There is growing evidence that auditory processing is affected by ongoing and dynamically changing brain rhythms. These brain rhythms, which modulate the brain's activity during listening, are also affected by internal factors (developmental physiology) and external factors (environment). It is well established that external factors such as background noise contribute to poorer auditory processing in children with language-learning and/or listening difficulties both inside and outside of the classroom. Understanding the affective relationships between these factors is crucial for developing a robust listening environment for children of varying abilities. In this session, we will review recent literature and experiments that describe the changing features of oscillatory brain activity during development and in different listening environments. We will also discuss how these findings may guide the identification and remediation of children with language-learning difficulties, including children with hearing loss, and the importance of robust environments for fostering language development.
Participants at this event will be able to:
- describe the five basic brain rhythms and the general classes of functional activity represented by each.
- identify the typical patterns of oscillatory neural coupling during listening tasks.
- list and describe three external factors that affect the brain's listening states.
- discuss the potential effects of different classroom environments on the brain-state activity in children of varying listening abilities.
This presentation is available over 2 recorded lectures with total delivery of 90 minutes.
This event has been endorsed for 1.5 CPD points by Audiology Australia.The endorsement number is CPD1920 011 and the category and CPD points are as follow: Category 1.2: 1.5 CPD points.
Accreditation: Completing From amplification to attention: the neurophysiology of auditory processing in noise course will contribute 1.5 hours of NESA Registered PD addressing 1.5,1.6,2.5,5.1,6.2,.6.3, 7.4 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.
Dr Gilley brings over 15 years of professional research experience in the speech, language, and hearing sciences. Dr Gilley received a BS in Deaf Education from the University of Texas at Austin in 1999, a MS in Audiology from the University of Texas at Dallas in 2002, and a PhD in Behavioral and Brain Sciences from UT Dallas in 2006. Dr Gilley later conducted research and taught as an Assistant Professor at the University of Colorado, Boulder from 2007-2015. Dr Gilley's research is aimed at understanding how the brain develops and maintains connections necessary for human communication. This research includes the use of functional brain imaging methods as well as psychoacoustic and other behavioral methods to study both typical and disordered development. Dr Gilley has authored and co-authored more than 25 research publications, has given more than 100 professional research presentations, and has mentored more than 20 graduate student projects.
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