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Colección Learn Grow excel
- Editorial : American Speech-Languaje-Hearing Association
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Documentos disponibles dentro de esta colección
Refinar búsqueda(Central) Auditory Processing Disordes / Teri James Bellis
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
MedicinaEn 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
MedicinaEn línea: http://asha.http.internapcdn.net/asha_vitalstream_com/products/Contents7792.pdf Reserva
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Título : Verification of Hearing aid performance Tipo de documento: texto impreso Autores: Ruth Bentler, Autor Editorial: Rockville : American Speech-Languaje-Hearing Association Fecha de publicación: 2005 Colección: Learn Grow excel Número de páginas: 61 p. Il.: +2 CD-Rom ISBN/ISSN/DL: 0-1-58041-178-9 Clasificación: Discapacidad:Sordera
Medicina:AudífonoVerification of Hearing aid performance [texto impreso] / Ruth Bentler, Autor . - American Speech-Languaje-Hearing Association, 2005 . - 61 p. : +2 CD-Rom. - (Learn Grow excel) .
ISSN : 0-1-58041-178-9
Clasificación: Discapacidad:Sordera
Medicina:AudífonoReserva
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Título : Congenital Cytomegalovirus Infeccion and Hearing Loss Otro título : Overview for the Practitioner Tipo de documento: texto impreso Autores: Karen Fowler, Autor ; Faye P. McCollister, Autor ; Diane Sabo, Autor Editorial: Rockville : American Speech-Languaje-Hearing Association Fecha de publicación: 2008 Colección: Learn Grow excel Número de páginas: iip. 61 p. Il.: +2 CD-Rom Material de acompañamiento: CEU Questions Idioma : Inglés (eng) Clasificación: Discapacidad:Sordera
Medicina:Citomegalovirus (CMV)Nota de contenido: Introduction & Learning Outcomes...............................i
Faculty......................................................ii
Congenital Cytomegalovirus Infection and Hearing Loss
Historical overview of CMV Knowledge base.....................1
Contribution of CMV to etiology of hearing loss statistics...21
Helping parents and clients become knowledgeable consumers.....42
Appendix
Centers for Disease Control and Prevention (CDC) Tipsheet for Pregnant Women and Women Planning a Pregnancy...........................62Congenital Cytomegalovirus Infeccion and Hearing Loss = Overview for the Practitioner [texto impreso] / Karen Fowler, Autor ; Faye P. McCollister, Autor ; Diane Sabo, Autor . - American Speech-Languaje-Hearing Association, 2008 . - iip. 61 p. : +2 CD-Rom + CEU Questions. - (Learn Grow excel) .
Idioma : Inglés (eng)
Clasificación: Discapacidad:Sordera
Medicina:Citomegalovirus (CMV)Nota de contenido: Introduction & Learning Outcomes...............................i
Faculty......................................................ii
Congenital Cytomegalovirus Infection and Hearing Loss
Historical overview of CMV Knowledge base.....................1
Contribution of CMV to etiology of hearing loss statistics...21
Helping parents and clients become knowledgeable consumers.....42
Appendix
Centers for Disease Control and Prevention (CDC) Tipsheet for Pregnant Women and Women Planning a Pregnancy...........................62Reserva
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Título : Congenital Cytomegalovirus Infection and Hearing Loss : Overview for the Practitioner Tipo de documento: texto impreso Autores: Karen Fowler, Autor ; Faye P. McCollister, Autor ; Diane Sabo, Autor Editorial: Rockville : American Speech-Languaje-Hearing Association Colección: Learn Grow excel Número de páginas: 61 p. Il.: +2 CD-Rom ISBN/ISSN/DL: 0-1-58041-238-6 Idioma : Inglés (eng) Clasificación: Discapacidad:Sordera
Medicina:Citomegalovirus (CMV)Nota de contenido: Contents
Introduction and learning outcomes
Faculty
Congenital cytomegalovirus infection and hearing loss
Historical overview of CMV knowledge base
Contribution of CMV to etiology of hearing loss statistics
Helping parents and children become knowledgeable consumers
Appendix
Centers for disease control and prevention (CDDC) tipsheet for pregnant women and women planning pregnancy
Congenital Cytomegalovirus Infection and Hearing Loss : Overview for the Practitioner [texto impreso] / Karen Fowler, Autor ; Faye P. McCollister, Autor ; Diane Sabo, Autor . - American Speech-Languaje-Hearing Association, [s.d.] . - 61 p. : +2 CD-Rom. - (Learn Grow excel) .
ISSN : 0-1-58041-238-6
Idioma : Inglés (eng)
Clasificación: Discapacidad:Sordera
Medicina:Citomegalovirus (CMV)Nota de contenido: Contents
Introduction and learning outcomes
Faculty
Congenital cytomegalovirus infection and hearing loss
Historical overview of CMV knowledge base
Contribution of CMV to etiology of hearing loss statistics
Helping parents and children become knowledgeable consumers
Appendix
Centers for disease control and prevention (CDDC) tipsheet for pregnant women and women planning pregnancy
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Título : Advances in Tinnitus Research : Assessment, Treatment, and Neuroscience Basis Tipo de documento: texto impreso Autores: Anthony T. Cacace, Editor científico Editorial: Rockville : American Speech-Languaje-Hearing Association Fecha de publicación: 2009 Colección: Learn Grow excel ISBN/ISSN/DL: 978-1-580-41040-3 Idioma : Inglés (eng) Clasificación: Discapacidad:Sordera
Medicina:Neurociencia
Medicina:TinnitusResumen: Gain unique insight into the fundamental mechanisms and properties of tinnitus, including its identification, generation, maintenance, interaction with other sensory systems, and possible treatments.
Learning Outcomes
You will be able to:
# discuss a model that suggests the dorsal cochlear nucleus plays a pivotal role in the emergence of tinnitus
# explain how cortical representation of tinnitus is manifested by increased synchrony between sets of neurons
# explain how synaptic plasticity can serve as a mechanism for tinnitus generation
# identify subgroups of tinnitus patients as a way to improve treatment outcomes
# discuss the use of a gap detection startle-reflex procedure as a way to demonstrate behavioral evidence of tinnitus
# list anatomical and neurobiological evidence of auditory/somatosensory system interactions in tinnitus
(Abstract from asha.org)Advances in Tinnitus Research : Assessment, Treatment, and Neuroscience Basis [texto impreso] / Anthony T. Cacace, Editor científico . - American Speech-Languaje-Hearing Association, 2009. - (Learn Grow excel) .
ISBN : 978-1-580-41040-3
Idioma : Inglés (eng)
Clasificación: Discapacidad:Sordera
Medicina:Neurociencia
Medicina:TinnitusResumen: Gain unique insight into the fundamental mechanisms and properties of tinnitus, including its identification, generation, maintenance, interaction with other sensory systems, and possible treatments.
Learning Outcomes
You will be able to:
# discuss a model that suggests the dorsal cochlear nucleus plays a pivotal role in the emergence of tinnitus
# explain how cortical representation of tinnitus is manifested by increased synchrony between sets of neurons
# explain how synaptic plasticity can serve as a mechanism for tinnitus generation
# identify subgroups of tinnitus patients as a way to improve treatment outcomes
# discuss the use of a gap detection startle-reflex procedure as a way to demonstrate behavioral evidence of tinnitus
# list anatomical and neurobiological evidence of auditory/somatosensory system interactions in tinnitus
(Abstract from asha.org)Reserva
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Título : Hearing Aid Outcomes in Older Adults Tipo de documento: texto impreso Autores: Larry Humes, Editor científico Editorial: Rockville : American Speech-Languaje-Hearing Association Fecha de publicación: 2004 Colección: Learn Grow excel Número de páginas: 144 p. ISBN/ISSN/DL: 0-1-58041-158-4 Idioma : Inglés (eng) Clasificación: Discapacidad:Sordera
Etapas de desarrollo:Tercera edad
Medicina:AudífonoResumen: These articles present the results of a longitudinal study of hearing aid outcomes in a group of elderly individuals. The focus is on self-perceived benefits of hearing aid use and how they can best be measured clinically. The study applied 20 different outcome measures and followed 134 participants for one year, 42 participants for two years, and 9 participants for three years.
Learning Outcomes
You will be able to:
* identify and describe the seven independent factors of hearing aid outcomes identified in the Indiana University study, as presented in the first of these three articles
* define the term “acclimatization” as presented in these articles and explain its relation to outcome measures for hearing aid wearers
* summarize the results of this research regarding recommendations of what outcome measures are appropriate and when in the process they should be measured
* describe the evidence presented from the study and how the evidence supports these recommendations
(Abstract from asha.org)Hearing Aid Outcomes in Older Adults [texto impreso] / Larry Humes, Editor científico . - American Speech-Languaje-Hearing Association, 2004 . - 144 p.. - (Learn Grow excel) .
ISSN : 0-1-58041-158-4
Idioma : Inglés (eng)
Clasificación: Discapacidad:Sordera
Etapas de desarrollo:Tercera edad
Medicina:AudífonoResumen: These articles present the results of a longitudinal study of hearing aid outcomes in a group of elderly individuals. The focus is on self-perceived benefits of hearing aid use and how they can best be measured clinically. The study applied 20 different outcome measures and followed 134 participants for one year, 42 participants for two years, and 9 participants for three years.
Learning Outcomes
You will be able to:
* identify and describe the seven independent factors of hearing aid outcomes identified in the Indiana University study, as presented in the first of these three articles
* define the term “acclimatization” as presented in these articles and explain its relation to outcome measures for hearing aid wearers
* summarize the results of this research regarding recommendations of what outcome measures are appropriate and when in the process they should be measured
* describe the evidence presented from the study and how the evidence supports these recommendations
(Abstract from asha.org)Reserva
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Título : Improving Classroom Acoustics Tipo de documento: texto impreso Editorial: Rockville : American Speech-Languaje-Hearing Association Fecha de publicación: 2008 Colección: Learn Grow excel Número de páginas: 33 p. ; x cm. ISBN/ISSN/DL: 978-1-580-41183-7 Idioma : Inglés (eng) Clasificación: Accesibilidad:Acústica
Discapacidad:Sordera
Educación:InclusiónResumen: Overwhelming evidence suggests that U.S. classrooms are too noisy and reverberant, contributing to negative effects on teacher performance, speech perception, reading/spelling ability, student behavior, attention, concentration and educational achievement. Using the most recent ASHA policy documents and ANSI standards, this forum provides evidence on the prevalence of this problem, acoustic solutions, and methods for advocacy and implementation.
(abstract from asha.org)Nota de contenido: Introduction i
Learning Outcomes.......................................................................................
Article 1. Background Noise Levels and Reverberation Times in Unoccupied 1
Classrooms: Predictions and Measurements......................................................
Article 2. Acoustics in Educational Settings: ASHA Technical Report.................... 8
Article 3. ASHA Guidelines for Addressing Acoustics in Educational Settings......... 14
Article 4. Appropriate School Facilities for Students with Speech-Language- 24
Hearing Disorders: ASHA Technical Report........................................................
Improving Classroom Acoustics [texto impreso] . - American Speech-Languaje-Hearing Association, 2008 . - 33 p. ; x cm.. - (Learn Grow excel) .
ISBN : 978-1-580-41183-7
Idioma : Inglés (eng)
Clasificación: Accesibilidad:Acústica
Discapacidad:Sordera
Educación:InclusiónResumen: Overwhelming evidence suggests that U.S. classrooms are too noisy and reverberant, contributing to negative effects on teacher performance, speech perception, reading/spelling ability, student behavior, attention, concentration and educational achievement. Using the most recent ASHA policy documents and ANSI standards, this forum provides evidence on the prevalence of this problem, acoustic solutions, and methods for advocacy and implementation.
(abstract from asha.org)Nota de contenido: Introduction i
Learning Outcomes.......................................................................................
Article 1. Background Noise Levels and Reverberation Times in Unoccupied 1
Classrooms: Predictions and Measurements......................................................
Article 2. Acoustics in Educational Settings: ASHA Technical Report.................... 8
Article 3. ASHA Guidelines for Addressing Acoustics in Educational Settings......... 14
Article 4. Appropriate School Facilities for Students with Speech-Language- 24
Hearing Disorders: ASHA Technical Report........................................................
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Título : Spoken language development in young children with cochlear implants Tipo de documento: texto impreso Autores: Emily Tobey, Editor científico Editorial: Rockville : American Speech-Languaje-Hearing Association Fecha de publicación: C. 2003 Colección: Learn Grow excel Número de páginas: 511 p. Dimensiones: C cm. ISBN/ISSN/DL: 978-1-580-41109-7 Idioma : Inglés (eng) Clasificación: Comunicacion
Comunicacion:Oralidad
Discapacidad:Sordera
Etapas de desarrollo:Infancia
Medicina:Audífono
Medicina:Implante coclearNota de contenido: Ertmer, David J., Mellon, Jennifer A. (2001). Beginning to Talk at 20 Months: Early Vocal Development in a Young Cochlear Implant Recipient JSLHR 44, 192-206
Ertmer, David J. (2001) Emergence of a Vowel System in a Young Cochlear Implant Recipient. JSLHR 44, 803-813
Serry, Tanya A., Blamey, Peter J. (1999). A 4-Year Investigation Into Phonetic Inventory Development in Young Cochlear Implant Users. JSHR 42, 141-154
Blamey, Peter J., Barry, Johanna G., Jacq, Pascale (2001). Phonetic Inventory Development in Young Cochlear Implant Users 6 Years Postoperation. JSHR 44, 73-79
Geers, A., Spehar, B., & Sedey, A. (2002). Use of Speech by Children From Total Communication Programs Who Wear Cochlear Implants. AJSLP, 11, 50-58
Tomblin, J. Bruce, Spencer, Linda, Flock, Sarah, Tyler, Rich, Gantz, Bruce (1999). A Comparison of Language Achievement in Children With Cochlear Implants and Children Using Hearing Aids. JSLHR, 42, 497-511Spoken language development in young children with cochlear implants [texto impreso] / Emily Tobey, Editor científico . - American Speech-Languaje-Hearing Association, C. 2003 . - 511 p. ; C cm.. - (Learn Grow excel) .
ISBN : 978-1-580-41109-7
Idioma : Inglés (eng)
Clasificación: Comunicacion
Comunicacion:Oralidad
Discapacidad:Sordera
Etapas de desarrollo:Infancia
Medicina:Audífono
Medicina:Implante coclearNota de contenido: Ertmer, David J., Mellon, Jennifer A. (2001). Beginning to Talk at 20 Months: Early Vocal Development in a Young Cochlear Implant Recipient JSLHR 44, 192-206
Ertmer, David J. (2001) Emergence of a Vowel System in a Young Cochlear Implant Recipient. JSLHR 44, 803-813
Serry, Tanya A., Blamey, Peter J. (1999). A 4-Year Investigation Into Phonetic Inventory Development in Young Cochlear Implant Users. JSHR 42, 141-154
Blamey, Peter J., Barry, Johanna G., Jacq, Pascale (2001). Phonetic Inventory Development in Young Cochlear Implant Users 6 Years Postoperation. JSHR 44, 73-79
Geers, A., Spehar, B., & Sedey, A. (2002). Use of Speech by Children From Total Communication Programs Who Wear Cochlear Implants. AJSLP, 11, 50-58
Tomblin, J. Bruce, Spencer, Linda, Flock, Sarah, Tyler, Rich, Gantz, Bruce (1999). A Comparison of Language Achievement in Children With Cochlear Implants and Children Using Hearing Aids. JSLHR, 42, 497-511Reserva
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Título : Social Communication in Preschoolers and School-Age Children : Assessment and Intervention Tipo de documento: texto impreso Autores: Geralyn Timler, Autor Editorial: Rockville : American Speech-Languaje-Hearing Association Fecha de publicación: C. 2008 Colección: Learn Grow excel Número de páginas: 43 p. Dimensiones: X cm. Material de acompañamiento: 2 CD-ROM ISBN/ISSN/DL: 0-1-58041-225-4 Idioma : Inglés (eng) Clasificación: Comunicacion
Etapas de desarrollo:InfanciaResumen: One of the responsibilities of the school-based speech-language pathologist is to address the problem-solving and social communication skills of children with diverse linguistic profiles. Children with language impairment may experience problems in social communication because of specific social cognitive or pragmatic deficits (e.g., misreading of social cues, limited strategies for peer group entry), or as a consequence of peers’ negative perceptions of their language abilities. This program focuses on assessment and intervention strategies to address diverse social communication difficulties. A model of social communicative competence is presented to provide a framework for comprehensive assessment of children’s social communication. Evidence-based intervention strategies to address specific social communication problems are provided. (Abstract taken from www.asha.org) Nota de contenido: Introduction & Learning Outcomes
Faculty
Social Communication in Preschoolers and School-Age Children
Social communication skills in children with and without language impairments
A framework of social communicative competence
Social communication assessment
Intervention strategies
Appendices
Pragmatics, Socially Speaking
Pragmatic Language Tips
Intervention Bibliography
ReferencesSocial Communication in Preschoolers and School-Age Children : Assessment and Intervention [texto impreso] / Geralyn Timler, Autor . - American Speech-Languaje-Hearing Association, C. 2008 . - 43 p. ; X cm. + 2 CD-ROM. - (Learn Grow excel) .
ISSN : 0-1-58041-225-4
Idioma : Inglés (eng)
Clasificación: Comunicacion
Etapas de desarrollo:InfanciaResumen: One of the responsibilities of the school-based speech-language pathologist is to address the problem-solving and social communication skills of children with diverse linguistic profiles. Children with language impairment may experience problems in social communication because of specific social cognitive or pragmatic deficits (e.g., misreading of social cues, limited strategies for peer group entry), or as a consequence of peers’ negative perceptions of their language abilities. This program focuses on assessment and intervention strategies to address diverse social communication difficulties. A model of social communicative competence is presented to provide a framework for comprehensive assessment of children’s social communication. Evidence-based intervention strategies to address specific social communication problems are provided. (Abstract taken from www.asha.org) Nota de contenido: Introduction & Learning Outcomes
Faculty
Social Communication in Preschoolers and School-Age Children
Social communication skills in children with and without language impairments
A framework of social communicative competence
Social communication assessment
Intervention strategies
Appendices
Pragmatics, Socially Speaking
Pragmatic Language Tips
Intervention Bibliography
ReferencesReserva
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Título : Combining Research and reason to make treatment decisions Tipo de documento: texto impreso Autores: Brian Goldstein, Editor científico Editorial: Rockville : American Speech-Languaje-Hearing Association Fecha de publicación: C. 2006 Colección: Learn Grow excel Número de páginas: 67, 8 p. Dimensiones: X cm. ISBN/ISSN/DL: 0-1-58041-201-7 Idioma : Inglés (eng) Clasificación: Discapacidad:Sordera
MedicinaResumen: Due to the limited evidence available to support clinical decisions, the principles of evidence-based practice (EBP) are not necessarily easy to apply to the various disciplines of speech-language pathology. There are also controversial features of EBP that affect its implementation, including questions about acceptable forms of evidence and the importance of non-research factors on treatment efficacy. This clinical forum explores how research can be combined with reason to decide which treatment approaches to use with clients who have fluency, phonology, and literacy problems. (Abstract taken from www.asha.org) Nota de contenido: Introduction & Learning Outcomes
Prologue: Combining Research and Reason To Make Treatment Decisions
Evidence-Based Practice: An Examination of Its Ramifications for the 257
Practice of Speech-Language Pathology
Evidence-Based Practice in Communication Disorders: Progress not Perfection
Treatment Decisions for Children With Speech–Sound Disorders
Commentary on “Treatment Decisions for Children With Speech–Sound Disorders”: 280
Revisiting the Past in EBP
Evidence-Based Practice, Response to Intervention, and the Prevention 284
of Reading Difficulties
The Implications of RTI and EBP for SLPs: Commentary on L. M. Justice
Making Evidence-Based Decisions About Child Language Intervention in Schools
Commentary on “Making Evidence-Based Decisions About Child 316
Language Intervention in Schools” by Gillam and Gillam
Epilogue: Some Final Thoughts on EBPCombining Research and reason to make treatment decisions [texto impreso] / Brian Goldstein, Editor científico . - American Speech-Languaje-Hearing Association, C. 2006 . - 67, 8 p. ; X cm.. - (Learn Grow excel) .
ISSN : 0-1-58041-201-7
Idioma : Inglés (eng)
Clasificación: Discapacidad:Sordera
MedicinaResumen: Due to the limited evidence available to support clinical decisions, the principles of evidence-based practice (EBP) are not necessarily easy to apply to the various disciplines of speech-language pathology. There are also controversial features of EBP that affect its implementation, including questions about acceptable forms of evidence and the importance of non-research factors on treatment efficacy. This clinical forum explores how research can be combined with reason to decide which treatment approaches to use with clients who have fluency, phonology, and literacy problems. (Abstract taken from www.asha.org) Nota de contenido: Introduction & Learning Outcomes
Prologue: Combining Research and Reason To Make Treatment Decisions
Evidence-Based Practice: An Examination of Its Ramifications for the 257
Practice of Speech-Language Pathology
Evidence-Based Practice in Communication Disorders: Progress not Perfection
Treatment Decisions for Children With Speech–Sound Disorders
Commentary on “Treatment Decisions for Children With Speech–Sound Disorders”: 280
Revisiting the Past in EBP
Evidence-Based Practice, Response to Intervention, and the Prevention 284
of Reading Difficulties
The Implications of RTI and EBP for SLPs: Commentary on L. M. Justice
Making Evidence-Based Decisions About Child Language Intervention in Schools
Commentary on “Making Evidence-Based Decisions About Child 316
Language Intervention in Schools” by Gillam and Gillam
Epilogue: Some Final Thoughts on EBPReserva
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Título : Modality specificity of (Central) Auditory processing disorders : A point counterpoint debate Tipo de documento: texto impreso Autores: Robert Burkard, Autor Editorial: Rockville : American Speech-Languaje-Hearing Association Fecha de publicación: C. 2006 Colección: Learn Grow excel Número de páginas: 150 , 9 p. Dimensiones: x cm. ISBN/ISSN/DL: 0-1-58041-194-0 Idioma : Inglés (eng) Clasificación: Discapacidad:Sordera
MedicinaResumen: Explore the complex issues and varied opinions surrounding the modality specificity of (central) auditory processing disorders [(C)APDs]. In a point/counterpoint journal format, Cacace and McFarland discuss their views on (C)APD, followed by a series of commentaries by Katz and Tillery; Musiek, Bellis, and Chermak; and Rosen. Finally, the authors of the primary article respond with a rebuttal. For further exploration of these themes, join a continuing dialogue with the authors and other participants in ASHA’s online discussion forums. (Abstract taken from www.asha.org) Nota de contenido: Introduction & Learning Outcomes
Introduction to the Forum
The Importance of Modality Specificity in Diagnosing Central Auditory Processing Disorder
Can Central Auditory Processing Tests Resist Supramodal Influences?
Nonmodularity of the Central Auditory Nervous System: Implications for (Central) Auditory Processing Disorder
"A Riddle Wrapped in a Mystery Inside an Enigma": Defining Central Auditory Processing Disorder
Response to Katz and Tillery (2005), Musiek, Bellis, and Chermak (2005), and Rosen (2005)Modality specificity of (Central) Auditory processing disorders : A point counterpoint debate [texto impreso] / Robert Burkard, Autor . - American Speech-Languaje-Hearing Association, C. 2006 . - 150 , 9 p. ; x cm.. - (Learn Grow excel) .
ISSN : 0-1-58041-194-0
Idioma : Inglés (eng)
Clasificación: Discapacidad:Sordera
MedicinaResumen: Explore the complex issues and varied opinions surrounding the modality specificity of (central) auditory processing disorders [(C)APDs]. In a point/counterpoint journal format, Cacace and McFarland discuss their views on (C)APD, followed by a series of commentaries by Katz and Tillery; Musiek, Bellis, and Chermak; and Rosen. Finally, the authors of the primary article respond with a rebuttal. For further exploration of these themes, join a continuing dialogue with the authors and other participants in ASHA’s online discussion forums. (Abstract taken from www.asha.org) Nota de contenido: Introduction & Learning Outcomes
Introduction to the Forum
The Importance of Modality Specificity in Diagnosing Central Auditory Processing Disorder
Can Central Auditory Processing Tests Resist Supramodal Influences?
Nonmodularity of the Central Auditory Nervous System: Implications for (Central) Auditory Processing Disorder
"A Riddle Wrapped in a Mystery Inside an Enigma": Defining Central Auditory Processing Disorder
Response to Katz and Tillery (2005), Musiek, Bellis, and Chermak (2005), and Rosen (2005)Reserva
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Título : Emergent literacy enviroment of young children at-risk for literacy learning difficulties Tipo de documento: texto impreso Autores: Froma P. Roth, Editor científico Editorial: Rockville : American Speech-Languaje-Hearing Association Fecha de publicación: C. 2004 Colección: Learn Grow excel Número de páginas: 40, 8 p. ; x cm ISBN/ISSN/DL: 0-1-58041-156-8 Idioma : Inglés (eng) Clasificación: Comunicacion:Oralidad
Discapacidad:Sordera
Educación:Lectura
Etapas de desarrollo:InfanciaNota de contenido: Marvin, Chris A., Wright, Dawn (1997). Literacy Socialization in the Homes of Preschool Children. LSHSS 28, 154-163
Kaderavek, Joan, Justice, Laura M (2002). Shared Storybook Reading as an Intervention Context: Practices and Potential Pitfalls. AJSLP 11, 395-406
Justice, Laura M., Ezell, Helen K. (2002) Use of Storybook Reading to Increase Print Awareness in At-Risk Children. AJSLP 11, 17-29
Hammer, Carol Scheffner, Miccio, Adele W., Wagstaff, David A. (2003) Home Literacy Experiences and Their Relationship to Bilingual Preschoolers' Developing English Literacy Abilities: An Initial Investigation. LSHSS 34, 20-30Emergent literacy enviroment of young children at-risk for literacy learning difficulties [texto impreso] / Froma P. Roth, Editor científico . - American Speech-Languaje-Hearing Association, C. 2004 . - 40, 8 p. ; x cm. - (Learn Grow excel) .
ISSN : 0-1-58041-156-8
Idioma : Inglés (eng)
Clasificación: Comunicacion:Oralidad
Discapacidad:Sordera
Educación:Lectura
Etapas de desarrollo:InfanciaNota de contenido: Marvin, Chris A., Wright, Dawn (1997). Literacy Socialization in the Homes of Preschool Children. LSHSS 28, 154-163
Kaderavek, Joan, Justice, Laura M (2002). Shared Storybook Reading as an Intervention Context: Practices and Potential Pitfalls. AJSLP 11, 395-406
Justice, Laura M., Ezell, Helen K. (2002) Use of Storybook Reading to Increase Print Awareness in At-Risk Children. AJSLP 11, 17-29
Hammer, Carol Scheffner, Miccio, Adele W., Wagstaff, David A. (2003) Home Literacy Experiences and Their Relationship to Bilingual Preschoolers' Developing English Literacy Abilities: An Initial Investigation. LSHSS 34, 20-30Reserva
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