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Refinar búsquedaBasic vocabulary and language thesaurus for hearing-impaired children / Daniel Ling
Título : Basic vocabulary and language thesaurus for hearing-impaired children Tipo de documento: texto impreso Autores: Daniel Ling, Autor ; Ling, Agnes H., Autor Editorial: Volta Place [EE. UU.] : Alexander Graham Bell Association for the Deaf and Hard of Hearing. Fecha de publicación: c1977 Número de páginas: 76 p. ISBN/ISSN/DL: 978-0-88200-078-7 Idioma : Inglés (eng) Clasificación: Comunicacion:Oralidad
Discapacidad:Sordera
Etapas de desarrollo:InfanciaBasic vocabulary and language thesaurus for hearing-impaired children [texto impreso] / Daniel Ling, Autor ; Ling, Agnes H., Autor . - Volta Place (Washington, DC, 3417, EE. UU.) : Alexander Graham Bell Association for the Deaf and Hard of Hearing., c1977 . - 76 p.
ISBN : 978-0-88200-078-7
Idioma : Inglés (eng)
Clasificación: Comunicacion:Oralidad
Discapacidad:Sordera
Etapas de desarrollo:InfanciaEjemplares
Código de barras Signatura Tipo de medio Ubicación Sección Estado ningún ejemplar
Título : Casos clínicos en logopedia 2 Tipo de documento: texto impreso Autores: Miguel Puyuelo Sanclemente, Editorial: Barcelona : Elsevier Masson Fecha de publicación: 2005 Número de páginas: 304 p. ; 24 cm. ISBN/ISSN/DL: 84-458-0815-x Idioma : Español (spa) Clasificación: Comunicacion:Oralidad
Discapacidad:Mental
Discapacidad:SorderaResumen: Segundo tomo de Casos Clínicos en Logopedia que presenta 30 casos más en los que participan especialistas muy conocidos en cada una de las patologías expuestas.
Texto que lleva a la práctica los principios teóricos de la intervención en el lenguaje y proporciona ejemplos claros de cómo actuar.
Al igual que las publicaciones anteriores del Prof. Miguel Puyuelo, esta obra es el fruto de un laborioso trabajo tanto en el plano investigador como en el práctico.
Aborda en profundidad todos los problemas y distintas propuestas reeducativas en el campo de la afasia, la sordera, la deficiencia mental, la parálisis cerebral y la dislexia.
La presentación de las distintas historias clínicas dará paso a las bases de la exploración y el tratamiento logopédico detallando la intervención directa con el afectado así como la atención a otros interlocutores con los que interactúa frecuentemente.
La inclusión de 'Preguntas y respuestas' ayuda a abordar la intervención en las dificultades del lenguaje para que sea efectiva, mejore la calidad de vida de los afectados, se mantenga a lo largo del tiempo y se generalice a otros contextos y situaciones.Nota de contenido: 1. Desarrollo del lenguaje en casos de retraso mental debidos a trisomía 21.
2. Parálisis cerebral.
3. Trastornos del desarrollo del lenguaje.
4. Deficiencias auditivas.
5. Dislexia. Índice alfabético de materias.Casos clínicos en logopedia 2 [texto impreso] / Miguel Puyuelo Sanclemente, . - Barcelona (Travessera de Gràcia, 17-21, 08021) : Elsevier Masson, 2005 . - 304 p. ; 24 cm.
ISSN : 84-458-0815-x
Idioma : Español (spa)
Clasificación: Comunicacion:Oralidad
Discapacidad:Mental
Discapacidad:SorderaResumen: Segundo tomo de Casos Clínicos en Logopedia que presenta 30 casos más en los que participan especialistas muy conocidos en cada una de las patologías expuestas.
Texto que lleva a la práctica los principios teóricos de la intervención en el lenguaje y proporciona ejemplos claros de cómo actuar.
Al igual que las publicaciones anteriores del Prof. Miguel Puyuelo, esta obra es el fruto de un laborioso trabajo tanto en el plano investigador como en el práctico.
Aborda en profundidad todos los problemas y distintas propuestas reeducativas en el campo de la afasia, la sordera, la deficiencia mental, la parálisis cerebral y la dislexia.
La presentación de las distintas historias clínicas dará paso a las bases de la exploración y el tratamiento logopédico detallando la intervención directa con el afectado así como la atención a otros interlocutores con los que interactúa frecuentemente.
La inclusión de 'Preguntas y respuestas' ayuda a abordar la intervención en las dificultades del lenguaje para que sea efectiva, mejore la calidad de vida de los afectados, se mantenga a lo largo del tiempo y se generalice a otros contextos y situaciones.Nota de contenido: 1. Desarrollo del lenguaje en casos de retraso mental debidos a trisomía 21.
2. Parálisis cerebral.
3. Trastornos del desarrollo del lenguaje.
4. Deficiencias auditivas.
5. Dislexia. Índice alfabético de materias.Reserva
Reservar este documento
Ejemplares
Código de barras Signatura Tipo de medio Ubicación Sección Estado ningún ejemplar
Título : Children's language and learning Tipo de documento: texto impreso Autores: Lindfors, Judith Wells, Autor Mención de edición: 2º ed. Editorial: New Jersey : Prentice-Hall Fecha de publicación: c1987 Número de páginas: 497 p. Il.: il. ISBN/ISSN/DL: 978-0-13-131962-2 Idioma : Inglés (eng) Clasificación: Comunicacion
Comunicacion:Oralidad
Educación
Etapas de desarrollo:InfanciaNota de contenido: Contents
Preface
Acknowledgments
1. An overview of five dimensions of language
2. Native speaker abilities
3. Components of language structure
4. Language structure: teachers and children
5. Perspective on language acquisition
6. Language acquisition: developmental sequence
7. Language acquisition: interaction of child and context
8. Language acquisition: teachers and children
9. Language in learning
10. Language in learning: teachers and children
11. Communicative competence
12. Communicative competence: teachers and children
13. Dialect variation
14. Dialect variation: teachers and children
15. Different languages: teachers and children
16. References
17. Index
18.
Children's language and learning [texto impreso] / Lindfors, Judith Wells, Autor . - 2º ed. . - New Jersey : Prentice-Hall, c1987 . - 497 p. : il.
ISBN : 978-0-13-131962-2
Idioma : Inglés (eng)
Clasificación: Comunicacion
Comunicacion:Oralidad
Educación
Etapas de desarrollo:InfanciaNota de contenido: Contents
Preface
Acknowledgments
1. An overview of five dimensions of language
2. Native speaker abilities
3. Components of language structure
4. Language structure: teachers and children
5. Perspective on language acquisition
6. Language acquisition: developmental sequence
7. Language acquisition: interaction of child and context
8. Language acquisition: teachers and children
9. Language in learning
10. Language in learning: teachers and children
11. Communicative competence
12. Communicative competence: teachers and children
13. Dialect variation
14. Dialect variation: teachers and children
15. Different languages: teachers and children
16. References
17. Index
18.
Reserva
Reservar este documento
Ejemplares
Código de barras Signatura Tipo de medio Ubicación Sección Estado ningún ejemplar
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, 2015Idioma : 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:TerapiaNota 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
IndexChildren 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:TerapiaNota 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
IndexReserva
Reservar este documento
Ejemplares
Código de barras Signatura Tipo de medio Ubicación Sección Estado ningún ejemplar
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:TerapiaNota 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
IndexChildren 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:TerapiaNota 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
IndexReserva
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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:TerapiaResumen: 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.comNota 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
* IndexChildren 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:TerapiaResumen: 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.comNota 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
* IndexReserva
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Título : A choice in deafness : A parents' guide to communication options Tipo de documento: texto impreso Autores: Schwartz, Sue, Autor Mención de edición: 2º Editorial: Bethesda [Estados Unidos de América] : Woodbine House Fecha de publicación: c1999 Número de páginas: xxvii p., 304 p. Il.: il. ISBN/ISSN/DL: 0-933179-85-9 Idioma : Inglés (eng) Clasificación: Comunicacion
Comunicacion:Bilingüismo
Comunicacion:Oralidad
Comunicacion:Oralidad:Cued Speech
Discapacidad:Sordera
Medicina
Medicina:Implante coclear
Medicina:Terapia auditiva-verbalNota de contenido: Table of contents
Acknowledgements
Foreword / Doctors, Sheila
Introduction / Shwartz, Sue
Chapter 1. A medical approeach to hearing loss / Epstein, Stephen
Chapter 2. The audiological assessment / Copmann, Kahryn S.
Chapter 3. The cochlear implant / Epstein, Stephen
Chapter 4. The auditory-verbal approach: a professional point of view. Dara’s story – jonathan’s story – Kimberly’s story – sol’s story / Estabrooks, Watren
Chapter 5. The bilingual-bicultural (Bi-Bi) approach: a professional point of view. Meira and Asher’s Story – Jackie’s story – kyle’s story / Gallimore, Laurene; Woodruff, Susan
Chapter 6. Cued Speech: a professional point of view. Simon’s story – tiffany’s story – shane’s story – amy’s story / Williams-Scott, Barbara; Kipila, Elizabeth
Chapter 7. The oral approach: a professional point of view. Curt’s story – David’s story – Kellye’s story – Steven’s story / Gatty, Janice
Chapter 8. Total communication: a professional point of view. Josh’s story – Steffi’s story – Ryan’s story – Tammy, Gene, and Michael’s story / Bordner-Johnson, Barbara
Chapter 9. A cultural identity: Peace and grace in ebeing what you are / Gannon, Jack R.
A communication fairy tale / Schwartz, Sue
Contributors
Appendix a. Systems of manual communication
Appendix B. Reading list
Appendix c. National organizations serving individuals who are deaf or hard of hearing
Index
About the editorA choice in deafness : A parents' guide to communication options [texto impreso] / Schwartz, Sue, Autor . - 2º . - Bethesda (Estados Unidos de América) : Woodbine House, c1999 . - xxvii p., 304 p. : il.
ISSN : 0-933179-85-9
Idioma : Inglés (eng)
Clasificación: Comunicacion
Comunicacion:Bilingüismo
Comunicacion:Oralidad
Comunicacion:Oralidad:Cued Speech
Discapacidad:Sordera
Medicina
Medicina:Implante coclear
Medicina:Terapia auditiva-verbalNota de contenido: Table of contents
Acknowledgements
Foreword / Doctors, Sheila
Introduction / Shwartz, Sue
Chapter 1. A medical approeach to hearing loss / Epstein, Stephen
Chapter 2. The audiological assessment / Copmann, Kahryn S.
Chapter 3. The cochlear implant / Epstein, Stephen
Chapter 4. The auditory-verbal approach: a professional point of view. Dara’s story – jonathan’s story – Kimberly’s story – sol’s story / Estabrooks, Watren
Chapter 5. The bilingual-bicultural (Bi-Bi) approach: a professional point of view. Meira and Asher’s Story – Jackie’s story – kyle’s story / Gallimore, Laurene; Woodruff, Susan
Chapter 6. Cued Speech: a professional point of view. Simon’s story – tiffany’s story – shane’s story – amy’s story / Williams-Scott, Barbara; Kipila, Elizabeth
Chapter 7. The oral approach: a professional point of view. Curt’s story – David’s story – Kellye’s story – Steven’s story / Gatty, Janice
Chapter 8. Total communication: a professional point of view. Josh’s story – Steffi’s story – Ryan’s story – Tammy, Gene, and Michael’s story / Bordner-Johnson, Barbara
Chapter 9. A cultural identity: Peace and grace in ebeing what you are / Gannon, Jack R.
A communication fairy tale / Schwartz, Sue
Contributors
Appendix a. Systems of manual communication
Appendix B. Reading list
Appendix c. National organizations serving individuals who are deaf or hard of hearing
Index
About the editorReserva
Reservar este documento
Ejemplares
Código de barras Signatura Tipo de medio Ubicación Sección Estado ningún ejemplar
Título : Choices in deafness : A parents guide Tipo de documento: texto impreso Autores: Schwartz, Sue, Editor científico Editorial: Bethesda [Estados Unidos de América] : Woodbine House Fecha de publicación: c1987 Número de páginas: 212 p. Il.: il. ISBN/ISSN/DL: 978-0-933149-09-0 Idioma : Inglés (eng) Clasificación: Comunicacion
Comunicacion:Oralidad
Comunicacion:Oralidad:Cued Speech
Discapacidad:Sordera
Etapas de desarrollo:Adolescencia
Etapas de desarrollo:Infancia
Guía
MedicinaNota de contenido: Table of contents
Acknowledgements
Foreword
Introduction
1. A medical approach to hearing loss
2. An audiological overview
3. Cued speech: a professional point of view
4. The oral approach: a professional point of view
5. Total communication: a professional point of view
6. Trends in the education of the hearing impaired
A communication fairy tale
Contributors
Reading list
Audio and visual materials
Directory of national organizations serving the hearing impaired
Directory of state programs for the hearing impaired
Index
Choices in deafness : A parents guide [texto impreso] / Schwartz, Sue, Editor científico . - Bethesda (Estados Unidos de América) : Woodbine House, c1987 . - 212 p. : il.
ISBN : 978-0-933149-09-0
Idioma : Inglés (eng)
Clasificación: Comunicacion
Comunicacion:Oralidad
Comunicacion:Oralidad:Cued Speech
Discapacidad:Sordera
Etapas de desarrollo:Adolescencia
Etapas de desarrollo:Infancia
Guía
MedicinaNota de contenido: Table of contents
Acknowledgements
Foreword
Introduction
1. A medical approach to hearing loss
2. An audiological overview
3. Cued speech: a professional point of view
4. The oral approach: a professional point of view
5. Total communication: a professional point of view
6. Trends in the education of the hearing impaired
A communication fairy tale
Contributors
Reading list
Audio and visual materials
Directory of national organizations serving the hearing impaired
Directory of state programs for the hearing impaired
Index
Reserva
Reservar este documento
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Título : Cleft palate and craniofacial anomalies : Effects on speech and resonance Tipo de documento: texto impreso Autores: Kummer, Ann W., Autor Mención de edición: 2º ed. Editorial: Clifton Park [Estados Unidos de América] : Delmar Fecha de publicación: c2008 Número de páginas: 678 p. Il.: il. Material de acompañamiento: CD ISBN/ISSN/DL: 978-1-418-01547-3 Idioma : Inglés (eng) Clasificación: Comunicacion:Oralidad
MedicinaNota de contenido: Contents
Legends of videos
Preface
About the author
Contributors
Part 1. Normal and abnormal craniofacial features
Chapter 1. Anatomy and physiology: the orofacial structures and velopharyngeal valve
Chapter 2. Clefts of the lip and palate
Chapter 3. Genetics and patterns of inheritance / Hopkin, Robert J.
Chapter 4. The genetics evaluation and common craniofacial syndromes / Saal, Howard M.
Part 2. Problems associated with clefts and craniofacial anomalies
Chapter 5. Feeding problems of infants with cleft-lip/palate or craniofacial anomalies / Miller, Claire K.; Kummer, Ann W.
Chapter 6. Developmental aspects: language, cognition and phonology
Chapter 7. Resonance disorders and velopharyngeal dysfunction (VPD)
Chapter 8. Ear, nose, and throat anomalies: effects on speech and resonance / Wilging, J. Paul; Kummer, Ann W.
Chapter 9. Dental anomalies associated with cleft lip/palate: effects on speech / Campbell, Richard; Dock, Murray; Kummer, Ann W.
Chapter 10. Psychosocial aspects of cleft lip / palate and craniofacial anomalies / Schultz, Janet R.
Part 3. Interdisciplinary care
Chapter 11. The team approach to assessment and treatment
Part 4. Assessment procedures: speech, resonance, and velopharyngeal dysfunction
Chapter 12. Assessment using low-tech and no-tech procedures
Chapter 13. Orofacial examination
Chapter 14. Nasometry
Chapter 15. Speech aerodynamics / Zajac, David J.
Chapter 16. Videofluoroscopy and other forms of radiography
Chapter 17. Nasopharyngoscopy
Part 5. Treatment procedures: speech, resonance and velopharyngeal dysfunction
Chapter 18. Surgical management of clefts and velopharyngeal dysfunction / Billmire, David A.
Chapter 19. Orthognathic surgery for craniofacial differences / Corcoran, Julia
Chapter 20. Prosthetic management
Chapter 21. Speech therapy: making it simple!
Chapter 22. Cleft lip/palate missions to developing countries
Cleft palate and craniofacial anomalies : Effects on speech and resonance [texto impreso] / Kummer, Ann W., Autor . - 2º ed. . - Clifton Park (Estados Unidos de América) : Delmar, c2008 . - 678 p. : il. + CD.
ISBN : 978-1-418-01547-3
Idioma : Inglés (eng)
Clasificación: Comunicacion:Oralidad
MedicinaNota de contenido: Contents
Legends of videos
Preface
About the author
Contributors
Part 1. Normal and abnormal craniofacial features
Chapter 1. Anatomy and physiology: the orofacial structures and velopharyngeal valve
Chapter 2. Clefts of the lip and palate
Chapter 3. Genetics and patterns of inheritance / Hopkin, Robert J.
Chapter 4. The genetics evaluation and common craniofacial syndromes / Saal, Howard M.
Part 2. Problems associated with clefts and craniofacial anomalies
Chapter 5. Feeding problems of infants with cleft-lip/palate or craniofacial anomalies / Miller, Claire K.; Kummer, Ann W.
Chapter 6. Developmental aspects: language, cognition and phonology
Chapter 7. Resonance disorders and velopharyngeal dysfunction (VPD)
Chapter 8. Ear, nose, and throat anomalies: effects on speech and resonance / Wilging, J. Paul; Kummer, Ann W.
Chapter 9. Dental anomalies associated with cleft lip/palate: effects on speech / Campbell, Richard; Dock, Murray; Kummer, Ann W.
Chapter 10. Psychosocial aspects of cleft lip / palate and craniofacial anomalies / Schultz, Janet R.
Part 3. Interdisciplinary care
Chapter 11. The team approach to assessment and treatment
Part 4. Assessment procedures: speech, resonance, and velopharyngeal dysfunction
Chapter 12. Assessment using low-tech and no-tech procedures
Chapter 13. Orofacial examination
Chapter 14. Nasometry
Chapter 15. Speech aerodynamics / Zajac, David J.
Chapter 16. Videofluoroscopy and other forms of radiography
Chapter 17. Nasopharyngoscopy
Part 5. Treatment procedures: speech, resonance and velopharyngeal dysfunction
Chapter 18. Surgical management of clefts and velopharyngeal dysfunction / Billmire, David A.
Chapter 19. Orthognathic surgery for craniofacial differences / Corcoran, Julia
Chapter 20. Prosthetic management
Chapter 21. Speech therapy: making it simple!
Chapter 22. Cleft lip/palate missions to developing countries
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Título : Clinical management of children with cochlear implants Tipo de documento: texto impreso Autores: Eisenberg, Laurie S., Autor Mención de edición: 2º ed. Editorial: San Diego [EE. UU.] : Plural Pub Fecha de publicación: 2017 Número de páginas: 890 p. Il.: il. ISBN/ISSN/DL: 978-1-597-56723-7 Idioma : Inglés (eng) Clasificación: Comunicacion:Oralidad
Discapacidad
Discapacidad:Sordera
Etapas de desarrollo:Infancia
Medicina:Atención Temprana
Medicina:Diagnóstico
Medicina:Implante coclear
PsicologíaNota de contenido: Contents
1. Clinical management
1.1. Cochlear implants in children: historical perspectives and personal reflections / Eisenberg, Laurie S.
1.2. Clinical management of cochlear implants in children: an overview / Winter, Margaret e.; Rousso, Kristina Celani
1.3. Acoustic amplification for infants and children: Selection fitting and management / Roush, Patricia A.; Seewald, Richard C.
1.4. Cochlear implants and auditory brainstem implants for children: Surgical considerations / Aaron, Ksenia A.; Kari, Elina; Friedman, Rick A.; Niparko, John K.
1.5. Programming cochlear implants in children / Wolfe, Jace; Schafer, Erin C.
1.6. Bilateral cochlear implants in children / Litovski, Ruth
1.7. Electrically evoked auditory potentials: Clinical applications / Brown, Carolyn J.; Scheperle, Rachel Anna; Tejani, Viral D.; Jeon, Eun Kyung; Deshpande, Shruti Balvalli; Abbas, Paul J.
2. Assessment
2.1. Assessing spoken word recognition in children with cochlear implants / Kirk, Karen Iler; Gifford, René H.; Uhler, Kristin
2.2. Issues and challenges in the development of evidence based pediatric intervention programs / Soli, Sigfrid D.; Zheng, Yun
2.3. The assessment role of the speech language specialist on the clinical cochlear implant team / Ganguly, Dianne Hammes; Ambrose, Sophie E.; Carotta, Catherine Cronin
2.4. Beyond hearing: use of parent questionnaires for assessing auditory functioning in hearing-impaired infants / Kisobn-Rabin, Liat; Segal, Osnat
2.5. Psychological factors in pediatric cochlear implantation: practical considerations / Stika, Carren J.; Knutson, John F.
2.6. Neurocognitive assessment of children with cochlear implants / Kronenberger, William G.; Pisoni, David B.
2.7. Vestibular assessment / Cushing, Sharon L.; Papsin, Blacke C.
2.8. Outcomes in cochlear implantation: assessment of quality of life impact and economic: Evaluation of the cochlear implant / Semenov, Yevgeniy R.; Lin, Frank R.; Francis, Howard W.; Niparko, John K.
3. Rehabilitation and education
3.1. Listening and spoken language at the John Tracy Clinic dwelling in possibilities through hope, guidance and encouragement / Freutel, Jane; McGinnis, Mary D.; Mubs, Jill A.
3.2. Literacy and educational considerations for children who are deaf and hard of hearing / Schrader, Debra Kay; Reynolds, Vicki L.
3.3. Habilitation considerations for families who are linguistically divrse / Douglas, W. Michael
3.4. Empowering families of children with cochlear implants: Implications for early intervention and language development / DesJardin, Jean L.
4. Special populations
4.1. Working with children from lower SES families: Understanding health disparities / Umans, Rachel; Suskind, Dana L.
4.2. Cochlear implantation in children with additional disabilities 7 Johnson, Karen C.; Wiley, Susan; Meinzen-derr, Jareen
4.3. Clinical management of children with auditory neuropath spectrum disorder / Teagle, Holly F. B.; Roush, Patricia A.; Park, Lisa R.; He, Shuman; Zdanski, Carlton J.; Buchman, Craig A.
4.4. New frontiers in auditory prostheses: Auditory brainstem implants in prelingually deaf children / Fisher, Laurel M.; Martinez, Amy S.; Glater, Jamie L.; Shannon, Robert V.
Index
Clinical management of children with cochlear implants [texto impreso] / Eisenberg, Laurie S., Autor . - 2º ed. . - San Diego (5521 Ruffin Road, CA 92123, EE. UU.) : Plural Pub, 2017 . - 890 p. : il.
ISBN : 978-1-597-56723-7
Idioma : Inglés (eng)
Clasificación: Comunicacion:Oralidad
Discapacidad
Discapacidad:Sordera
Etapas de desarrollo:Infancia
Medicina:Atención Temprana
Medicina:Diagnóstico
Medicina:Implante coclear
PsicologíaNota de contenido: Contents
1. Clinical management
1.1. Cochlear implants in children: historical perspectives and personal reflections / Eisenberg, Laurie S.
1.2. Clinical management of cochlear implants in children: an overview / Winter, Margaret e.; Rousso, Kristina Celani
1.3. Acoustic amplification for infants and children: Selection fitting and management / Roush, Patricia A.; Seewald, Richard C.
1.4. Cochlear implants and auditory brainstem implants for children: Surgical considerations / Aaron, Ksenia A.; Kari, Elina; Friedman, Rick A.; Niparko, John K.
1.5. Programming cochlear implants in children / Wolfe, Jace; Schafer, Erin C.
1.6. Bilateral cochlear implants in children / Litovski, Ruth
1.7. Electrically evoked auditory potentials: Clinical applications / Brown, Carolyn J.; Scheperle, Rachel Anna; Tejani, Viral D.; Jeon, Eun Kyung; Deshpande, Shruti Balvalli; Abbas, Paul J.
2. Assessment
2.1. Assessing spoken word recognition in children with cochlear implants / Kirk, Karen Iler; Gifford, René H.; Uhler, Kristin
2.2. Issues and challenges in the development of evidence based pediatric intervention programs / Soli, Sigfrid D.; Zheng, Yun
2.3. The assessment role of the speech language specialist on the clinical cochlear implant team / Ganguly, Dianne Hammes; Ambrose, Sophie E.; Carotta, Catherine Cronin
2.4. Beyond hearing: use of parent questionnaires for assessing auditory functioning in hearing-impaired infants / Kisobn-Rabin, Liat; Segal, Osnat
2.5. Psychological factors in pediatric cochlear implantation: practical considerations / Stika, Carren J.; Knutson, John F.
2.6. Neurocognitive assessment of children with cochlear implants / Kronenberger, William G.; Pisoni, David B.
2.7. Vestibular assessment / Cushing, Sharon L.; Papsin, Blacke C.
2.8. Outcomes in cochlear implantation: assessment of quality of life impact and economic: Evaluation of the cochlear implant / Semenov, Yevgeniy R.; Lin, Frank R.; Francis, Howard W.; Niparko, John K.
3. Rehabilitation and education
3.1. Listening and spoken language at the John Tracy Clinic dwelling in possibilities through hope, guidance and encouragement / Freutel, Jane; McGinnis, Mary D.; Mubs, Jill A.
3.2. Literacy and educational considerations for children who are deaf and hard of hearing / Schrader, Debra Kay; Reynolds, Vicki L.
3.3. Habilitation considerations for families who are linguistically divrse / Douglas, W. Michael
3.4. Empowering families of children with cochlear implants: Implications for early intervention and language development / DesJardin, Jean L.
4. Special populations
4.1. Working with children from lower SES families: Understanding health disparities / Umans, Rachel; Suskind, Dana L.
4.2. Cochlear implantation in children with additional disabilities 7 Johnson, Karen C.; Wiley, Susan; Meinzen-derr, Jareen
4.3. Clinical management of children with auditory neuropath spectrum disorder / Teagle, Holly F. B.; Roush, Patricia A.; Park, Lisa R.; He, Shuman; Zdanski, Carlton J.; Buchman, Craig A.
4.4. New frontiers in auditory prostheses: Auditory brainstem implants in prelingually deaf children / Fisher, Laurel M.; Martinez, Amy S.; Glater, Jamie L.; Shannon, Robert V.
Index
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Título : Cómo desarrollar las aptitudes psico-linguisticas : Ejercicios prácticos Tipo de documento: texto impreso Autores: Bush, William Jo, Autor ; Giles, Marian Taylor, Autor Editorial: Barcelona [españa] : Fontanella Fecha de publicación: 1981 Colección: Educación Número de páginas: 378 p. Il.: il. ISBN/ISSN/DL: 978-84-244-0336-2 Idioma : Español (spa) Clasificación: Comunicacion:Oralidad
PsicologíaNota de contenido: Índice
Prólogo
Prefacio
I. Recepción auditiva
II. Recepción visual
III. Asociación auditiva
IV. Asociación visual
V. Expresión verbal
VI. Expresión manual
VII. Cierre gramatical
VIII. Memoria auditiva de secuencias
IX. Memoria visual de secuencias
X. Actividades perceptivo-motoras
XI. Recreo curativo
XII. Técnicas visual, auditiva, táctil y kinestésica
Bibliografía
Cómo desarrollar las aptitudes psico-linguisticas : Ejercicios prácticos [texto impreso] / Bush, William Jo, Autor ; Giles, Marian Taylor, Autor . - Fontanella, 1981 . - 378 p. : il.. - (Educación) .
ISBN : 978-84-244-0336-2
Idioma : Español (spa)
Clasificación: Comunicacion:Oralidad
PsicologíaNota de contenido: Índice
Prólogo
Prefacio
I. Recepción auditiva
II. Recepción visual
III. Asociación auditiva
IV. Asociación visual
V. Expresión verbal
VI. Expresión manual
VII. Cierre gramatical
VIII. Memoria auditiva de secuencias
IX. Memoria visual de secuencias
X. Actividades perceptivo-motoras
XI. Recreo curativo
XII. Técnicas visual, auditiva, táctil y kinestésica
Bibliografía
Reserva
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Título : La comprensión verbal en el niño : De la logopedia tradicional al microordenador personal (teoría y práctica del cued speech) Tipo de documento: texto impreso Autores: Santiago Torres Monreal, Autor ; Ruiz Casas, María José, Autor Editorial: Apanda Fecha de publicación: D.L. 1984 Número de páginas: 163 p. Il.: il. ISBN/ISSN/DL: 978-84-398-2974-4 Nota general: Adaptación española y ampliación de: Handbook for parents / Henegar, M. Elsie; Cornett, Orin Idioma : Español (spa) Clasificación: Comunicacion
Comunicacion:Labiolectura
Comunicacion:Oralidad
Comunicacion:Oralidad:Cued Speech
Comunicacion:Oralidad:Método verbotonal
Discapacidad:Sordera
Educación
Etapas de desarrollo:Infancia
Medicina:RehabilitaciónNota de contenido: Índice
Nota del autor de Cued Speech
Preámbulo
1. El trauma de la sordera
2. Los métodos en rehabilitación logopédica
2.1. Le oralismo por el sistema practicon
2.2. El oralismo por el método verbo-tonal
2.3. La mímica
2.4. La comunicación bimodal
2.5. El método borel maisonny y el cued speech
2.6. El cued speech (La palabra complementada LPC)
3. El cued speech
3.1. Definición y fines
3.2. Presupuestos teóricos
3.3. El CS en los estados unidos
3.4. El CS es compatible con los demás métodos
3.5. Cómo ayuda el CS a la adquisición lingüística:
3.5.1. La comprensión
3.5.2. La expresión
3.5.3. Desarrollo del lenguaje
4. La práctica del cued speech
4.1. Donde, cuándo y cómo practicar el cued speech
5. Educación y reeducación con ayuda del cued speech
5.1. Cómo aprender el método
5.2. Cómo empezar la práctica con el niño
5.3. Los primeros ejercicios
6. La adquisición del lenguaje
6.1. en el niño oyente
6.2. En el niño sordo
6.3. Lenguaje oral y lenguaje escrito
6.4. El CS y el lenguaje
6.5. La emisión de la palabra
6.6. La articulación
6.7. El ritmo
6.8. La entonación
6.9. La emisión verbal
6.10. Las posibilidades de corrección
7. La lectura labiofacial y la lectura comprensiva
7.1. La lectura labiofacial y el CS
7.2. La lectura comprensiva y el CS
8. El CS y el entrenamiento auditivo
8.1. Objetivos y etapas
8.2. Los ejercicios extralingüísticos
8.2.1. La educación de las sensaciones
8.2.2. La estructuración espacio-temporal
8.3. Cancioncillas infantiles y dramatización
8.4. Los juegos
8.4.1. De mesa
8.4.2. De cartas
8.4.3. En grupo
9. El camino hacia la comprensión
9.1. El álbum personal
9.2. Juegos y actividades para conseguir vocabulario
9.3. Las marionetas
9.4. Las historias y los cuentos
10. Adquisición de los conocimientos y progreso del lenguaje
10.1. Elaboración de una lista de palabras corrientes
10.2. Puesta al día del vocabulario conocido por el niño
10.3. El lenguaje más elaborado
10.4. Las órdenes y preguntas
10.5. Las pruebas de control
11. Empleo del cued speech con sordos en edad escolar
12. Cuestiones planteadas al cued speech
13. Perspectivas de ayudas automáticas
13.1. Breve introducción
13.2. Las gafas de upton
13.3. El proyecto AUTOCUER
13.4. El proyecto VIDVOX
13.5. El proyecto IBM
14. Mesa redonda sobre el cued speech manual y las ayudas automáticas a la lectura labiofacial
La comprensión verbal en el niño : De la logopedia tradicional al microordenador personal (teoría y práctica del cued speech) [texto impreso] / Santiago Torres Monreal, Autor ; Ruiz Casas, María José, Autor . - [S.l.] : Apanda, D.L. 1984 . - 163 p. : il.
ISBN : 978-84-398-2974-4
Adaptación española y ampliación de: Handbook for parents / Henegar, M. Elsie; Cornett, Orin
Idioma : Español (spa)
Clasificación: Comunicacion
Comunicacion:Labiolectura
Comunicacion:Oralidad
Comunicacion:Oralidad:Cued Speech
Comunicacion:Oralidad:Método verbotonal
Discapacidad:Sordera
Educación
Etapas de desarrollo:Infancia
Medicina:RehabilitaciónNota de contenido: Índice
Nota del autor de Cued Speech
Preámbulo
1. El trauma de la sordera
2. Los métodos en rehabilitación logopédica
2.1. Le oralismo por el sistema practicon
2.2. El oralismo por el método verbo-tonal
2.3. La mímica
2.4. La comunicación bimodal
2.5. El método borel maisonny y el cued speech
2.6. El cued speech (La palabra complementada LPC)
3. El cued speech
3.1. Definición y fines
3.2. Presupuestos teóricos
3.3. El CS en los estados unidos
3.4. El CS es compatible con los demás métodos
3.5. Cómo ayuda el CS a la adquisición lingüística:
3.5.1. La comprensión
3.5.2. La expresión
3.5.3. Desarrollo del lenguaje
4. La práctica del cued speech
4.1. Donde, cuándo y cómo practicar el cued speech
5. Educación y reeducación con ayuda del cued speech
5.1. Cómo aprender el método
5.2. Cómo empezar la práctica con el niño
5.3. Los primeros ejercicios
6. La adquisición del lenguaje
6.1. en el niño oyente
6.2. En el niño sordo
6.3. Lenguaje oral y lenguaje escrito
6.4. El CS y el lenguaje
6.5. La emisión de la palabra
6.6. La articulación
6.7. El ritmo
6.8. La entonación
6.9. La emisión verbal
6.10. Las posibilidades de corrección
7. La lectura labiofacial y la lectura comprensiva
7.1. La lectura labiofacial y el CS
7.2. La lectura comprensiva y el CS
8. El CS y el entrenamiento auditivo
8.1. Objetivos y etapas
8.2. Los ejercicios extralingüísticos
8.2.1. La educación de las sensaciones
8.2.2. La estructuración espacio-temporal
8.3. Cancioncillas infantiles y dramatización
8.4. Los juegos
8.4.1. De mesa
8.4.2. De cartas
8.4.3. En grupo
9. El camino hacia la comprensión
9.1. El álbum personal
9.2. Juegos y actividades para conseguir vocabulario
9.3. Las marionetas
9.4. Las historias y los cuentos
10. Adquisición de los conocimientos y progreso del lenguaje
10.1. Elaboración de una lista de palabras corrientes
10.2. Puesta al día del vocabulario conocido por el niño
10.3. El lenguaje más elaborado
10.4. Las órdenes y preguntas
10.5. Las pruebas de control
11. Empleo del cued speech con sordos en edad escolar
12. Cuestiones planteadas al cued speech
13. Perspectivas de ayudas automáticas
13.1. Breve introducción
13.2. Las gafas de upton
13.3. El proyecto AUTOCUER
13.4. El proyecto VIDVOX
13.5. El proyecto IBM
14. Mesa redonda sobre el cued speech manual y las ayudas automáticas a la lectura labiofacial
Ejemplares
Código de barras Signatura Tipo de medio Ubicación Sección Estado ningún ejemplar
Título : La Comunidad Sorda Tipo de documento: texto impreso Autores: Begonya Torres Gallardo, Autor Editorial: Barcelona : Instituto Superior de Estudios Psicológicos Fecha de publicación: 1999 ISBN/ISSN/DL: 978-84-930642-5-9 Clasificación: Comunicacion
Comunicacion:Bilingüismo
Comunicacion:Oralidad
Comunicacion:Oralidad:Cued Speech
Comunicacion:Oralidad:Método verbotonal
Discapacidad:Sordera
Historia
lectura labial
MedicinaResumen: Este libro pretende mostrarnos la comunidad sorda desde un amplio abanico de perspectivas que van desde la definición del concepto, pasando por las diferentes tipologías de sordera, hasta un viaje a través del tiempo que nos muestra la historia, cultura y lengua de las personas sordas.
A lo largo de esta exposición teórica, la autora pone de manifiesto sus propias experiencias y aporta un manual de referencia para todas aquellas personas que diariamente se relacionan con la comunidad sorda.
Prólogo
Introducción
Capítulo 1. Concepto y tipos de sordera
3.1. Tipos de sordera
3.2. Concepto de sordera
Capítulo 2. El lenguaje y su papel en el desarrollo humano
4.1. La adquisición del lenguaje
4.2. Lengua y lenguaje
Capítulo 3. La comunidad sorda y la lengua de signos
5.1. Historia de la comunidad sorda
5.2. La comunidad sorda
5.3. La lengua de signos
Capítulo 4. Sistemas de educación del niño sordo
6.1. La sordera para Vygotski
6.2. Métodos oralistas
6.3. Palabra complementada o cued speech
6.4. Dactilología
6.5. Comunicación bimodal
6.6. Comunicación total
6.7. Bilingüismo
Conclusiones
Bibliografía
(Abstract from isep.es)La Comunidad Sorda [texto impreso] / Begonya Torres Gallardo, Autor . - Barcelona (ISEP Berlin 9, bajos, 0814) : Instituto Superior de Estudios Psicológicos, 1999.
ISBN : 978-84-930642-5-9
Clasificación: Comunicacion
Comunicacion:Bilingüismo
Comunicacion:Oralidad
Comunicacion:Oralidad:Cued Speech
Comunicacion:Oralidad:Método verbotonal
Discapacidad:Sordera
Historia
lectura labial
MedicinaResumen: Este libro pretende mostrarnos la comunidad sorda desde un amplio abanico de perspectivas que van desde la definición del concepto, pasando por las diferentes tipologías de sordera, hasta un viaje a través del tiempo que nos muestra la historia, cultura y lengua de las personas sordas.
A lo largo de esta exposición teórica, la autora pone de manifiesto sus propias experiencias y aporta un manual de referencia para todas aquellas personas que diariamente se relacionan con la comunidad sorda.
Prólogo
Introducción
Capítulo 1. Concepto y tipos de sordera
3.1. Tipos de sordera
3.2. Concepto de sordera
Capítulo 2. El lenguaje y su papel en el desarrollo humano
4.1. La adquisición del lenguaje
4.2. Lengua y lenguaje
Capítulo 3. La comunidad sorda y la lengua de signos
5.1. Historia de la comunidad sorda
5.2. La comunidad sorda
5.3. La lengua de signos
Capítulo 4. Sistemas de educación del niño sordo
6.1. La sordera para Vygotski
6.2. Métodos oralistas
6.3. Palabra complementada o cued speech
6.4. Dactilología
6.5. Comunicación bimodal
6.6. Comunicación total
6.7. Bilingüismo
Conclusiones
Bibliografía
(Abstract from isep.es)Reserva
Reservar este documento
Ejemplares
Código de barras Signatura Tipo de medio Ubicación Sección Estado ningún ejemplar
Título : Congreso europeo de familias de deficientes auditivos (1º, 2002, Burgos) Tipo de documento: texto impreso Autores: Federación española de asociaciones de padres y amigos de los sordos (FIAPAS), Autor Editorial: Madrid [España] : Ministerio Trabajo y Asuntos Sociales (IMSERSO) Fecha de publicación: D.L. 2003 Número de páginas: 185 p. Il.: il. Idioma : Español (spa) Clasificación: Accesibilidad
Accesibilidad:Tecnología
Comunicacion:Oralidad
Discapacidad:Sordera
Educación
Educación:Escritura
Educación:Lectura
Familia:Padres
Medicina
Regiones:EspañaNota de contenido: Índice
Diagnóstico e intervención precoz en hipoacusias / Marco Algarra, Jaime
Aspectos relacionados con la implantación de programas de identificación e intervención precoz /Grandori, Ferdinando
Detección precoz de la hipoacusia congénica en el hospital general Yagüe de Burgos / Valda Rodrigo, José
Hipoacusias genéticas en España / Moreno Herrero, Felipe
Criterias de calidad para el desarrollo de programas de implantes cocleares (I) / Juárez Sánchez, Adoración
Criterios de calidad para el desarrollo de programas de implantes cocleares (II) / Lesinski-Schiedat, Anke
Criterios de calidad para el desarrollo de programas de implantes cocleares (III) / Gorospe Arocena, José Manuel; OO. AA.
Aportaciones de las nuevas tecnologías a la integración de las personas con discapacidad auditiva (I) / Rodríguez Porrero, Cristina
Aportaciones de las nuevas tecnologías a la integración de las personas con discapacidad auditiva (II)
Acciones desarrolladas por FIAPAS en materia de accesibiildad a través del subtitulado para personas con discapacidad auditiva / Gómez Nieto, Begoña
Presentación de experiencias sobre subtitulación (Iturbe Ammat, Silvia)
Presentación de experiencias sobre subtitulados (II) / Arlazón Francés, José Luís
Las necesidades de los padres de niños sordos / Baroni, Silvana
Programa de intervención familiar. Transferencia de buenas prácticas para el buen funcionamiento de los servicios de atención y apoyo a familias / Figueredo Delgado, María Ángeles
Estándares de calidad en atención temprana / Ponte Mittelbrund, Jaime
Conciencia fonológica y lectoescritura en el niño con discapacidad auditiva / Torres Monreal, Santiago
La experiencia bilingüe en el CEIPm Tres Pins Barcelona / Molins Zaragoza, Esther
Estrategias de aprendizaje de la lectoescritura a partir de la lengua de signos / Angerby, Karin
La expresión escrita de alumnos con deficiencia auditiva. Análisis de texto / Guitiérrez Cáceres, Rafaela
Modificaciones de las estrategias de acceso al lenguaje oral por parte de niños con sordera profunda, desde el uso precoz del implante coclear / Juárez Sánchez, Adoración
Experiencia educativa de una persona con discapacidad auditiva / Bermejo Martínez, Dolores
Conclusiones del I congreso europeo de farmilias de deficientes auditivosCongreso europeo de familias de deficientes auditivos (1º, 2002, Burgos) [texto impreso] / Federación española de asociaciones de padres y amigos de los sordos (FIAPAS), Autor . - Madrid (Avda. de la Ilustración, c/v Ginzo de LIMA, 58, 28029, España) : Ministerio Trabajo y Asuntos Sociales (IMSERSO), D.L. 2003 . - 185 p. : il.
Idioma : Español (spa)
Clasificación: Accesibilidad
Accesibilidad:Tecnología
Comunicacion:Oralidad
Discapacidad:Sordera
Educación
Educación:Escritura
Educación:Lectura
Familia:Padres
Medicina
Regiones:EspañaNota de contenido: Índice
Diagnóstico e intervención precoz en hipoacusias / Marco Algarra, Jaime
Aspectos relacionados con la implantación de programas de identificación e intervención precoz /Grandori, Ferdinando
Detección precoz de la hipoacusia congénica en el hospital general Yagüe de Burgos / Valda Rodrigo, José
Hipoacusias genéticas en España / Moreno Herrero, Felipe
Criterias de calidad para el desarrollo de programas de implantes cocleares (I) / Juárez Sánchez, Adoración
Criterios de calidad para el desarrollo de programas de implantes cocleares (II) / Lesinski-Schiedat, Anke
Criterios de calidad para el desarrollo de programas de implantes cocleares (III) / Gorospe Arocena, José Manuel; OO. AA.
Aportaciones de las nuevas tecnologías a la integración de las personas con discapacidad auditiva (I) / Rodríguez Porrero, Cristina
Aportaciones de las nuevas tecnologías a la integración de las personas con discapacidad auditiva (II)
Acciones desarrolladas por FIAPAS en materia de accesibiildad a través del subtitulado para personas con discapacidad auditiva / Gómez Nieto, Begoña
Presentación de experiencias sobre subtitulación (Iturbe Ammat, Silvia)
Presentación de experiencias sobre subtitulados (II) / Arlazón Francés, José Luís
Las necesidades de los padres de niños sordos / Baroni, Silvana
Programa de intervención familiar. Transferencia de buenas prácticas para el buen funcionamiento de los servicios de atención y apoyo a familias / Figueredo Delgado, María Ángeles
Estándares de calidad en atención temprana / Ponte Mittelbrund, Jaime
Conciencia fonológica y lectoescritura en el niño con discapacidad auditiva / Torres Monreal, Santiago
La experiencia bilingüe en el CEIPm Tres Pins Barcelona / Molins Zaragoza, Esther
Estrategias de aprendizaje de la lectoescritura a partir de la lengua de signos / Angerby, Karin
La expresión escrita de alumnos con deficiencia auditiva. Análisis de texto / Guitiérrez Cáceres, Rafaela
Modificaciones de las estrategias de acceso al lenguaje oral por parte de niños con sordera profunda, desde el uso precoz del implante coclear / Juárez Sánchez, Adoración
Experiencia educativa de una persona con discapacidad auditiva / Bermejo Martínez, Dolores
Conclusiones del I congreso europeo de farmilias de deficientes auditivosReserva
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Título : Criteris metodologics per a l'elaboració del disseny curricular per a l'educació del nen sord en l'etapa de cicle inicial Tipo de documento: texto impreso Autores: Nuria Silvestre Benach, Autor ; Zorrilla Salanova, Pilar, Autor ; Lugany Paredes, Josefina, Autor ; Marti Canals, María Teresa, Autor Editorial: Barcelona [España] : Generalitat de Catalunya Fecha de publicación: 1980? Número de páginas: 128 h. Idioma : Catalán (cat) Clasificación: Comunicacion:Oralidad
Discapacidad:Sordera
Etapas de desarrollo:InfanciaNota de contenido: Index
1. Definició de la población objecte d’estudi
2. Avaluació del llenguatge oral
2.1. Tecniques emprades
2.2. Agrupament dels resultats
3. Analisi de les dats recollides i criteris de programació
3.1. Necesitats comunes i diferencials de cada tipología de nen sordo
3.2. Criteris per a la programació de llenguatge en sessió logopédica
3.2.1. Adquisició de la cadena fonemática i dels elements prosodics
3.2.2. Educación auditiva
3.2.3. Adquisició del lexic i de les regles morfosintàctiques
3.2.4. Metodologies per a l’adquisició del llenguatge oral del nen sord
3.3. Criteris per l’aprenentatge del llenguatge oral a l’aula
3.3.1. Institució especial
3.3.2. El nen sord integrat a l’aula del s oients
3.3.3. Els recursos extra-escolars: el centre de recursos
4. Models especifics de programació adaptats al nen sord
4.1. Introducció
4.2. L’adquisició dels elements suprasegmentals de la parla. I l’educació auditiva
L’adquisició fonética i fonológica
4.3. L’adquisició del lexic
4.4. La comunicación oral
4.5. La globalització a un 3r. nivel de concreció en un centre d’interés
5. Discusió
5.1. Introducció
5.2. L’aplicació del disenny curricular a cicle inicial
5.3. Bases per a l’elaboració del disseny curricular a cicle mig y superior
5.4. L’avenç en l’optimització del desenvolupament del nen sord
Criteris metodologics per a l'elaboració del disseny curricular per a l'educació del nen sord en l'etapa de cicle inicial [texto impreso] / Nuria Silvestre Benach, Autor ; Zorrilla Salanova, Pilar, Autor ; Lugany Paredes, Josefina, Autor ; Marti Canals, María Teresa, Autor . - Barcelona (España) : Generalitat de Catalunya, 1980? . - 128 h.
Idioma : Catalán (cat)
Clasificación: Comunicacion:Oralidad
Discapacidad:Sordera
Etapas de desarrollo:InfanciaNota de contenido: Index
1. Definició de la población objecte d’estudi
2. Avaluació del llenguatge oral
2.1. Tecniques emprades
2.2. Agrupament dels resultats
3. Analisi de les dats recollides i criteris de programació
3.1. Necesitats comunes i diferencials de cada tipología de nen sordo
3.2. Criteris per a la programació de llenguatge en sessió logopédica
3.2.1. Adquisició de la cadena fonemática i dels elements prosodics
3.2.2. Educación auditiva
3.2.3. Adquisició del lexic i de les regles morfosintàctiques
3.2.4. Metodologies per a l’adquisició del llenguatge oral del nen sord
3.3. Criteris per l’aprenentatge del llenguatge oral a l’aula
3.3.1. Institució especial
3.3.2. El nen sord integrat a l’aula del s oients
3.3.3. Els recursos extra-escolars: el centre de recursos
4. Models especifics de programació adaptats al nen sord
4.1. Introducció
4.2. L’adquisició dels elements suprasegmentals de la parla. I l’educació auditiva
L’adquisició fonética i fonológica
4.3. L’adquisició del lexic
4.4. La comunicación oral
4.5. La globalització a un 3r. nivel de concreció en un centre d’interés
5. Discusió
5.1. Introducció
5.2. L’aplicació del disenny curricular a cicle inicial
5.3. Bases per a l’elaboració del disseny curricular a cicle mig y superior
5.4. L’avenç en l’optimització del desenvolupament del nen sord
Reserva
Reservar este documento
Ejemplares
Código de barras Signatura Tipo de medio Ubicación Sección Estado ningún ejemplar
