Auditory and Speech-Language Institute
Make an informed decision regarding services.
OtoLing the only practice in the “Chicagoland” area with integrated diagnostic and therapeutic services for communication problems related to cognitive-linguistic impairment, auditory processing disorder (APD), receptive-expressive language disorder, and abnormal communication secondary to central nervous system problems.
The dedicated clinic was designed specifically for diagnosis and treatment of communication problems. Patients and families benefit from an experienced professional with formal training and multifaceted expertise. So far, patients have been seen between the ages of two and 93 years.
Audiology is primarily a diagnostic degree to rule out abnormal hearing sensitivity, auditory speech perception, and central auditory processing disorder (CAPD). In most instances, a clinical audiologist evaluates a patient to determine whether they are a candidate for amplification technology (e.g.,hearing aids) with aural rehabilitation and cochlear implants. Audiologists also test for vestibular (balance) problems, and auditory brainstem response.
Speech-language pathology, on the other hand, is a diagnostic and therapeutic degree for communication problems related to phonology, morphology, syntax, hearing impairment, semantics, and adult neurological/cognitive disorders. A speech pathologist (with demonstrable clinical competency) is uniquely qualified to plan and provide skilled intervention for CAPD.
A doctor of audiology degree (Au.D.) or Ph.D. degree in audiology does not include specific clinical training in speech-language therapy. Therefore, formulation of an audiology treatment plan—even from an “educational audiologist” (with or without an earned degree in education)—is not a substitute for, or equivalent to speech-language therapy for evaluation or treatment of language problems.
Aural rehabilitation is a therapy modality that requires academic training in normal language development, language impairment, physical phonetics, and phonology. Be advised that speech-language therapy, including aural rehabilitation, is covered by insurance. However, aural rehabilitation (from an audiologist) is covered at a lower rate or benefit. One should be wary of gimmicks and prepaid “therapy” that is not covered by insurance carriers.
☛ OtoLing does not offer menu-driven schemes associated with various commercial products or gimmicks—some with claims that (1) “rewire” the brain for improved hearing and communication, (2) attempt to apply neuroplasticity—in violation of Hebb’s law or principles of synapse formation, and (3) suggest drills that will not promote transfer of learning. In many instances communication disorders and sciences encompasses the Classic Wernicke-Lichtheim-Geschwind Model (Tremblay & Dick, 2016). The model is constrained to the brain’s temporal lobe. Further, it does not account for the measurable precision seen in current neuroscience techniques—for example, optogenetics (Ceballo et al., 2019). Formal academic, laboratory, and research training in neuroscience shape a way of thinking rather than shaping “neuroscience” into a marketing scheme.
Audiology Services
Central Auditory Processing Disorder Evaluation
• Auditory performance in spectral and temporal domains
• Buffalo Model Questionnaire
• Children’s Auditory Performance Scale (C. H. A. P. S)
• Comprehensive report with ongoing counseling and follow-up
• Fisher’s Auditory Problems Checklist
• Phonemic Recognition Test
• Phonemic Synthesis Test (age 6 to adult)
• Phonemic Synthesis Picture Test (age 5)
• Pitch Pattern Sequence Test
• Relevant speech, language, and academic strategies
• Speech-in-Noise Test (W-22)
• SCAN-3 Test of Auditory Processing (children, adolescents, & adults)
• Gap Detection
• Filtered Words
• Staggered Spondaic Word (SSW) Test
• Time Compressed Sentence Test
Hearing Evaluation Tests and Consultation
• Acoustic Reflex Decay Test to rule out a possible retrocochlear problem
• Air and Bone Conduction Hearing Threshold Test
• Eustachian Tube Test (based on medical necessity)
• Denver Lip Reading Test
• Hearing-In-Noise Test (HINT)
• Middle Ear Muscle Reflex (indirect neural measurement of CNS reflex arc)
• Northwestern University-Children’s Perception of Speech (NU-CHIPS) Test
• Oto-Acoustic Emissions Test (cochlear hair cell function)
• Speech Discrimination Assessment (quiet and noise conditions)
• Speech Recognition Threshold
• Tympanometry (middle ear compliance and volume)
• Utley Lip Reading Test
• Word Intelligibility by Picture Identification (WIPI)
• Referrals to Clinical Audiologists for Consultation and Amplification Options
• Hearing Assistive Technology (Only Recommendations and Referrals)
Speech-Language Services
Speech-Language Evaluation related to:
• Aphasia (loss of ability to understand or express speech)
• Apraxia and Oral Motor Planning Difficulties
• Auditory Developmental Disability
• Central Auditory Processing Disorder
• Auditory Processing, SCAN-3 Test
• *A research-principled standard diagnostic protocol based on peer-reviewed literature
• California Verbal Learning Test, Third Edition (CVLT3)
• Differential Diagnosis Between Auditory and Language Indices
• Dynamic Assessment of Motor Speech Skills (DEMSS)
• Dysphagia (Swallowing Disorder)
• Goldman-Fristoe Test of Articulation - Third Edition (GFTA-3)
• Neurobehavioral Disorders (e.g., ADHD, autism, and various syndromes)
• Phonological Processing
• Reading Comprehension (OWLS II Reading Comprehension and Written Expression)
• Receptive - Expressive Language Disorder (CELF- P3 & CELF-5)
• Ross Information Processing Assessment
• Speech Articulation and Phonology (Goldman-Fristoe Test of Articulation - Third Edition)
Speech Therapy (subject to clinician availability)
• Auditory Neuropathy Syndrome
• Auditory Processing Disorder (evidence-based practice in speech-language pathology)
• Aural Rehabilitation (e.g., speechreading, speech discrimination; not used for CAPD)
• Autism Spectrum Disorders
• Communication and Behavioral Problems
• Craniofacial Anomalies
• Denver Lip Reading Test
• Dysphagia (Swallowing and/or Chewing Impairment)
• Language and Cognitive Processing
• (includes periodic middle ear screening & hearing screening)
• Mixed Receptive - Expressive Language Disorder
• Myofunctional Oral-motor Planning Problems
• Phonological Difficulties
• Speech Articulation and Voice Disorders
• Speech Sound Discrimination
• Voice Disorders (Subjective Symptoms & Measurable/Objective Signs)
Consultation and Contractual Services
Dr. Hooks is available for consultation to families, as a means of facilitating test interpretation.
• Individualized Education Plan (IEP) Consultation
• Due Process Consultation
• Public Speaking and Advocacy regarding neuroscience, hearing, and language
Neuroscience Education and Brain Awareness Week
Dr. Hooks recognizes that neuroscience is not taught in kindergarten through grade 12 classrooms. As such, he provides talks to school children and adults regarding neuroscience education and translational research for aspiring and inquiring minds.
Specialized Auditory and Speech-Language Approaches
• Speech-Language and Audiology Consultation
• Phonemic Synthesis Training (Katz & Fletcher)
• Blending Sounds into Words
• Speech Sound Decoding
• 15 Lessons (Adapted by Dr. Hooks with conceptual language skills)
• Synchronous Oral Motor Exercises
• Timing, Accuracy, and Precision
• Auditory Attention and Organization
• Concepts adapted from moto-kinesthetic feedback approach (Young, & Stinchfied, 1955)
Word-in-Noise (WIN)Therapy (Katz, 2006)
• Speech Sound Discrimination
• Ear-specific Strategies
Speechreading (formerly referred to as lipreading)
• Translational neuroscience from auditory and vision research (Hooks, 2015)
• Application of the motor speech theory (Liberman & Mattingly, 1985)
• Filter Theory of Auditory Attention (Broadbent, 1958)
References
Broadbent, D. E. (1958). Perception And Communication. London: Pergamon.
Ceballo, S., Bourg, J., Kempf, A., Piwkowska, Z., Daret, A., Pinson1, P., Deneux, T.,
Rumpel, S. & Bathellier, B. (2019). Cortical recruitment determines learning dynamics and strategy. Nature Communications 10, 1479 https://doi.org/10.1038/s41467-019-09450-0.
Hooks, W. C. (2015, October). The influence of color and vowel context on speech perception.
Poster session presented at the convention of Society for Neuroscience, Chicago, IL.
Jäncke, L. & Shah, N. J (2004). ‘Hearing’ syllables by ‘seeing’ visual stimuli. European Journal
of Neuroscience 19, 2603–2608.
Jonides, J., Schumacher, E. H., Smith, E. E., Koeppe, R. A., Awh, E., Reuter-Lorenz, P. A., Marshuetz, C., and Willis, C. R. (1998). The role of parietal cortex in verbal working
memory. Journal of Neuroscience 18, 5026.
Liberman, A. M. and Mattingly, I. G. (1985). The motor theory of speech perception revised.
Cognition. 21(1) 1-36.
Massaro D. W., Cohen, M. M., & Smeele, P. M. (1995). Cross-linguistic comparisons in the integration of visual and auditory speech. Memory and Cognition 23, 113-131.
*Schuele, C. M. (2019, June). Enhancing children’s phonological awareness and early literacy achievements. Presentation at American Speech-Language-Hearing Association Schools Connect.
Tremblay, P. & Dick, S. T. (2016). Broca and Wernicke are dead, or moving past the classic
model of language neurobiology. Brain and Language 162, 60-71.
Young, E., & Stinchfield, S. (1955). Moto-kinesthetic speech training. Stanford, CA: Stanford
University Press.
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