| Título : | Auditory Training | | Tipo de documento: | texto impreso | | Autores: | Erber, Norman P., Autor | | Editorial: | Washington [EE. UU.] : Alexander Graham Bell Association for the Deaf and Hard of Hearing | | Fecha de publicación: | c1982 | | Número de páginas: | ix p., 197 p. | | ISBN/ISSN/DL: | 978-0-88200-149-4 | | Idioma : | Inglés (eng) | | Clasificación: | Accesibilidad:Tecnología
Comunicacion:Oralidad
Discapacidad:Sordera
Historia
Medicina:Rehabilitación
Psicología:Terapia
| | Nota de contenido: | preface
chapter one: historical background
auditory training
robert gault
max goldstein
clarence v. hudgins
auditory global method
electronics industry
unisensory instruction
the future
summary
chapter two: speech perception
speech perception and speech intelligibility
visual perception
auditory perception
combined auditory-visual perception
perception and speech monitoring
demonstration, perception, and imitation in learning
chapter three: goals, concepts, methods
main objectives
ageneral sequence
a framework for auditory evaluation and training
common instructional strategies
adaptive communication
summary
Chapter four: screening auditory abilities
why test?
GASP!
adequacy of the child's amplification system
auditory detection of phonemes
auditory identification of words
auditory comprehension of sentences (questions)
application of the GASP!
summary
Chapter five: auditory training procedures
three styles of auditory training
a natural, conversational approach
a moderately structured approach
practicing specific stimulus-response tasks
summary
chapter six: some practical suggestions
advantages and limitatios of the GASP
Indivisual vs group auditory training
auditory training with a vibrator
auditory versus auditory-visual instruction
reminders
summary
chapter seven: tape-card recordings
need for individual practice in listening
self-instruction devices
audio tape-card apparatus
modifications and accessories for tape-card machines
examples of listening activities
general observations
summary
chapter eight: use of the telephone
methods of communication
telephone communication ability
use of closed-circuit telephone systems
tracking and telephone communication practice
practice with prerecorded messages
use of a question-answer format for practice
intensity-pattern codes
summary
Chapter nine: speech development
acoustic methods of speech instruction
common speech and language erros
general principles of acoustic speech instruction
caution
summary
chapter ten: important communication factors
communication model
the teacher's responsibilities
the child's response is the teacher's stimulus
summary and conclusion
references
index of subjects |
Auditory Training [texto impreso] / Erber, Norman P., Autor . - Washington (3417 Volta Place, DC 20007, EE. UU.) : Alexander Graham Bell Association for the Deaf and Hard of Hearing, c1982 . - ix p., 197 p. ISBN : 978-0-88200-149-4 Idioma : Inglés ( eng) | Clasificación: | Accesibilidad:Tecnología
Comunicacion:Oralidad
Discapacidad:Sordera
Historia
Medicina:Rehabilitación
Psicología:Terapia
| | Nota de contenido: | preface
chapter one: historical background
auditory training
robert gault
max goldstein
clarence v. hudgins
auditory global method
electronics industry
unisensory instruction
the future
summary
chapter two: speech perception
speech perception and speech intelligibility
visual perception
auditory perception
combined auditory-visual perception
perception and speech monitoring
demonstration, perception, and imitation in learning
chapter three: goals, concepts, methods
main objectives
ageneral sequence
a framework for auditory evaluation and training
common instructional strategies
adaptive communication
summary
Chapter four: screening auditory abilities
why test?
GASP!
adequacy of the child's amplification system
auditory detection of phonemes
auditory identification of words
auditory comprehension of sentences (questions)
application of the GASP!
summary
Chapter five: auditory training procedures
three styles of auditory training
a natural, conversational approach
a moderately structured approach
practicing specific stimulus-response tasks
summary
chapter six: some practical suggestions
advantages and limitatios of the GASP
Indivisual vs group auditory training
auditory training with a vibrator
auditory versus auditory-visual instruction
reminders
summary
chapter seven: tape-card recordings
need for individual practice in listening
self-instruction devices
audio tape-card apparatus
modifications and accessories for tape-card machines
examples of listening activities
general observations
summary
chapter eight: use of the telephone
methods of communication
telephone communication ability
use of closed-circuit telephone systems
tracking and telephone communication practice
practice with prerecorded messages
use of a question-answer format for practice
intensity-pattern codes
summary
Chapter nine: speech development
acoustic methods of speech instruction
common speech and language erros
general principles of acoustic speech instruction
caution
summary
chapter ten: important communication factors
communication model
the teacher's responsibilities
the child's response is the teacher's stimulus
summary and conclusion
references
index of subjects |
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