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Introduction |
Student
3 is a young adult male with a profound sensorineural
hearing loss. He received a cochlear implant
in July 2002 and is very satisfied with it. His speech
is better than semi-intelligible in a face-to-face situation.
Some new listeners, however, have difficulty understanding
him, and comprehensibility is further reduced without visual
cues. Impacting intelligibility are articulation and prosodic
errors. This student is comfortable using all modalities
of communication and uses his speech when communicating
with non-signing hearing people. His spoken and written
English skills are strong. He was a direct admit to RIT
and is currently a fourth year student. He expects to
graduate with a B.A. in May 2004. He has an excellent
academic record and has been involved in many extracurricular
activities. |
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This
student did not request speech services until his final
year at RIT. His current motivation to work on his speech
results from his desire to compliment his aural rehabilitation
instruction with speech therapy and utilize the listening
benefits he derives from his cochlear implant for speech
improvement. He is presently completing his third quarter
of speech therapy and his sixth quarter of aural rehabilitation.
Speech therapy has been twice a week for two fifty-minute
sessions. After 43 hours of individual instruction significant
changes were achieved in all skill areas that were targeted.
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 Student
Age: 22 years |
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Degree
of deafness/PTA: Profound sensorineural hearing
loss; received a cochlear implant for his right ear
in July 2002; his most recent mapping on 1/19/04 shows
hearing thresholds are between 20 dB-35 dB |
Etiology:
Usher’s Syndrome Type I; student also has
an older sister who is profoundly deaf |
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Age
of onset/Date of detection: Birth/one month
of age
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Use
of amplification: Aided binaurally at 6-8
months and used hearing aids consistently except in
high school. He is currently very satisfied with his
cochlear implant
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Speech-language
therapy history: Had therapy from elementary
school through his junior year of high school, but therapy
was less intense in high school; did not request any speech
services in college until his senior year; he is now completing
his sixth ten- week session of aural rehabilitation. View
report (pdf)
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Educational
history: Attended Central Institute for the
Deaf through the fourth grade and then was mainstreamed
in public school with an interpreter through high
school; was a direct admit to RIT in September 2000
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Preferred
mode of communication: Comfortable with both
speech and sign and has a lot of experience in all
modes of communication
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Foreign
language in home: None
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Other
medical conditions: Usher’s Syndrome Type I
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Diagnostic
Results |
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Speech Intelligibility |
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Voice |
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NTID
Voice Evaluation: Pitch register appropriate
for age and sex, normal loudness but inadequate vocal
inflection, air expenditure moderately excessive and truncated
breath groups revealed in oral readings and conversation,
mild to moderate hypernasality and mild vocal tension,
speaking rate moderately fast in conversation, moderate
problem with stress and blending. |
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Articulation
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Fisher-Logemann
Test of Articulation Competence (words):
57% total error, 57% consonant error, 56% vowel error.
68% of the errors were in the fricative and affricate
categories and the remaining 32% were across all the other
categories with the highest concentration in the stops.
Error pattern included voiced/voiceless confusions, lack
of airflow and voicing, mild to moderate distortions,
reduced affricates and four omissions. The oral reading
reflected similar errors and additionally difficulty with
inclusion of final sounds and correct number of syllables
for more complex words.
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Language
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Written
language and spoken language are both very strong and
college-age appropriate. Excellent pragmatic skills.
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