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Children with hearing loss / Elizabeth Bingham Cole

Público ISBD Título : Children with hearing loss : Developing listening and talking Tipo de documento: texto impreso Autores: Elizabeth Bingham Cole, Autor ; Carol Flexer, Autor ; Stach, Brad A., Editor científico Mención de edición: 3ª Editorial: San Diego [EE. UU.] : Plural Pub Fecha de publicación: c2016 Colección: Birth to six Número de páginas: xiv p., 486 p. Il.: il. ISBN/ISSN/DL: 978-1-597-56566-0 Nota general: Dedicatoria en portada: To Carmen and my dear friends at Clave -- With love and admiration! [...] September 15, 2015 Idioma : Inglés (eng) Clasificación: Comunicacion:Motherese Comunicacion:Oralidad Discapacidad:Sordera Etapas de desarrollo:Infancia Familia:Padres Medicina Medicina:Audífono:Sistemas FM Medicina:Rehabilitación Medicina:Terapia auditiva-verbal Psicología:Terapia Nota de contenido: Contiene índice y referencias bibliográficas Contents Preface Acknowledgments 1 Neurological foundations of listening and talking Introduction Typical infants: listening and language development Auditory neural development New context for the word Deaf Hearing versus listening A model of hearing loss: the invisible acoustic filter effect Think about hearing loss as a doorway problem Summary: The "essential question" that drives technological and intervention recommendations 2 The audiovestibular system The nature of sound Unconscious function Signal warning function Spoken communication function Acoustics Audinility versus intelligibility of speech The Ling 6-7 sound test: Acoustic basis and description Audiovestibular structures Data input analogy Outer and middle ear Inner ear to the brain The vestibular system: the sensory organs of balance 3 Hearing and hearing loss in infants and children Introduction Classifications Degree (Severity): Minimal to profound Timing: congenital or acquired General Causes: endogenous, exogenous or multifactorial Genetics, syndromes, and sysplasias Connexin 26 Syndromes Inner ear dysplasias Medical Aspects of hearing loss Conductive pathologies and hearing loss Sensorineural pathologies and hearing loss Mixed, progressive, functional, and central hearing losses Synergistic and multifactorial effects Auditory neuropathy spectrum disorder (ANSD) Vestibular issues Summary 4 Diagnosing Hearing Loss Introduction Newborn hearing screening and EHDI programs Test equipment and test environment Audiologic diagnostic Assessment of infants and children Test protocols Pediatric behavioral tests: BOA, VRA, CPA, speech, perception testing Electrophysiologic tests: OAE, ABR/ ASSR, and immittance The audiogram Configuration (pattern) of thresholds on the audiogram Formulating a differencial diagnosis Sensory deprivation Ambiguity of hearing loss Measuring distance hearing Summary 5 Hearing aids, cochlear implants, and FM systems Introduction For intervention, first things first: optimize detection of the complete acoustic spectrum Listening and learning environments Distance hearing/incidental learning and S/N ratio ANSI/ASA S12.60-2010: Acoustical guidelines for classroom noise and reverberation Talker and listener physical positioning Amplification for infants and children Hearing aids / hearing instruments Bone-Anchored hearing aid implants (BAI) for children Whireless connectivity Hearing assistance technologices (HATs) for infants and children: personal worn FM and sound-field FM and IR (classroom amplification) systems Cochlear implants Auditory brainstem Implant (ABI) Measuring efficacy of fitting and use of technology Equipment efficacy for the school system Conclusion 6 Intervention issues Basic premises Differentiating dimensions among interention programs Challenges to the process of learning spoken language Late to full-time wearing of appropriate amplification or cochlear implant(s) Disailities in addition to the child's hearing loss Ongoing, persistent noise in the child's learning environment Multilingual environment Education options for children with hearing loss, ages 3 to 6 7 Auditory "Work" Introduction The primacy of audition The acoustics-speech connection Intensity / loudness Frequency / pitch Duration The effect of hearing loss on the reception of speech A historical look at the use of residual hearing The concept of listening age Auditory "skills" and auditory processing models Theory of mind and executive functions How to help a child learn to listen in ordinary, everyday ways Two examples of auditory teaching and learning Scene I: Tony Scene II: Tamara Targets for auditory/linguistic learning A last word 8 Spoken language learning Introduction What's involved in "talking"? How does a child learn to talk? Relevance for intervetnion decisions How should intervention be organized? 9 Constructing meaningful communication Introduction The affective relationship The child's develpment of interactional abilities Joint reference, or joint attention Turn-taking conventions Signaling of intention Characteristics of caregiver talk 1. Content: What gets talked about? 2. Prosody: What does motherese sound like? 3. Semantics and syntax: what about complexity? 4. Repetition: Say it or play it again 5. Negotiation of meaning: Huh? 6.. Participation-elicitors: Let's (keep) talk(ing) 7. Responsiveness Issues about motherese How long is motherese used Motherese: Why? Motherese: Immaterial or facilitative? 10 Interacting in ways that promote listening and talking Introduction The emotional impact of a child's hearing loss on the family Adult learning What parents need to learn components of intervention for babies and young children with hearing loss When to talk with your child and what to talk about A framework for maximizing caregiver effectiveness in promoting auditory/linguistic development in children with hearing loss Background and rationale Structure of the framework Getting a representative sample of interacting Discussing the framework with parents Ways of adressing parent-chosen targets Instructional targets and sequence Teaching through incidental and embellished interacting Teaching through incidental interacting Embellishing and incidental interaction Teaching spoken language through embellished interacting Teaching listening (audition) through embellished interacting Teaching speech through embelilshed interacting Preplanedd parent guidance sessions or auditory-verbal therapy sessions Components to be accomplished in a typical preplanned session Sample preplanned scenario Substructure About the benefits and limitations of preplanned teaching What does the research say? Appendix 1: hot to grow your baby's /child's brain Appendix 2: Application and instructions for the Ling 6-7 sound test Appendix 3: Targets for auditory/verbal learning Appendix 4: Explanation for items on the framework Appendix 5: checklist for evaluating preschool group settings for children with hearing loss who are learning spoken language Appendix 6: Selected resources Appendix 7: Description and practice of listening and spoken language spechialists: LSLS Cert. AVT and LSLS cert. AVEd Appendix 8: Principles of LSLS practive Appendix 9: Knowledge and competencies needed by listening and spoken language specialists (LSLSs) Appendix 10: Listening and spoken language domains adressed in this book Glossary References Index Children with hearing loss : Developing listening and talking [texto impreso] / Elizabeth Bingham Cole, Autor ; Carol Flexer, Autor ; Stach, Brad A., Editor científico  . -  3ª . - Plural Pub, c2016 . - xiv p., 486 p. : il.. - (Birth to six) . ISBN : 978-1-597-56566-0 Dedicatoria en portada: To Carmen and my dear friends at Clave -- With love and admiration! [...] September 15, 2015 Idioma : Inglés (eng) Clasificación: Comunicacion:Motherese Comunicacion:Oralidad Discapacidad:Sordera Etapas de desarrollo:Infancia Familia:Padres Medicina Medicina:Audífono:Sistemas FM Medicina:Rehabilitación Medicina:Terapia auditiva-verbal Psicología:Terapia Nota de contenido: Contiene índice y referencias bibliográficas Contents Preface Acknowledgments 1 Neurological foundations of listening and talking Introduction Typical infants: listening and language development Auditory neural development New context for the word Deaf Hearing versus listening A model of hearing loss: the invisible acoustic filter effect Think about hearing loss as a doorway problem Summary: The "essential question" that drives technological and intervention recommendations 2 The audiovestibular system The nature of sound Unconscious function Signal warning function Spoken communication function Acoustics Audinility versus intelligibility of speech The Ling 6-7 sound test: Acoustic basis and description Audiovestibular structures Data input analogy Outer and middle ear Inner ear to the brain The vestibular system: the sensory organs of balance 3 Hearing and hearing loss in infants and children Introduction Classifications Degree (Severity): Minimal to profound Timing: congenital or acquired General Causes: endogenous, exogenous or multifactorial Genetics, syndromes, and sysplasias Connexin 26 Syndromes Inner ear dysplasias Medical Aspects of hearing loss Conductive pathologies and hearing loss Sensorineural pathologies and hearing loss Mixed, progressive, functional, and central hearing losses Synergistic and multifactorial effects Auditory neuropathy spectrum disorder (ANSD) Vestibular issues Summary 4 Diagnosing Hearing Loss Introduction Newborn hearing screening and EHDI programs Test equipment and test environment Audiologic diagnostic Assessment of infants and children Test protocols Pediatric behavioral tests: BOA, VRA, CPA, speech, perception testing Electrophysiologic tests: OAE, ABR/ ASSR, and immittance The audiogram Configuration (pattern) of thresholds on the audiogram Formulating a differencial diagnosis Sensory deprivation Ambiguity of hearing loss Measuring distance hearing Summary 5 Hearing aids, cochlear implants, and FM systems Introduction For intervention, first things first: optimize detection of the complete acoustic spectrum Listening and learning environments Distance hearing/incidental learning and S/N ratio ANSI/ASA S12.60-2010: Acoustical guidelines for classroom noise and reverberation Talker and listener physical positioning Amplification for infants and children Hearing aids / hearing instruments Bone-Anchored hearing aid implants (BAI) for children Whireless connectivity Hearing assistance technologices (HATs) for infants and children: personal worn FM and sound-field FM and IR (classroom amplification) systems Cochlear implants Auditory brainstem Implant (ABI) Measuring efficacy of fitting and use of technology Equipment efficacy for the school system Conclusion 6 Intervention issues Basic premises Differentiating dimensions among interention programs Challenges to the process of learning spoken language Late to full-time wearing of appropriate amplification or cochlear implant(s) Disailities in addition to the child's hearing loss Ongoing, persistent noise in the child's learning environment Multilingual environment Education options for children with hearing loss, ages 3 to 6 7 Auditory "Work" Introduction The primacy of audition The acoustics-speech connection Intensity / loudness Frequency / pitch Duration The effect of hearing loss on the reception of speech A historical look at the use of residual hearing The concept of listening age Auditory "skills" and auditory processing models Theory of mind and executive functions How to help a child learn to listen in ordinary, everyday ways Two examples of auditory teaching and learning Scene I: Tony Scene II: Tamara Targets for auditory/linguistic learning A last word 8 Spoken language learning Introduction What's involved in "talking"? How does a child learn to talk? Relevance for intervetnion decisions How should intervention be organized? 9 Constructing meaningful communication Introduction The affective relationship The child's develpment of interactional abilities Joint reference, or joint attention Turn-taking conventions Signaling of intention Characteristics of caregiver talk 1. Content: What gets talked about? 2. Prosody: What does motherese sound like? 3. Semantics and syntax: what about complexity? 4. Repetition: Say it or play it again 5. Negotiation of meaning: Huh? 6.. Participation-elicitors: Let's (keep) talk(ing) 7. Responsiveness Issues about motherese How long is motherese used Motherese: Why? Motherese: Immaterial or facilitative? 10 Interacting in ways that promote listening and talking Introduction The emotional impact of a child's hearing loss on the family Adult learning What parents need to learn components of intervention for babies and young children with hearing loss When to talk with your child and what to talk about A framework for maximizing caregiver effectiveness in promoting auditory/linguistic development in children with hearing loss Background and rationale Structure of the framework Getting a representative sample of interacting Discussing the framework with parents Ways of adressing parent-chosen targets Instructional targets and sequence Teaching through incidental and embellished interacting Teaching through incidental interacting Embellishing and incidental interaction Teaching spoken language through embellished interacting Teaching listening (audition) through embellished interacting Teaching speech through embelilshed interacting Preplanedd parent guidance sessions or auditory-verbal therapy sessions Components to be accomplished in a typical preplanned session Sample preplanned scenario Substructure About the benefits and limitations of preplanned teaching What does the research say? Appendix 1: hot to grow your baby's /child's brain Appendix 2: Application and instructions for the Ling 6-7 sound test Appendix 3: Targets for auditory/verbal learning Appendix 4: Explanation for items on the framework Appendix 5: checklist for evaluating preschool group settings for children with hearing loss who are learning spoken language Appendix 6: Selected resources Appendix 7: Description and practice of listening and spoken language spechialists: LSLS Cert. AVT and LSLS cert. AVEd Appendix 8: Principles of LSLS practive Appendix 9: Knowledge and competencies needed by listening and spoken language specialists (LSLSs) Appendix 10: Listening and spoken language domains adressed in this book Glossary References Index

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Children with hearing loss / Elizabeth Bingham Cole

Público ISBD Título : Children with hearing loss : Developing listening and talking Tipo de documento: texto impreso Autores: Elizabeth Bingham Cole, Autor ; Carol Flexer, Autor Mención de edición: 2º Editorial: San Diego [EE. UU.] : Plural Pub Fecha de publicación: c2011 Número de páginas: ix p., 434 ISBN/ISSN/DL: 978-1-597-56379-6 Idioma : Inglés (eng) Clasificación: Comunicacion:Motherese Comunicacion:Oralidad Discapacidad:Sordera Etapas de desarrollo:Infancia Familia:Padres Medicina Medicina:Audífono:Sistemas FM Medicina:Rehabilitación Medicina:Terapia auditiva-verbal Psicología:Terapia Nota de contenido: Contents Preface Acknowledgments 1 Neurological foundations of listening and talking Key points presented in the chapter Introduction Typical infants: listening and language development Auditory neural development New context for the word Deaf Hearing versus listening A model of hearing loss: the invisible acoustic filter effect Summary: The question that drives technological and intervention recommendations 2 The auditory system Key points presented in the chapter The nature of sound Unconscious function Signal warning function Spoken communication function Acoustics Audinility versus intelligibility of speech The Ling 6-7 sound test: Acoustic basis and description Ear mechanisms Data input analogy Outer and middle ear Inner ear to the brain The vestibular system: the sensory organs of balance 3 Hearing and hearing loss in infants and children Key points presented in the chapter Introduction Classifications Degree (Severity): Minimal to profound Timing: congenital or acquired General Causes: endogenous, exogenous or multifactorial Genetics, syndromes, and sysplasias Connexin 26 Syndromes Inner ear dysplasias Medical Aspects of hearing loss Conductive pathologies and hearing loss Sensorineural pathologies and hearing loss Mixed, progressive, functional, and central hearing losses Synergistic and multifactorial effects Auditory neuropathy spectrum disorder (ANSD) Summary 4 Diagnosing Hearing Loss Key points presented in the chapter Introduction Newborn hearing screening and EHDI programs Test equipment and test environment Audiologic diagnostic Assessment of infants and children Test protocols Pediatric behavioral tests: BOA, VRA, CPA, speech, perception testing Electrophysiologic tests: OAE, ABR/ ASSR, and immittance The audiogram Configuration (pattern) of thresholds on the audiogram Formulating a differencial diagnosis Sensory deprivation Ambiguity of hearing loss Measuring distance hearing Summary 5 Hearing aids, cochlear implants, and FM systems Introduction Key points presented in the chapter For intervention, first things first: optimize detection of the complete acoustic spectrum Listening and learning environments Distance hearing/incidental learning and S/N ratio ANSI/ASA S12.60-2010: Acoustical guidelines for classroom noise and reverberation Talker and listener physical positioning Amplification Hearing aids / hearing instruments Bone-Anchored hearing aid implants (BAI) for children Assistive listening devices (ALDs): Personal worn FM and sound field FM and IR (Classroom amplification siystems) Whireless connectivity Cochlear implants Measuring efficacy of fitting and use of technology Conclusion 6 Intervention issues Key points presented in the chapter Basic premises Differentiating dimensions among interention programs Challenges to the process of learning spoken language Educational options for children with hearing loss, ages 3 to 6 7 Auditory "Work" Key points presented in the chapter Introduction The primacy of audition The acoustics-speech connection Intensity / loudness Frequency / pitch Duration The effect of hearing loss on the reception of speech A historical look at the use of residual hearing The concept of listening age Auditory "skills" and auditory processing models Theory of mind and executive functions How to help a child learn to listen in ordinary, everyday ways Two examples of auditory teaching and learning Scene I: Tony Scene II: Tamara Targets for auditory/linguistic learning A last word 8 Spoken language learning Key points presented in the chapter Introduction What's involved in "talking"? How does a child learn to talk? Relevance for intervetnion decisions How should intervention be organized? 9 Constructing meaningful communication Key points presented in the chapter Introduction The affective relationship The child's develpment of interactional abilities Joint reference Turn-taking conventions Signaling of intention Characteristics of caregiver talk 1. Content: What gets talked about? 2. Prosody: What does motherese sound like? 3. Semantics and syntax: what about complexity? 4. Repetition: Say it or play it again 5. Negotiation of meaning: Huh? 6.. Participation-elicitors: Let's (keep) talk(ing) 7. Responsiveness Issues about motherese How long is motherese used Motherese: Why? Motherese: Immaterial or facilitative? 10 Interacting in ways that promote listening and talking Key points presented in the chapter Introduction The emotional impact of a child's hearing loss on the family Adult learning What parents need to learn components of intervention for babies and young children with hearing loss When to talk with your child and what to talk about A framework for maximizing caregiver effectiveness in promoting auditory/linguistic development in children with hearing loss Background and rationale Structure of the framework Getting a representative sample of interacting Discussing the framework with parents Ways of adressing parent-chosen targets Instructional targets and sequence Teaching through incidental and embellished interacting Teaching through incidental interacting parent guidance sessions or auditory-verbal therapy sessions Components to be accomplished in a typical preplanned session Sample preplanned scenario Substructure About the benefits and limitations of preplanned teaching Appendix 1: hot to grow your baby's /child's brain Appendix 2: Application and instructions for the Ling 6-7 sound test Appendix 3: Targets for auditory/verbal learning Appendix 4: Explanation for items on the framework Appendix 5: checklist for evaluating preschool group settings for children with hearing loss who are learning spoken language Appendix 6: Selected resources Appendix 7: Description and practice of listening and spoken language spechialists: LSLS Cert. AVT and LSLS cert. AVEd Appendix 8: Principles of LSLS practive Appendix 9: Knowledge and competencies needed by listening and spoken language specialists (LSLSs) Appendix 10: Listening and spoken language domains adressed in this book Glossary References Index Children with hearing loss : Developing listening and talking [texto impreso] / Elizabeth Bingham Cole, Autor ; Carol Flexer, Autor  . -  2º . - San Diego (5521 Ruffin Road, CA 92123, EE. UU.) : Plural Pub, c2011 . - ix p., 434. ISBN : 978-1-597-56379-6 Idioma : Inglés (eng) Clasificación: Comunicacion:Motherese Comunicacion:Oralidad Discapacidad:Sordera Etapas de desarrollo:Infancia Familia:Padres Medicina Medicina:Audífono:Sistemas FM Medicina:Rehabilitación Medicina:Terapia auditiva-verbal Psicología:Terapia Nota de contenido: Contents Preface Acknowledgments 1 Neurological foundations of listening and talking Key points presented in the chapter Introduction Typical infants: listening and language development Auditory neural development New context for the word Deaf Hearing versus listening A model of hearing loss: the invisible acoustic filter effect Summary: The question that drives technological and intervention recommendations 2 The auditory system Key points presented in the chapter The nature of sound Unconscious function Signal warning function Spoken communication function Acoustics Audinility versus intelligibility of speech The Ling 6-7 sound test: Acoustic basis and description Ear mechanisms Data input analogy Outer and middle ear Inner ear to the brain The vestibular system: the sensory organs of balance 3 Hearing and hearing loss in infants and children Key points presented in the chapter Introduction Classifications Degree (Severity): Minimal to profound Timing: congenital or acquired General Causes: endogenous, exogenous or multifactorial Genetics, syndromes, and sysplasias Connexin 26 Syndromes Inner ear dysplasias Medical Aspects of hearing loss Conductive pathologies and hearing loss Sensorineural pathologies and hearing loss Mixed, progressive, functional, and central hearing losses Synergistic and multifactorial effects Auditory neuropathy spectrum disorder (ANSD) Summary 4 Diagnosing Hearing Loss Key points presented in the chapter Introduction Newborn hearing screening and EHDI programs Test equipment and test environment Audiologic diagnostic Assessment of infants and children Test protocols Pediatric behavioral tests: BOA, VRA, CPA, speech, perception testing Electrophysiologic tests: OAE, ABR/ ASSR, and immittance The audiogram Configuration (pattern) of thresholds on the audiogram Formulating a differencial diagnosis Sensory deprivation Ambiguity of hearing loss Measuring distance hearing Summary 5 Hearing aids, cochlear implants, and FM systems Introduction Key points presented in the chapter For intervention, first things first: optimize detection of the complete acoustic spectrum Listening and learning environments Distance hearing/incidental learning and S/N ratio ANSI/ASA S12.60-2010: Acoustical guidelines for classroom noise and reverberation Talker and listener physical positioning Amplification Hearing aids / hearing instruments Bone-Anchored hearing aid implants (BAI) for children Assistive listening devices (ALDs): Personal worn FM and sound field FM and IR (Classroom amplification siystems) Whireless connectivity Cochlear implants Measuring efficacy of fitting and use of technology Conclusion 6 Intervention issues Key points presented in the chapter Basic premises Differentiating dimensions among interention programs Challenges to the process of learning spoken language Educational options for children with hearing loss, ages 3 to 6 7 Auditory "Work" Key points presented in the chapter Introduction The primacy of audition The acoustics-speech connection Intensity / loudness Frequency / pitch Duration The effect of hearing loss on the reception of speech A historical look at the use of residual hearing The concept of listening age Auditory "skills" and auditory processing models Theory of mind and executive functions How to help a child learn to listen in ordinary, everyday ways Two examples of auditory teaching and learning Scene I: Tony Scene II: Tamara Targets for auditory/linguistic learning A last word 8 Spoken language learning Key points presented in the chapter Introduction What's involved in "talking"? How does a child learn to talk? Relevance for intervetnion decisions How should intervention be organized? 9 Constructing meaningful communication Key points presented in the chapter Introduction The affective relationship The child's develpment of interactional abilities Joint reference Turn-taking conventions Signaling of intention Characteristics of caregiver talk 1. Content: What gets talked about? 2. Prosody: What does motherese sound like? 3. Semantics and syntax: what about complexity? 4. Repetition: Say it or play it again 5. Negotiation of meaning: Huh? 6.. Participation-elicitors: Let's (keep) talk(ing) 7. Responsiveness Issues about motherese How long is motherese used Motherese: Why? Motherese: Immaterial or facilitative? 10 Interacting in ways that promote listening and talking Key points presented in the chapter Introduction The emotional impact of a child's hearing loss on the family Adult learning What parents need to learn components of intervention for babies and young children with hearing loss When to talk with your child and what to talk about A framework for maximizing caregiver effectiveness in promoting auditory/linguistic development in children with hearing loss Background and rationale Structure of the framework Getting a representative sample of interacting Discussing the framework with parents Ways of adressing parent-chosen targets Instructional targets and sequence Teaching through incidental and embellished interacting Teaching through incidental interacting parent guidance sessions or auditory-verbal therapy sessions Components to be accomplished in a typical preplanned session Sample preplanned scenario Substructure About the benefits and limitations of preplanned teaching Appendix 1: hot to grow your baby's /child's brain Appendix 2: Application and instructions for the Ling 6-7 sound test Appendix 3: Targets for auditory/verbal learning Appendix 4: Explanation for items on the framework Appendix 5: checklist for evaluating preschool group settings for children with hearing loss who are learning spoken language Appendix 6: Selected resources Appendix 7: Description and practice of listening and spoken language spechialists: LSLS Cert. AVT and LSLS cert. AVEd Appendix 8: Principles of LSLS practive Appendix 9: Knowledge and competencies needed by listening and spoken language specialists (LSLSs) Appendix 10: Listening and spoken language domains adressed in this book Glossary References Index

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Children with hearing loss / Elizabeth Bingham Cole

Público ISBD Título : Children with hearing loss : developing listening and talking birth to six Tipo de documento: texto impreso Autores: Elizabeth Bingham Cole, Autor ; Carol Flexer, Autor Editorial: San Diego [EE. UU.] : Plural Pub Fecha de publicación: 2008 Número de páginas: xiii, 351 p. Il.: il. Dimensiones: 23 cm. ISBN/ISSN/DL: 978-1-597-56158-7 Idioma : Inglés (eng) Idioma original : Inglés (eng) Clasificación: Comunicacion:Motherese Comunicacion:Oralidad Discapacidad:Sordera Etapas de desarrollo:Infancia Familia:Padres Medicina Medicina:Audífono:Sistemas FM Medicina:Rehabilitación Medicina:Terapia auditiva-verbal Psicología:Terapia Resumen: In this day and age, we are dealing with a vastly different population of children with hearing loss, a population that never before in history have we had. With this new population, whose hearing loss is identified at birth, we can now prevent the developmental and communicative effects of hearing loss that were so common just a few years ago. With these babies and young children, we can now work primarily from a developmental and preventive perspective rather than from a remedial, corrective one. What has happened in the field of hearing loss is revolutionary. This second edition of Developing Listening and Talking, Birth to Six remains a dynamic compilation of crucially important information for the facilitation of auditorally-based spoken language for today's infants and young children with hearing loss. This text is intended for graduate level training programs for professionals who work with children who have hearing loss and their families (teachers, therapists, speech-language pathologists, and audiologists.) In addition, the book will be of great interest to undergraduate speech-language-hearing programs, early childhood education and intervention programs, and parents of children who have hearing loss. Responding to the crucial need for a comprehensive text, this book provides a framework for the skills and knowledge necessary to help parents promote listening and spoken language development. This second edition covers current and up-to-date information about hearing, listening, auditory technology, auditory development, spoken language development, and intervention for young children with hearing loss whose parents have chosen to have them learn to listen and talk. Additions include updated information about hearing instruments and cochlear implants and about ways that professionals can support parents in promoting their children’s language and listening development. Information about preschool program selection and management has been included. The text also features a revised auditory development checklist. A new appendix provides an important and useful tool for professionals who are interested in AG Bell Academy's Listening and Spoken Language Specialist Certification Program (LSLS) -- LSLS Cert. AVT and LSLS Cert. AVEd. This appendix lists the competencies required for the LSLS, and references each chapter of the book with regard to those requirements. This book is unique in its scholarly, yet thoroughly readable style. Numerous illustrations, charts, and graphs illuminate key ideas. This second edition should be the foundation of the personal and professional libraries of students, clinicians, and parents who are interested in listening and spoken language outcomes for children with hearing loss. Abstract from pluralpublishing.com Nota de contenido: * Neurological Foundations of Listening and Talking Key Points Presented in the Chapter Introduction Typical Infants: Listening and Language Development Auditory Neural Development Multiple Definitions for the Terms: New Context for the Word “Deaf” Hearing Versus Listening A Model of Hearing Loss: The Invisible Acoustic Filter Effect Summary: The Question That Drives Technological and Intervention Recommendations * The Auditory System Key Points Presented in the Chapter The Nature of Sound o Unconscious Function o Signal Warning Function o Spoken Communication Function Acoustics o Audibility versus Intelligibility of Speech o The Ling 6-7 Sound Test: Acoustic Basis and Description Ear Mechanisms o Data Input Analogy o Outer and Middle Ear o Inner Ear to the Brain * Hearing and Hearing Loss in Infants and Children Key Points Presented in the Chapter Introduction Classifications o Degree (Severity)—Minimal to Profound o Timing—Congenital or Acquired o General Causes—Endogenous, Exogenous, or Multifactorial Genetics, Syndromes, and Dysplasias o Connexin 26 o Syndromes o Inner Ear Dysplasias Medical Aspects of Hearing Loss o Conductive Pathologies and Hearing Loss o Sensorineural Pathologies and Hearing Loss o Mixed, Progressive, Functional, and Central Hearing Losses o Synergistic and Multifactorial Effects o Auditory Neuropathy/Dyssynchrony (AN/AD) Summary * Diagnosing Hearing Loss Key Points Presented in the Chapter Introduction Newborn Hearing Screening and EHDI Programs Test Equipment and Test Environment Audiologic Diagnostic Assessment of Infants and Children o Test Protocols o Pediatric Behavioral Tests: BOA, VRA, CPA, Speech Perception Testing o Electrophysiologic Tests: OAE, ABR/ASSR, and Immittance The Audiogram o Configuration (Pattern) of Thresholds on the Audiogram Formulating a Differential Diagnosis o Sensory Deprivation o Ambiguity of Hearing Loss Measuring Distance Hearing Summary * Hearing Aids, Cochlear Implants, and FM Systems Key Points Presented in the Chapter Introduction For Intervention, First Things First: Optimize Detection of the Complete Acoustic Spectrum o Listening and Learning Environments o Distance Hearing/Incidental Learning and S/N Ratio o ANSI S12.6-2002 Acoustical Guidelines o Talker and Listener Physical Positioning Amplification o Hearing Aids/Hearing Instruments o Bone Anchored Hearing Aid (Baha) o Assistive Listening Devices (ALDs): Personal-Worn FM and Sound Field FM and IR (Classroom Amplification) Systems o Wireless Connectivity o Cochlear Implants Measuring Efficacy of Fitting and Use of Technology o Equipment Efficacy for the School System Conclusion * Intervention Issues Key Points Presented in the Chapter Basic Premises Differentiating Dimensions Among Intervention Programs o Educational Options for Children with Hearing Loss, Ages 3 to 6 o Challenges to the Process of Learning Spoken Language * Auditory “Work” Key Points Presented in the Chapter Introduction The Primacy of Audition The Acoustics-Speech Connection o Intensity/Loudness o Frequency/Pitch o Duration The Effect of Hearing Loss on the Reception of Speech A Historical Look at the Use of Residual Hearing o The Concept of Listening Age Auditory “Skills” and Auditory Processing Models o Theory of Mind and Executive Functions How to Help a Child Learn to Listen in Ordinary, Everyday Ways Two Examples of Auditory Teaching and Learning o Scene I: Tony o Scene II: Tamara Targets for Auditory/Linguistic Learning A Last Word * Spoken Language Learning Key Points Presented in the Chapter Introduction What’s Involved in “Talking”? How Does a Child Learn to Talk? Relevance for Intervention Decisions How Should Intervention Be Organized? * Constructing Meaningful Communication Key Points Presented in the Chapter Introduction The Affective Relationship The Child’s Development of Interactional Abilities o Joint Reference o Turn-Taking Conventions o Signaling of Intention Characteristics of Caregiver Talk o 1. Content: What Gets Talked About? o 2. Phonology: What Does Motherese Sound Like? o 3. Semantics and Syntax: What about Complexity? o 4. Repetition: Say It or Play It Again o 5. Negotiation of Meaning: Huh? o 6. Participation-Elicitors: Let’s (Keep) Talk(ing) o 7. Responsiveness Issues about Motherese o How Long Is Motherese Used? o Motherese: Why? o Motherese: Immaterial or Facilitative? * Interacting in Ways that Promote Listening and Talking: Parents, Therapists, and Teachers Key Points Presented in the Chapter Introduction The Emotional Impact of a Child’s Hearing Loss on the Family What Parents Need to Learn Components of Intervention for Babies and Young Children with Hearing Loss When to Talk with Your Child and What to Talk About A Framework for Maximizing Caregiver Effectiveness in Promoting Auditory/Linguistic Development in Children with Hearing Loss o Background and Rationale o Structure of the Framework o Getting a Representative Sample of Interacting o Discussing the Framework with Parents o Ways of Addressing Parent-Chosen Targets Teaching through Incidental and Embellished Interacting o Teaching Through Incidental Interacting o Teaching Through Embellished Interacting Parent Guidance Sessions or Auditory-Verbal Therapy Sessions o Components to Be Accomplished in a Typical Preplanned Session o Sample Preplanned Scenario o Substructure o About the Benefits and Limitations of Preplanned Teaching * Appendix 1: How to Grow Your Baby’s/Child’s Brain * Appendix 2: Application and Instructions for the Ling 6-7 Sound Test * Appendix 3: Targets for Auditory/Verbal Learning * Appendix 4: Explanation for Items on the Framework for Maximizing Caregiver Effectiveness * Appendix 5: Checklist for Evaluating Preschool Group Settings * Appendix 6: Selected Resources * Appendix 7: Description and Practice of Listening and Spoken Language Specialists: LSLS Cert. AVT and LSLS Cert. AVEd. * Appendix 8: Principles of LSLS Practice * Appendix 9: Knowledge and Competencies Needed by Listening and Spoken Language Specialists (LSLS) * Appendix 10: Listening and Spoken Language Domains Addressed in This Book * References * Glossary of Terms * Index Children with hearing loss : developing listening and talking birth to six [texto impreso] / Elizabeth Bingham Cole, Autor ; Carol Flexer, Autor . - San Diego (5521 Ruffin Road, CA 92123, EE. UU.) : Plural Pub, 2008 . - xiii, 351 p. : il. ; 23 cm. ISBN : 978-1-597-56158-7 Idioma : Inglés (eng) Idioma original : Inglés (eng) Clasificación: Comunicacion:Motherese Comunicacion:Oralidad Discapacidad:Sordera Etapas de desarrollo:Infancia Familia:Padres Medicina Medicina:Audífono:Sistemas FM Medicina:Rehabilitación Medicina:Terapia auditiva-verbal Psicología:Terapia Resumen: In this day and age, we are dealing with a vastly different population of children with hearing loss, a population that never before in history have we had. With this new population, whose hearing loss is identified at birth, we can now prevent the developmental and communicative effects of hearing loss that were so common just a few years ago. With these babies and young children, we can now work primarily from a developmental and preventive perspective rather than from a remedial, corrective one. What has happened in the field of hearing loss is revolutionary. This second edition of Developing Listening and Talking, Birth to Six remains a dynamic compilation of crucially important information for the facilitation of auditorally-based spoken language for today's infants and young children with hearing loss. This text is intended for graduate level training programs for professionals who work with children who have hearing loss and their families (teachers, therapists, speech-language pathologists, and audiologists.) In addition, the book will be of great interest to undergraduate speech-language-hearing programs, early childhood education and intervention programs, and parents of children who have hearing loss. Responding to the crucial need for a comprehensive text, this book provides a framework for the skills and knowledge necessary to help parents promote listening and spoken language development. This second edition covers current and up-to-date information about hearing, listening, auditory technology, auditory development, spoken language development, and intervention for young children with hearing loss whose parents have chosen to have them learn to listen and talk. Additions include updated information about hearing instruments and cochlear implants and about ways that professionals can support parents in promoting their children’s language and listening development. Information about preschool program selection and management has been included. The text also features a revised auditory development checklist. A new appendix provides an important and useful tool for professionals who are interested in AG Bell Academy's Listening and Spoken Language Specialist Certification Program (LSLS) -- LSLS Cert. AVT and LSLS Cert. AVEd. This appendix lists the competencies required for the LSLS, and references each chapter of the book with regard to those requirements. This book is unique in its scholarly, yet thoroughly readable style. Numerous illustrations, charts, and graphs illuminate key ideas. This second edition should be the foundation of the personal and professional libraries of students, clinicians, and parents who are interested in listening and spoken language outcomes for children with hearing loss. Abstract from pluralpublishing.com Nota de contenido: * Neurological Foundations of Listening and Talking Key Points Presented in the Chapter Introduction Typical Infants: Listening and Language Development Auditory Neural Development Multiple Definitions for the Terms: New Context for the Word “Deaf” Hearing Versus Listening A Model of Hearing Loss: The Invisible Acoustic Filter Effect Summary: The Question That Drives Technological and Intervention Recommendations * The Auditory System Key Points Presented in the Chapter The Nature of Sound o Unconscious Function o Signal Warning Function o Spoken Communication Function Acoustics o Audibility versus Intelligibility of Speech o The Ling 6-7 Sound Test: Acoustic Basis and Description Ear Mechanisms o Data Input Analogy o Outer and Middle Ear o Inner Ear to the Brain * Hearing and Hearing Loss in Infants and Children Key Points Presented in the Chapter Introduction Classifications o Degree (Severity)—Minimal to Profound o Timing—Congenital or Acquired o General Causes—Endogenous, Exogenous, or Multifactorial Genetics, Syndromes, and Dysplasias o Connexin 26 o Syndromes o Inner Ear Dysplasias Medical Aspects of Hearing Loss o Conductive Pathologies and Hearing Loss o Sensorineural Pathologies and Hearing Loss o Mixed, Progressive, Functional, and Central Hearing Losses o Synergistic and Multifactorial Effects o Auditory Neuropathy/Dyssynchrony (AN/AD) Summary * Diagnosing Hearing Loss Key Points Presented in the Chapter Introduction Newborn Hearing Screening and EHDI Programs Test Equipment and Test Environment Audiologic Diagnostic Assessment of Infants and Children o Test Protocols o Pediatric Behavioral Tests: BOA, VRA, CPA, Speech Perception Testing o Electrophysiologic Tests: OAE, ABR/ASSR, and Immittance The Audiogram o Configuration (Pattern) of Thresholds on the Audiogram Formulating a Differential Diagnosis o Sensory Deprivation o Ambiguity of Hearing Loss Measuring Distance Hearing Summary * Hearing Aids, Cochlear Implants, and FM Systems Key Points Presented in the Chapter Introduction For Intervention, First Things First: Optimize Detection of the Complete Acoustic Spectrum o Listening and Learning Environments o Distance Hearing/Incidental Learning and S/N Ratio o ANSI S12.6-2002 Acoustical Guidelines o Talker and Listener Physical Positioning Amplification o Hearing Aids/Hearing Instruments o Bone Anchored Hearing Aid (Baha) o Assistive Listening Devices (ALDs): Personal-Worn FM and Sound Field FM and IR (Classroom Amplification) Systems o Wireless Connectivity o Cochlear Implants Measuring Efficacy of Fitting and Use of Technology o Equipment Efficacy for the School System Conclusion * Intervention Issues Key Points Presented in the Chapter Basic Premises Differentiating Dimensions Among Intervention Programs o Educational Options for Children with Hearing Loss, Ages 3 to 6 o Challenges to the Process of Learning Spoken Language * Auditory “Work” Key Points Presented in the Chapter Introduction The Primacy of Audition The Acoustics-Speech Connection o Intensity/Loudness o Frequency/Pitch o Duration The Effect of Hearing Loss on the Reception of Speech A Historical Look at the Use of Residual Hearing o The Concept of Listening Age Auditory “Skills” and Auditory Processing Models o Theory of Mind and Executive Functions How to Help a Child Learn to Listen in Ordinary, Everyday Ways Two Examples of Auditory Teaching and Learning o Scene I: Tony o Scene II: Tamara Targets for Auditory/Linguistic Learning A Last Word * Spoken Language Learning Key Points Presented in the Chapter Introduction What’s Involved in “Talking”? How Does a Child Learn to Talk? Relevance for Intervention Decisions How Should Intervention Be Organized? * Constructing Meaningful Communication Key Points Presented in the Chapter Introduction The Affective Relationship The Child’s Development of Interactional Abilities o Joint Reference o Turn-Taking Conventions o Signaling of Intention Characteristics of Caregiver Talk o 1. Content: What Gets Talked About? o 2. Phonology: What Does Motherese Sound Like? o 3. Semantics and Syntax: What about Complexity? o 4. Repetition: Say It or Play It Again o 5. Negotiation of Meaning: Huh? o 6. Participation-Elicitors: Let’s (Keep) Talk(ing) o 7. Responsiveness Issues about Motherese o How Long Is Motherese Used? o Motherese: Why? o Motherese: Immaterial or Facilitative? * Interacting in Ways that Promote Listening and Talking: Parents, Therapists, and Teachers Key Points Presented in the Chapter Introduction The Emotional Impact of a Child’s Hearing Loss on the Family What Parents Need to Learn Components of Intervention for Babies and Young Children with Hearing Loss When to Talk with Your Child and What to Talk About A Framework for Maximizing Caregiver Effectiveness in Promoting Auditory/Linguistic Development in Children with Hearing Loss o Background and Rationale o Structure of the Framework o Getting a Representative Sample of Interacting o Discussing the Framework with Parents o Ways of Addressing Parent-Chosen Targets Teaching through Incidental and Embellished Interacting o Teaching Through Incidental Interacting o Teaching Through Embellished Interacting Parent Guidance Sessions or Auditory-Verbal Therapy Sessions o Components to Be Accomplished in a Typical Preplanned Session o Sample Preplanned Scenario o Substructure o About the Benefits and Limitations of Preplanned Teaching * Appendix 1: How to Grow Your Baby’s/Child’s Brain * Appendix 2: Application and Instructions for the Ling 6-7 Sound Test * Appendix 3: Targets for Auditory/Verbal Learning * Appendix 4: Explanation for Items on the Framework for Maximizing Caregiver Effectiveness * Appendix 5: Checklist for Evaluating Preschool Group Settings * Appendix 6: Selected Resources * Appendix 7: Description and Practice of Listening and Spoken Language Specialists: LSLS Cert. AVT and LSLS Cert. AVEd. * Appendix 8: Principles of LSLS Practice * Appendix 9: Knowledge and Competencies Needed by Listening and Spoken Language Specialists (LSLS) * Appendix 10: Listening and Spoken Language Domains Addressed in This Book * References * Glossary of Terms * Index

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Pediatric audiology / Jane R. Madell

Público ISBD Título : Pediatric audiology : Diagnosis, technology, and management Tipo de documento: texto impreso Autores: Jane R. Madell, Autor ; Carol Flexer, Autor Editorial: United Kingdom [United Kingdom] : Thieme Medical Publishers Fecha de publicación: 2008 Número de páginas: xxii, 329 p. : ill. ; 29 cm. + 1 DVD ISBN/ISSN/DL: 978-1-604-06001-0 Nota general: Pediatric Audiology is a practical "how-to" reference for the diagnosis and technological and educational management of infants and children with hearing disorders. Master clinicians distill decades of expertise, providing step-by-step descriptions of testing and treatment protocols, with a special emphasis on specific pediatric behavioral assessment techniques, such as behavioral observation audiometry. A DVD-ROM accompanying the text features videos of the various pediatric behavioral assessments with audio commentary that provides straightforward explanations of key concepts. Also included on the DVD-ROM is a video on cochlear implant surgery. -Videos of both normal and unusual pediatric testing situations prepare the reader for the full range of scenarios in everyday clinical practice -In-depth discussion of educational management issues helps practitioners develop collaborative approaches to pediatric hearing loss -Bullet-point lists of key points at the start of each chapter and discussion questions at the end of each chapter set a framework to guide the reader through each topic--ideal for the university classroom setting -Flow charts and graphs provide a practical breakdown of complex concepts -Pearls, pitfalls, and special considerations emphasize important points This authoritative multimedia reference is ideal for students in professional and graduate-level pediatric and educational audiology programs. Audiologists will find it to be essential as a field guide to new techniques or to procedures that they do not perform regularly. The book is also valuable for speech-language pathologists, otolaryngologists, pediatricians, and teachers of children who are deaf or hard of hearing. Clasificación: Discapacidad:Sordera Etapas de desarrollo:Infancia Medicina Medicina:Audífono:Sistemas FM Resumen: ACKNOWLEDGEMENTS AND DEDICATION INTRODUCTION 0. The Role of Audition - Why Hearing is Important PART I: HEARING LOSS: ESSENTIAL INFORMATION 1. Hearing Disorders in Children 2. Genetics of Hearing Loss 3. Medical Evaluation and Management of Hearing Loss in Children 4. Newborn Hearing Screening PART TWO: DIAGNOSING HEARING DISORDERS IN INFANTS AND CHILDREN 5. Pediatric Test Protocols: Art and Science 6. Behavioral Observation Audiometry (BOA) - Evaluation of Hearing in Infants Birth to 6 Months 7. Evaluating the Infant 5 to 30 Months - Visual Reinforcement Audiometry 8. Conditioned Play Audiometry (CPA) - Testing Children Two and a Half to Three Years and Older 9. Evaluation of Hearing in the Special Needs Child 10. Evaluation of Speech Perception in Infants and Children 11. Screening, Evaluation and Management of Hearing in the School-Aged Child 12. The Role of the Test Assistant in Assessing Children 13. Middle-Ear Measurement 14. Pediatric Otoacoustic Emissions 15. Auditory Evoked Response Testing in Pediatrics 16. Assessment and Management of Central Auditory Processing Disorders in the Pediatric Population PART III: HEARING ACCESS TECHNOLOGY FOR INFANTS AND CHILDREN 17. The Acoustic Speech Signal 18. Hearing aids for Infants and Children 19. Cochlear Implants for Infants and Children 20. FM systems: Personal and Classroom FM and IR and Classroom Acoustics PART IV: EDUCATIONAL MANAGEMENT OF HEARING LOSS 21. Communication Approaches for Managing Hearing Loss in Infants and Children 22. Collaborative Team Management of Children with Hearing Loss23. Education and Access Laws 24. The Importance of Early Intervention 25. Speech/Language/Auditory Management of Infants and Children with Hearing Loss 26. Educational Placement Options for the School-Age Child 27. Working with Multicultural and Multilingual Families of Young Children 28. Parent Counseling and Collaboration 29. Child/Teen Education and Counseling 30. Facilitating Clinic-School Coordination V. DISORDERS REQUIRING SPECIAL CONSIDERATION 31. Management of Children with Mild and Unilateral Hearing Loss 32. Managing Infants and Young Children with Auditory Neuropathy APPENDIX (Details from Thieme.co.uk) Pediatric audiology : Diagnosis, technology, and management [texto impreso] / Jane R. Madell, Autor ; Carol Flexer, Autor . - United Kingdom (205 Formans Road, Sparkhill Birmingham, B11 3AX, United Kingdom) : Thieme Medical Publishers, 2008 . - xxii, 329 p. : ill. ; 29 cm. + 1 DVD. ISBN : 978-1-604-06001-0 Pediatric Audiology is a practical "how-to" reference for the diagnosis and technological and educational management of infants and children with hearing disorders. Master clinicians distill decades of expertise, providing step-by-step descriptions of testing and treatment protocols, with a special emphasis on specific pediatric behavioral assessment techniques, such as behavioral observation audiometry. A DVD-ROM accompanying the text features videos of the various pediatric behavioral assessments with audio commentary that provides straightforward explanations of key concepts. Also included on the DVD-ROM is a video on cochlear implant surgery. -Videos of both normal and unusual pediatric testing situations prepare the reader for the full range of scenarios in everyday clinical practice -In-depth discussion of educational management issues helps practitioners develop collaborative approaches to pediatric hearing loss -Bullet-point lists of key points at the start of each chapter and discussion questions at the end of each chapter set a framework to guide the reader through each topic--ideal for the university classroom setting -Flow charts and graphs provide a practical breakdown of complex concepts -Pearls, pitfalls, and special considerations emphasize important points This authoritative multimedia reference is ideal for students in professional and graduate-level pediatric and educational audiology programs. Audiologists will find it to be essential as a field guide to new techniques or to procedures that they do not perform regularly. The book is also valuable for speech-language pathologists, otolaryngologists, pediatricians, and teachers of children who are deaf or hard of hearing. Clasificación: Discapacidad:Sordera Etapas de desarrollo:Infancia Medicina Medicina:Audífono:Sistemas FM Resumen: ACKNOWLEDGEMENTS AND DEDICATION INTRODUCTION 0. The Role of Audition - Why Hearing is Important PART I: HEARING LOSS: ESSENTIAL INFORMATION 1. Hearing Disorders in Children 2. Genetics of Hearing Loss 3. Medical Evaluation and Management of Hearing Loss in Children 4. Newborn Hearing Screening PART TWO: DIAGNOSING HEARING DISORDERS IN INFANTS AND CHILDREN 5. Pediatric Test Protocols: Art and Science 6. Behavioral Observation Audiometry (BOA) - Evaluation of Hearing in Infants Birth to 6 Months 7. Evaluating the Infant 5 to 30 Months - Visual Reinforcement Audiometry 8. Conditioned Play Audiometry (CPA) - Testing Children Two and a Half to Three Years and Older 9. Evaluation of Hearing in the Special Needs Child 10. Evaluation of Speech Perception in Infants and Children 11. Screening, Evaluation and Management of Hearing in the School-Aged Child 12. The Role of the Test Assistant in Assessing Children 13. Middle-Ear Measurement 14. Pediatric Otoacoustic Emissions 15. Auditory Evoked Response Testing in Pediatrics 16. Assessment and Management of Central Auditory Processing Disorders in the Pediatric Population PART III: HEARING ACCESS TECHNOLOGY FOR INFANTS AND CHILDREN 17. The Acoustic Speech Signal 18. Hearing aids for Infants and Children 19. Cochlear Implants for Infants and Children 20. FM systems: Personal and Classroom FM and IR and Classroom Acoustics PART IV: EDUCATIONAL MANAGEMENT OF HEARING LOSS 21. Communication Approaches for Managing Hearing Loss in Infants and Children 22. Collaborative Team Management of Children with Hearing Loss23. Education and Access Laws 24. The Importance of Early Intervention 25. Speech/Language/Auditory Management of Infants and Children with Hearing Loss 26. Educational Placement Options for the School-Age Child 27. Working with Multicultural and Multilingual Families of Young Children 28. Parent Counseling and Collaboration 29. Child/Teen Education and Counseling 30. Facilitating Clinic-School Coordination V. DISORDERS REQUIRING SPECIAL CONSIDERATION 31. Management of Children with Mild and Unilateral Hearing Loss 32. Managing Infants and Young Children with Auditory Neuropathy APPENDIX (Details from Thieme.co.uk)

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We CAN hear and speak! / Parents and Families of Natural Communication, Inc.

Público ISBD Título : We CAN hear and speak! : the power of auditory-verbal communication for children who are deaf or hard of hearing Tipo de documento: texto impreso Autores: Parents and Families of Natural Communication, Inc., Autor ; Carol Flexer, Autor ; Catherine Richards, Autor Fecha de publicación: 1998 Número de páginas: 171 p. : il ; 24 cm ISBN/ISSN/DL: 978-0-88200-209-5 Idioma : Inglés (eng) Clasificación: Discapacidad:Sordera Educación Etapas de desarrollo:Infancia Familia:Padres Medicina Medicina:Implante coclear Medicina:Terapia auditiva-verbal Psicología Resumen: Written by parents for families of children who are deaf or hard of hearing, this book informs, comforts and encourages caregivers as they research auditory-verbal philosophy. The first chapter provides an overview of hearing loss, hearing testing, audiograms and amplification technology. The remaining chapters document parent stories, frequently asked questions, characteristics of auditory-verbal philosophy and home therapy ideas. A glossary and resource listing is included. (Abstract taken from nc.agbell.org) Nota de contenido: Contents Chapter 1. Hearing loss and auditory-verbal communication 1. Hearing loss 2. Auditory-verbal communication 3. Definitions: hearing impaired, hard of hearing, and deaf 4. Distance hearing 5. Audibility/intelligibility distinctions 6. Computer analogy and amplification technology 7. Evaluating the success of intervention or technology 8. Hearing testing 9. Understanding audiograms 10. Amplification technology 11. Cochlear implant eligibility Chapter 2. Parent’s stories 1. Background and history 2. Stories Chapter 3. Parent’s most frequently asked questions 1. Initial diagnosis and getting started 2. Auditory-verbal therapy 3. School issues: preschool through college 4. Funding for technology and therapy Chapter 4. Home therapy 1. Establishing lesson expectations 2. Tips for conducting lessons 3. Way to organize lessons 4. Planning lesson content: skill-based, theme-based, or both 5. Theme-based lesson examples 6. Favorite lesson activities 7. Creative resources Appendix Resources Glossary We CAN hear and speak! : the power of auditory-verbal communication for children who are deaf or hard of hearing [texto impreso] / Parents and Families of Natural Communication, Inc., Autor ; Carol Flexer, Autor ; Catherine Richards, Autor . - 1998 . - 171 p. : il ; 24 cm. ISBN : 978-0-88200-209-5 Idioma : Inglés (eng) Clasificación: Discapacidad:Sordera Educación Etapas de desarrollo:Infancia Familia:Padres Medicina Medicina:Implante coclear Medicina:Terapia auditiva-verbal Psicología Resumen: Written by parents for families of children who are deaf or hard of hearing, this book informs, comforts and encourages caregivers as they research auditory-verbal philosophy. The first chapter provides an overview of hearing loss, hearing testing, audiograms and amplification technology. The remaining chapters document parent stories, frequently asked questions, characteristics of auditory-verbal philosophy and home therapy ideas. A glossary and resource listing is included. (Abstract taken from nc.agbell.org) Nota de contenido: Contents Chapter 1. Hearing loss and auditory-verbal communication 1. Hearing loss 2. Auditory-verbal communication 3. Definitions: hearing impaired, hard of hearing, and deaf 4. Distance hearing 5. Audibility/intelligibility distinctions 6. Computer analogy and amplification technology 7. Evaluating the success of intervention or technology 8. Hearing testing 9. Understanding audiograms 10. Amplification technology 11. Cochlear implant eligibility Chapter 2. Parent’s stories 1. Background and history 2. Stories Chapter 3. Parent’s most frequently asked questions 1. Initial diagnosis and getting started 2. Auditory-verbal therapy 3. School issues: preschool through college 4. Funding for technology and therapy Chapter 4. Home therapy 1. Establishing lesson expectations 2. Tips for conducting lessons 3. Way to organize lessons 4. Planning lesson content: skill-based, theme-based, or both 5. Theme-based lesson examples 6. Favorite lesson activities 7. Creative resources Appendix Resources Glossary

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