Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Specific language impairment wikipedia , lookup
Telecommunications relay service wikipedia , lookup
Sound from ultrasound wikipedia , lookup
Hearing loss wikipedia , lookup
Soundscape ecology wikipedia , lookup
Speech perception wikipedia , lookup
Sensorineural hearing loss wikipedia , lookup
Noise-induced hearing loss wikipedia , lookup
Audiology and hearing health professionals in developed and developing countries wikipedia , lookup
Dodo Youyou Hearhear Meme? The Listening Environment Molly Lyon, M.A., CCC-A/SP LSLS AVEd Via Christi Hospitals January 21, 2011 Objectives Participants will understand the concept of acoustic access and its importance in developing listening skills Participants will become familiar with the environmental factors affecting audition Participants will learn about the application of using FM technology in children Listening in Children Some Food for Thought… Children do not know what they don’t hear Children do not expend the mental energy to comprehend a degraded, low intensity speech signal comprised of vague, unfamiliar words They do not “go back” in auditory space and try to figure out what they didn’t hear Children do not hear and process oral language at adult-like levels until around age 13 Language acquisition is a work in progress As language and worldly knowledge increases the less reliant we are on precision hearing Adult: 10% earwork and 90% brainwork Child: 90% earwork and 10% brainwork Transparency For young listeners, the speech signal must be crystal clear, or “transparent” before true and optimal comprehension and language growth can occur The listening environment is critical to the development of auditory skills Prerequisites Assuming the child has been fitted with HA/CI Assuming the technology is programmed optimally Assuming the child is wearing the HA/CI all waking hours Little ears are now ready to listen, but… A Moving Target HEARING LOSS is the only handicapping condition in which the disabling effect is in a constant state of flux. The negative impact of hearing loss can range from being nearly nonexistent to completely rendering an individual’s ability to use audition useless. What is Acoustic Access? The degree to which spoken language is audible to a child Goal: 100% of the speech signal is audible 100% of the day Acoustic access is under ADULT CONTROL Environmental Factors Affecting Acoustic Access NOISE DISTANCE REVERBERATION Background Noise Speech-To-Noise ratio (S/N) is critical Relationship between the primary signal (speech) and background noise. Noise sources include other talkers, heating or cooling systems (HVAC), timers, bells, alarms, computer hums, CD’s, radios, TV’s, wind, pets, etc. Homes are typically quieter than classrooms Allowable Signal-to-Noise Ratios Adults with normal hearing require a S/N ratio of +6 dB (approximately twice as loud as background noise) Children with hearing loss require a S/N ratio of +15 to +20 dB Distance Sound is degraded as it is propagated through space Rapid Speech Transmission Index (RASTI study, Leavitt and Flexer, 1991) Integrity of a speech signal was measured at 17 different distances RASTI Results 4 feet – RASTI score 83% (critical speech information lost = 17%) Approximately Approximately 25 feet – RASTI score = 45% Perfect RASTI score was only able to be obtained at a distance of 6 inches from the RATSI transmitter. Distance and Decibels Double the distance, lose 6 dB of intensity Every decibel is critical to children with hearing loss Distance Decibel 6” 60dB 12” 54dB 2’ 48dB 4’ 42dB 8’ 36dB 16’ 30dB 32’ 24dB Reverberation (Echo) DEFINITION: The time it takes in seconds from the moment a sound is stopped until the sound level has diminished 60dB. Affects of Reverberation Normal hearing adults can adequately discriminate speech in reverberations times of .75 to 1 second Children with hearing loss require reverberation times of .5 seconds Anechoic chamber = 0 seconds Typical classroom = 1.6 seconds Reverberation Issues Reverberant sounds mask high frequency sounds Greater absorption of high frequency than low frequency sounds Elongations of vowels Smears transitions Eliminates silent gaps Boothroyd Demonstration Distance Noise Reverberation Boothroyd, A., Phonic Ear Sound field tutorial 1.4a Room Acoustics and Speech Perception: The Basics FM Use in Children Significantly improves and maintains speaker’s voice over background noise Eliminates Reduces Child effects of distance effects of reverberation is able to receive consistent speech signal Listen … Hearing Aid only Hearing Aid + FM Soundfield Demonstration FM mic only Bibliography American National Standards Institute. (2002). Acoustical performance criteria, design requirements, and guidelines for schools (S12.60-2002). New York: American National Standards Institute (ANSI S12.60). Boothroyd, A. (2004). Room acoustics and speech perception. Seminars in Hearing, 25(2), 155-166. Cole, E.B., and Flexer, C. (2008). Children with hearing loss: Developing listening and talking birth to six. San Diego, CA: Plural Publishing. Crandall, C.C., Smaldino, J.J. & Flexer, C. (eds). (2005). Sound-field amplification: Applications to speech perception and classroom acoustics (2nd ed.). Clifton Park, NY: Thomson Delmar Learning. Davis, J. (Ed.). (1990). Our forgotten children: Hard-ofhearing pupils in the schools. Bethesda MD: Self Help for Hard of Hearing People. Flexer, C. (2004). The impact of classroom acoustics: Listening, learning and literacy. Seminars in Hearing, 25(2), 131-140. Northern, J.L., & Downs, M.P. (2002). Hearing in children (5th ed.). Baltimore: Lippincott Williams & Wilkins.