Audio-visual consonant recognition with the 3M/House cochlear implant.

Eight experienced 3M/House cochlear implant users' consonant recognition was evaluated with videotaped vowel-consonant vowel lists presented in auditory implant only (A), visual (V), and auditory-visual (AV) conditions. All subjects' scores were better than chance. Results revealed that the AV scores were significantly better than the V scores, which were better than the A scores. Sequential Information Analysis of the consonant errors revealed that different features were transmitted better in each condition. Sonorant and voicing features were transmitted well for the A condition, but features related to high-frequency and place cues were not. Place features were transmitted best in the V condition, but acoustic features were not. Both place and acoustic features were transmitted in the AV condition, but they were influenced most by visual cues.

Variability in counseling experiences and training among ESB-accredited programs.

PIP: The existing academic and clinical requirements pertaining to counseling among Educational Standards Board (ESB)-accredited audiology and speech-language pathology training programs were investigated. The attitudes of training directors towards the inclusion of counseling experiences in student preparation also were of interest. A questionnaire was designed to assess the amount and type of counseling experiences offered in ESB-accredited communicative disorders programs. Additional questions sought attitudes of respondents towards various aspects of counseling, courses offered, course content, and needs in this area. The questionnaires were mailed to the directors/chairs of the 134 ESB-accredited audiology and speech-language pathology programs (1983). Questionnaires were returned by 98 respondents. Considerably more emphasis was put on course work and practicum experience with counseling at the graduate level than the undergraduate level. The majority of programs offered a counseling course in either the communication disorders department or in an outside department. 23% of the programs provided no counseling courses. When courses were taught outside the department, the majority of these courses were taught through psychology or counseling; social work and education departments also were named. The majority of the counseling courses were offered on an elective basis. Although 76% of the ESB-accredited programs offered counseling courses, less than half included it as a requirement. 52% of non-departmental courses did not include information specific to counseling persons with communicative disorders. This number may be higher since 28% of the respondents were not familiar with the counseling course content. General topic areas -- parent and family counseling, general principles, and adult adjustment -- were included in almost all courses, but counseling of specific populations with communication disorders was included in far fewer counseling courses. 70% of the respondents felt a counseling course should be offered in a communicative disorders department, but only 40% of the programs offered such a course. 70% of the respondents agreed that a counseling course should be required at the graduate level. Only 12% of the respondents felt most graduate programs in communicative disorders offered sufficient course work and practicum in counseling to adequately prepare students.^ieng

A survey of speech and other auditory perception assessment materials used by cochlear implant centers.

A questionnaire assessing the various auditory perception materials used by cochlear implant centers in evaluating cochlear implant candidates and patients was developed, pilot tested, and mailed in August, 1985, to 135 cochlear implant centers. After a follow-up, there was a 45% return rate. The questionnaire sampled responses pertaining to the respondents' demographics, the types of assessment materials they used, and their opinions about speech and other auditory perception tests for evaluating cochlear implant patients. The data revealed that most centers use the same tests repeatedly for both pre- and post-implant assessments. Several factors relating to the tests and their administration were identified. Only 36% of the centers expressed satisfaction with the currently-used materials. The tests most frequently used were not necessarily considered to be the best or most appropriate for evaluating cochlear implants. Most respondents stated a need for the development of new test materials, and some suggestions were provided.

Effects of noise on NST and NU 6 stimuli.

This study determined how normal-hearing listeners' performance on a nonsense syllable test (NST) was affected by three noise competitors, and how these responses differed from those on the standard NU 6 meaningful word test. Twenty young adult listeners heard the stimuli via earphones and provided verbal responses to the NST and NU 6 items in competition with: white noise, multitalker noise, and white noise which was amplitude modulated by the multitalker noise, each at a 0 dB signal-to-noise ratio. Responses were scored on a whole-word (all-or-none) basis. Statistical analyses revealed that listeners' performance was always poorer on the NST than on the NU 6 regardless of competitor type; and that scores were better in the multitalker noise followed by white noise and amplitude modulated white noise. These data and those from earlier studies indicate that the NST is sufficiently difficult in quiet that it may not warrant testing in noise.