Auditory Neuropathy Spectrum Disorder

Público ISBD Título : Auditory Neuropathy Spectrum Disorder : From parents to parents Tipo de documento: texto impreso Editorial: London [Reino Unido] : National Deaf Children's Society (NDCS) Fecha de publicación: 2013 Número de páginas: 30 p. Il.: il. ISBN/ISSN/DL: 978-1-907814-88-4 Idioma : Inglés (eng) Clasificación: Discapacidad:Sordera Etapas de desarrollo:Infancia Medicina Auditory Neuropathy Spectrum Disorder : From parents to parents [texto impreso] . - London (Reino Unido) : National Deaf Children's Society (NDCS), 2013 . - 30 p. : il. ISBN : 978-1-907814-88-4 Idioma : Inglés (eng) Clasificación: Discapacidad:Sordera Etapas de desarrollo:Infancia Medicina

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Auditory-Verbal Therapy and Practice / Warren Estabrooks

Público ISBD Título : Auditory-Verbal Therapy and Practice Tipo de documento: texto impreso Autores: Warren Estabrooks, Editor científico ; Teresa Caraway, Prefacio, etc Editorial: Volta Place [EE. UU.] : Alexander Graham Bell Association for the Deaf and Hard of Hearing. Fecha de publicación: 2006 Número de páginas: xviii, 323 p. : ill., ports. ; 25 cm. ISBN/ISSN/DL: 978-0-88200-223-1 Idioma : Inglés (eng) Clasificación: Discapacidad:Sordera Etapas de desarrollo:Infancia Familia Medicina Medicina:Diagnóstico Medicina:Implante coclear Medicina:Terapia auditiva-verbal Psicología:Terapia Resumen: An expansion of the popular “Auditory-Verbal Therapy for Parents and Professionals” (1994), this text is a must-have for hearing health professionals, students entering hearing health fields and parents who want to explore the theory and practices of auditory-verbal therapy. Auditory-Verbal Therapy and Practice offers practical guidance to the successful implementation of auditory-verbal therapy and explains how professionals and parents can work together to give children with hearing loss the opportunity to develop age-appropriate language and literacy skills. Auditory-Verbal Therapy and Practice includes excerpts from therapy sessions that highlight techniques used by professionals and parents for children ages 0 through age 6. The book also provides insight from family essays that illustrate how auditory-verbal therapy benefits children and an overview of recent research on auditory-verbal therapy. *This item is recommended for reading by the AG Bell Academy for Listening and Spoken Language. (Abstract taken from nc.agbell.org) Nota de contenido: Contents Acknowledgments About the editor Preface Introduction / Caraway, Teresa H. Chapter 1 Auditory-verbal therapy and Practice / Estabrooks, Warren Chapter 2 Audiology: Back to basics / Edwards, Carolyne Chapter 3 The cochlear implant and auditory-verbal therapy / Beiter, Anne; Estabrooks, Warren Chapter 4 Learning through Listening: A hierarchy / Edwards, Carolyne; Estabrooks, Warren Chapter 5 Auditory-verbal therapy in action: babies through age 3 / Estabrooks, Warren; Melo, Maria Emilia (Mila) de; Katz, Lisa; Maclver-Lux, Karen; Tannenbaum, Sally; Walker, Beth Chapter 6 Auditory-verbal therapy in action: ages 4 thorugh 6 / Estabrooks, Warren; Caruso-Peters, Teresa; Houston, K. Todd; Katz, Lisa; Maclver-Lux, Karen; Simser, Judith I.; Steacie, Pamela Chapter 7 Auditory-verbal therapy and school / Boothroyd-Turner, Dorothy; Sheppard, Wendy Chapter 8 The family-professional partnership: A parent’s perspective / Samson, Ariella Blum Chapter 9 The family Stories Chapter 10 Research in auditory-verbal therapy / Eriks-Brophy, Alice Appendix A Recommended protocol for audiological assessment, hearing aid evaluation, and cochlear implant monitoring Appendix B Professional code of ethics Appendix C Genetic counseling and deafness: What is it and how can it help me? / Meschino, Wendy S. Appendix D Sensory integration / Yack, Ellen Appendix E The six-sound test / Ling, Daniel Appendix F Save the auditory-verbal session Appendix G A position on auditory-verbal therapy (AVT) for the school-aged child / Rhoades, Ellen A. Auditory-Verbal Therapy and Practice [texto impreso] / Warren Estabrooks, Editor científico ; Teresa Caraway, Prefacio, etc . - Volta Place (Washington, DC, 3417, EE. UU.) : Alexander Graham Bell Association for the Deaf and Hard of Hearing., 2006 . - xviii, 323 p. : ill., ports. ; 25 cm. ISBN : 978-0-88200-223-1 Idioma : Inglés (eng) Clasificación: Discapacidad:Sordera Etapas de desarrollo:Infancia Familia Medicina Medicina:Diagnóstico Medicina:Implante coclear Medicina:Terapia auditiva-verbal Psicología:Terapia Resumen: An expansion of the popular “Auditory-Verbal Therapy for Parents and Professionals” (1994), this text is a must-have for hearing health professionals, students entering hearing health fields and parents who want to explore the theory and practices of auditory-verbal therapy. Auditory-Verbal Therapy and Practice offers practical guidance to the successful implementation of auditory-verbal therapy and explains how professionals and parents can work together to give children with hearing loss the opportunity to develop age-appropriate language and literacy skills. Auditory-Verbal Therapy and Practice includes excerpts from therapy sessions that highlight techniques used by professionals and parents for children ages 0 through age 6. The book also provides insight from family essays that illustrate how auditory-verbal therapy benefits children and an overview of recent research on auditory-verbal therapy. *This item is recommended for reading by the AG Bell Academy for Listening and Spoken Language. (Abstract taken from nc.agbell.org) Nota de contenido: Contents Acknowledgments About the editor Preface Introduction / Caraway, Teresa H. Chapter 1 Auditory-verbal therapy and Practice / Estabrooks, Warren Chapter 2 Audiology: Back to basics / Edwards, Carolyne Chapter 3 The cochlear implant and auditory-verbal therapy / Beiter, Anne; Estabrooks, Warren Chapter 4 Learning through Listening: A hierarchy / Edwards, Carolyne; Estabrooks, Warren Chapter 5 Auditory-verbal therapy in action: babies through age 3 / Estabrooks, Warren; Melo, Maria Emilia (Mila) de; Katz, Lisa; Maclver-Lux, Karen; Tannenbaum, Sally; Walker, Beth Chapter 6 Auditory-verbal therapy in action: ages 4 thorugh 6 / Estabrooks, Warren; Caruso-Peters, Teresa; Houston, K. Todd; Katz, Lisa; Maclver-Lux, Karen; Simser, Judith I.; Steacie, Pamela Chapter 7 Auditory-verbal therapy and school / Boothroyd-Turner, Dorothy; Sheppard, Wendy Chapter 8 The family-professional partnership: A parent’s perspective / Samson, Ariella Blum Chapter 9 The family Stories Chapter 10 Research in auditory-verbal therapy / Eriks-Brophy, Alice Appendix A Recommended protocol for audiological assessment, hearing aid evaluation, and cochlear implant monitoring Appendix B Professional code of ethics Appendix C Genetic counseling and deafness: What is it and how can it help me? / Meschino, Wendy S. Appendix D Sensory integration / Yack, Ellen Appendix E The six-sound test / Ling, Daniel Appendix F Save the auditory-verbal session Appendix G A position on auditory-verbal therapy (AVT) for the school-aged child / Rhoades, Ellen A.

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Auditory Verbal workshop (2004, Valencia) / Stokes, Jacqueline

Público ISBD Título : Auditory Verbal workshop (2004, Valencia) Tipo de documento: texto impreso Autores: Stokes, Jacqueline, Autor ; Tyszkiewicz, Elizabeth, Autor Editorial: AV Uk Fecha de publicación: 2004 Número de páginas: x h. Idioma : Inglés (eng) Clasificación: Comunicacion:Oralidad Discapacidad:Sordera Medicina Nota de contenido: Contents 1. Presenter biographies 2. Distinctive features of auditory verbal therapy 3. Audition in normal language acquisition 4. Auditory verbal intervention 5. Verifying audition outside the clinic 6. Development of play and communication 7. Resource list Auditory Verbal workshop (2004, Valencia) [texto impreso] / Stokes, Jacqueline, Autor ; Tyszkiewicz, Elizabeth, Autor . - [S.l.] : AV Uk, 2004 . - x h. Idioma : Inglés (eng) Clasificación: Comunicacion:Oralidad Discapacidad:Sordera Medicina Nota de contenido: Contents 1. Presenter biographies 2. Distinctive features of auditory verbal therapy 3. Audition in normal language acquisition 4. Auditory verbal intervention 5. Verifying audition outside the clinic 6. Development of play and communication 7. Resource list

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Better treatment today / Deafness research UK (Reino Unido)

Público ISBD Título : Better treatment today : Hope for tomorrow Tipo de documento: texto impreso Autores: Deafness research UK (Reino Unido), Autor Editorial: Londres [Reino Unido] : Deafness Research UK Fecha de publicación: 2010 Número de páginas: 25 p. Il.: il. Idioma : Inglés (eng) Clasificación: Discapacidad:Sordera Medicina Regiones:Reino Unido Nota de contenido: Contents Introduction 25 years of change and challenge Hearing impairment and deafness Research UK Our research, past and present Helping deaf children and families Acting on age-related hearing loss Preventing noise-induced hearing damage tackling tinnitus improving technology Our commitment to the future Building our research base Supporting centres of excellence Turning research into treatment Making a difference Maximising impact How you can help Better treatment today : Hope for tomorrow [texto impreso] / Deafness research UK (Reino Unido), Autor . - Londres (Reino Unido) : Deafness Research UK, 2010 . - 25 p. : il. Idioma : Inglés (eng) Clasificación: Discapacidad:Sordera Medicina Regiones:Reino Unido Nota de contenido: Contents Introduction 25 years of change and challenge Hearing impairment and deafness Research UK Our research, past and present Helping deaf children and families Acting on age-related hearing loss Preventing noise-induced hearing damage tackling tinnitus improving technology Our commitment to the future Building our research base Supporting centres of excellence Turning research into treatment Making a difference Maximising impact How you can help

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[Boletines de Clarke y Oír es Clave]

Público ISBD Título : [Boletines de Clarke y Oír es Clave] Tipo de documento: texto impreso Número de páginas: x h. Idioma : Español (spa) Clasificación: Discapacidad:Sordera Educación Educación:Inclusión Etapas de desarrollo:Infancia Medicina Medicina:Audífono Nota de contenido: Contenido: -Siguiendo la corriente: Donde reside la valentía / Blatchford, Claire -El acoso y la vulnerabilidad potencial de los alumnos con pérdida auditiva / Grisswold, Melisa -Ayudando a las familias en la preparación de las reuniones con profesores / Grisswold, Melissa -Interpretación oral: el acceso a una educación más enriquecedora / Grisswold, Melisa -Los deberes: estrategias para tener éxito / Grisswold, Melisa -Por qué los exámenes pueden ser engañosos / Grisswold, Melisa -Los primeros días del año escolar / Grisswold, Melissa -El niño sordo desde la perspectiva de cuarenta años de experiencia / Luterman, David -Regularidad del uso de los audífonos en bebés con pérdida de audición detectada precozmente / Moeller, Mary Pat; Hoover, Brenda; Peterson, Barbara; Stelmachowicz, Pat -La decisión sobre los audífonos: Respuestas a sus múltiples preguntas / Smith, Randall D.; Alpiner, Jerome G.; Mulvey, Megan [Boletines de Clarke y Oír es Clave] [texto impreso] . - [s.d.] . - x h. Idioma : Español (spa) Clasificación: Discapacidad:Sordera Educación Educación:Inclusión Etapas de desarrollo:Infancia Medicina Medicina:Audífono Nota de contenido: Contenido: -Siguiendo la corriente: Donde reside la valentía / Blatchford, Claire -El acoso y la vulnerabilidad potencial de los alumnos con pérdida auditiva / Grisswold, Melisa -Ayudando a las familias en la preparación de las reuniones con profesores / Grisswold, Melissa -Interpretación oral: el acceso a una educación más enriquecedora / Grisswold, Melisa -Los deberes: estrategias para tener éxito / Grisswold, Melisa -Por qué los exámenes pueden ser engañosos / Grisswold, Melisa -Los primeros días del año escolar / Grisswold, Melissa -El niño sordo desde la perspectiva de cuarenta años de experiencia / Luterman, David -Regularidad del uso de los audífonos en bebés con pérdida de audición detectada precozmente / Moeller, Mary Pat; Hoover, Brenda; Peterson, Barbara; Stelmachowicz, Pat -La decisión sobre los audífonos: Respuestas a sus múltiples preguntas / Smith, Randall D.; Alpiner, Jerome G.; Mulvey, Megan

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Breve estudio de algunas enfermedades comunes o importantes del oido / Hans Engström

Público ISBD Título : Breve estudio de algunas enfermedades comunes o importantes del oido Tipo de documento: texto impreso Autores: Hans Engström, Autor ; B. Engström, Autor Editorial: Widex Fecha de publicación: 1976 Número de páginas: 12 p. Il.: il. Idioma : Español (spa) Clasificación: Discapacidad:Sordera Medicina Breve estudio de algunas enfermedades comunes o importantes del oido [texto impreso] / Hans Engström, Autor ; B. Engström, Autor . - T0pholm & Westermann, Vaerloese, 3500, Dinamarca : Widex, 1976 . - 12 p. : il. Idioma : Español (spa) Clasificación: Discapacidad:Sordera Medicina

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(Central) Auditory Processing Disordes / Teri James Bellis 

Público ISBD Título : (Central) Auditory Processing Disordes : Assessment, Differential, Diagnosis, and Treament Tipo de documento: texto impreso Autores: Teri James Bellis, Autor Editorial: Rockville : American Speech-Languaje-Hearing Association Fecha de publicación: 2007 Colección: Learn Grow excel Número de páginas: 72 p. Il.: il. Material de acompañamiento: 2 CD-Rom ISBN/ISSN/DL: 0-1-58041-214-9 Nota general: Audiologists, speech-language pathologists, and other professionals have critical roles to fill in the assessment and differential diagnosis of (Central) Auditory Processing Disorders [(C)APD]. This audio self-study familiarizes participants with current perspectives on the screening, assessment, and treatment of (C)APD. Fundamental neuroscience tenets of auditory processing, and the relationship of (C)APD to language, learning, and communication difficulties, are discussed. The development and implementation of individualized, deficit-specific treatment plans is explored. Although the primary focus is on (C)APD in school-aged children, the principles discussed are also applicable to adults. Learning Outcomes You will be able to: * discuss how neurobiology informs our conceptualization, definition, assessment, diagnosis, and treatment of (C)APD * enumerate common behavioral “red flags” of (C)APD * discuss methods of assessing and diagnosing (C)APD * identify intervention approaches and activities for individuals with (C)APD * delineate the roles of the SLP, audiologist, and other professionals in the assessment, differential diagnosis, and treatment of (C)APD (Details from asha.org) Idioma : Inglés (eng) Clasificación: Discapacidad:Sordera Etapas de desarrollo:Infancia Medicina En línea: http://asha.http.internapcdn.net/asha_vitalstream_com/products/Contents7792.pdf (Central) Auditory Processing Disordes : Assessment, Differential, Diagnosis, and Treament [texto impreso] / Teri James Bellis, Autor . - American Speech-Languaje-Hearing Association, 2007 . - 72 p. : il. + 2 CD-Rom. - (Learn Grow excel) . ISSN : 0-1-58041-214-9 Audiologists, speech-language pathologists, and other professionals have critical roles to fill in the assessment and differential diagnosis of (Central) Auditory Processing Disorders [(C)APD]. This audio self-study familiarizes participants with current perspectives on the screening, assessment, and treatment of (C)APD. Fundamental neuroscience tenets of auditory processing, and the relationship of (C)APD to language, learning, and communication difficulties, are discussed. The development and implementation of individualized, deficit-specific treatment plans is explored. Although the primary focus is on (C)APD in school-aged children, the principles discussed are also applicable to adults. Learning Outcomes You will be able to: * discuss how neurobiology informs our conceptualization, definition, assessment, diagnosis, and treatment of (C)APD * enumerate common behavioral “red flags” of (C)APD * discuss methods of assessing and diagnosing (C)APD * identify intervention approaches and activities for individuals with (C)APD * delineate the roles of the SLP, audiologist, and other professionals in the assessment, differential diagnosis, and treatment of (C)APD (Details from asha.org) Idioma : Inglés (eng) Clasificación: Discapacidad:Sordera Etapas de desarrollo:Infancia Medicina En línea: http://asha.http.internapcdn.net/asha_vitalstream_com/products/Contents7792.pdf

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Children with hearing loss / Elizabeth Bingham Cole

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

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Children with hearing loss / Elizabeth Bingham Cole

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

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Children with hearing loss / Elizabeth Bingham Cole

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

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A choice in deafness / Schwartz, Sue

Público ISBD Título : A choice in deafness : A parents' guide to communication options Tipo de documento: texto impreso Autores: Schwartz, Sue, Autor Mención de edición: 2º Editorial: Bethesda [Estados Unidos de América] : Woodbine House Fecha de publicación: c1999 Número de páginas: xxvii p., 304 p. Il.: il. ISBN/ISSN/DL: 0-933179-85-9 Idioma : Inglés (eng) Clasificación: Comunicacion Comunicacion:Bilingüismo Comunicacion:Oralidad Comunicacion:Oralidad:Cued Speech Discapacidad:Sordera Medicina Medicina:Implante coclear Medicina:Terapia auditiva-verbal Nota de contenido: Table of contents Acknowledgements Foreword / Doctors, Sheila Introduction / Shwartz, Sue Chapter 1. A medical approeach to hearing loss / Epstein, Stephen Chapter 2. The audiological assessment / Copmann, Kahryn S. Chapter 3. The cochlear implant / Epstein, Stephen Chapter 4. The auditory-verbal approach: a professional point of view. Dara’s story – jonathan’s story – Kimberly’s story – sol’s story / Estabrooks, Watren Chapter 5. The bilingual-bicultural (Bi-Bi) approach: a professional point of view. Meira and Asher’s Story – Jackie’s story – kyle’s story / Gallimore, Laurene; Woodruff, Susan Chapter 6. Cued Speech: a professional point of view. Simon’s story – tiffany’s story – shane’s story – amy’s story / Williams-Scott, Barbara; Kipila, Elizabeth Chapter 7. The oral approach: a professional point of view. Curt’s story – David’s story – Kellye’s story – Steven’s story / Gatty, Janice Chapter 8. Total communication: a professional point of view. Josh’s story – Steffi’s story – Ryan’s story – Tammy, Gene, and Michael’s story / Bordner-Johnson, Barbara Chapter 9. A cultural identity: Peace and grace in ebeing what you are / Gannon, Jack R. A communication fairy tale / Schwartz, Sue Contributors Appendix a. Systems of manual communication Appendix B. Reading list Appendix c. National organizations serving individuals who are deaf or hard of hearing Index About the editor A choice in deafness : A parents' guide to communication options [texto impreso] / Schwartz, Sue, Autor  . -  2º . - Bethesda (Estados Unidos de América) : Woodbine House, c1999 . - xxvii p., 304 p. : il. ISSN : 0-933179-85-9 Idioma : Inglés (eng) Clasificación: Comunicacion Comunicacion:Bilingüismo Comunicacion:Oralidad Comunicacion:Oralidad:Cued Speech Discapacidad:Sordera Medicina Medicina:Implante coclear Medicina:Terapia auditiva-verbal Nota de contenido: Table of contents Acknowledgements Foreword / Doctors, Sheila Introduction / Shwartz, Sue Chapter 1. A medical approeach to hearing loss / Epstein, Stephen Chapter 2. The audiological assessment / Copmann, Kahryn S. Chapter 3. The cochlear implant / Epstein, Stephen Chapter 4. The auditory-verbal approach: a professional point of view. Dara’s story – jonathan’s story – Kimberly’s story – sol’s story / Estabrooks, Watren Chapter 5. The bilingual-bicultural (Bi-Bi) approach: a professional point of view. Meira and Asher’s Story – Jackie’s story – kyle’s story / Gallimore, Laurene; Woodruff, Susan Chapter 6. Cued Speech: a professional point of view. Simon’s story – tiffany’s story – shane’s story – amy’s story / Williams-Scott, Barbara; Kipila, Elizabeth Chapter 7. The oral approach: a professional point of view. Curt’s story – David’s story – Kellye’s story – Steven’s story / Gatty, Janice Chapter 8. Total communication: a professional point of view. Josh’s story – Steffi’s story – Ryan’s story – Tammy, Gene, and Michael’s story / Bordner-Johnson, Barbara Chapter 9. A cultural identity: Peace and grace in ebeing what you are / Gannon, Jack R. A communication fairy tale / Schwartz, Sue Contributors Appendix a. Systems of manual communication Appendix B. Reading list Appendix c. National organizations serving individuals who are deaf or hard of hearing Index About the editor

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Choices in deafness / Schwartz, Sue

Público ISBD Título : Choices in deafness : A parents guide Tipo de documento: texto impreso Autores: Schwartz, Sue, Editor científico Editorial: Bethesda [Estados Unidos de América] : Woodbine House Fecha de publicación: c1987 Número de páginas: 212 p. Il.: il. ISBN/ISSN/DL: 978-0-933149-09-0 Idioma : Inglés (eng) Clasificación: Comunicacion Comunicacion:Oralidad Comunicacion:Oralidad:Cued Speech Discapacidad:Sordera Etapas de desarrollo:Adolescencia Etapas de desarrollo:Infancia Guía Medicina Nota de contenido: Table of contents Acknowledgements Foreword Introduction 1. A medical approach to hearing loss 2. An audiological overview 3. Cued speech: a professional point of view 4. The oral approach: a professional point of view 5. Total communication: a professional point of view 6. Trends in the education of the hearing impaired A communication fairy tale Contributors Reading list Audio and visual materials Directory of national organizations serving the hearing impaired Directory of state programs for the hearing impaired Index Choices in deafness : A parents guide [texto impreso] / Schwartz, Sue, Editor científico . - Bethesda (Estados Unidos de América) : Woodbine House, c1987 . - 212 p. : il. ISBN : 978-0-933149-09-0 Idioma : Inglés (eng) Clasificación: Comunicacion Comunicacion:Oralidad Comunicacion:Oralidad:Cued Speech Discapacidad:Sordera Etapas de desarrollo:Adolescencia Etapas de desarrollo:Infancia Guía Medicina Nota de contenido: Table of contents Acknowledgements Foreword Introduction 1. A medical approach to hearing loss 2. An audiological overview 3. Cued speech: a professional point of view 4. The oral approach: a professional point of view 5. Total communication: a professional point of view 6. Trends in the education of the hearing impaired A communication fairy tale Contributors Reading list Audio and visual materials Directory of national organizations serving the hearing impaired Directory of state programs for the hearing impaired Index

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Clasificación inetrnacional del funcionamiento de la discapacidad y de la salud / OMS (Copenhagen)

Público ISBD Título : Clasificación inetrnacional del funcionamiento de la discapacidad y de la salud : Versión abreviada Tipo de documento: texto impreso Autores: OMS (Copenhagen), Autor Fecha de publicación: 2001 Número de páginas: vii p., 248 p. Idioma : Español (spa) Clasificación: Medicina Clasificación inetrnacional del funcionamiento de la discapacidad y de la salud : Versión abreviada [texto impreso] / OMS (Copenhagen), Autor . - 2001 . - vii p., 248 p. Idioma : Español (spa) Clasificación: Medicina

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Cleft palate and craniofacial anomalies / Kummer, Ann W.

Público ISBD Título : Cleft palate and craniofacial anomalies : Effects on speech and resonance Tipo de documento: texto impreso Autores: Kummer, Ann W., Autor Mención de edición: 2º ed. Editorial: Clifton Park [Estados Unidos de América] : Delmar Fecha de publicación: c2008 Número de páginas: 678 p. Il.: il. Material de acompañamiento: CD ISBN/ISSN/DL: 978-1-418-01547-3 Idioma : Inglés (eng) Clasificación: Comunicacion:Oralidad Medicina Nota de contenido: Contents Legends of videos Preface About the author Contributors Part 1. Normal and abnormal craniofacial features Chapter 1. Anatomy and physiology: the orofacial structures and velopharyngeal valve Chapter 2. Clefts of the lip and palate Chapter 3. Genetics and patterns of inheritance / Hopkin, Robert J. Chapter 4. The genetics evaluation and common craniofacial syndromes / Saal, Howard M. Part 2. Problems associated with clefts and craniofacial anomalies Chapter 5. Feeding problems of infants with cleft-lip/palate or craniofacial anomalies / Miller, Claire K.; Kummer, Ann W. Chapter 6. Developmental aspects: language, cognition and phonology Chapter 7. Resonance disorders and velopharyngeal dysfunction (VPD) Chapter 8. Ear, nose, and throat anomalies: effects on speech and resonance / Wilging, J. Paul; Kummer, Ann W. Chapter 9. Dental anomalies associated with cleft lip/palate: effects on speech / Campbell, Richard; Dock, Murray; Kummer, Ann W. Chapter 10. Psychosocial aspects of cleft lip / palate and craniofacial anomalies / Schultz, Janet R. Part 3. Interdisciplinary care Chapter 11. The team approach to assessment and treatment Part 4. Assessment procedures: speech, resonance, and velopharyngeal dysfunction Chapter 12. Assessment using low-tech and no-tech procedures Chapter 13. Orofacial examination Chapter 14. Nasometry Chapter 15. Speech aerodynamics / Zajac, David J. Chapter 16. Videofluoroscopy and other forms of radiography Chapter 17. Nasopharyngoscopy Part 5. Treatment procedures: speech, resonance and velopharyngeal dysfunction Chapter 18. Surgical management of clefts and velopharyngeal dysfunction / Billmire, David A. Chapter 19. Orthognathic surgery for craniofacial differences / Corcoran, Julia Chapter 20. Prosthetic management Chapter 21. Speech therapy: making it simple! Chapter 22. Cleft lip/palate missions to developing countries Cleft palate and craniofacial anomalies : Effects on speech and resonance [texto impreso] / Kummer, Ann W., Autor  . -  2º ed. . - Clifton Park (Estados Unidos de América) : Delmar, c2008 . - 678 p. : il. + CD. ISBN : 978-1-418-01547-3 Idioma : Inglés (eng) Clasificación: Comunicacion:Oralidad Medicina Nota de contenido: Contents Legends of videos Preface About the author Contributors Part 1. Normal and abnormal craniofacial features Chapter 1. Anatomy and physiology: the orofacial structures and velopharyngeal valve Chapter 2. Clefts of the lip and palate Chapter 3. Genetics and patterns of inheritance / Hopkin, Robert J. Chapter 4. The genetics evaluation and common craniofacial syndromes / Saal, Howard M. Part 2. Problems associated with clefts and craniofacial anomalies Chapter 5. Feeding problems of infants with cleft-lip/palate or craniofacial anomalies / Miller, Claire K.; Kummer, Ann W. Chapter 6. Developmental aspects: language, cognition and phonology Chapter 7. Resonance disorders and velopharyngeal dysfunction (VPD) Chapter 8. Ear, nose, and throat anomalies: effects on speech and resonance / Wilging, J. Paul; Kummer, Ann W. Chapter 9. Dental anomalies associated with cleft lip/palate: effects on speech / Campbell, Richard; Dock, Murray; Kummer, Ann W. Chapter 10. Psychosocial aspects of cleft lip / palate and craniofacial anomalies / Schultz, Janet R. Part 3. Interdisciplinary care Chapter 11. The team approach to assessment and treatment Part 4. Assessment procedures: speech, resonance, and velopharyngeal dysfunction Chapter 12. Assessment using low-tech and no-tech procedures Chapter 13. Orofacial examination Chapter 14. Nasometry Chapter 15. Speech aerodynamics / Zajac, David J. Chapter 16. Videofluoroscopy and other forms of radiography Chapter 17. Nasopharyngoscopy Part 5. Treatment procedures: speech, resonance and velopharyngeal dysfunction Chapter 18. Surgical management of clefts and velopharyngeal dysfunction / Billmire, David A. Chapter 19. Orthognathic surgery for craniofacial differences / Corcoran, Julia Chapter 20. Prosthetic management Chapter 21. Speech therapy: making it simple! Chapter 22. Cleft lip/palate missions to developing countries

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Clinical audiology / Stach, Brad A.

Público ISBD Título : Clinical audiology : An Introduction Tipo de documento: texto impreso Autores: Stach, Brad A., Autor Mención de edición: 2º ed. Editorial: Clifton Park [Estados Unidos de América] : Delmar Fecha de publicación: c2010 Número de páginas: xxvii p., 788 p. Il.: il. ISBN/ISSN/DL: 978-0-7668-6288-3 Idioma : Inglés (eng) Clasificación: Discapacidad:Sordera Historia Medicina Nota de contenido: Contents Preface About the author Acknowledgments 1. The profession of audiology in the united states Learning objectives What is an audiologist? what is an audiologist's role? where do audiologists practice? Relation to other proressions The evolution of audiology Professional requirements 2. The nature of hearing Learning objectives The nature of sound The auditory system The vestibular system How we hear 3. The nature of hearing loss Types of hearing disorder Impact of hearing disorder 4. Causes of hearing disorder Auditory pathology conductive hearing disorders Sensory hearing disorders Neural hearing disorders Vestibular disorders 5. Introduction to hearing assessment The first question The audiologist's challenges 6. The audiologist's assessment tools: pure-tone audiometry Equipment and test environment the audiogram establishing the pure-tone audiogram 7. The audiologist's assessment tools. speech audiometry and other behavioral measures Speech audiometry Speech audiometry materials Clinical applications of speech audiometry Other behavioral measures 8. The audiologist's assessment tools: immittance measures Immittance audiometry Instrumentation Measurement technique Basic immittance measures Principles of interpretation Clinical applications 9. The audiologist's assessment tools: physiologic measures Auditory evoked potentias Otoacoustic emissions 10. Different assessment approaches for different populations Otologic erferrals Adult audiologic referrals Pediatric audiologic referrals Functional hearing loss 11. Communicating audiometric results Talking to patients Writing reports Making referrals 12. Introduction to audiologic management The frist questions The audiologists challenge 13. The audiologist's treatment tools: hearing instruments Hearing Instrument components Electroacoustic characteristics Hearing instrument systems 14. The audiologic treatment process Hearing aid selection and fitting Orientation, counseling and follow-up Post-fitting rehabilitation 15. Different treatment approaches for different populations Adult populations Pediatric populations Other populations Clinical audiology : An Introduction [texto impreso] / Stach, Brad A., Autor  . -  2º ed. . - Clifton Park (Estados Unidos de América) : Delmar, c2010 . - xxvii p., 788 p. : il. ISBN : 978-0-7668-6288-3 Idioma : Inglés (eng) Clasificación: Discapacidad:Sordera Historia Medicina Nota de contenido: Contents Preface About the author Acknowledgments 1. The profession of audiology in the united states Learning objectives What is an audiologist? what is an audiologist's role? where do audiologists practice? Relation to other proressions The evolution of audiology Professional requirements 2. The nature of hearing Learning objectives The nature of sound The auditory system The vestibular system How we hear 3. The nature of hearing loss Types of hearing disorder Impact of hearing disorder 4. Causes of hearing disorder Auditory pathology conductive hearing disorders Sensory hearing disorders Neural hearing disorders Vestibular disorders 5. Introduction to hearing assessment The first question The audiologist's challenges 6. The audiologist's assessment tools: pure-tone audiometry Equipment and test environment the audiogram establishing the pure-tone audiogram 7. The audiologist's assessment tools. speech audiometry and other behavioral measures Speech audiometry Speech audiometry materials Clinical applications of speech audiometry Other behavioral measures 8. The audiologist's assessment tools: immittance measures Immittance audiometry Instrumentation Measurement technique Basic immittance measures Principles of interpretation Clinical applications 9. The audiologist's assessment tools: physiologic measures Auditory evoked potentias Otoacoustic emissions 10. Different assessment approaches for different populations Otologic erferrals Adult audiologic referrals Pediatric audiologic referrals Functional hearing loss 11. Communicating audiometric results Talking to patients Writing reports Making referrals 12. Introduction to audiologic management The frist questions The audiologists challenge 13. The audiologist's treatment tools: hearing instruments Hearing Instrument components Electroacoustic characteristics Hearing instrument systems 14. The audiologic treatment process Hearing aid selection and fitting Orientation, counseling and follow-up Post-fitting rehabilitation 15. Different treatment approaches for different populations Adult populations Pediatric populations Other populations

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