Speech Acoustics Detective Work 2019

Experience Overview

Speech acoustics defines the frequency, intensity and timing of speech sounds as they are produced and heard. Understanding the acoustics of speech influences our ability to address the acoustic access needs of children who are deaf or hard of hearing as they are developing listening, speech and spoken language. LSL families and professionals become super sleuths and use their detective skills to identify what a child is hearing and how they are speaking to solve the issues related to acoustic access.  In this interactive learning experience, we’ll review the basics of speech acoustics and its relationship to the audiogram. Then, we’ll learn how speech acoustics is applied in LSL intervention. We’ll review practical examples using audiograms and child speech error patterns to analyze and predict how their access to sound may impact their development and LSL outcomes in the areas of speech development and language acquisition.

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Experience Details

Dates

February 11, 2019, February 18, 2019, March 4, 2019 and March 11, 2019 from 9:00-10:30 PM ET

Learning Credits

6

Learning Level

Aspiring (Basic)

Experience Facilitator

Sylvia Rotfleisch M.Sc.A, LSLS Cert. AVT.

Sylvia Rotfleisch is an Auditory-Verbal therapist and audiologist with over thirty years of experience who is currently in private practice in the Los Angeles area. She trained at McGill University with Dr. Daniel Ling and has worked at the Montreal Oral School for the Deaf, the House Ear Institute and has been a consultant for many other schools and programs. Sylvia has taught at the teacher training program at the USC, John Tracy Clinic teacher training program and California Lutheran University. Ms. Rotfleisch has published several articles and book chapters.

Learning Structure

For each of our online Learning Experiences, learners gather in a private group space to access the course content. Courses include resources, such as videos, articles, handouts, and quizzes, to help learners comprehend, apply, practice, and reflect on the content of each session. Courses with live interactive sessions are held on Adobe Connect, our virtual classroom, with the course facilitator.

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Learning Objectives

  • Relate all speech aspects (segmentals, suprasegmentals/ nonsegmentals) to frequency allocations on the audiogram and plot the various speech features directly onto the audiogram.
  • Understand the significance of poor auditory access in the development and production of speech by using a task analysis to understand potential errors or to determine poor auditory access as indicated by speech errors.
  • Understand the significance of poor auditory access in the receptive and expressive language by using a task analysis to understand potential errors or to determine poor auditory access as indicated by language errors or difficulties.

CEUs and Participating

Continuing Education Credits (CEUs) are offered for this learning experience. Although there’s no cost to you as a participant to register for this course or CEU credits, your full commitment to participate and engage in the learning is considered your contribution. Learn More

6

AG Bell

0.6

AAA

Logo: AG Bell

Hearing First is approved by the Alexander Graham Bell Academy for Listening and Spoken Language® to offer Academy CEUs for this activity. The program is worth a maximum of 6 CEUs. Academy approval of this continuing education activity is based on course content only and does not imply endorsement of course content, specific products, or clinical procedure, or adherence of the event to the Academy's Code of Ethics. Any views that are presented are those of the presenter/CE Provider and not necessarily of the Alexander Graham Bell Academy for Listening and Spoken Language®.

Logo: American Academy of Audiology - Continuing Education in Audiology

Hearing First is approved by the American Academy of Audiology to offer Academy CEUs for this activity. The program is worth a maximum of 0.6 CEUs. Academy approval of this continuing education activity is based on course content only and does not imply endorsement of course content, specific products, or clinical procedure, or adherence of the event to the Academy's Code of Ethics. Any views that are presented are those of the presenter/CE Provider and not necessarily of the American Academy of Audiology.

The Hearing First Learning Philosophy

Hearing First supports a learning model of Seek-Sense-Share. (Jarche, 2012) This model supports a complete cycle of learning to promote change in LSL living and practice. Learners seek new knowledge, make sense of it by applying, practicing, reflecting and collaborating then share back ideas and experiences with others. We believe this connected online learner-driven approach will equip families and professionals with the essential knowledge and skills to improve LSL outcomes for young children and their families.

How to Earn CEUs

How to Access Your Learning Experiences

Tech Requirements

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Hearing First (HF) Learning Experiences and Community Discussions are powerful learning tools to advance the practice of teaching spoken language through listening. These experiences foster the understanding and application of the science and art of LSL practice. The opinions and comments of facilitators and learners in Hearing First Learning Experiences are not necessarily the viewpoints shared by Hearing First and/or by other Community Members. As a reminder, Hearing First Learning Experiences are governed by and subject to the Hearing First Terms of Use, Privacy Policy and Community Code of Conduct, and we encourage all Community Members participating in a Hearing First Learning Experience to review our policies regularly.