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Helping deaf and hard of hearing students to use spoken language / Susan R Easterbrooks

Público ISBD Título : Helping deaf and hard of hearing students to use spoken language : a guide for educators and families Tipo de documento: texto impreso Autores: Susan R Easterbrooks, Autor ; Ellen L Estes, Autor Editorial: Thousand Oaks : Corwin Press Fecha de publicación: 2007 Número de páginas: xvii, 205 p. Il.: il. Dimensiones: 29 cm. ISBN/ISSN/DL: 978-1-412-92732-1 Idioma : Inglés (eng) Idioma original : Inglés (eng) Clasificación: Comunicacion:Oralidad Discapacidad:Sordera Educación:Lectura Etapas de desarrollo:Infancia Medicina:Rehabilitación Psicología:Terapia Resumen: From the Back Cover: Provides educators and novice practitioners with the knowledge and skills in spoken language development to support students who are deaf or hard of hearing. The authors' model of auditory, speech, and language development has been used successfully with the deaf and hard of hearing population, in teaching preservice teachers, and in workshops and presentations for practicing professionals. This essential resource introduces the authors' developmental approach and addresses: Creative and scientific ways of interacting with children with hearing loss to develop spoken communication; Effective approaches, techniques, and strategies for working with students in the primary grades; Techniques for imparting social and academic information while children are learning to communicate. This authoritative reference gives teachers the confidence to provide a well-prepared, intensely stimulating environment that fosters the natural emergence of spoken language. (Abstract from worldcat.org) Nota de contenido: Contents Foreword Mary Ellen Nevins, EdD Preface Acknowledgments About the Authors PART 1: THE ART OF INTERVENTION 1. Listening and Spoken Language Interventions: A Model and Activities for Helping Children Listening Challenges That Children Must Overcome Awareness of the Whole Child Model of Auditory, Speech, and language Development Parameter l: Brain Tasks Detection Discrimination Identification Comprehension Parameter 2: Listening and Speaking Skills Suprasegmentals Vowels and Consonants Connected Speech Speech Perception Categories Parameter 3: External Factors Stimulus Array Linguistic Complexity Contextual Cues Background Noise Parameter 4: Child Actions Summary 2. Early Detection and Intervention for Infants and Toddlers Early Detection and Intervention Necessary Services for lnfants. Toddlers and Their Families How Listening Develops in Infants and Toddlers How Infants Develop Spoken Language How Toddlers Develop Spoken Language Interventions for Babies Applying the Model With Babies Parameter 1: Brain Tasks Parameter 2: Listening. Speaking. and Language Skills Parameter 3: External Factors Parameter 4: Child Actions Interventions for Toddlers Applying the Model With Toddlers Parameter 1: Brain Tasks Parameter 2: Listening. Speaking. and Language Skills Parameter 3: External Factors Parameter 4: Child Actions If a Child Is Not Making Measurable Progress The Need for Flexible Models Summary 3.Interventions for Preschoolers Collaborating With Service Providers What You Need to Know About a Child's Hearing Loss Type or Hearing Loss Degree of Hearing Loss Laterality of the Loss Stability of the Loss Cause of the Loss Age of Acquisition of the Loss What You Need to Know About Previous Intervention Age of Intervention and Age at Which Child Received Listening Technology Auditory. Speech. and Language Objectives Mastered During Preschool Years What You Need to Know About Listening Technology Type of Technology Used What You Need to Know About a Child With No Prior Services Planning and Implementing Instruction and Interventions Auditory Language Lessons Auditory Language Experiences Mode of Presentation Nonauditory Cues Obscuring Your Lips Premises That Drive Auditory Learning Factors to Consider When Planning Lessons Chronological Age-Developmental Age Interests Variety of Contexts and Activities Challenging Yet Successful Comprehensible Input Communicative Intent Techniques to Use When Conducting a Lesson Wait for a Response Acoustic Highlighting Whispering Singing Building Bridges Self-Correction Techniques The "Sandwich" Interaction Making Progress Interventions for Preschoolers Applying the Model With Preschoolers Parameter 1: Brain Tasks Parameter 2: Listening and Speaking Skills Parameter 3: External Factors Parameter 4 : Child Actions Summary 4.Interventions for Children in the Primary Grades A Typical Day in the Life of the Young Student With a Hearing Loss Delays in Processing Speed Reading and Content Area Delays Social Interaction Challenges The Effects of Hearing Loss in the Classroom Understanding What the Teacher Is Saying Speech Production Spoken Language Vocabulary Background Knowledge Processing Speed Written Language Reading Math Science and Social Studies Peer Relationships Self-Esteem Behavior Assessing a Child's Present Levels of Performance Language and Vocabulary Assessments Speech Assessments Auditory Assessments Reading and Achievement Psychological and Developmental Occupational Therapy and Physical Therapy The Multidisciplinary Team of Professionals Who Can Assist the Teacher Needs and Goals Readiness for School The Prepared Young School-Goer: "I'm Ready" The Unprepared Young School-Goer: "Help Me Get Started!" Instructional Considerations Lesson Planning Placement Options Interventions for Children in the Primary Grades Applying the Model With Kindergartners and Early Elementary Children Parameter 1 : Brain Tasks Parameter 2: Listening. Speaking. and Language Skills Parameter 3: External Factors Parameter 4: Child Actions Summary 5. Developing Literacy Skills in Children With Hearing Losses Learning to Read Effective Approaches to Reading Alphabetics Underlying Assumptions About Alphabetics Fluency Underlying Assumptions About Fluency Vocabulary Comprehension Underlying Assumptions About Vocabulary Comprehension Text Comprehension Underlying Assumptions About Text Comprehension Additional Assumptions Using Reading to Develop Language-A Paradox Assessment Implications for the Special Education Teacher Implications for the General Education Teacher Intervention Infants and Toddlers Preschoolers Children in the Primary Grades The Literacy Team Summary PART 2: THE SCIENCE OF INTERVENTlON 6. How Children Hear and Talk: Fundamentals or Listening and Speaking The Speech Chain Linguistic Level Essential Practice #1 Essential Practice #2 Essential Practice #3 Essential Practice #4 Essential Practice #5 Essential Practice #6 Essential Practice #7 Essential Practice #8 Essential Practice #9 Essential Practice #10 Essential Practice #11 Essential Practice #12 Essential Practice # 13 Essential Practice #14 Physiological Level: The Physiology of Speech Essential Practice #15 Physiological Level: The Physiology of Hearing The Outer Ear The Middle Ear The Inner Ear Acoustic Level Essential Practice #16 Essential Practice #17 Essential Practice #18 Essential Practice #19 Essential Practice #20 Essential Practice #21 Essential Practice #22 Essential Practice #23 Hearing Aids. Cochlear Implants. and Assistive Listening Devices Essential Practice #24 Hearing Aids Cochlear Implants Assistive Listening Devices Device Troubleshooting What to Ask and Tell the Audiologist Classroom Acoustics-Increasing the Child's Ability to Hear and Understand the Teacher and Peers Essential Practice #25 Essential Practice #26 Daily Device Monitoring: Your Responsibility How to Give the Ling Sound Check Summary Resource A: Organizations and Agencies Serving Children With Hearing Losses Resource B: Assessments Resource C: Sound-Object Associations Ellen A. Rhoades. EdS Resource D: Commercially Available Curriculum Guides and Materials References Index Helping deaf and hard of hearing students to use spoken language : a guide for educators and families [texto impreso] / Susan R Easterbrooks, Autor ; Ellen L Estes, Autor . - Thousand Oaks : Corwin Press, 2007 . - xvii, 205 p. : il. ; 29 cm. ISBN : 978-1-412-92732-1 Idioma : Inglés (eng) Idioma original : Inglés (eng) Clasificación: Comunicacion:Oralidad Discapacidad:Sordera Educación:Lectura Etapas de desarrollo:Infancia Medicina:Rehabilitación Psicología:Terapia Resumen: From the Back Cover: Provides educators and novice practitioners with the knowledge and skills in spoken language development to support students who are deaf or hard of hearing. The authors' model of auditory, speech, and language development has been used successfully with the deaf and hard of hearing population, in teaching preservice teachers, and in workshops and presentations for practicing professionals. This essential resource introduces the authors' developmental approach and addresses: Creative and scientific ways of interacting with children with hearing loss to develop spoken communication; Effective approaches, techniques, and strategies for working with students in the primary grades; Techniques for imparting social and academic information while children are learning to communicate. This authoritative reference gives teachers the confidence to provide a well-prepared, intensely stimulating environment that fosters the natural emergence of spoken language. (Abstract from worldcat.org) Nota de contenido: Contents Foreword Mary Ellen Nevins, EdD Preface Acknowledgments About the Authors PART 1: THE ART OF INTERVENTION 1. Listening and Spoken Language Interventions: A Model and Activities for Helping Children Listening Challenges That Children Must Overcome Awareness of the Whole Child Model of Auditory, Speech, and language Development Parameter l: Brain Tasks Detection Discrimination Identification Comprehension Parameter 2: Listening and Speaking Skills Suprasegmentals Vowels and Consonants Connected Speech Speech Perception Categories Parameter 3: External Factors Stimulus Array Linguistic Complexity Contextual Cues Background Noise Parameter 4: Child Actions Summary 2. Early Detection and Intervention for Infants and Toddlers Early Detection and Intervention Necessary Services for lnfants. Toddlers and Their Families How Listening Develops in Infants and Toddlers How Infants Develop Spoken Language How Toddlers Develop Spoken Language Interventions for Babies Applying the Model With Babies Parameter 1: Brain Tasks Parameter 2: Listening. Speaking. and Language Skills Parameter 3: External Factors Parameter 4: Child Actions Interventions for Toddlers Applying the Model With Toddlers Parameter 1: Brain Tasks Parameter 2: Listening. Speaking. and Language Skills Parameter 3: External Factors Parameter 4: Child Actions If a Child Is Not Making Measurable Progress The Need for Flexible Models Summary 3.Interventions for Preschoolers Collaborating With Service Providers What You Need to Know About a Child's Hearing Loss Type or Hearing Loss Degree of Hearing Loss Laterality of the Loss Stability of the Loss Cause of the Loss Age of Acquisition of the Loss What You Need to Know About Previous Intervention Age of Intervention and Age at Which Child Received Listening Technology Auditory. Speech. and Language Objectives Mastered During Preschool Years What You Need to Know About Listening Technology Type of Technology Used What You Need to Know About a Child With No Prior Services Planning and Implementing Instruction and Interventions Auditory Language Lessons Auditory Language Experiences Mode of Presentation Nonauditory Cues Obscuring Your Lips Premises That Drive Auditory Learning Factors to Consider When Planning Lessons Chronological Age-Developmental Age Interests Variety of Contexts and Activities Challenging Yet Successful Comprehensible Input Communicative Intent Techniques to Use When Conducting a Lesson Wait for a Response Acoustic Highlighting Whispering Singing Building Bridges Self-Correction Techniques The "Sandwich" Interaction Making Progress Interventions for Preschoolers Applying the Model With Preschoolers Parameter 1: Brain Tasks Parameter 2: Listening and Speaking Skills Parameter 3: External Factors Parameter 4 : Child Actions Summary 4.Interventions for Children in the Primary Grades A Typical Day in the Life of the Young Student With a Hearing Loss Delays in Processing Speed Reading and Content Area Delays Social Interaction Challenges The Effects of Hearing Loss in the Classroom Understanding What the Teacher Is Saying Speech Production Spoken Language Vocabulary Background Knowledge Processing Speed Written Language Reading Math Science and Social Studies Peer Relationships Self-Esteem Behavior Assessing a Child's Present Levels of Performance Language and Vocabulary Assessments Speech Assessments Auditory Assessments Reading and Achievement Psychological and Developmental Occupational Therapy and Physical Therapy The Multidisciplinary Team of Professionals Who Can Assist the Teacher Needs and Goals Readiness for School The Prepared Young School-Goer: "I'm Ready" The Unprepared Young School-Goer: "Help Me Get Started!" Instructional Considerations Lesson Planning Placement Options Interventions for Children in the Primary Grades Applying the Model With Kindergartners and Early Elementary Children Parameter 1 : Brain Tasks Parameter 2: Listening. Speaking. and Language Skills Parameter 3: External Factors Parameter 4: Child Actions Summary 5. Developing Literacy Skills in Children With Hearing Losses Learning to Read Effective Approaches to Reading Alphabetics Underlying Assumptions About Alphabetics Fluency Underlying Assumptions About Fluency Vocabulary Comprehension Underlying Assumptions About Vocabulary Comprehension Text Comprehension Underlying Assumptions About Text Comprehension Additional Assumptions Using Reading to Develop Language-A Paradox Assessment Implications for the Special Education Teacher Implications for the General Education Teacher Intervention Infants and Toddlers Preschoolers Children in the Primary Grades The Literacy Team Summary PART 2: THE SCIENCE OF INTERVENTlON 6. How Children Hear and Talk: Fundamentals or Listening and Speaking The Speech Chain Linguistic Level Essential Practice #1 Essential Practice #2 Essential Practice #3 Essential Practice #4 Essential Practice #5 Essential Practice #6 Essential Practice #7 Essential Practice #8 Essential Practice #9 Essential Practice #10 Essential Practice #11 Essential Practice #12 Essential Practice # 13 Essential Practice #14 Physiological Level: The Physiology of Speech Essential Practice #15 Physiological Level: The Physiology of Hearing The Outer Ear The Middle Ear The Inner Ear Acoustic Level Essential Practice #16 Essential Practice #17 Essential Practice #18 Essential Practice #19 Essential Practice #20 Essential Practice #21 Essential Practice #22 Essential Practice #23 Hearing Aids. Cochlear Implants. and Assistive Listening Devices Essential Practice #24 Hearing Aids Cochlear Implants Assistive Listening Devices Device Troubleshooting What to Ask and Tell the Audiologist Classroom Acoustics-Increasing the Child's Ability to Hear and Understand the Teacher and Peers Essential Practice #25 Essential Practice #26 Daily Device Monitoring: Your Responsibility How to Give the Ling Sound Check Summary Resource A: Organizations and Agencies Serving Children With Hearing Losses Resource B: Assessments Resource C: Sound-Object Associations Ellen A. Rhoades. EdS Resource D: Commercially Available Curriculum Guides and Materials References Index

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Helping deaf and hard of hearing students to use spoken language / Susan R Easterbrooks

Público ISBD Título : Helping deaf and hard of hearing students to use spoken language : a guide for educators and families Tipo de documento: texto impreso Autores: Susan R Easterbrooks, Autor ; Ellen L Estes, Autor ; Nevins, Mary Ellen, Prefacio, etc Editorial: Thousand Oaks : Corwin Press Fecha de publicación: c2007 Número de páginas: 205 p. Il.: il. ISBN/ISSN/DL: 978-1-412-92733-8 Idioma : Inglés (eng) Clasificación: Accesibilidad Discapacidad:Sordera Educación:Lectura Etapas de desarrollo:Infancia Medicina:Atención Temprana Medicina:Implante coclear Nota de contenido: Contents Foreword / Nevins, Mary Ellent Preface Acknowledgments About the authors 1. The art of intervention 1.1. Listening and spoken language interventions: a model and activities for helping children 1.2. Early detection and intervention for infants and toddlers 1.2.1. Early detection and intervention 1.2.2. Necessary services for infants, toddlers, and their families 1.2.3. How listening develops in infants and toddlers 1.2.4. How infants develop spoken language 1.2.5. How toddlers develop spken language 1.2.6. Interventions for babies 1.2.7. Applying the model with babies 1.2.8. Interventions for toddlers 1.2.9. Applying the model with toddlers 1.2.10. If a child if not making measurable progress 1.2.11. The need for flexible models 1.3. Interventions for preschoolers 1.3.1. Collaborating with service providers 1.3.2. What you need to know about a child’s hearing loss 1.3.2.1. Type 1.3.2.2. Degree 1.3.2.3. Laterality 1.3.2.4. Stability 1.3.2.5. Cause 1.3.2.6. Age of acquisition 1.3.3. What you eneed to know about previous intervention 1.3.4. What you need to know about listening technology 1.3.5. What you need to know about a child with no prior services 1.3.6. Planning and implementing instruction and intervention 1.3.7. Factors to consider when planning lessons 1.3.8. Techniques to use when conducting a lesson 1.3.9. Interventions for preschoolers 1.3.10. Applying the model with preschoolers 1.4. Interventions for children in the primary grades 1.4.1. A typical day in the life of the young student with a hearing loss 1.4.2. Delays in the processing speed 1.4.3. Reading and content area delays 1.4.4. Sociall interaction challenges 1.4.5. The effects of hearing loss in the classroom 1.4.5.1. Understanding what the teacher is saying 1.4.5.2. Speech production 1.4.5.3. Spoken language 1.4.5.4. Vocabulary 1.4.5.5. Background knowledge 1.4.5.6. Processing speed 1.4.5.7. Written language 1.4.5.8. Reading 1.4.5.9. Math 1.4.5.10. Science and social studies 1.4.5.11. Peer relationships 1.4.5.12. Self esteem 1.4.5.13. Behavior 1.4.6. assessing a child present levels of performance 1.4.7. the multidisciplinary team of professionals 1.4.8. readiness for school 1.4.9. instructional considerations 1.4.10. interventions for children in the primary grades 1.4.11. applying the model with kindergartners 1.5. developing literacy skills in children with hearing loss 1.5.1. learning to read 1.5.2. effective approaches to reading 1.5.3. using reading to develop language 1.5.4. assessment 1.5.5. implications for the special education teacher 1.5.6. implications for the general education teacher 1.5.7. intervention 1.5.8. the literacy team 2. the science of intervention 2.1. how children hear and talk: fundamentals of listening and speaking 2.1.1. the speech chain 2.1.2. linguistic level 2.1.3. physiological level: speech 2.1.4. physiological level: hearing 2.1.5. acoustic level 2.1.6. hearing aids, cochlear implants, and assistive listening devices 2.1.7. hearing aids 2.1.8. cochlear implants 2.1.9. assistive listening devices 2.1.10. device troubleshooting 2.1.11. what to ask and tell the audiologist 2.1.12. classroom acoustic 2.1.13. daily device monitoring 2.1.14. how to give the lign sound check 2.1.15. summary 3. Resource A: Organizations and agencies serving children with hearing loses 4. Resource B: Assessments 5. Resource C: Sound-object associations / Rhoades, Ellen A. 6. Resource D: Commercially available curriculum guides and materials References Index Helping deaf and hard of hearing students to use spoken language : a guide for educators and families [texto impreso] / Susan R Easterbrooks, Autor ; Ellen L Estes, Autor ; Nevins, Mary Ellen, Prefacio, etc . - Thousand Oaks : Corwin Press, c2007 . - 205 p. : il. ISBN : 978-1-412-92733-8 Idioma : Inglés (eng) Clasificación: Accesibilidad Discapacidad:Sordera Educación:Lectura Etapas de desarrollo:Infancia Medicina:Atención Temprana Medicina:Implante coclear Nota de contenido: Contents Foreword / Nevins, Mary Ellent Preface Acknowledgments About the authors 1. The art of intervention 1.1. Listening and spoken language interventions: a model and activities for helping children 1.2. Early detection and intervention for infants and toddlers 1.2.1. Early detection and intervention 1.2.2. Necessary services for infants, toddlers, and their families 1.2.3. How listening develops in infants and toddlers 1.2.4. How infants develop spoken language 1.2.5. How toddlers develop spken language 1.2.6. Interventions for babies 1.2.7. Applying the model with babies 1.2.8. Interventions for toddlers 1.2.9. Applying the model with toddlers 1.2.10. If a child if not making measurable progress 1.2.11. The need for flexible models 1.3. Interventions for preschoolers 1.3.1. Collaborating with service providers 1.3.2. What you need to know about a child’s hearing loss 1.3.2.1. Type 1.3.2.2. Degree 1.3.2.3. Laterality 1.3.2.4. Stability 1.3.2.5. Cause 1.3.2.6. Age of acquisition 1.3.3. What you eneed to know about previous intervention 1.3.4. What you need to know about listening technology 1.3.5. What you need to know about a child with no prior services 1.3.6. Planning and implementing instruction and intervention 1.3.7. Factors to consider when planning lessons 1.3.8. Techniques to use when conducting a lesson 1.3.9. Interventions for preschoolers 1.3.10. Applying the model with preschoolers 1.4. Interventions for children in the primary grades 1.4.1. A typical day in the life of the young student with a hearing loss 1.4.2. Delays in the processing speed 1.4.3. Reading and content area delays 1.4.4. Sociall interaction challenges 1.4.5. The effects of hearing loss in the classroom 1.4.5.1. Understanding what the teacher is saying 1.4.5.2. Speech production 1.4.5.3. Spoken language 1.4.5.4. Vocabulary 1.4.5.5. Background knowledge 1.4.5.6. Processing speed 1.4.5.7. Written language 1.4.5.8. Reading 1.4.5.9. Math 1.4.5.10. Science and social studies 1.4.5.11. Peer relationships 1.4.5.12. Self esteem 1.4.5.13. Behavior 1.4.6. assessing a child present levels of performance 1.4.7. the multidisciplinary team of professionals 1.4.8. readiness for school 1.4.9. instructional considerations 1.4.10. interventions for children in the primary grades 1.4.11. applying the model with kindergartners 1.5. developing literacy skills in children with hearing loss 1.5.1. learning to read 1.5.2. effective approaches to reading 1.5.3. using reading to develop language 1.5.4. assessment 1.5.5. implications for the special education teacher 1.5.6. implications for the general education teacher 1.5.7. intervention 1.5.8. the literacy team 2. the science of intervention 2.1. how children hear and talk: fundamentals of listening and speaking 2.1.1. the speech chain 2.1.2. linguistic level 2.1.3. physiological level: speech 2.1.4. physiological level: hearing 2.1.5. acoustic level 2.1.6. hearing aids, cochlear implants, and assistive listening devices 2.1.7. hearing aids 2.1.8. cochlear implants 2.1.9. assistive listening devices 2.1.10. device troubleshooting 2.1.11. what to ask and tell the audiologist 2.1.12. classroom acoustic 2.1.13. daily device monitoring 2.1.14. how to give the lign sound check 2.1.15. summary 3. Resource A: Organizations and agencies serving children with hearing loses 4. Resource B: Assessments 5. Resource C: Sound-object associations / Rhoades, Ellen A. 6. Resource D: Commercially available curriculum guides and materials References Index

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