Space is limited – Don’t miss this opportunity to learn more about the AuD program and the application process.
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Πέμπτη 10 Αυγούστου 2017
November 3, 2017 – AuD Open House for Prospective Students
from #Audiology via xlomafota13 on Inoreader http://ift.tt/2uLUS5Z
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November 3, 2017 – AuD Open House for Prospective Students
Space is limited – Don’t miss this opportunity to learn more about the AuD program and the application process.
from #Audiology via ola Kala on Inoreader http://ift.tt/2uLUS5Z
via IFTTT
November 3, 2017 – AuD Open House for Prospective Students
Space is limited – Don’t miss this opportunity to learn more about the AuD program and the application process.
from #Audiology via ola Kala on Inoreader http://ift.tt/2uLUS5Z
via IFTTT
Acoustic Trauma Symptoms
Please note: the following information does not constitute professional medical advice, and is provided for general informational purposes only. Please speak to your doctor if you have tinnitus.
An Overview of Acoustic Trauma
Acoustic trauma is a condition that occurs as the result of being exposed to loud noise. It can occur regardless of whether one is exposed to a very loud noise one time or exposed to lower noises over a long period of time. The inner and middle ear are protected by the eardrum. The eardrum also transmits vibrations to the brain.Acoustic trauma changes the way that the eardrum handles the vibrations. This can cause hearing loss.
Risk Factors for Developing Acoustic Trauma
Anyone who is frequently exposed to loud noise can develop acoustic trauma. This includes people who work in gun ranges, people who attend concerts and people who work in or near areas. Additionally, people who do not wear the proper protective ear equipment are more likely to develop acoustic trauma.
Acoustic trauma is most likely to develop after one is exposed to noise that is above 85 decibels. A passing diesel truck is an example of something that has a noise level of 85 decibels.
Acoustic Trauma Symptoms
Hearing loss is one of the most common acoustic trauma symptoms. Many people will have problems hearing sounds with a higher frequency. As the hearing loss worsens, they may have problems hearing at lower frequencies. Tinnitus is another one of the acoustic trauma symptoms.
Tinnitus causes a person to hear a constant ringing or buzzing sound. People who have mild to moderate tinnitus may not even notice that they have the condition. It is important to note that tinnitus can be caused by a variety of things such as changes to the blood vessels and drug use. However, it is often a sign of acoustic trauma.
How to Diagnose Acoustic Trauma
Your doctor will ask you a variety of questions about your hearing in order to diagnose this condition. Your doctor can also use audiometry to diagnose acoustic trauma. This is a test where a person is exposed to sounds with varying tones and loudness in order to determine how well one hears.
How to Treat Diagnose Acoustic Trauma
Medications can be used to treat acoustic trauma. Oral steroid medications are often recommended. Ear protection will need to be used in order to prevent acoustic trauma from getting worse. If a person has severe hearing loss, then they may need to wear hearing aids. Cochlear implants, which are electronic hearing devices, may also be recommended.
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Do the Hard Things First: A Randomized Controlled Trial Testing the Effects of Exemplar Selection on Generalization Following Therapy for Grammatical Morphology
Purpose
Complexity-based approaches to treatment have been gaining popularity in domains such as phonology and aphasia but have not yet been tested in child morphological acquisition. In this study, we examined whether beginning treatment with easier-to-inflect (easy first) or harder-to-inflect (hard first) verbs led to greater progress in the production of regular past-tense –ed by children with developmental language disorder.
Method
Eighteen children with developmental language disorder (ages 4–10) participated in a randomized controlled trial (easy first, N = 10, hard first, N = 8). Verbs were selected on the basis of frequency, phonological complexity, and telicity (i.e., the completedness of the event). Progress was measured by the duration of therapy, number of verb lists trained to criterion, and pre/post gains in accuracy for trained and untrained verbs on structured probes.
Results
The hard-first group made greater gains in accuracy on both trained and untrained verbs but did not have fewer therapy visits or train to criterion on more verb lists than the easy-first group. Treatment fidelity, average recasts per session, and verbs learned did not differ across conditions.
Conclusion
When targeting grammatical morphemes, it may be most efficient for clinicians to select harder rather than easier exemplars of the target.from #Audiology via xlomafota13 on Inoreader http://article/doi/10.1044/2017_JSLHR-L-17-0001/2648949/Do-the-Hard-Things-First-A-Randomized-Controlled
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Dialect Variation of Copula and Auxiliary Verb BE: African American English–Speaking Children With and Without Gullah/Geechee Heritage
Purpose
We compared copula and auxiliary verb BE use by African American English–speaking children with and without a creole heritage, using Gullah/Geechee as the creole criterion, to determine if differences exist, the nature of the differences, and the impact of the differences on interpretations of ability.
Method
Data came from 38 children, aged 5 to 6 years (19 with Gullah/Geechee and 19 without Gullah/Geechee heritage). All were developing language typically, with groups matched on gender, maternal education, and, when possible, test scores. The children's productions of BE were elicited using a screener, probes, and language samples.
Results
Although many similarities were documented, the 2 groups' BE systems differed in 3 ways: use of unique forms (i.e., də), unique use of shared forms (i.e., BEEN), and rates of use of shared forms (e.g., am, is, was/were, was for were). Although most noticeable in the language samples, differences surfaced across tasks and showed the potential to affect interpretations of ability.
Conclusions
Dialect variation that is tied to children's creole heritage exists, involves 3 types of variation, and potentially affects interpretations of ability. Effects of a heritage language and different types of variation should be considered in research and clinical endeavors with African American English–speaking children.from #Audiology via xlomafota13 on Inoreader http://article/doi/10.1044/2017_JSLHR-L-16-0120/2648948/Dialect-Variation-of-Copula-and-Auxiliary-Verb-BE
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Do the Hard Things First: A Randomized Controlled Trial Testing the Effects of Exemplar Selection on Generalization Following Therapy for Grammatical Morphology
Purpose
Complexity-based approaches to treatment have been gaining popularity in domains such as phonology and aphasia but have not yet been tested in child morphological acquisition. In this study, we examined whether beginning treatment with easier-to-inflect (easy first) or harder-to-inflect (hard first) verbs led to greater progress in the production of regular past-tense –ed by children with developmental language disorder.
Method
Eighteen children with developmental language disorder (ages 4–10) participated in a randomized controlled trial (easy first, N = 10, hard first, N = 8). Verbs were selected on the basis of frequency, phonological complexity, and telicity (i.e., the completedness of the event). Progress was measured by the duration of therapy, number of verb lists trained to criterion, and pre/post gains in accuracy for trained and untrained verbs on structured probes.
Results
The hard-first group made greater gains in accuracy on both trained and untrained verbs but did not have fewer therapy visits or train to criterion on more verb lists than the easy-first group. Treatment fidelity, average recasts per session, and verbs learned did not differ across conditions.
Conclusion
When targeting grammatical morphemes, it may be most efficient for clinicians to select harder rather than easier exemplars of the target.from #Audiology via ola Kala on Inoreader http://article/doi/10.1044/2017_JSLHR-L-17-0001/2648949/Do-the-Hard-Things-First-A-Randomized-Controlled
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