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Refinar búsqueda1-12 - 12/1996-09/1999 - [Compendio de números] (Número de Integración)
es un número de Integración
Título : 1-12 - 12/1996-09/1999 - [Compendio de números] Tipo de documento: texto impreso Fecha de publicación: 2017 Número de páginas: x p. Nota general: Edición limitada y numerada: 22 de 100 Idioma : Español (spa) Clasificación: Accesibilidad
Accesibilidad:Tecnología
Comunicacion
Comunicacion:Bilingüismo
Comunicacion:Oralidad:Método verbotonal
Discapacidad:Sordera
Educación:Inclusión
Educación:musical
Etapas de desarrollo:Adolescencia
Etapas de desarrollo:Adultez
Etapas de desarrollo:Infancia
Etapas de desarrollo:Tercera edad
Familia:Abuelos
Familia:Padres
lectura labial
Medicina
Medicina:Audífono
Medicina:Hipoacusia
Medicina:Implante coclear
Medicina:Rehabilitación
Psicología
Regiones:España
Regiones:España:Cataluña
Regiones:España:Comunidad de Madrid
Regiones:España:Galicia
Regiones:Países nórdicosNota de contenido: Índice de volúmenes
1. (12/1996) ANEIC entra en FIAPAS. EURO-CIU. Curso de rehabilitación de I.C. en Pamplona
a. Hablan los médicos: El implante coclear en el niño
b. Biblioteca de ANEIC: Últimas publicaciones sobre el implante coclear
c. ¿Qué se hace sobre el implante?
d. Congresos y conferencias: sobre el I.C
e. Primera asamblea de NEIC
f. Rehabilitación: Experiencias de rehabilitación el primer año
g. ¿Qué es ANEIC?
h. EURO-CIU. Nace la FOGI: Fundación privada de Otología Dr. García-Ibañez
i. Vivencias personales: Entrevista a una post-locutiva
j. Divulgación cochlear
k. Nuestros niños
l. Padres: Conferencia del IV curso de rehabilitación de implantes
2. (03/1997) Estrategias de codificación del implante coclear en internet. Del silencio a la música
a. Hablan los médicos: entrevista al doctor clarós
b. Presencia del ANEIC: Presentación de Integración
c. Rehabilitación: el trabajo de la logopeda
d. Mesa redonda: audioprótesis
e. Estatutos
f. Información de los comités
g. Jornada de intercambio
h. Informe internet: El I.C. en la red de redes
i. Vivencias personales
j. Nuestros niños: campamento
k. Biblioteca de ANEIC: Rehabilitación y libros infantiles
l. Del silencio a… la música: Más allá del silencio: el sonido
m. Entrevista: Evelyn Glennie en el palau de la música catalana
n. Estrategias de codificación: Dra. Diane Allum
3. (06/1997). Jornada de intercambio. “Don Celes” se apunta a la integración
a. Hablan los médicos: entrevista a Dr. Espiña Campos
b. Documento: integrar por derecho
c. Manifiesto por la integración: manifiesto del 96 para los derechos de las personas con discapacidad
d. Rehabilitación: entrenamiento con el teléfono
e. Entrevista: Don Luis Olmo. El creador de “Don Celes”
f. Reunión Majadahonda: Jornada de intercambio implantes cocleares
g. Conferencia: Mantenimiento del I.C.
h. INERAID
i. Presencia del AICE
j. Congresos y conferencias: V conferencia internacional sobre implantes coclear en nueva york
k. La polémica está servida: ¿Es ético implantar a niños?
l. Del silencio… a la música: Más allá del sonido… la palabra
m. Vivencias personales: los abuelos también cuentan
n. Medicina preventiva: la audición y el ruido
4. (09/1997) La polémica está servida. Problemática INERAID
a. Congresos y conferencias: III congreso europeo de audiología en Praga
b. Rehabilitación: La integración de los niños y adolescentes deficiencias auditivos
c. Entrevista: La carillonista Ana María Reverte
d. Informe INERAID: Historia, alternativas y perspectivas
e. Medicina preventiva: La audición y el ruido (II)
5. (12/1997) Tele5 subtitula “Médico de familia”. Implante tronco cerebral (ABI)
a. Hablan los médicos: El Dr. Rivas nos explica la situación en Colombia
b. Rehabilitación: los sentimientos de los padres
c. Vivencias personales: La visión de una “Canguro”
d. Actividades de AICE: Excursión al ANETO
e. Subtitulado: autoentrevista de otoño
f. Entrevista: Tele5 subtitula Médico de familia
6. (03/1998) La otitis y los implantes cocleares. Bilinguismo. ABI, la respuesta europea
a. Hablan los médicos: otitis media en niños con implante coclear
b. Rehabilitación: Warren Estabrooks. El compromiso de la implicación
c. Informe: programa de detección precoz de la hipoacusia en baleares
d. Congresos: Reunión internacional sobre “Screening auditivo en la infancia
e. Vivencias personales: Testimonio: De padre a padre
f. Jornada de intercambio: godelleta
g. Educación: El bilingüismo en la educación del sordo
h. Agencia evaluación técnica: tecnologías sanitarias
i. Postlocutivos: Entrevista a Miguel María Carcóstegui
j. Solidaridad: ECOSOL-sord. Una ONG para ayudar a sordos del tercer mundo
k. La voz: como mejorar la voz
l. Implante tronco cerebral (ABI: La respuesta europea
m. Informe técnico: el implante coclear y la velocidad de transmisión
7. (06/1998) EURO-CIU. Jornada de Godelleta
a. Hablan los médicos: ototoxicidad
b. Rehabilitación: implicación familiar
c. Vivencias personales: Experiencias de una madre
d. Postlocutivos: Crónica de una semana… a dos meses
e. El ruido: Los héroes del silencio
f. Barreras de comunicación: Mesa redonda sobre la eliminación de Barreras de la comunicación en la televisión
g. Informe técnico: aspectos de la valoración médico-legal del déficit auditivo
8. (09/1998) Consenso europeo “screening neonatal”. Método verbotonal. La sordera en la vejez
a. Hablan los médicos: protocolo de valoración
b. Rehabilitación: método verbotonal
c. Vivencias personales: Y a mí, ¿por qué no me implantasteis?
d. EURO-CIU: Suecia
e. Juan Aguinaga: una vida por la solidaridad y la dignidad
f. Educación: aspectos pedagógicos sobre los sordos
g. Postlocutivos: atrapado entre dos mundos
h. El ruido: la vuelta a casa
i. Entrevista: Miss américa 1995
j. La voz: la sordera y la música (y2)
k. La sordera en la vejez: Problemática del sordo en la tercera edad
9. (12/1998). Congreso de canarias. Reglaje del procesador en adultos. El pensamiento en los sordos
a. Hablan los médicos: Programa de I.C. Del servicio ORL de “La fe”
b. Rehabilitación: reglaje del procesador en adultos
c. Vivencias personales: Gracias a Dios ¡Solo era sorda!
d. EURO-CIU: Francia y Luxemburgo
e. Acogida familiar: asesoramiento
f. Jornada de intercambio: Sanlúcar la mayor (Sevilla)
g. Congresos y conferencias: XVII congreso de SEORL de Canarias
h. Internet: Día a día
i. Informe: Pistas de esquí
j. Postlocutivos: Más allá del milenio
k. La voz: Identificación en el ámbito forense
l. Educación: el pensamiento en el sordo
10. (03/1999). Resultados de Nottingham. Lectura labial. Reglaje del procesador en niños.
a. Hablan los médicos: resultados de Nottingham
b. Rehabilitación: Reglaje del procesador en niños
c. Actividades del AICE: Reunión de implantados en Canarias
d. Congreso de AICE: Barcelona 1999
e. Entrevista: Juan Gascó Bosch
f. La polémica está servida: el derecho de ser sordo
g. El ruido: Licencia para fumar
h. Barreras de comunicación: ¿Censura?
i. EURO-CIU: Chequia
j. Lectura labial: Utilidad y aprenzizaje
11. (06/1999) Jornada de sanlúcar. AICE en EURO-CIU. Tenerife: Curso y reunión
a. Hablan los médicos: Peculiaridades delos IC en Galicia
b. Rehabilitación: Implicación familiar
c. ELLMAU (Austrias)
d. Psicoprofilaxis del IC
e. ALE: Congreso en Murcia
f. Jornada de intercambio: Sanlúcar la mayor
g. Congresos de AICE: Tenerife 1999
h. La polémica está servida: El “deaf power”
i. Barreras de comunicación: AICE en Firentitas
j. EURO-CIU: Asamblea en Salzburgo (Alemania)
k. Informe: Teléfonos móviles e IC
l. Ayudas técnicas: Sistemas de comunicación FM
12. (09/1999) Congreso de Barcelona. Monopolio televisivo de Tele5. Programa de IC de Salamanca
a. Hablan los médicos: Programa de IC de Salamanca
b. Actividades de AICE: Congreso de Barcelona
c. Educación: Universidad Abierta de Cataluña (UOC)
d. Psiquiatría: Los hermanos
e. EURO-CIU: Entrevista a Anne-Marie Welter
f. La polémica está srevida: monopolio televisivo insufrible de Tele5
g. Postlocutivos: ¿El IC? ¡Os lo recomiendo!
h. Barreras de comunicación: Teléfonos adaptados en Barcelona. Accesibilidad en TV
i. Otras asociaciones
j. Profesionales que rehabilitan IC
k. Informe: Criterios de inclusión en el programa de Canarias
[número]
es un número de Integración
1-12 - 12/1996-09/1999 - [Compendio de números] [texto impreso] . - 2017 . - x p.
Edición limitada y numerada: 22 de 100
Idioma : Español (spa)
Clasificación: Accesibilidad
Accesibilidad:Tecnología
Comunicacion
Comunicacion:Bilingüismo
Comunicacion:Oralidad:Método verbotonal
Discapacidad:Sordera
Educación:Inclusión
Educación:musical
Etapas de desarrollo:Adolescencia
Etapas de desarrollo:Adultez
Etapas de desarrollo:Infancia
Etapas de desarrollo:Tercera edad
Familia:Abuelos
Familia:Padres
lectura labial
Medicina
Medicina:Audífono
Medicina:Hipoacusia
Medicina:Implante coclear
Medicina:Rehabilitación
Psicología
Regiones:España
Regiones:España:Cataluña
Regiones:España:Comunidad de Madrid
Regiones:España:Galicia
Regiones:Países nórdicosNota de contenido: Índice de volúmenes
1. (12/1996) ANEIC entra en FIAPAS. EURO-CIU. Curso de rehabilitación de I.C. en Pamplona
a. Hablan los médicos: El implante coclear en el niño
b. Biblioteca de ANEIC: Últimas publicaciones sobre el implante coclear
c. ¿Qué se hace sobre el implante?
d. Congresos y conferencias: sobre el I.C
e. Primera asamblea de NEIC
f. Rehabilitación: Experiencias de rehabilitación el primer año
g. ¿Qué es ANEIC?
h. EURO-CIU. Nace la FOGI: Fundación privada de Otología Dr. García-Ibañez
i. Vivencias personales: Entrevista a una post-locutiva
j. Divulgación cochlear
k. Nuestros niños
l. Padres: Conferencia del IV curso de rehabilitación de implantes
2. (03/1997) Estrategias de codificación del implante coclear en internet. Del silencio a la música
a. Hablan los médicos: entrevista al doctor clarós
b. Presencia del ANEIC: Presentación de Integración
c. Rehabilitación: el trabajo de la logopeda
d. Mesa redonda: audioprótesis
e. Estatutos
f. Información de los comités
g. Jornada de intercambio
h. Informe internet: El I.C. en la red de redes
i. Vivencias personales
j. Nuestros niños: campamento
k. Biblioteca de ANEIC: Rehabilitación y libros infantiles
l. Del silencio a… la música: Más allá del silencio: el sonido
m. Entrevista: Evelyn Glennie en el palau de la música catalana
n. Estrategias de codificación: Dra. Diane Allum
3. (06/1997). Jornada de intercambio. “Don Celes” se apunta a la integración
a. Hablan los médicos: entrevista a Dr. Espiña Campos
b. Documento: integrar por derecho
c. Manifiesto por la integración: manifiesto del 96 para los derechos de las personas con discapacidad
d. Rehabilitación: entrenamiento con el teléfono
e. Entrevista: Don Luis Olmo. El creador de “Don Celes”
f. Reunión Majadahonda: Jornada de intercambio implantes cocleares
g. Conferencia: Mantenimiento del I.C.
h. INERAID
i. Presencia del AICE
j. Congresos y conferencias: V conferencia internacional sobre implantes coclear en nueva york
k. La polémica está servida: ¿Es ético implantar a niños?
l. Del silencio… a la música: Más allá del sonido… la palabra
m. Vivencias personales: los abuelos también cuentan
n. Medicina preventiva: la audición y el ruido
4. (09/1997) La polémica está servida. Problemática INERAID
a. Congresos y conferencias: III congreso europeo de audiología en Praga
b. Rehabilitación: La integración de los niños y adolescentes deficiencias auditivos
c. Entrevista: La carillonista Ana María Reverte
d. Informe INERAID: Historia, alternativas y perspectivas
e. Medicina preventiva: La audición y el ruido (II)
5. (12/1997) Tele5 subtitula “Médico de familia”. Implante tronco cerebral (ABI)
a. Hablan los médicos: El Dr. Rivas nos explica la situación en Colombia
b. Rehabilitación: los sentimientos de los padres
c. Vivencias personales: La visión de una “Canguro”
d. Actividades de AICE: Excursión al ANETO
e. Subtitulado: autoentrevista de otoño
f. Entrevista: Tele5 subtitula Médico de familia
6. (03/1998) La otitis y los implantes cocleares. Bilinguismo. ABI, la respuesta europea
a. Hablan los médicos: otitis media en niños con implante coclear
b. Rehabilitación: Warren Estabrooks. El compromiso de la implicación
c. Informe: programa de detección precoz de la hipoacusia en baleares
d. Congresos: Reunión internacional sobre “Screening auditivo en la infancia
e. Vivencias personales: Testimonio: De padre a padre
f. Jornada de intercambio: godelleta
g. Educación: El bilingüismo en la educación del sordo
h. Agencia evaluación técnica: tecnologías sanitarias
i. Postlocutivos: Entrevista a Miguel María Carcóstegui
j. Solidaridad: ECOSOL-sord. Una ONG para ayudar a sordos del tercer mundo
k. La voz: como mejorar la voz
l. Implante tronco cerebral (ABI: La respuesta europea
m. Informe técnico: el implante coclear y la velocidad de transmisión
7. (06/1998) EURO-CIU. Jornada de Godelleta
a. Hablan los médicos: ototoxicidad
b. Rehabilitación: implicación familiar
c. Vivencias personales: Experiencias de una madre
d. Postlocutivos: Crónica de una semana… a dos meses
e. El ruido: Los héroes del silencio
f. Barreras de comunicación: Mesa redonda sobre la eliminación de Barreras de la comunicación en la televisión
g. Informe técnico: aspectos de la valoración médico-legal del déficit auditivo
8. (09/1998) Consenso europeo “screening neonatal”. Método verbotonal. La sordera en la vejez
a. Hablan los médicos: protocolo de valoración
b. Rehabilitación: método verbotonal
c. Vivencias personales: Y a mí, ¿por qué no me implantasteis?
d. EURO-CIU: Suecia
e. Juan Aguinaga: una vida por la solidaridad y la dignidad
f. Educación: aspectos pedagógicos sobre los sordos
g. Postlocutivos: atrapado entre dos mundos
h. El ruido: la vuelta a casa
i. Entrevista: Miss américa 1995
j. La voz: la sordera y la música (y2)
k. La sordera en la vejez: Problemática del sordo en la tercera edad
9. (12/1998). Congreso de canarias. Reglaje del procesador en adultos. El pensamiento en los sordos
a. Hablan los médicos: Programa de I.C. Del servicio ORL de “La fe”
b. Rehabilitación: reglaje del procesador en adultos
c. Vivencias personales: Gracias a Dios ¡Solo era sorda!
d. EURO-CIU: Francia y Luxemburgo
e. Acogida familiar: asesoramiento
f. Jornada de intercambio: Sanlúcar la mayor (Sevilla)
g. Congresos y conferencias: XVII congreso de SEORL de Canarias
h. Internet: Día a día
i. Informe: Pistas de esquí
j. Postlocutivos: Más allá del milenio
k. La voz: Identificación en el ámbito forense
l. Educación: el pensamiento en el sordo
10. (03/1999). Resultados de Nottingham. Lectura labial. Reglaje del procesador en niños.
a. Hablan los médicos: resultados de Nottingham
b. Rehabilitación: Reglaje del procesador en niños
c. Actividades del AICE: Reunión de implantados en Canarias
d. Congreso de AICE: Barcelona 1999
e. Entrevista: Juan Gascó Bosch
f. La polémica está servida: el derecho de ser sordo
g. El ruido: Licencia para fumar
h. Barreras de comunicación: ¿Censura?
i. EURO-CIU: Chequia
j. Lectura labial: Utilidad y aprenzizaje
11. (06/1999) Jornada de sanlúcar. AICE en EURO-CIU. Tenerife: Curso y reunión
a. Hablan los médicos: Peculiaridades delos IC en Galicia
b. Rehabilitación: Implicación familiar
c. ELLMAU (Austrias)
d. Psicoprofilaxis del IC
e. ALE: Congreso en Murcia
f. Jornada de intercambio: Sanlúcar la mayor
g. Congresos de AICE: Tenerife 1999
h. La polémica está servida: El “deaf power”
i. Barreras de comunicación: AICE en Firentitas
j. EURO-CIU: Asamblea en Salzburgo (Alemania)
k. Informe: Teléfonos móviles e IC
l. Ayudas técnicas: Sistemas de comunicación FM
12. (09/1999) Congreso de Barcelona. Monopolio televisivo de Tele5. Programa de IC de Salamanca
a. Hablan los médicos: Programa de IC de Salamanca
b. Actividades de AICE: Congreso de Barcelona
c. Educación: Universidad Abierta de Cataluña (UOC)
d. Psiquiatría: Los hermanos
e. EURO-CIU: Entrevista a Anne-Marie Welter
f. La polémica está srevida: monopolio televisivo insufrible de Tele5
g. Postlocutivos: ¿El IC? ¡Os lo recomiendo!
h. Barreras de comunicación: Teléfonos adaptados en Barcelona. Accesibilidad en TV
i. Otras asociaciones
j. Profesionales que rehabilitan IC
k. Informe: Criterios de inclusión en el programa de Canarias
Reserva
Reservar este documento
Ejemplares
Código de barras Signatura Tipo de medio Ubicación Sección Estado ningún ejemplar
es un número de Cosas de niños
Título : 6 - Problemas de aprendizaje: Cómo detectar a tiempo Tipo de documento: texto impreso Fecha de publicación: 2017 Número de páginas: 32 p. Il.: il. Idioma : Español (spa) Clasificación: Etapas de desarrollo:Infancia
Familia:Padres[número]
es un número de Cosas de niños
6 - Problemas de aprendizaje: Cómo detectar a tiempo [texto impreso] . - 2017 . - 32 p. : il.
Idioma : Español (spa)
Clasificación: Etapas de desarrollo:Infancia
Familia:PadresReserva
Reservar este documento
Ejemplares
Código de barras Signatura Tipo de medio Ubicación Sección Estado ningún ejemplar Algo que decir / Adoración Juarez Sánchez
Título : Algo que decir : hacia la adquisición del lenguaje: manual de orientación para los padres de niños con sordera, de 0 a 5 años Tipo de documento: texto impreso Autores: Adoración Juarez Sánchez, Autor ; Marc Monfort, Autor Editorial: Madrid : Entha Fecha de publicación: 2001 Número de páginas: 198 p. Il.: il. Dimensiones: 24 cm. ISBN/ISSN/DL: 978-84-932013-0-2 Idioma : Español (spa) Clasificación: Comunicacion:Bilingüismo
Comunicacion:Oralidad
Discapacidad:Sordera
Educación:Lectura
Etapas de desarrollo:Infancia
Familia:PadresResumen: Sea desde la perspectiva de una enseñanza monolingúe oral o bilingúe, Lengua de Signos/Lengua Oral, la adquisición del castellano es un reto para cualquier niño o niña con sordera y para su familia.
Han pretendido desarrollar un modelo de estimulación del lenguaje oral compatible con las principales opciones meteorólogicas de la enseñanza de los niñas y niños con sorderaNota de contenido: Contenido
Primera parte: Lo que usted debe saber
A. LA INFORMACIÓN IMPRESCINDIBLE
Podrán encontrar más detalles sobre información médica y técnica en diversas publicaciones
que hemos reagrupado en la bibliografía: aquí sólo hemos querido explicar de la forma más clara posible los conceptos que juzgamos indispensables para entender por qué
hacemos lo que hacemos y cómo aplicarlo después
• oir, percibir, entender
• audición normal, funcional, residual
• comunicar: entender y hacerse entender
• aprender a hablar
• el lenguaje oral cuando no se oye
• ¿tiene la sordera otras consecuencias sobre el desarrollo personal de los niños?
• las ayudas técnicas
B. DIFERENTES CAMINOS PARA UN MISMO DESTINO
En esta guía, vamos a hablar sobre todo del acceso a la comunicación y a la lengua oral: este tema, sin embargo, no puede entenderse fuera del conjunto de la educación de los niños
con sordera.
Por ello, queremos también, antes de empezar, situar el programa dentro de las distintas posibilidades de conseguir que un niño con sordera desarrolle el potencial del que la
naturaleza le ha dotado.
• distintas formas de comunicar, distintas formas de educar
• el oralismo
• el "neo-oralismo"
• el bilingüismo
• cada niño es único
C. PEQUEÑO GLOSARIO TÉCNICO
Segunda parte: Empecemos a caminar
Esta segunda parte intenta condensar las orientaciones que solemos dar a los padres de niños y de niñas con sordera, entre 0 y 5 años, acerca de su papel en el desarrollo comunicativo de sus hijos y, más especialmente, en el acceso al lenguaje.
• 1. Observar: observar cómo oye
• 2. Observar cómo se comunica
• 3. Estimular su audición
• 4. Atender y esperar
• 5. Estimular su voz
• 6. Responder de forma adecuada empecemos por donde hemos llegado hasta ahora
comunicar visualmente
¡Me entiende y me dice cosas!
¡lo dice también con la boca!
Ya se le va entendiendo
• 7. Y la audición, ¿qué?
• 8. Sigamos adelante
charlar y charlar
destacar el lenguaje
elegir juegos participativos
aprovechar la vida cotidiana
negocie el lenguaje
algo más que etiquetas
ajústese bien a su nivel
los libros de imágenes y los cuentos
los juegos didácticos
¡alto al método prusiano!
el dibujo
mi cuaderno de imágenes
un poco de orden, por favor
jugar con las palabras
• 9. aprender a leer
• 10. algunas preguntas que, seguramente, se han hecho (o se harán) alguna vez.
BIBLIOGRAFÏA PARA PADRES
Algo que decir : hacia la adquisición del lenguaje: manual de orientación para los padres de niños con sordera, de 0 a 5 años [texto impreso] / Adoración Juarez Sánchez, Autor ; Marc Monfort, Autor . - Madrid (c/ Lagasca, 8, 28001) : Entha, 2001 . - 198 p. : il. ; 24 cm.
ISBN : 978-84-932013-0-2
Idioma : Español (spa)
Clasificación: Comunicacion:Bilingüismo
Comunicacion:Oralidad
Discapacidad:Sordera
Educación:Lectura
Etapas de desarrollo:Infancia
Familia:PadresResumen: Sea desde la perspectiva de una enseñanza monolingúe oral o bilingúe, Lengua de Signos/Lengua Oral, la adquisición del castellano es un reto para cualquier niño o niña con sordera y para su familia.
Han pretendido desarrollar un modelo de estimulación del lenguaje oral compatible con las principales opciones meteorólogicas de la enseñanza de los niñas y niños con sorderaNota de contenido: Contenido
Primera parte: Lo que usted debe saber
A. LA INFORMACIÓN IMPRESCINDIBLE
Podrán encontrar más detalles sobre información médica y técnica en diversas publicaciones
que hemos reagrupado en la bibliografía: aquí sólo hemos querido explicar de la forma más clara posible los conceptos que juzgamos indispensables para entender por qué
hacemos lo que hacemos y cómo aplicarlo después
• oir, percibir, entender
• audición normal, funcional, residual
• comunicar: entender y hacerse entender
• aprender a hablar
• el lenguaje oral cuando no se oye
• ¿tiene la sordera otras consecuencias sobre el desarrollo personal de los niños?
• las ayudas técnicas
B. DIFERENTES CAMINOS PARA UN MISMO DESTINO
En esta guía, vamos a hablar sobre todo del acceso a la comunicación y a la lengua oral: este tema, sin embargo, no puede entenderse fuera del conjunto de la educación de los niños
con sordera.
Por ello, queremos también, antes de empezar, situar el programa dentro de las distintas posibilidades de conseguir que un niño con sordera desarrolle el potencial del que la
naturaleza le ha dotado.
• distintas formas de comunicar, distintas formas de educar
• el oralismo
• el "neo-oralismo"
• el bilingüismo
• cada niño es único
C. PEQUEÑO GLOSARIO TÉCNICO
Segunda parte: Empecemos a caminar
Esta segunda parte intenta condensar las orientaciones que solemos dar a los padres de niños y de niñas con sordera, entre 0 y 5 años, acerca de su papel en el desarrollo comunicativo de sus hijos y, más especialmente, en el acceso al lenguaje.
• 1. Observar: observar cómo oye
• 2. Observar cómo se comunica
• 3. Estimular su audición
• 4. Atender y esperar
• 5. Estimular su voz
• 6. Responder de forma adecuada empecemos por donde hemos llegado hasta ahora
comunicar visualmente
¡Me entiende y me dice cosas!
¡lo dice también con la boca!
Ya se le va entendiendo
• 7. Y la audición, ¿qué?
• 8. Sigamos adelante
charlar y charlar
destacar el lenguaje
elegir juegos participativos
aprovechar la vida cotidiana
negocie el lenguaje
algo más que etiquetas
ajústese bien a su nivel
los libros de imágenes y los cuentos
los juegos didácticos
¡alto al método prusiano!
el dibujo
mi cuaderno de imágenes
un poco de orden, por favor
jugar con las palabras
• 9. aprender a leer
• 10. algunas preguntas que, seguramente, se han hecho (o se harán) alguna vez.
BIBLIOGRAFÏA PARA PADRES
Reserva
Reservar este documento
Ejemplares
Código de barras Signatura Tipo de medio Ubicación Sección Estado ningún ejemplar
Título : Asociaciones de padres y seguimiento multidisciplinar de la gran prematuridad Tipo de documento: texto impreso Autores: Gomez Esteban, Concepción, Autor Fecha de publicación: 2014 Número de páginas: 10 p. Nota general: Publicado originalmente en:
Revista Española de Discapacidad, 2 (1): 203-213Idioma : Español (spa) Clasificación: Etapas de desarrollo:Infancia
Familia:Padres
MedicinaAsociaciones de padres y seguimiento multidisciplinar de la gran prematuridad [texto impreso] / Gomez Esteban, Concepción, Autor . - 2014 . - 10 p.
Publicado originalmente en:
Revista Española de Discapacidad, 2 (1): 203-213
Idioma : Español (spa)
Clasificación: Etapas de desarrollo:Infancia
Familia:Padres
MedicinaReserva
Reservar este documento
Ejemplares
Código de barras Signatura Tipo de medio Ubicación Sección Estado ningún ejemplar
Título : Aural rehabilitation : A management model Tipo de documento: texto impreso Autores: Sanders, Derek A., Autor Mención de edición: 2ª Editorial: New Jersey : Prentice-Hall Fecha de publicación: 1982 Número de páginas: xiv p., 450 p. Il.: il. ISBN/ISSN/DL: 978-0-13-053215-2 Idioma : Inglés (eng) Clasificación: Comunicacion
Discapacidad:Sordera
Educación
Etapas de desarrollo:Adultez
Etapas de desarrollo:Infancia
Familia:Padres
Medicina:Audífono
Medicina:Audífono:Sistemas FM
Medicina:RehabilitaciónNota de contenido: Preface
Introduction
1 Understandign hearing impaired
The human communication system
Physical aspects of the speech signal
Perception and the efects of hearing impairement
Amplification for the hearing imparied person
A mothel for the management of problems resulting from hearing impairment
The preschool child
The primary school child
The postprymary school child
The hearing-impaired adult
The human communication system
2 A communication model
The store of equivalent experience
A common linguistic code
Linguistic coding
Referents
Tokens
Rules
Information processing
Phonemic constraints
Structural contraints
Contextual constraitns
Situational constraints
Redundancy
Noise and redundancy
Summary of information processing
Encoding message equivalents
Structuring the message signal
Quality control
References
Physical aspects of the speech signal
3 Acoustic aspects of speech
Production of the vocal tone
Molding the glottal tone
Speech modulation
Speech articulation
Vowels
Consonants
Transitional characteristics of speech
Frequency Characteristics of speech
Intensity characteristics of speech
Durational characteristics of speech
Reception of speech
References
4 Visual aspects of speech
Factors influencing visibility
Lighting conditions
Viewing distance and angle
Visual acuity
Visual defects
Visibility of the message signal
Environmental stimuli
Nonspeech stimuly directly related to the speaker
Visible aspects of speech production
References
Perception of spoken language
5 Relevant principles of perception
The roles of the senses
Awareness
Protection
Orientation
The perceptual process
Figure-ground perception
Clousre
A perceptual model
Attention
Reception
Trial and check
Memory Profcessing
Autonomic and proprioceptive arousal system
The percept
References
6 Reception of the spoken message
Reception
Physical cues to identification
Development of auditory perception
Development of speech sound discrimination
Visual perception and the spoken message
General Background cues
Cues directly related to the message
Cues from implemental activities
General clues
Cues arising directly from the spoken message
Total perception
References
7 The itneraction of vision and audition in speech perception
Integration of vision and audition
Auditory visual integration for speech
Perception by normal hearing subjects
Auditory-isual integration for speech
Perception by hearing-impaired subjects
Feature identification in visual/audiovisual perception
Auditory visual integration as a function of severity of hearing impairment
Auditory visual integration as a funtion of linguistic context
Auditory visual integration in learning
Bimodal perception of speech through vision and tough
Simultaneous reception of signs and speech
References
8 Some important effects of hearing impairment on speech perception and language processing
Hearing impairment and wawareness
Hearing impairment and language development
Hearing impairment and auditory discrimination
Hearing impairment and auditory perception
Hearing impairment and speech perception
Hearing impairment and memory processing
The effect of noise on learning and memory
References
Amplification for the hearing-impaired person
9 Fundamentals of amplification
The nature of amplification
The microphone
The amplifier
The output transducer
Intentional modification of the signal
Acoustic Gain
Significance of gain specification
Maximum power output (Saturation sound-pressure level)
Methotds of limiting output
Frequency response
Ear mold and the tube response characteristics
Distortion
Summary
Types of healing aid
Binaural hearing aids
Cros aids
The ear mold
Referneces
10 Practical aspects of hearing-aid information
Becoming familiar with the client's aid
Inspecting the aid
Checking the aid
Assessing the effects of amplification
The audiologist's contribution
Comparing unaided and aided free-field response to pure tones
Comparing unaided and aided speech processing
Testing speech awarenes
Testing speech reception
Testing speech discrimination
Assessing ability to follow directions
Assessing ability to answer simple questions about familiar material
Assesing anility to learn simple material by hearing alone
Speech in noise
References
11 amplification for education
Types of educational amplification systems
Hard-wire systems
Induction-loop amplification systems
Frequency modulated (FM) or radio-frequency (RF) systems
Potential compatibility of personal hearing aids and classroom amplification systems
References
A model for the management of problems resulting from hearing impairment
12 a case management model
Introduction
Case management
Addressing the problem
The problem history and profile
Profiling the fchild and family
Medical history
Developmental behavior and communication
Communication function of the adult
Educational communication profile
Personal adjustment profile
Audiological profile
Environment and resources profile
Summary
References
13 Management of the very young preschool child
An intervention plan
Informationl needs
Parental questions
Personal adjustment needs
Audiologic needs
Communication needs
The parent-training environment
Goals of parent training
Optimizing the auditory environment
Talking to the child
Responding to the child's communication
Familiarizing parents with the principles and stages of language development
Behavioral management needs
References
14 management of the older preschool child
Begininning structured communication training
Providing experiences and associated language
Stimuling the child to use the language
Developing communication skills
Listening, watching, and deciding
Environmental sounds
Building a bridge to speech perception
Spoken language
Molding and correcting speech
Discrimination assesssment
Speech sound discrimination and articulation training
Selecting consonants for teaching
Molding language
Molding sociolinguistic behaviors
Refernces
15 planning for eductaional placement
types of placement
Normal school with or without special services
The rsource room or itinerant-teacher service
Separate classes for the hearing impaired
Residential/day school placement
The decision-making process
The committee on the handicapped
Intelligence testing
Individualized educational program IEP)
References
Suggested reading
16 Assessment of the primary school child
The needs of the teacher
Audiologic description and monitoring of the child
The needs of the child
Audiologic needs
Linguistic and cognitive needs
Communication
Academic support
Counseling
References
17 Intervention practices for the primary school child
Developing and effective plan for intervention
Summarice and interpret test findings
Identifying practical steps the teacher can take to help
Meet with parents to determine their role in coperative planning and management
Determine the most pressing of the child's needs
Plan intervention strategies and procedures for the individual
Intervetnion procedures
Language
Auditory and visual speech processing
Voice and speech inmprovement
Counseling
Summary
References
18 Special considerations for the postprimary student
Defining the problems
Peer relationships and social experiences
Relationships with the sopposite sex
Acceptance by teachers
Academic limitations
Refernces
Assessment and management of the hearing-impaired adult
19 aural rehabilitation assessment of the hearing-impaired adult
Defining the problem and assessing needs
The home environment
Physical layout
Family
Family activities and communication situations
Nature of communication difficulties
The ocupational environment
Nature of communication difficulties
The social environment
Nature of communication difficulties
References
20 Aural rehabilitation management of the hearing-impaired adult
Client one
Management needs
Client two
Management needs
Client three
Management needs
The nature of rehabilitation management ask
Understanding the problem
Understanding the management plan
References
21 Auditory-visual communication training for the hearing -impaired adult
Understanding the problem
Precepts basic to auditory-visual processing
The auditory component of communication training
The visual component of communication training
Basic assumptions underlying visual communication training
Planning auditory-visual training
Determining goals
Conclusion
References
Index
Author index
Subject indexAural rehabilitation : A management model [texto impreso] / Sanders, Derek A., Autor . - 2ª . - New Jersey : Prentice-Hall, 1982 . - xiv p., 450 p. : il.
ISBN : 978-0-13-053215-2
Idioma : Inglés (eng)
Clasificación: Comunicacion
Discapacidad:Sordera
Educación
Etapas de desarrollo:Adultez
Etapas de desarrollo:Infancia
Familia:Padres
Medicina:Audífono
Medicina:Audífono:Sistemas FM
Medicina:RehabilitaciónNota de contenido: Preface
Introduction
1 Understandign hearing impaired
The human communication system
Physical aspects of the speech signal
Perception and the efects of hearing impairement
Amplification for the hearing imparied person
A mothel for the management of problems resulting from hearing impairment
The preschool child
The primary school child
The postprymary school child
The hearing-impaired adult
The human communication system
2 A communication model
The store of equivalent experience
A common linguistic code
Linguistic coding
Referents
Tokens
Rules
Information processing
Phonemic constraints
Structural contraints
Contextual constraitns
Situational constraints
Redundancy
Noise and redundancy
Summary of information processing
Encoding message equivalents
Structuring the message signal
Quality control
References
Physical aspects of the speech signal
3 Acoustic aspects of speech
Production of the vocal tone
Molding the glottal tone
Speech modulation
Speech articulation
Vowels
Consonants
Transitional characteristics of speech
Frequency Characteristics of speech
Intensity characteristics of speech
Durational characteristics of speech
Reception of speech
References
4 Visual aspects of speech
Factors influencing visibility
Lighting conditions
Viewing distance and angle
Visual acuity
Visual defects
Visibility of the message signal
Environmental stimuli
Nonspeech stimuly directly related to the speaker
Visible aspects of speech production
References
Perception of spoken language
5 Relevant principles of perception
The roles of the senses
Awareness
Protection
Orientation
The perceptual process
Figure-ground perception
Clousre
A perceptual model
Attention
Reception
Trial and check
Memory Profcessing
Autonomic and proprioceptive arousal system
The percept
References
6 Reception of the spoken message
Reception
Physical cues to identification
Development of auditory perception
Development of speech sound discrimination
Visual perception and the spoken message
General Background cues
Cues directly related to the message
Cues from implemental activities
General clues
Cues arising directly from the spoken message
Total perception
References
7 The itneraction of vision and audition in speech perception
Integration of vision and audition
Auditory visual integration for speech
Perception by normal hearing subjects
Auditory-isual integration for speech
Perception by hearing-impaired subjects
Feature identification in visual/audiovisual perception
Auditory visual integration as a function of severity of hearing impairment
Auditory visual integration as a funtion of linguistic context
Auditory visual integration in learning
Bimodal perception of speech through vision and tough
Simultaneous reception of signs and speech
References
8 Some important effects of hearing impairment on speech perception and language processing
Hearing impairment and wawareness
Hearing impairment and language development
Hearing impairment and auditory discrimination
Hearing impairment and auditory perception
Hearing impairment and speech perception
Hearing impairment and memory processing
The effect of noise on learning and memory
References
Amplification for the hearing-impaired person
9 Fundamentals of amplification
The nature of amplification
The microphone
The amplifier
The output transducer
Intentional modification of the signal
Acoustic Gain
Significance of gain specification
Maximum power output (Saturation sound-pressure level)
Methotds of limiting output
Frequency response
Ear mold and the tube response characteristics
Distortion
Summary
Types of healing aid
Binaural hearing aids
Cros aids
The ear mold
Referneces
10 Practical aspects of hearing-aid information
Becoming familiar with the client's aid
Inspecting the aid
Checking the aid
Assessing the effects of amplification
The audiologist's contribution
Comparing unaided and aided free-field response to pure tones
Comparing unaided and aided speech processing
Testing speech awarenes
Testing speech reception
Testing speech discrimination
Assessing ability to follow directions
Assessing ability to answer simple questions about familiar material
Assesing anility to learn simple material by hearing alone
Speech in noise
References
11 amplification for education
Types of educational amplification systems
Hard-wire systems
Induction-loop amplification systems
Frequency modulated (FM) or radio-frequency (RF) systems
Potential compatibility of personal hearing aids and classroom amplification systems
References
A model for the management of problems resulting from hearing impairment
12 a case management model
Introduction
Case management
Addressing the problem
The problem history and profile
Profiling the fchild and family
Medical history
Developmental behavior and communication
Communication function of the adult
Educational communication profile
Personal adjustment profile
Audiological profile
Environment and resources profile
Summary
References
13 Management of the very young preschool child
An intervention plan
Informationl needs
Parental questions
Personal adjustment needs
Audiologic needs
Communication needs
The parent-training environment
Goals of parent training
Optimizing the auditory environment
Talking to the child
Responding to the child's communication
Familiarizing parents with the principles and stages of language development
Behavioral management needs
References
14 management of the older preschool child
Begininning structured communication training
Providing experiences and associated language
Stimuling the child to use the language
Developing communication skills
Listening, watching, and deciding
Environmental sounds
Building a bridge to speech perception
Spoken language
Molding and correcting speech
Discrimination assesssment
Speech sound discrimination and articulation training
Selecting consonants for teaching
Molding language
Molding sociolinguistic behaviors
Refernces
15 planning for eductaional placement
types of placement
Normal school with or without special services
The rsource room or itinerant-teacher service
Separate classes for the hearing impaired
Residential/day school placement
The decision-making process
The committee on the handicapped
Intelligence testing
Individualized educational program IEP)
References
Suggested reading
16 Assessment of the primary school child
The needs of the teacher
Audiologic description and monitoring of the child
The needs of the child
Audiologic needs
Linguistic and cognitive needs
Communication
Academic support
Counseling
References
17 Intervention practices for the primary school child
Developing and effective plan for intervention
Summarice and interpret test findings
Identifying practical steps the teacher can take to help
Meet with parents to determine their role in coperative planning and management
Determine the most pressing of the child's needs
Plan intervention strategies and procedures for the individual
Intervetnion procedures
Language
Auditory and visual speech processing
Voice and speech inmprovement
Counseling
Summary
References
18 Special considerations for the postprimary student
Defining the problems
Peer relationships and social experiences
Relationships with the sopposite sex
Acceptance by teachers
Academic limitations
Refernces
Assessment and management of the hearing-impaired adult
19 aural rehabilitation assessment of the hearing-impaired adult
Defining the problem and assessing needs
The home environment
Physical layout
Family
Family activities and communication situations
Nature of communication difficulties
The ocupational environment
Nature of communication difficulties
The social environment
Nature of communication difficulties
References
20 Aural rehabilitation management of the hearing-impaired adult
Client one
Management needs
Client two
Management needs
Client three
Management needs
The nature of rehabilitation management ask
Understanding the problem
Understanding the management plan
References
21 Auditory-visual communication training for the hearing -impaired adult
Understanding the problem
Precepts basic to auditory-visual processing
The auditory component of communication training
The visual component of communication training
Basic assumptions underlying visual communication training
Planning auditory-visual training
Determining goals
Conclusion
References
Index
Author index
Subject 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 ; 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
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 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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Código de barras Signatura Tipo de medio Ubicación Sección Estado ningún ejemplar
Título : Cochlear Implants : What parents should know Tipo de documento: texto impreso Autores: Loy, Betty, Autor ; Roland, Peter, Autor Editorial: San Diego [EE. UU.] : Plural Pub Fecha de publicación: 2009 Número de páginas: 228 p. Il.: il. Dimensiones: 22.8 cm. ISBN/ISSN/DL: 978-1-597-56296-6 Idioma : Inglés (eng) Clasificación: Comunicacion
Discapacidad:Sordera
Etapas de desarrollo:Infancia
Familia:Padres
Medicina:Implante coclear
Medicina:Terapia auditiva-verbalResumen: Jargon-free and comprehensive in coverage, this handbook has been written by members of the Dallas Cochlear Implant Program to serve the needs of parents considering CI implantation for their children. Their rationale in writing the book was to ensure that parents had a reliable information source to supplement advices from medical and allied health professionals, to help enable them to make informed decisions..
From surgical considerations, through insurance and lifestyle issues, to counseling, this book is an ideal patient hand-out, or should at the very least be recommended as a primary source of information. It further meets the needs of medical and allied health professionals in the communication sciences in understanding and being able to serve the information needs of parents in this situation.
Nota de contenido: •Acknowledgements
•Introduction
. Contributors
1.Upon Learning Your Child Can’t Hear
Betty Loy
2.Will My Child Learn to Talk?
Emily A. Tobey
*Emma’s Story
3.Hearing and How it is Tested
Pamela Tunney-Kruger
4.Don’t the Insurance People Understand? This is MY CHILD!!!
Marjorie K. Maier
*Scooter’s Story
5.Which Cochlear Implant Device is Right for Your Child?
Phillip L. Wilson and Holly S. Whalen
6.Cochlear Implant Surgery
Peter S. Roland
*The Brothers’ Story
7.Initial Stimulation and MAPping: What to Expect
Andrea D. Warner-Czyz
8.Auditory-Verbal Communication: Why We Recommend It
Melissa Sweeney
*Megan’s Story
9.Advocacy for Optimal Educational Arrangements
Linda Thibodeau, Lindsay Bondurant and Jessica Sullivan
10.Quality of Life Following Cochlear Implantation in Early Childhood
Ann E. Geers, Ph.D. and Christine Gustus
*A Letter to the Doctor
•Resources
•IndexCochlear Implants : What parents should know [texto impreso] / Loy, Betty, Autor ; Roland, Peter, Autor . - San Diego (5521 Ruffin Road, CA 92123, EE. UU.) : Plural Pub, 2009 . - 228 p. : il. ; 22.8 cm.
ISBN : 978-1-597-56296-6
Idioma : Inglés (eng)
Clasificación: Comunicacion
Discapacidad:Sordera
Etapas de desarrollo:Infancia
Familia:Padres
Medicina:Implante coclear
Medicina:Terapia auditiva-verbalResumen: Jargon-free and comprehensive in coverage, this handbook has been written by members of the Dallas Cochlear Implant Program to serve the needs of parents considering CI implantation for their children. Their rationale in writing the book was to ensure that parents had a reliable information source to supplement advices from medical and allied health professionals, to help enable them to make informed decisions..
From surgical considerations, through insurance and lifestyle issues, to counseling, this book is an ideal patient hand-out, or should at the very least be recommended as a primary source of information. It further meets the needs of medical and allied health professionals in the communication sciences in understanding and being able to serve the information needs of parents in this situation.
Nota de contenido: •Acknowledgements
•Introduction
. Contributors
1.Upon Learning Your Child Can’t Hear
Betty Loy
2.Will My Child Learn to Talk?
Emily A. Tobey
*Emma’s Story
3.Hearing and How it is Tested
Pamela Tunney-Kruger
4.Don’t the Insurance People Understand? This is MY CHILD!!!
Marjorie K. Maier
*Scooter’s Story
5.Which Cochlear Implant Device is Right for Your Child?
Phillip L. Wilson and Holly S. Whalen
6.Cochlear Implant Surgery
Peter S. Roland
*The Brothers’ Story
7.Initial Stimulation and MAPping: What to Expect
Andrea D. Warner-Czyz
8.Auditory-Verbal Communication: Why We Recommend It
Melissa Sweeney
*Megan’s Story
9.Advocacy for Optimal Educational Arrangements
Linda Thibodeau, Lindsay Bondurant and Jessica Sullivan
10.Quality of Life Following Cochlear Implantation in Early Childhood
Ann E. Geers, Ph.D. and Christine Gustus
*A Letter to the Doctor
•Resources
•IndexReserva
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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 : Consejos a los padres Tipo de documento: texto impreso Autores: Asociación para la enseñanza de la Comunicación Oral a niños Deficientes Auditivos, Autor Editorial: Madrid : Asociacion para la enseñanza de la comunicación oral a niños deficientes auditivos Fecha de publicación: 199? Colección: La audición de su hijo... Número de páginas: x p. Il.: il. Idioma : Español (spa) Clasificación: Discapacidad:Sordera
Etapas de desarrollo:Infancia
Familia:PadresConsejos a los padres [texto impreso] / Asociación para la enseñanza de la Comunicación Oral a niños Deficientes Auditivos, Autor . - Asociacion para la enseñanza de la comunicación oral a niños deficientes auditivos, 199? . - x p. : il.. - (La audición de su hijo...) .
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Título : Consejos a los padres : aparatos auxiliares en la vida cotidiana Tipo de documento: texto impreso Autores: Asociación para la enseñanza de la Comunicación Oral a niños Deficientes Auditivos, Autor Editorial: Madrid : Asociacion para la enseñanza de la comunicación oral a niños deficientes auditivos Fecha de publicación: 199? Colección: La audición de su hijo... Número de páginas: x p. Il.: il. Idioma : Español (spa) Clasificación: Discapacidad:Sordera
Etapas de desarrollo:Infancia
Familia:Padres
Guía
Medicina:Audífono
Medicina:Implante coclearConsejos a los padres : aparatos auxiliares en la vida cotidiana [texto impreso] / Asociación para la enseñanza de la Comunicación Oral a niños Deficientes Auditivos, Autor . - Asociacion para la enseñanza de la comunicación oral a niños deficientes auditivos, 199? . - x p. : il.. - (La audición de su hijo...) .
Idioma : Español (spa)
Clasificación: Discapacidad:Sordera
Etapas de desarrollo:Infancia
Familia:Padres
Guía
Medicina:Audífono
Medicina:Implante coclearReserva
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Código de barras Signatura Tipo de medio Ubicación Sección Estado ningún ejemplar Cosas de niños
Título : Cosas de niños : Guía para padres y educadores Tipo de documento: texto impreso Editorial: Tuttirev Fecha de publicación: 2012 Idioma : Español (spa) Clasificación: Etapas de desarrollo:Infancia
Familia:Padres[publicación periódica] Ver los números disponibles Cosas de niños : Guía para padres y educadores [texto impreso] . - [S.l.] : Tuttirev, 2012.
Idioma : Español (spa)
Clasificación: Etapas de desarrollo:Infancia
Familia:Padres
Título : Counseling-infused audiologic care Tipo de documento: texto impreso Autores: Clark, John Greer, Autor ; English, Kristina M., Autor Editorial: Boston [Estados Unidos de América] : Pearson Fecha de publicación: c2014 Colección: Allyn & Bacon Communication sciences and disorders Número de páginas: xx p., 361 p. Il.: graf. ISBN/ISSN/DL: 978-0-13-315324-8 Idioma : Inglés (eng) Clasificación: Discapacidad:Sordera
Etapas de desarrollo
Familia:Padres
Psicología:TerapiaNota de contenido: Contents
Appendices
Foreword
Preface
Chapter 1 Audiologic counseling defined
Learning objetives
What is audiologic counseling?-What does "Patient-centered" mean?
Principles of audiologic counseling
-Everypatient is on a journey
-Counseling involves developing common ground
-Counseling is infused into every aspect of audiologic care
What audiologic counseling is not
-Recognizing boundaries
Counseling referrals
Does audiologic counseling make a difference?
Summary
Discussion questions
Learning activities
Capter 2. emotional responses to hearing loss
Learning objetives
The stages of grief
-Shock or intial impact
-Defensive retreat (denial)
-personal questioning (anger)
-Barganining
-Depression or mourning
-Guilt
-Integration and growth
-A cycle or a process?
Stages of life
-Grief impacts all aspects of life
Our responses to the reactions that accompany hearing loss
-Empathy
-barriers to empathy
Emotional response transformations
-emotional redirections
emotional projections
The emotional toll of clinical care
summary
discussion cuestions
learning activities
Chapter 3 approaches to counseling
Learning objetives
our counseling responsibilities
-who provides counseling to our patiens?
content counseling
-the content trap
counseling theories
-person-centered counseling
-existentialism
-behavioral counseling theory
-cognitive (rational-emotive) counseling theory
-a family-systems approach
which theory is best for audiology?
summary
Discussion questions
Chapter 4 Building patient-centric relationships
Learning objectives
Perceptions underpin dynamics
-First impressions: from phone call to evaluation
-Our patients' perfceptions of us
-Our perceptions of our patients
Locus of control
The questions we ask
-Open versus closed questions
-Neutral versus leading questions
-The value of "could"
The responses we give
-The hoenst response
-The hostile response
-The judging response
-The probing response
-The reassuring response
-The understanding response
-The silent response
-The nonverba lresponse
-The illusion of successful multitasking
Personal social styles
-Subdividing social styles
-Knowing syour social style
-Working with different social styles
A resistance to tchange
Summary
Discusision Questions
Learning activities
Chapter 5. The initial audiologic consultation
Learning objectives
Before we diagnose: checking our assumptions
The initial exchange
From the initial exchange, counseling begins
Supporting self-disclosure and "owning the hearing loss"
-inclusing communication partners
Initial diagnosis: adult patients
Reactions to test results and our response to thos reactions
-Matching our communication to the patient's needs
-Ho we respond
-Consider the distribution of talk time
Initial diagnosis: parents
-Same process, handled with extreme care
Summary
Discussion Questions
Learning activities
Chapter 6 Counseling considerations for the pediatric population
Learning objectives
After the diagnosis
-Early counseling challenges
-Timing of diagnosis
-Refering for genetic counseling
-The journey begins
Counseling parents about their role as "shapers"
-self-concept defined
-how does self-concept develop?
-stages of self-concept development
Counseling applications: talking about acceptance and self-concept
-one immediate issue: upset about hearing aid appearance? to be expected!
-Encouraging the longer views as well
Counseling parents within a family context
More counseling applications: the case for support systems
-support groups
-other support systems
-why adress these concerns?
Counseling children with hearing impairment
-self-concept and growing up with hearing loss
-self concept and the "hearing aid effect"
-psychocoscial development
-Emotional development
Counseling applications: "Tell me what it's like for you"
-Providing "food for thought"
Summary
Discussion questions
Learning activities
Chapter 7 Counseling considerations for teenage patients
Learning objectives
The "work of adolescence"
-Cognitive development
-psychosocial and emotional development
-a challenging transition
Counseling suggestions
-how would you answer these questions?
-what would your best friend say?
-what are the costs? what are the benefits?
how do you dela with adversity?
Patient education and teens: transition planning
Summary
Discussion questions
Learning activities
Chapter 8 Counseling considerations for the adult population
Learning objectives
Self-concept and hearing loss
-Challenges to self-concept
Counseling applications: talking about the personal effects of hearing loss
The all-important third party
Stress and hearing loss
-coping with chronic hearing loss stress: two strategies
-counseling applications: talking about stress
-stress and aging
Vulnerability and isolation
-vulnerability
-Isolation
-Counseling applications: talking about how we feel
Hearing aid / hearing assistive technologies acceptance
Hearing aid orientation
Dizziness, tinnitus, and hyperacusis
-Patients with dizziness
-tinnitus and hyperacusis counseling
-Counseling the patient and not the disorder
Summary
Discussion questions
learning activities
Chapter 9 the hearing aid consultation
learning objetives
ambivalence in the clinic
attaining trust
Motivation
A geometric approach to motivational engagement
-readiness for change
-first use of the line tool: ranking importance for change
-second use of the line tool: ranking perceived slef-efficaty
cost-benefit analysis: the decisional box
-introducing the box
-acknowledge the queandary and state the obvious
Presenting technological options
can all reluctant patients be turned toward action?
Summary
Discussion questions
Learning activity
Chapter 10 Counseling considerations for the odler population
Learning objectives
changes of aging
-auditory changes
-visual changes
-cutaneous and tactile achanges
-motor changes
-changes in equilibrium
-changes in cognition and memory
medical changes
-lifestyle changes
-a cumulative effect to changes with age
-self-concept and the elderly
Stress and aging
-caregiber stress
elder abuse
Concomitant communication disorders
-apraxia of speech
-dysarthria
-vocal production issues
-Aphrasias
Alzheimer's disease
Right to decline treatment
Summary
Discussion questions
Learning activity
Chapter 11 patient education
Learning objectives
Information retention
-Information application
-A roadmap to effective patient education
-Information suspension
Summary
Discussion questions
Learning activities
chapter 12 counseling toward better communication
learning objectives
the case for moving beyond the technological fix
including communication partners from the start
gaining a buy-in that there is more to be done
A professional guided self-tutorial
-speaking up about hearing problems
-working on personal assertion
-the all-important clear speech
-dining out with friends and family
-making new communication strategies a life habit
other means to bring rehabilittaion beyoond hearing aids into clinical practice
summary
discussion question
learning activity
Chapter 13 group counseling within hearing loss intervention
Learning objectives
the advantage of groups
support gruops in pediatric practice
-parent support gruops
father support gruops
extended family support groups
sibling support groups
Support groups for teens with hearing loss
Support groups in adult practice
-who needs adult group intervention?
-The benefits of group hearing-help classes
-What is covered in group hearing-help classes
-Small or large group formats for adult better hearing workshops?
Support group dynamics
-Group ground rules
-participant guidelines
-facilitator guidelines
-self-help groups
summary
discussion questions
learning activities
chapter 14 multicultural issues in patient care
learning objectives
counseling and cultural sensitivity
the culturally different patient
minority enculturation within western mores
values along a continuum
-independence
-expertise
-gender
-patient autonomy
-expectations about health
-formality
-sharing information
-time
-proxemics
stress wihin multicultural populations
the deaf culture
-deaf culture and cochlear implantation
summary
discussion questions
learning activities
afterword
references
author index
subject index
Counseling-infused audiologic care [texto impreso] / Clark, John Greer, Autor ; English, Kristina M., Autor . - Pearson, c2014 . - xx p., 361 p. : graf.. - (Allyn & Bacon Communication sciences and disorders) .
ISBN : 978-0-13-315324-8
Idioma : Inglés (eng)
Clasificación: Discapacidad:Sordera
Etapas de desarrollo
Familia:Padres
Psicología:TerapiaNota de contenido: Contents
Appendices
Foreword
Preface
Chapter 1 Audiologic counseling defined
Learning objetives
What is audiologic counseling?-What does "Patient-centered" mean?
Principles of audiologic counseling
-Everypatient is on a journey
-Counseling involves developing common ground
-Counseling is infused into every aspect of audiologic care
What audiologic counseling is not
-Recognizing boundaries
Counseling referrals
Does audiologic counseling make a difference?
Summary
Discussion questions
Learning activities
Capter 2. emotional responses to hearing loss
Learning objetives
The stages of grief
-Shock or intial impact
-Defensive retreat (denial)
-personal questioning (anger)
-Barganining
-Depression or mourning
-Guilt
-Integration and growth
-A cycle or a process?
Stages of life
-Grief impacts all aspects of life
Our responses to the reactions that accompany hearing loss
-Empathy
-barriers to empathy
Emotional response transformations
-emotional redirections
emotional projections
The emotional toll of clinical care
summary
discussion cuestions
learning activities
Chapter 3 approaches to counseling
Learning objetives
our counseling responsibilities
-who provides counseling to our patiens?
content counseling
-the content trap
counseling theories
-person-centered counseling
-existentialism
-behavioral counseling theory
-cognitive (rational-emotive) counseling theory
-a family-systems approach
which theory is best for audiology?
summary
Discussion questions
Chapter 4 Building patient-centric relationships
Learning objectives
Perceptions underpin dynamics
-First impressions: from phone call to evaluation
-Our patients' perfceptions of us
-Our perceptions of our patients
Locus of control
The questions we ask
-Open versus closed questions
-Neutral versus leading questions
-The value of "could"
The responses we give
-The hoenst response
-The hostile response
-The judging response
-The probing response
-The reassuring response
-The understanding response
-The silent response
-The nonverba lresponse
-The illusion of successful multitasking
Personal social styles
-Subdividing social styles
-Knowing syour social style
-Working with different social styles
A resistance to tchange
Summary
Discusision Questions
Learning activities
Chapter 5. The initial audiologic consultation
Learning objectives
Before we diagnose: checking our assumptions
The initial exchange
From the initial exchange, counseling begins
Supporting self-disclosure and "owning the hearing loss"
-inclusing communication partners
Initial diagnosis: adult patients
Reactions to test results and our response to thos reactions
-Matching our communication to the patient's needs
-Ho we respond
-Consider the distribution of talk time
Initial diagnosis: parents
-Same process, handled with extreme care
Summary
Discussion Questions
Learning activities
Chapter 6 Counseling considerations for the pediatric population
Learning objectives
After the diagnosis
-Early counseling challenges
-Timing of diagnosis
-Refering for genetic counseling
-The journey begins
Counseling parents about their role as "shapers"
-self-concept defined
-how does self-concept develop?
-stages of self-concept development
Counseling applications: talking about acceptance and self-concept
-one immediate issue: upset about hearing aid appearance? to be expected!
-Encouraging the longer views as well
Counseling parents within a family context
More counseling applications: the case for support systems
-support groups
-other support systems
-why adress these concerns?
Counseling children with hearing impairment
-self-concept and growing up with hearing loss
-self concept and the "hearing aid effect"
-psychocoscial development
-Emotional development
Counseling applications: "Tell me what it's like for you"
-Providing "food for thought"
Summary
Discussion questions
Learning activities
Chapter 7 Counseling considerations for teenage patients
Learning objectives
The "work of adolescence"
-Cognitive development
-psychosocial and emotional development
-a challenging transition
Counseling suggestions
-how would you answer these questions?
-what would your best friend say?
-what are the costs? what are the benefits?
how do you dela with adversity?
Patient education and teens: transition planning
Summary
Discussion questions
Learning activities
Chapter 8 Counseling considerations for the adult population
Learning objectives
Self-concept and hearing loss
-Challenges to self-concept
Counseling applications: talking about the personal effects of hearing loss
The all-important third party
Stress and hearing loss
-coping with chronic hearing loss stress: two strategies
-counseling applications: talking about stress
-stress and aging
Vulnerability and isolation
-vulnerability
-Isolation
-Counseling applications: talking about how we feel
Hearing aid / hearing assistive technologies acceptance
Hearing aid orientation
Dizziness, tinnitus, and hyperacusis
-Patients with dizziness
-tinnitus and hyperacusis counseling
-Counseling the patient and not the disorder
Summary
Discussion questions
learning activities
Chapter 9 the hearing aid consultation
learning objetives
ambivalence in the clinic
attaining trust
Motivation
A geometric approach to motivational engagement
-readiness for change
-first use of the line tool: ranking importance for change
-second use of the line tool: ranking perceived slef-efficaty
cost-benefit analysis: the decisional box
-introducing the box
-acknowledge the queandary and state the obvious
Presenting technological options
can all reluctant patients be turned toward action?
Summary
Discussion questions
Learning activity
Chapter 10 Counseling considerations for the odler population
Learning objectives
changes of aging
-auditory changes
-visual changes
-cutaneous and tactile achanges
-motor changes
-changes in equilibrium
-changes in cognition and memory
medical changes
-lifestyle changes
-a cumulative effect to changes with age
-self-concept and the elderly
Stress and aging
-caregiber stress
elder abuse
Concomitant communication disorders
-apraxia of speech
-dysarthria
-vocal production issues
-Aphrasias
Alzheimer's disease
Right to decline treatment
Summary
Discussion questions
Learning activity
Chapter 11 patient education
Learning objectives
Information retention
-Information application
-A roadmap to effective patient education
-Information suspension
Summary
Discussion questions
Learning activities
chapter 12 counseling toward better communication
learning objectives
the case for moving beyond the technological fix
including communication partners from the start
gaining a buy-in that there is more to be done
A professional guided self-tutorial
-speaking up about hearing problems
-working on personal assertion
-the all-important clear speech
-dining out with friends and family
-making new communication strategies a life habit
other means to bring rehabilittaion beyoond hearing aids into clinical practice
summary
discussion question
learning activity
Chapter 13 group counseling within hearing loss intervention
Learning objectives
the advantage of groups
support gruops in pediatric practice
-parent support gruops
father support gruops
extended family support groups
sibling support groups
Support groups for teens with hearing loss
Support groups in adult practice
-who needs adult group intervention?
-The benefits of group hearing-help classes
-What is covered in group hearing-help classes
-Small or large group formats for adult better hearing workshops?
Support group dynamics
-Group ground rules
-participant guidelines
-facilitator guidelines
-self-help groups
summary
discussion questions
learning activities
chapter 14 multicultural issues in patient care
learning objectives
counseling and cultural sensitivity
the culturally different patient
minority enculturation within western mores
values along a continuum
-independence
-expertise
-gender
-patient autonomy
-expectations about health
-formality
-sharing information
-time
-proxemics
stress wihin multicultural populations
the deaf culture
-deaf culture and cochlear implantation
summary
discussion questions
learning activities
afterword
references
author index
subject index
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Título : Counseling parents of hearing-impaired children Tipo de documento: texto impreso Autores: David Luterman, Autor ; Ross, Mark, Prefacio, etc Mención de edición: 1º ed. Editorial: Boston [Estados Unidos de América] : Little, Brown and company Fecha de publicación: c1979 Número de páginas: xxiii p., 193 p. ISBN/ISSN/DL: 978-0-316-53750-6 Nota general: Ex libris de Ann Mulholland pegado a la guarda de la cubierta. Corte delantero manchado por lo que parece café. Idioma : Inglés (eng) Clasificación: Discapacidad:Sordera
Etapas de desarrollo:Infancia
Familia
Familia:Padres
Guía
Psicología:TerapiaNota de contenido: Contents
Foreword by mark ross
Preface
Acknowledgments
A matter of pronouns
1. The parent in the beginning
The mourning reaction
shock
Recognition
denial
acknowledgment
constructive action
parental expectations
the profesional's role
2. Counseling the parent
counseling approaches
the psychoanalytic model
the behavioral model
the rational therapy model
the human potential mothel
implications of the humanistic approach to counseling
parents
counseling strategies
time
contract
language
listening for affect
confrontation
3. developing programs for parents
difficulties in developing programs
professional insecurity
the Anie Sullivan syndrome
Parents' fears
types of programs
therapy by correspondence
home visitation programs
short-term intensive programs
demonstration home programs
school-based programs
clinic-based parent programs
suggestions for parent programs
socioeconomic status and parent education
deaf parents of deaf children
the effectiveness of parent-centered programs
4. the parent in the group
techniques for facilitating gruop
the facilitator's attitude
establishing facilitative gruop norms
acceptance of feelings
language
here and now
chechikng out
respect for the individual
authority norms
credibility
process of group development
dealing with silences
the embarrassed silence
the changing topic silence
the reflective silence
the termination silence
participation in the group
stages of group development
the gruop at inception
the group at midpoint
the group at termination
5. structure group experiences
role playing
hypothetical families
the guided fantasy
running
6. the impact of deafness on the family
husband-wife relationship
parents-grandparents relationship
siblings
parents as people
the parent of the adolescent
7. the educator and the parent
the parent and P.L
Educational placements
residential placement
the day-class program
mainstreaming
counseling parents relative to methodology
epilogue
indexCounseling parents of hearing-impaired children [texto impreso] / David Luterman, Autor ; Ross, Mark, Prefacio, etc . - 1º ed. . - Boston (Estados Unidos de América) : Little, Brown and company, c1979 . - xxiii p., 193 p.
ISBN : 978-0-316-53750-6
Ex libris de Ann Mulholland pegado a la guarda de la cubierta. Corte delantero manchado por lo que parece café.
Idioma : Inglés (eng)
Clasificación: Discapacidad:Sordera
Etapas de desarrollo:Infancia
Familia
Familia:Padres
Guía
Psicología:TerapiaNota de contenido: Contents
Foreword by mark ross
Preface
Acknowledgments
A matter of pronouns
1. The parent in the beginning
The mourning reaction
shock
Recognition
denial
acknowledgment
constructive action
parental expectations
the profesional's role
2. Counseling the parent
counseling approaches
the psychoanalytic model
the behavioral model
the rational therapy model
the human potential mothel
implications of the humanistic approach to counseling
parents
counseling strategies
time
contract
language
listening for affect
confrontation
3. developing programs for parents
difficulties in developing programs
professional insecurity
the Anie Sullivan syndrome
Parents' fears
types of programs
therapy by correspondence
home visitation programs
short-term intensive programs
demonstration home programs
school-based programs
clinic-based parent programs
suggestions for parent programs
socioeconomic status and parent education
deaf parents of deaf children
the effectiveness of parent-centered programs
4. the parent in the group
techniques for facilitating gruop
the facilitator's attitude
establishing facilitative gruop norms
acceptance of feelings
language
here and now
chechikng out
respect for the individual
authority norms
credibility
process of group development
dealing with silences
the embarrassed silence
the changing topic silence
the reflective silence
the termination silence
participation in the group
stages of group development
the gruop at inception
the group at midpoint
the group at termination
5. structure group experiences
role playing
hypothetical families
the guided fantasy
running
6. the impact of deafness on the family
husband-wife relationship
parents-grandparents relationship
siblings
parents as people
the parent of the adolescent
7. the educator and the parent
the parent and P.L
Educational placements
residential placement
the day-class program
mainstreaming
counseling parents relative to methodology
epilogue
indexReserva
Reservar este documento
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Código de barras Signatura Tipo de medio Ubicación Sección Estado ningún ejemplar
