g., cat vs. chicken vs. kangaroo . Step 2 - Answer common questions with abundant contextual support, e.g., “What’s that?”, “Where’s mama?”, “What is ________doing?” Step 3 - Recall three critical elements in a message. Step 2 - Identify words having the same number of syllables but different vowels/diphthongs and consonants, e.g., horse vs. cow vs. sheep . Step 4 - Detect* the presence of Step 4 - Imitate vowel and diphthong environmental sounds at loud, medium, variety, e.g., [u], [ae], [au], [i], etc. and soft levels at close range, at a distance of 6-12 ft. and at a distance of greater than 12 ft. Step 3 - Identify a picture that corresponds to a story phrase in a three or four scene-story. Step 4 - Complete known linguistic messages from a closed set (ex: nursery rhymes, songs, familiar stories). Step 3a - Identify words in which the initial consonants are the same but the vowels and final consonants are different, e.g., ball vs. bike . Step 5 - Detect* whispered [hae] [hae] and [p] [p] [p] Step 4 - Identify an object from several Step 5 - Answer common questions about a disclosed and familiar topic: a) without pictorial related descriptors (closed set). Step 3 - Detect* consonant variety, e.g., [m-m-m], [b^] [b^] [b^] and [wa] [wa] Step 3 - Imitate varying suprasegmental qualities in phonemes (vary intensity, duration, and pitch) aeeee (long) vs [ae ae] (pulsed); [ae-ae] loud/quiet/whispered; [ae] high/mid/low pitch. Step 5 - Imitate alternated vowels and diphthongs, e.g., [a-u] [e-I] [a-I] cues b) over the telephone c) on audio/videorecording. Step 6 - Detect* the sounds of the Six Sound Test. Step 6 - Imitate consonants varying in manner (fricatives, nasals, and plosives). Use phonemes previously produced, e.g., /h/ vs. /m-m-m/ vs. /p/ Step 5 - Follow a conversation with the Step 6 - Recall four or more critical elements topic disclosed. in a message to follow multiple element directions. Step 7 – Detect* the sounds of the Six Sound Test at various distances. Step 8 – Locate the direction of sound if amplified binaurally. Step 7 - Imitate consonants differing in voiced vs. unvoiced cues, e.g., [b^] [b^] vs. [p] [p] and then with vowel variety, [bobo] [pae-pae] Step 6a - Answer questions about a story with the topic disclosed. Step 8 - Alternate consonants varying Step 6b - Answer questions about a in place cues, first with varying vowels, story with the topic disclosed; story is e.g., /ma-ma/ /no-no/; /go-go/ bi-bi/, etc. teacher-recorded. Step 9 - Alternate syllables with varying consonants and same vowel, e.g., [bi], [di], [ho] [go] This guide is intended to aid professionals in the beginning stages of learning an auditory-based approach. As professionals acquire more experience in auditory teaching, children should progress more rapidly. The information on this chart was adapted from Judy Simser’s article in the Volta Review (1993) (** items), from the Auditory Skills Program, New South Wales Department of School Education, from the Foreworks Auditory Skills Curriculum (1976, North Hollywood, CA), and from teacher input. Notes: * A detection response could include turning head, pointing to ear, clapping, dropping a toy in a container, etc. Reference: Simser, J.I. (1993). Auditory-verbal intervention: Infants and toddlers. Volta Review 95(3): 217-229. Step 3b - Identify words in which the final consonants are the same but the vowels and initial consonants are different, e.g., food vs. card . Step 4 - Identify words in which the initial and final consonants are identical but the vowels/diphthongs are different, e.g., book vs. back . Step 7 - Complete known linguistic messages (open set). Step 5a - Identify words in which the vowels & final consonants are identical but the initial consonants differ by three features manner, place of articulation, and voicing, e.g., mouse vs. house . Step 8 - Follow open set directions and instructions (disclosed). Step 5b - Identify words in which the vowels & initial consonants are identical but the final consonants differ by three features manner, place of articulation, and voicing, e.g., comb vs. coat . Step 7 - Recall details of a story (topic Step 9 - Recall specific elements in a disclosed). sentence by answering questions about an undisclosed but familiar topic. Step 6 - Identify words in which the vowels and the final/initial consonants are identical but the initial/final consonants differ by two features: (a) manner and place (voicing in common), moat vs. goat ; (b) manner and voicing (place in common), man vs. pan ; (c) place and voicing (manner in common), boat vs. coat . Step 8 - Sequence the events of a story (topic disclosed). Step 10 Repeat each word in a sentence exactly. Step 7a - Identify words in which the vowels and final consonants are identical but the initial consonants differ by only one feature - manner of articulation, e.g., ball vs. mall . Step 9 - Retell a story with the topic disclosed, recalling all the details in sequence. Step 10 - Make identification based on several related descriptors (open set). Step 11 - Follow a conversation of an undisclosed topic. Step 11 - Recall specific elements in a sentence by answering questions on an undisclosed topic. Step 12 - Retell a story about an undisclosed topic, recalling as many details as possible. Step 13 - Process information in noise and at various distances. Step 14 - Process group conversations. a.) predictable sentences “I’m going to the grocery store to buy cereal and milk.” b.) less predictable sentences “A woman hit me so I told her to calm down.” Step 7b - Identify words in which the vowels and initial consonants are identical but the final consonants differ by only one feature - manner of articulation, e.g., cloud vs. clown . Step 8a - Identify words in which the vowels and final consonants are identical but the initial consonants differ by only one feature - voicing, e.g., coat vs. goat . Step 8b - Identify words in which the vowels and initial consonants are identical but the final consonants differ by only one feature - voicing, e.g., bag vs. back . Step 9a - Identify words in which the vowels and final consonants are identical but the initial consonants differ by only one feature - place of articulation, e.g. bun vs. gun . Step 9b - Identify words in which the vowels and initial consonants are identical but the final consonants differ by only one feature- place of articulation, e.g., sheep vs. sheet . revised: 9/3/10 ALG Goal is to make more than a year’s progress in a year’s time. Why? So if a child was two years behind, we would want them to get through the first year of the ALG, and be started on the second year of the ALG in just the first year of audiologic rehabilitation. Years are outlined by color Remember back to the chart of Auditory Development We want to work on specific receptive and expressive skills associated to: Sound Awareness Phonemes Discourse Sentence Words