Chapter 5 Perry C Hanavan AuD Lip Movements it is important to realize that we move our articulators to produce acoustically distinct sounds and NOT visually contrastive movements ID: 579126
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Audiovisual & Speechreading TrainingChapter 5
Perry C. Hanavan, Au.D.Slide2
Lip Movements
“…it is important to realize that we move our articulators to produce
acoustically distinct
sounds and NOT
visually contrastive
movements.”
Mark RossSlide3
Speechreading Factoid
Campbell et al, (1981) surveyed the literature and found 38-58% of individuals with HL have accompanying
visual deficiencies
Johnson et al (1981) found 65% entering NTID demonstrated
defective vision
Vision loss may be greater among individuals with HL
Individuals with HL need vision evaluation***Slide4Slide5
Auditory plus Vision
When BOTH
auditory
and
visual
information is available, individuals with hearing loss tend to do better on communication tasks
Example (Auditory plus Vision):
Speech Recognition Score = 50%
Speechreading Score = 20%
Combined Visual/Auditory Score = 90%Slide6
WIPI
Word Intelligibility by Picture Identification (
WIPI
)
closed-set picture-pointing (six pictures per plate)
appropriate for children whose language age is between 5 and 10-11
comprised of four 25-monosyllabic word lists
contains 26 color plates (one for practice), six pictures per page. (A, V, A-V)Slide7Slide8
Larsen Recorded Test
Auditory word discrimination test
Pairs of phonemes in words
few vs. chew
bill vs. mill
nice vs. vice
Lists represent an attempt to present the phone in the initial, medial and final position of a word
Limited choice—select one of two words by drawing line through printed word heardSlide9Slide10
Test of Child Speechreading (ToCS)
Child friendly
Computer based
Sentence and word recognition
http://www.isca-speech.org/archive_open/avsp09/papers/av09_028.pdfSlide11
Auditory Plus Vision
Tye-Murray
CAVET (children)
Audition plus vision
Vision only
Audition alone
Eber
Sent-IdentSlide12
CAVET
C
hildren’s
A
udiovisual
E
nhancement
T
est
Assesses speechreading enhancement in children within the vocabulary level of 7-9 year olds with profound prelingual hearing loss
Designed to minimize ceiling and floor effects, eliminate syntactic factors, and minimize semantic factors
3 lists of 20 words each with half of words easy to recognize in a vision-only condition and half are less likely to be recognized in each list but presented in random orderEach list is designated for auditory alone, visual alone, or auditory-visual only modeTest available in CD-ROM and VHS format(Tye-Murray & Geers, 2002)Slide13
CAVETSlide14
SENT-IDENTSlide15
Ling-6
Phoneme level detection and recognition test
m, s, sh, e, a, u
Procedure
Detection and identification of phonemesSlide16
Craig Lipreading TestSlide17
Word RecogntionSlide18
Utley Lipreading TestSlide19
Denver Quick TestSlide20Slide21Slide22
Speechreading
ActivitySlide23
AV and Speechreading
Detection
Discrimination
Recognition
Comprehension
Non speech sounds
Phonemes
Ling 6 Sounds
Ling 6 Sounds
Ling 6 Sounds
Syllables
Words
Larsen Recorded Test
CAVET
WIPI
ToCS
Craig
Lipreading
Inventory
Phrases
Sentences
SENT-IDENT
Denver
Quick Test
Utley, WIPI,
ToCS
Craig
Lipreading
Inventory
Connected speech
TOPICONSlide24
9:00 am Appointment
The waiting room is filled with several individuals to evaluate. Which patient will benefit from speechreading training?
Recent cochlear implant patient
Recent new user of digital hearing aid who has had hearing loss for fifty years
Three year-old child with profound loss
Patient with recent sudden onset hearing lossSlide25
Traditional Lipreading Methods
Four lipreading methods were introduced into the U.S.:
Mueller-Walle
introduced by Bruhn
Nitchie
introduced by Nitchie
Kinzie
introduced by Kinzie
Jena
introduced by BungerSlide26
Speechreading Factoid
Three of the lipreading methods introduced into the U.S. were implemented by individuals with normal hearing until adulthood, at which time they acquired a significant hearing loss, and sought assistance.
They developed methods that bear their names: Bruhn, Kinzie, and Nitchie.
Bunger later wrote about the Jena method.Slide27
Analytic & Synthetic
Analytic
approach (bottom-up)
perceive each of the basic parts before the whole can be identified
Syllable considered to be the basic unit
Bruhn & Jena methods
Synthetic
approach (top-down)
Perception of the whole is paramount to perception of the basic parts
Sentence considered to be the basic unit
Nitchie and Kinzie methodsSlide28
Mueller-Walle Method
Originated in Germany
Martha Emma Bruhn studied lipreading with Julius Mueller-Walle in Hamburg, Germany and introduced method in US
Hallmark: rapid syllable drill
emphasis on quickly identifying position and movement of speech sounds produced
rapid syllable rhythmic drills: she-ma-flea and she-may-free
practiced recognizing homophenous words using sentence cues to distinguish meaning
lessons based on sound movement or group movementsSlide29
Nitchie Method
Edward Nitchie became deaf during adolescence
Eventually established his own school for the deaf in NY
Initially developed an analytic approach, altering the approach to a synthetic approach (credited with developing synthetic approach to speechreading)
Speechreader studies articulatory movements by viewing meaningful monosyllabic words to develop eye training
Advocated use of sentences and stories to train mind to comprehend the general meaning connected discourse
Mirror trainingSlide30
Kinzie Method
Cora acquired HL while medical student in PA
Studied with Bruhn and then Nitchie combining best methods from both approaches
Unique feature: graded lessons for children and adults with sentences as basis of instruction
They recommended all sentences be “definite, natural, interesting, pleasing, rhythmical, and dignified”Slide31
Questions
What is meant by imitating movements of speaker
Kinesthetic
Mimetic
Auditory
Visual
All the aboveSlide32
Jena Method
Developed by Karl Brauckman in Jena, Germany and promoted by Anna Bunger from Michigan
Emphasizes syllable drills, rhythm practice, and kinesthetic awareness
Material presented in rhythmic manner reinforcing fact that speech is rhythmic
Focused on
mimetic
(imitating movements of speaker) and
kinesthetic
(perception of movement, position, etc.) forms and sensationsSlide33
Question
More recent methods of teaching
speechreading
tend to be:
Analytic
Synthetic
Eclectic
None of the aboveSlide34
Recent Speechreading Trends
Decline of speechreading as sole element of AR with advent of technology
Technology (HA, CI, ALDs) is providing opportunities for individuals to make increasing use of audible speech and other audible sounds
Newer lipreading approaches tend to be
eclectic
Modification or combinations of earlier synthetic and analytic approachesSlide35
Holistic Approach
Increase the child’s knowledge of the speechreading process
Increase the child’s ability to generate strategies to facilitate more successful communication
Increase the child’s confidence in the efficacy of high probability success
Increase the child’s tolerance for communicative situations that have a higher degree of frustration
Increase the child’s ability to generate personal goals for improving speechreading
Increase the child’s motivation to improve speechreading abilitiesSlide36
Efficacy of Speechreading Training
Studies are mixed regarding demonstrating improvement following treatment for adults
Little research regarding children
Children may have greater potential for benefit from speechreading training than adultsSlide37
Developing Speechreading Skills
First step is usually instructional and includes consideration for the process
Second step may require speechreaders to reflect on their on habits and skills
Third step may require speechreaders to identify difficult listening situations and formulate solutions
Fourth step is introduction of formal speechreading lessonsSlide38
Analytic Speechreading Training
Focus on vowel and consonant recognition
Underlying logic this curricula is to gradually increase reliance on auditory signal for discriminating phonemic contrasts while they are speechreading
Reliance on Audition
Reliance on VisionSlide39
Analytic Vowel Training
Initial training of highly contrastive features
i u a
Differ in BOTH formant structure and on the mouth
Back vs front vowels
I i e ae front vowels
u U o back vowelsSlide40
Acoustic vs Tongue PositionSlide41
Analytic Training Objectives
Examples:
Will discriminate words with i and u
Front vs. back vowels
Will discriminate words with i and a
High vs. low vowels
Will discriminate words with u and a
Will identify words with i u and aSlide42
Books, CD, DVDs, etc.
Speechreading
Seeing and Hearing SpeechSlide43
Discriminate Vowels with i and u
beet/boot
see/soup
she/shoe
beet/boot
leap/loop
peel/pool
heat/hoot
jeep/jewel
sheet/shoot
keep/coop
knee/new
geese/goose
leap/loop
need/nude
read/rudeSlide44
Identify Vowels with u
beet/boot/bat
soup/seat/sap
lass/lease/loose
hat/heat/hoot
team/tam/tomb
gas/geese/goose
pool/pal/peel
jeep/jab/jude
teen/tool/tanSlide45
Analytical Consonant Training
Features – manner, place, voicing
Place – visible AND audible
Manner and voicing – NOT visible, but audibleSlide46
Consonant Place of Production
bilabial
labiodental
dental
alveolar
palatal
velar
glottal
p b m
f v
th
t d n s z l
Sh zh ch jd
k g ng
hSlide47
Analytic Consonant Objectives
will discriminate consonant pairs that differ in place of production and share either voice or manner
will discriminate consonant pairs that share similar place of production but differ in manner and voice
will discriminate consonant pairs that share place and manner and/or voice
will identify consonants that share manner of production, using a four-item response set
will identify consonants from a six-item response set of voiced or voiceless consonantsSlide48
Discriminate Consonant Pairs that Differ in Place and Share Either Voice or Manner
meet/geese
pill/chill
top/chop
moose/goose
pot/hot
boat/coat
bit/knit
dog/jog
peal/heal
make/lake
tear/chair
pin/chinSlide49
Synthetic Speechreading Training Objectives
will follow simple directions using a closed set response
will identify a sentence illustration from a set of four dissimilar pictures
will identify a sentence illustration from a set of four similar pictures
will listen plus lipread to two related sentences, and then draw a picture about them or paraphrase them
will speechread a paragraph-long narrative and then answer questions about itSlide50
Example of Synthetic Approach
Sentences concerning cooking:
I added a cup of flour.
The bread is in the oven.
Will you hand me the measuring cup.
I need the box of sugar.
The mixer is in the cabinet.
The oven is set to 300 degrees.
Put the bowl in the sink, please
The pan is filled with batter.
I will beat the eggs.
Please pour a cup of milk.Slide51
Resources
Online resources
Gallaude
t
Read My Lips
Movie
Lipreading Laboratory