SPTH341: Lecture 20 The Person with Sensory Loss

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SPTH341 Lecture 20 The Person with Sensory Loss

• Based on Erber (1996)

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The person with sensory loss

• Tasks we may do
• listening practice --gt auditory training (Erber
  1982)
• lip-reading practice
• tracking procedure

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Using context to enhance intelligibility

• As messages are typically spoken within
  meaningful context, the person with a hearing
  impairment can anticipate to a certain degree
  what was said.
• Four main contextual contributors
• a) The situation.
• b) Interpersonal factors.
• c) Word order and word associations.
• d) Sequential effects.

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Language use strategies

• One aim of communication therapy is to show the
  client how one can use his/her knowledge of
  language to predict a partner's response, or to
  interpret ambiguous sentence fragments.
• Cues
• Syntactic
• Semantic
• Pragmatic

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Syntactic Practice

• English has a set of grammatical rules.
• We help the client to become more aware of word
  order, word forms and idiomatic structures and
  also show the person how to effectively use this
  underlying linguistic framework to help clarify
  incompletely perceived utterances.

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Syntactic Practice
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Semantic practice

• We demonstrate to the client that sentences and
  conversations are often related to each other.

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Pragmatic practice

• There are generally accepted rules for
  conversations.
• For example participants should be truthful,
  informative, topic-relevant and unambiguous
  (Grice, 1975), each person should have an
  opportunity to talk, one person should talk at a
  time, procedures should indicate when it is the
  other person turn to talk

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• Turns are taken due to social conventions, e.g.
  eye contact, facial expression, gesture, posture,
  voice level and pitch, pause, prompting etc.
• Pairs of contingent sequences differ greatly in
  their associative strength. For example
  assertions, which are usually a personal
  observation can elicit a great many replies

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Resolving difficulties

• Better self-management of conversations through
• effective use of sensory input
• awareness of linguistic factors
• conversational contingencies

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• But periods of misperception are inevitable with
  sensory loss
• Therefore, we need to prepare them for this
  eventuality by developing appropriate
  conversational repair strategies.

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Preparatory strategies are required

• Make sure hearing aid batteries are working
• The room is quiet
• Arrange the furniture or light sources for
  optimal illumination of the partner's face
• Anticipate conversational events ad content

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QUEST?AR

• Conversation-based communication therapy
  procedure that provides interactive practice with
  common question-answer sequences.
• The client asks a series of questions and learns
  to anticipate and accurately receive spoken
  messages.
• Use QUEST?AR (in Erber, 1996) to practice asking
  questions.
• Gives the hearing-impaired person confidence in
  asking response-limiting questions.

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ASQUEgtgtgt

• Use ASQUEgtgtgt (in Erber, 1996) to practice
  prediction of response limiting questions and
  which ones are more effective.
• Activities involving self discovery and analysis
  rather than didactic instruction leads to rapid
  learning as well as the retention of many problem
  solving (and problem avoidance) principles.

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