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Editorial Plural Pub 
localizada en San Diego
5521 Ruffin Road
CA 92123 San Diego
EE. UU.
Documentos disponibles de esta editorial
Refinar búsquedaChildren with hearing loss / Elizabeth Bingham Cole
Título : Children with hearing loss : developing listening and talking birth to six Tipo de documento: texto impreso Autores: Elizabeth Bingham Cole, Autor ; Carol Flexer, Autor Editorial: San Diego [EE. UU.] : Plural Pub Fecha de publicación: 2008 Número de páginas: xiii, 351 p. Il.: il. Dimensiones: 23 cm. ISBN/ISSN/DL: 978-1-597-56158-7 Idioma : Inglés (eng) Idioma original : Inglés (eng) Clasificación: Comunicacion:Motherese
Comunicacion:Oralidad
Discapacidad:Sordera
Etapas de desarrollo:Infancia
Familia:Padres
Medicina
Medicina:Audífono:Sistemas FM
Medicina:Rehabilitación
Medicina:Terapia auditiva-verbal
Psicología:TerapiaResumen: In this day and age, we are dealing with a vastly different population of children with hearing loss, a population that never before in history have we had. With this new population, whose hearing loss is identified at birth, we can now prevent the developmental and communicative effects of hearing loss that were so common just a few years ago. With these babies and young children, we can now work primarily from a developmental and preventive perspective rather than from a remedial, corrective one. What has happened in the field of hearing loss is revolutionary.
This second edition of Developing Listening and Talking, Birth to Six remains a dynamic compilation of crucially important information for the facilitation of auditorally-based spoken language for today's infants and young children with hearing loss.
This text is intended for graduate level training programs for professionals who work with children who have hearing loss and their families (teachers, therapists, speech-language pathologists, and audiologists.) In addition, the book will be of great interest to undergraduate speech-language-hearing programs, early childhood education and intervention programs, and parents of children who have hearing loss. Responding to the crucial need for a comprehensive text, this book provides a framework for the skills and knowledge necessary to help parents promote listening and spoken language development.
This second edition covers current and up-to-date information about hearing, listening, auditory technology, auditory development, spoken language development, and intervention for young children with hearing loss whose parents have chosen to have them learn to listen and talk. Additions include updated information about hearing instruments and cochlear implants and about ways that professionals can support parents in promoting their children’s language and listening development. Information about preschool program selection and management has been included. The text also features a revised auditory development checklist.
A new appendix provides an important and useful tool for professionals who are interested in AG Bell Academy's Listening and Spoken Language Specialist Certification Program (LSLS) -- LSLS Cert. AVT and LSLS Cert. AVEd. This appendix lists the competencies required for the LSLS, and references each chapter of the book with regard to those requirements.
This book is unique in its scholarly, yet thoroughly readable style. Numerous illustrations, charts, and graphs illuminate key ideas. This second edition should be the foundation of the personal and professional libraries of students, clinicians, and parents who are interested in listening and spoken language outcomes for children with hearing loss.
Abstract from pluralpublishing.comNota de contenido: * Neurological Foundations of Listening and Talking
Key Points Presented in the Chapter
Introduction
Typical Infants: Listening and Language Development
Auditory Neural Development
Multiple Definitions for the Terms: New Context for the Word “Deaf”
Hearing Versus Listening
A Model of Hearing Loss: The Invisible Acoustic Filter Effect
Summary: The Question That Drives Technological and Intervention Recommendations
* The Auditory System
Key Points Presented in the Chapter
The Nature of Sound
o Unconscious Function
o Signal Warning Function
o Spoken Communication Function
Acoustics
o Audibility versus Intelligibility of Speech
o The Ling 6-7 Sound Test: Acoustic Basis and Description
Ear Mechanisms
o Data Input Analogy
o Outer and Middle Ear
o Inner Ear to the Brain
* Hearing and Hearing Loss in Infants and Children
Key Points Presented in the Chapter
Introduction
Classifications
o Degree (Severity)—Minimal to Profound
o Timing—Congenital or Acquired
o General Causes—Endogenous, Exogenous, or Multifactorial
Genetics, Syndromes, and Dysplasias
o Connexin 26
o Syndromes
o Inner Ear Dysplasias
Medical Aspects of Hearing Loss
o Conductive Pathologies and Hearing Loss
o Sensorineural Pathologies and Hearing Loss
o Mixed, Progressive, Functional, and Central Hearing Losses
o Synergistic and Multifactorial Effects
o Auditory Neuropathy/Dyssynchrony (AN/AD)
Summary
* Diagnosing Hearing Loss
Key Points Presented in the Chapter
Introduction
Newborn Hearing Screening and EHDI Programs
Test Equipment and Test Environment
Audiologic Diagnostic Assessment of Infants and Children
o Test Protocols
o Pediatric Behavioral Tests: BOA, VRA, CPA, Speech Perception Testing
o Electrophysiologic Tests: OAE, ABR/ASSR, and Immittance
The Audiogram
o Configuration (Pattern) of Thresholds on the Audiogram
Formulating a Differential Diagnosis
o Sensory Deprivation
o Ambiguity of Hearing Loss
Measuring Distance Hearing
Summary
* Hearing Aids, Cochlear Implants, and FM Systems
Key Points Presented in the Chapter
Introduction
For Intervention, First Things First: Optimize Detection of the Complete Acoustic Spectrum
o Listening and Learning Environments
o Distance Hearing/Incidental Learning and S/N Ratio
o ANSI S12.6-2002 Acoustical Guidelines
o Talker and Listener Physical Positioning
Amplification
o Hearing Aids/Hearing Instruments
o Bone Anchored Hearing Aid (Baha)
o Assistive Listening Devices (ALDs): Personal-Worn FM and Sound Field FM and IR (Classroom Amplification) Systems
o Wireless Connectivity
o Cochlear Implants
Measuring Efficacy of Fitting and Use of Technology
o Equipment Efficacy for the School System
Conclusion
* Intervention Issues
Key Points Presented in the Chapter
Basic Premises
Differentiating Dimensions Among Intervention Programs
o Educational Options for Children with Hearing Loss, Ages 3 to 6
o Challenges to the Process of Learning Spoken Language
* Auditory “Work”
Key Points Presented in the Chapter
Introduction
The Primacy of Audition
The Acoustics-Speech Connection
o Intensity/Loudness
o Frequency/Pitch
o Duration
The Effect of Hearing Loss on the Reception of Speech
A Historical Look at the Use of Residual Hearing
o The Concept of Listening Age
Auditory “Skills” and Auditory Processing Models
o Theory of Mind and Executive Functions
How to Help a Child Learn to Listen in Ordinary, Everyday Ways
Two Examples of Auditory Teaching and Learning
o Scene I: Tony
o Scene II: Tamara
Targets for Auditory/Linguistic Learning
A Last Word
* Spoken Language Learning
Key Points Presented in the Chapter
Introduction
What’s Involved in “Talking”?
How Does a Child Learn to Talk?
Relevance for Intervention Decisions
How Should Intervention Be Organized?
* Constructing Meaningful Communication
Key Points Presented in the Chapter
Introduction
The Affective Relationship
The Child’s Development of Interactional Abilities
o Joint Reference
o Turn-Taking Conventions
o Signaling of Intention
Characteristics of Caregiver Talk
o 1. Content: What Gets Talked About?
o 2. Phonology: What Does Motherese Sound Like?
o 3. Semantics and Syntax: What about Complexity?
o 4. Repetition: Say It or Play It Again
o 5. Negotiation of Meaning: Huh?
o 6. Participation-Elicitors: Let’s (Keep) Talk(ing)
o 7. Responsiveness
Issues about Motherese
o How Long Is Motherese Used?
o Motherese: Why?
o Motherese: Immaterial or Facilitative?
* Interacting in Ways that Promote Listening and Talking: Parents, Therapists, and Teachers
Key Points Presented in the Chapter
Introduction
The Emotional Impact of a Child’s Hearing Loss on the Family
What Parents Need to Learn
Components of Intervention for Babies and Young Children with Hearing Loss
When to Talk with Your Child and What to Talk About
A Framework for Maximizing Caregiver Effectiveness in Promoting Auditory/Linguistic Development in Children with Hearing Loss
o Background and Rationale
o Structure of the Framework
o Getting a Representative Sample of Interacting
o Discussing the Framework with Parents
o Ways of Addressing Parent-Chosen Targets
Teaching through Incidental and Embellished Interacting
o Teaching Through Incidental Interacting
o Teaching Through Embellished Interacting
Parent Guidance Sessions or Auditory-Verbal Therapy Sessions
o Components to Be Accomplished in a Typical Preplanned Session
o Sample Preplanned Scenario
o Substructure
o About the Benefits and Limitations of Preplanned Teaching
* Appendix 1: How to Grow Your Baby’s/Child’s Brain
* Appendix 2: Application and Instructions for the Ling 6-7 Sound Test
* Appendix 3: Targets for Auditory/Verbal Learning
* Appendix 4: Explanation for Items on the Framework for Maximizing Caregiver Effectiveness
* Appendix 5: Checklist for Evaluating Preschool Group Settings
* Appendix 6: Selected Resources
* Appendix 7: Description and Practice of Listening and Spoken Language Specialists: LSLS Cert. AVT and LSLS Cert. AVEd.
* Appendix 8: Principles of LSLS Practice
* Appendix 9: Knowledge and Competencies Needed by Listening and Spoken Language Specialists (LSLS)
* Appendix 10: Listening and Spoken Language Domains Addressed in This Book
* References
* Glossary of Terms
* IndexChildren with hearing loss : developing listening and talking birth to six [texto impreso] / Elizabeth Bingham Cole, Autor ; Carol Flexer, Autor . - San Diego (5521 Ruffin Road, CA 92123, EE. UU.) : Plural Pub, 2008 . - xiii, 351 p. : il. ; 23 cm.
ISBN : 978-1-597-56158-7
Idioma : Inglés (eng) Idioma original : Inglés (eng)
Clasificación: Comunicacion:Motherese
Comunicacion:Oralidad
Discapacidad:Sordera
Etapas de desarrollo:Infancia
Familia:Padres
Medicina
Medicina:Audífono:Sistemas FM
Medicina:Rehabilitación
Medicina:Terapia auditiva-verbal
Psicología:TerapiaResumen: In this day and age, we are dealing with a vastly different population of children with hearing loss, a population that never before in history have we had. With this new population, whose hearing loss is identified at birth, we can now prevent the developmental and communicative effects of hearing loss that were so common just a few years ago. With these babies and young children, we can now work primarily from a developmental and preventive perspective rather than from a remedial, corrective one. What has happened in the field of hearing loss is revolutionary.
This second edition of Developing Listening and Talking, Birth to Six remains a dynamic compilation of crucially important information for the facilitation of auditorally-based spoken language for today's infants and young children with hearing loss.
This text is intended for graduate level training programs for professionals who work with children who have hearing loss and their families (teachers, therapists, speech-language pathologists, and audiologists.) In addition, the book will be of great interest to undergraduate speech-language-hearing programs, early childhood education and intervention programs, and parents of children who have hearing loss. Responding to the crucial need for a comprehensive text, this book provides a framework for the skills and knowledge necessary to help parents promote listening and spoken language development.
This second edition covers current and up-to-date information about hearing, listening, auditory technology, auditory development, spoken language development, and intervention for young children with hearing loss whose parents have chosen to have them learn to listen and talk. Additions include updated information about hearing instruments and cochlear implants and about ways that professionals can support parents in promoting their children’s language and listening development. Information about preschool program selection and management has been included. The text also features a revised auditory development checklist.
A new appendix provides an important and useful tool for professionals who are interested in AG Bell Academy's Listening and Spoken Language Specialist Certification Program (LSLS) -- LSLS Cert. AVT and LSLS Cert. AVEd. This appendix lists the competencies required for the LSLS, and references each chapter of the book with regard to those requirements.
This book is unique in its scholarly, yet thoroughly readable style. Numerous illustrations, charts, and graphs illuminate key ideas. This second edition should be the foundation of the personal and professional libraries of students, clinicians, and parents who are interested in listening and spoken language outcomes for children with hearing loss.
Abstract from pluralpublishing.comNota de contenido: * Neurological Foundations of Listening and Talking
Key Points Presented in the Chapter
Introduction
Typical Infants: Listening and Language Development
Auditory Neural Development
Multiple Definitions for the Terms: New Context for the Word “Deaf”
Hearing Versus Listening
A Model of Hearing Loss: The Invisible Acoustic Filter Effect
Summary: The Question That Drives Technological and Intervention Recommendations
* The Auditory System
Key Points Presented in the Chapter
The Nature of Sound
o Unconscious Function
o Signal Warning Function
o Spoken Communication Function
Acoustics
o Audibility versus Intelligibility of Speech
o The Ling 6-7 Sound Test: Acoustic Basis and Description
Ear Mechanisms
o Data Input Analogy
o Outer and Middle Ear
o Inner Ear to the Brain
* Hearing and Hearing Loss in Infants and Children
Key Points Presented in the Chapter
Introduction
Classifications
o Degree (Severity)—Minimal to Profound
o Timing—Congenital or Acquired
o General Causes—Endogenous, Exogenous, or Multifactorial
Genetics, Syndromes, and Dysplasias
o Connexin 26
o Syndromes
o Inner Ear Dysplasias
Medical Aspects of Hearing Loss
o Conductive Pathologies and Hearing Loss
o Sensorineural Pathologies and Hearing Loss
o Mixed, Progressive, Functional, and Central Hearing Losses
o Synergistic and Multifactorial Effects
o Auditory Neuropathy/Dyssynchrony (AN/AD)
Summary
* Diagnosing Hearing Loss
Key Points Presented in the Chapter
Introduction
Newborn Hearing Screening and EHDI Programs
Test Equipment and Test Environment
Audiologic Diagnostic Assessment of Infants and Children
o Test Protocols
o Pediatric Behavioral Tests: BOA, VRA, CPA, Speech Perception Testing
o Electrophysiologic Tests: OAE, ABR/ASSR, and Immittance
The Audiogram
o Configuration (Pattern) of Thresholds on the Audiogram
Formulating a Differential Diagnosis
o Sensory Deprivation
o Ambiguity of Hearing Loss
Measuring Distance Hearing
Summary
* Hearing Aids, Cochlear Implants, and FM Systems
Key Points Presented in the Chapter
Introduction
For Intervention, First Things First: Optimize Detection of the Complete Acoustic Spectrum
o Listening and Learning Environments
o Distance Hearing/Incidental Learning and S/N Ratio
o ANSI S12.6-2002 Acoustical Guidelines
o Talker and Listener Physical Positioning
Amplification
o Hearing Aids/Hearing Instruments
o Bone Anchored Hearing Aid (Baha)
o Assistive Listening Devices (ALDs): Personal-Worn FM and Sound Field FM and IR (Classroom Amplification) Systems
o Wireless Connectivity
o Cochlear Implants
Measuring Efficacy of Fitting and Use of Technology
o Equipment Efficacy for the School System
Conclusion
* Intervention Issues
Key Points Presented in the Chapter
Basic Premises
Differentiating Dimensions Among Intervention Programs
o Educational Options for Children with Hearing Loss, Ages 3 to 6
o Challenges to the Process of Learning Spoken Language
* Auditory “Work”
Key Points Presented in the Chapter
Introduction
The Primacy of Audition
The Acoustics-Speech Connection
o Intensity/Loudness
o Frequency/Pitch
o Duration
The Effect of Hearing Loss on the Reception of Speech
A Historical Look at the Use of Residual Hearing
o The Concept of Listening Age
Auditory “Skills” and Auditory Processing Models
o Theory of Mind and Executive Functions
How to Help a Child Learn to Listen in Ordinary, Everyday Ways
Two Examples of Auditory Teaching and Learning
o Scene I: Tony
o Scene II: Tamara
Targets for Auditory/Linguistic Learning
A Last Word
* Spoken Language Learning
Key Points Presented in the Chapter
Introduction
What’s Involved in “Talking”?
How Does a Child Learn to Talk?
Relevance for Intervention Decisions
How Should Intervention Be Organized?
* Constructing Meaningful Communication
Key Points Presented in the Chapter
Introduction
The Affective Relationship
The Child’s Development of Interactional Abilities
o Joint Reference
o Turn-Taking Conventions
o Signaling of Intention
Characteristics of Caregiver Talk
o 1. Content: What Gets Talked About?
o 2. Phonology: What Does Motherese Sound Like?
o 3. Semantics and Syntax: What about Complexity?
o 4. Repetition: Say It or Play It Again
o 5. Negotiation of Meaning: Huh?
o 6. Participation-Elicitors: Let’s (Keep) Talk(ing)
o 7. Responsiveness
Issues about Motherese
o How Long Is Motherese Used?
o Motherese: Why?
o Motherese: Immaterial or Facilitative?
* Interacting in Ways that Promote Listening and Talking: Parents, Therapists, and Teachers
Key Points Presented in the Chapter
Introduction
The Emotional Impact of a Child’s Hearing Loss on the Family
What Parents Need to Learn
Components of Intervention for Babies and Young Children with Hearing Loss
When to Talk with Your Child and What to Talk About
A Framework for Maximizing Caregiver Effectiveness in Promoting Auditory/Linguistic Development in Children with Hearing Loss
o Background and Rationale
o Structure of the Framework
o Getting a Representative Sample of Interacting
o Discussing the Framework with Parents
o Ways of Addressing Parent-Chosen Targets
Teaching through Incidental and Embellished Interacting
o Teaching Through Incidental Interacting
o Teaching Through Embellished Interacting
Parent Guidance Sessions or Auditory-Verbal Therapy Sessions
o Components to Be Accomplished in a Typical Preplanned Session
o Sample Preplanned Scenario
o Substructure
o About the Benefits and Limitations of Preplanned Teaching
* Appendix 1: How to Grow Your Baby’s/Child’s Brain
* Appendix 2: Application and Instructions for the Ling 6-7 Sound Test
* Appendix 3: Targets for Auditory/Verbal Learning
* Appendix 4: Explanation for Items on the Framework for Maximizing Caregiver Effectiveness
* Appendix 5: Checklist for Evaluating Preschool Group Settings
* Appendix 6: Selected Resources
* Appendix 7: Description and Practice of Listening and Spoken Language Specialists: LSLS Cert. AVT and LSLS Cert. AVEd.
* Appendix 8: Principles of LSLS Practice
* Appendix 9: Knowledge and Competencies Needed by Listening and Spoken Language Specialists (LSLS)
* Appendix 10: Listening and Spoken Language Domains Addressed in This Book
* References
* Glossary of Terms
* IndexReserva
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Título de serie: Handbook of (central) auditory processing disorder, 2 Título : Handbook of (central) auditory processing disorder : Comprehensive intervention Tipo de documento: texto impreso Autores: Frank E. Musiek, Autor ; Gail D. Chermak, Autor Editorial: San Diego [EE. UU.] : Plural Pub Fecha de publicación: 2007 Número de páginas: 369 p. Dimensiones: 25 cm. ISBN/ISSN/DL: 1-59756-057-x Nota general: v.1 Auditory neuroscience and diagnosis - v. 2 Comprehensive intervention Idioma : Inglés (eng) Idioma original : Inglés (eng) Clasificación: Discapacidad:Sordera
Familia
Medicina
Medicina:NeurocienciaResumen: "The editors of this important volume have pioneered the kinds of thoughtful studies basic to understanding, diagnosing, and treating auditory processing disorders. In this handbook, they have assembled a truly impressive stable of national and international contributors to virtually every aspect of the problem. They bring us up to date on the latest findings from the standpoint of behavioral assessment, electrophysiologic measures, and the neurobiology of the disorder, all relevant to the identification and diagnosis of this troubling malady." -- From the Foreword, by James Jerger, Ph.D.
The first volume of Musiek and Chermak's definitive handbook provides comprehensive coverage of auditory neuroscience and clinical science needed to accurately diagnose the range of developmental and acquired (C)APD disorders in children, adults, and older adults. With contributions from world-renowned authors, the handbook reflects major advances in auditory neuroscience and cognitive science, particularly over the last two decades.
The chapters in this volume cover basic science foundations, diagnostic principles and procedures, and multidisciplinary assessment, as well as addressing the ongoing research and development in diagnostics.Nota de contenido: •I. Foundations.
•Neurobiology, Cognitive Science, and Intervention
Gail D. Chermak, Teri James Bellis, and Frank E. Musiek
•Evidence-Based Practice and Treatment Efficacy
Jane T. Pimentel and Ella Inglebret
•Acoustic Foundations of Signal Enhancement and Room Acoustics
Jacek Smurzynski
•II. Interventions.
•Auditory Training
Frank E. Musiek, Gail D. Chermak, and Jeffrey Weihing
•Central Resources Training: Cognitive, Metacognitive and Metalingustic Skills and Strategies
Gail D. Chermak
•Computer-Based Auditory Training for (Central) Auditory Processing Disorder
Linda M. Thibodeau
•Signal Enhancement: Personal FM and Sound-Field Technology
Carol Flexer
•Classroom Management: Collaboration with Families, Teachers, and Other Professionals
Jeanane M. Ferre
•Managing (Central) Auditory Processing Disorder in Adolescents and Adults
Jane A. Baran
•III. Multidisciplinary Perspectives Across the Spectrum of Related Disorders.
•Differential Intervention for (C)APD, Attention Deficit Hyperactivity Disorder, and Learning Disability
Jeanane M. Ferre
•Intervention for Cognitive-Communicative and Language Factors Associated with (C)APD: A Speech-Language Pathology Perspective
Gail J. Richard
•Intervention for Individuals with (C)APD and Attention Deficit Hyperactivity Disorder: A Psychological Perspective
Warren D. Keller and Kim L. Tillery
•IV. Future Directions.
•Emerging and Future Directions in Intervention for (Central) Auditory Processing Disorder
Gail D. Chermak and Frank E. Musiek
•Glossary
•IndexHandbook of (central) auditory processing disorder, 2. Handbook of (central) auditory processing disorder : Comprehensive intervention [texto impreso] / Frank E. Musiek, Autor ; Gail D. Chermak, Autor . - San Diego (5521 Ruffin Road, CA 92123, EE. UU.) : Plural Pub, 2007 . - 369 p. ; 25 cm.
ISSN : 1-59756-057-x
v.1 Auditory neuroscience and diagnosis - v. 2 Comprehensive intervention
Idioma : Inglés (eng) Idioma original : Inglés (eng)
Clasificación: Discapacidad:Sordera
Familia
Medicina
Medicina:NeurocienciaResumen: "The editors of this important volume have pioneered the kinds of thoughtful studies basic to understanding, diagnosing, and treating auditory processing disorders. In this handbook, they have assembled a truly impressive stable of national and international contributors to virtually every aspect of the problem. They bring us up to date on the latest findings from the standpoint of behavioral assessment, electrophysiologic measures, and the neurobiology of the disorder, all relevant to the identification and diagnosis of this troubling malady." -- From the Foreword, by James Jerger, Ph.D.
The first volume of Musiek and Chermak's definitive handbook provides comprehensive coverage of auditory neuroscience and clinical science needed to accurately diagnose the range of developmental and acquired (C)APD disorders in children, adults, and older adults. With contributions from world-renowned authors, the handbook reflects major advances in auditory neuroscience and cognitive science, particularly over the last two decades.
The chapters in this volume cover basic science foundations, diagnostic principles and procedures, and multidisciplinary assessment, as well as addressing the ongoing research and development in diagnostics.Nota de contenido: •I. Foundations.
•Neurobiology, Cognitive Science, and Intervention
Gail D. Chermak, Teri James Bellis, and Frank E. Musiek
•Evidence-Based Practice and Treatment Efficacy
Jane T. Pimentel and Ella Inglebret
•Acoustic Foundations of Signal Enhancement and Room Acoustics
Jacek Smurzynski
•II. Interventions.
•Auditory Training
Frank E. Musiek, Gail D. Chermak, and Jeffrey Weihing
•Central Resources Training: Cognitive, Metacognitive and Metalingustic Skills and Strategies
Gail D. Chermak
•Computer-Based Auditory Training for (Central) Auditory Processing Disorder
Linda M. Thibodeau
•Signal Enhancement: Personal FM and Sound-Field Technology
Carol Flexer
•Classroom Management: Collaboration with Families, Teachers, and Other Professionals
Jeanane M. Ferre
•Managing (Central) Auditory Processing Disorder in Adolescents and Adults
Jane A. Baran
•III. Multidisciplinary Perspectives Across the Spectrum of Related Disorders.
•Differential Intervention for (C)APD, Attention Deficit Hyperactivity Disorder, and Learning Disability
Jeanane M. Ferre
•Intervention for Cognitive-Communicative and Language Factors Associated with (C)APD: A Speech-Language Pathology Perspective
Gail J. Richard
•Intervention for Individuals with (C)APD and Attention Deficit Hyperactivity Disorder: A Psychological Perspective
Warren D. Keller and Kim L. Tillery
•IV. Future Directions.
•Emerging and Future Directions in Intervention for (Central) Auditory Processing Disorder
Gail D. Chermak and Frank E. Musiek
•Glossary
•IndexReserva
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Título : Programming Cochlear Implants Tipo de documento: texto impreso Autores: Jace Wolfe, Autor ; Erin C. Schafer, Autor Editorial: San Diego [EE. UU.] : Plural Pub Fecha de publicación: 2010 Colección: Core clinical concepts in audiology. Número de páginas: viii, 139 p. Il.: il. Dimensiones: 28 cm. ISBN/ISSN/DL: 978-1-597-56372-7 Idioma : Inglés (eng) Idioma original : Inglés (eng) Clasificación: Discapacidad:Sordera
Medicina:Audífono:Sistemas FM
Medicina:Implante coclearResumen: Cochlear implants offer substantial benefit for children and adults with severe to profound hearing loss. However, for recipients to realize their full potential with the device, it must be carefully programmed. Programming Cochlear Implants, a volume in the Core Clinical Concepts in Audiology Series, offers practical guidance for clinicians who program or plan to program cochlear implants, introducing the basics of cochlear implant programming and continuing through advanced programming techniques. Manufacturer-specific information is provided, and case studies are presented to illustrate cochlear implant programming fundamentals and strategies. Specific topics covered include: basics of cochlear implant terminology and programming, clinical protocols for cochlear implant management, programming considerations for bilateral cochlear implant recipients, troubleshooting during the programming process, device-specific programming techniques, basic use of objective measures to set cochlear implant programs, use of FM and assistive listening devices with cochlear implants, and management of the difficult-to-program recipient. This book serves as a practical guide for clinicians who are providing services to cochlear implant users and also as a teaching tool for graduate-level students. Nota de contenido: Basic components and operation of a cochlear implant
Basic terminology of cochlear implant programming
Chapter 1. Basic Components and Operation of a Cochlear Implant
Basic Operation of Cochlear Implants
Basic Components of Current Cochlear Implant Systems
Advanced Bionics Corporation
Sound Processor
Internal Device
Cochlear Corporation
Sound Processor
Internal Device
MED-EL Corporation
Sound Processor
Internal Device
Key Concepts
2. Basic Terminology of Cochlear Implant Programming
Parameters Affecting Signal Coding in the Intensity Domain
Stimulation Levels
Threshold of Stimulation
Upper Stimulation Levels
Current Amplitude and Pulse Width
Mapping Acoustical Inputs into the Electrical Dynamic Range
Input Dynamic Range (IDR)
Sensitivity
Compression
Channel Gain
Volume Control Setting
Parameters Affecting Signal Coding in the Frequency Domain
Electrode Contact vs. Channel
Virtual Electrodes (Current Steering)
Frequency Allocation
Parameters Affecting Signal Coding in the Time Domain
Stimulation Rate
Basic Cochlear Implant Terminology
Electrode Coupling Strategy/Stimulation Mode
Sequential vs. Simultaneous Stimulation
Interpolation
Sweeping
Loudness Balancing
Radio Frequency (RF)
Telemetry
Electrode Impedance
Voltage Compliance
Mixing Ratio
Basic Cochlear Implant Signal Coding Strategies
Continuous Interleaved Sampling (CIS)
HiResolution Sound Processing
n-of-m Strategies
Spectral Peak (SPEAK)
Advanced Combination Encoder (ACE)
MP3000
Fine Structure Processing (FSP)
Simultaneous Analog Stimulation (SAS)
Key Concepts
3. Basic Principles of Programming
Pre-Activation Procedures
Realistic Expectations Prior to Activation
Reviewing Logistics of Cochlear Implantation
Familiarity with Cochlear Implant Hardware
Setting the Stage
Programming After Implantation
Physical Evaluation
Selecting a Signal Coding Strategy
Streamlined vs. Comprehensive Programming
Measuring Stimulation Levels
Setting Threshold Levels for Adults
Setting Threshold Levels for Children
Additional Measure to Ensure Adequate T Levels and Confirm Audibility
Setting Upper Stimulation Levels for Adults
Setting Upper Stimulation Levels for Children
Additional Measures to Set Stimulation Levels
Adjustments to Special Parameters
Stimulation Rate
Pulse Width
Channel Gain
Frequency Allocation
Input Dynamic Range (IDR)
Maxima
Key Concepts
4. Manufacturer-Specific Programming Considerations
Advanced Bionics Corporation
HiResolution (HiRes) 90K System
Electrode Impedance
Selecting a Signal Coding Strategy
Setting Stimulation Levels
Additional Programming Parameters
Input Processing
Microphone Sensitivity and Volume Control
Channel Gains
Extended Filtering
Input Dynamic Range (IDR)
Audio-Mixing Ratio
Lock
Automatic Gain Control (AGC)
Indifferent (Reference) Electrode Ground
Channel Clipping
Programming Previous Generations of Advanced Bionics Implants
Cochlear Corporation
The Nucleus 5 System
Electrode Impedance
Selecting a Signal Coding Strategy and Preprocessing Parameters
Setting Stimulation Levels
Additional Programming Parameters
Microphone Sensitivity and Volume Control
T-SPL, C-SPL, and the IIDR
Autosensitivity Breakpoint
Loudness Growth
Jitter
Telecoil-Mixing Ratio
Accessory-Mixing Ratio
Channel Gains
Voltage Compliance
Prediction of Stimulation Levels from Other Programs
Power Level
SmartSound Preprocessing
SmartSound Environment Personalization
Indicators
Automatic Telecoil
Double Channel Mapping
Channel-to-Electrode Assignment
Bilateral Mapping
Programming Previous Generations of Nucleus Implants
MED-EL Corporation
Programming MED-EL Recipients in Fine Structure Processing
Electrode Impedance
Selecting a Signal Coding Strategy
Setting Stimulation Levels
Additional Programming Parameters
Frequency Bands
Maplaw
Volume Mode
Automatic Sound Management (ASM)
Indicators
Programming Previous Generations of MED-EL Implants
Key Concepts
5. Clinical Considerations: Putting All of the Pieces Together
Collaboration with the Cochlear Implant Surgeon/Medical Evaluation
Programming Schedule
Two-day Initial Activation Sessions
One-Week Post-Activation Appointment
One-Month, Post-Activation Programming Session
Remainder of Programming Schedule
The Role of Electrically-Evoked Potentials in Programming
Additional Habilitative/Rehabilitative Considerations
Considerations for Bilateral Cochlear Implantation
Key Concepts
6. Troubleshooting Patient Complaints and Complications
Managing Recipients Who Experience Disappointing Outcomes
External Hardware
Determine Wear Schedule and Facilitate an Auditory Lifestyle
Evaluate the Appropriateness of the Cochlear Implant Program
Assessment of Internal Hardware
Identifying “Red Flags”
Factors Influencing Cochlear Implant Outcomes
Additional Disabilities
Bacterial Meningitis
Aplastic Auditory Nerves
Inner Ear Malformations
Pre-lingual Deafness and Duration of Deafness Prior to Implantation
Advanced Age
Internal Device Function
Programming Adjustments for the Most Common Complaints and Complications
Key Concepts
7. Hearing Assistance Technology (HAT) and Cochlear Implants
Basic Description of Personal Systems
Optimal Systems for Use with a Cochlear Implant
Description and Programming for Personal HAT and Cochlear Implants
FM Transmitters
FM and Induction Loop Receivers
Programming Considerations for FM Receivers and Sound Processors
FM-Receiver Programming
Sound Processor Programming and HAT
Audio-Mixing Ratios
Input Dynamic Range (IDR)
Processor Sensitivity
Fitting Procedures for Personal FM Systems
Monitoring and Troubleshooting Personal FM Systems for Cochlear Implants
HAT to Improve Telephone Conversations
Telecoils
Manufacturer-Specific Information
Telecoil Accessories
Summary of HAT for Cochlear Implants
Key ConceptsProgramming Cochlear Implants [texto impreso] / Jace Wolfe, Autor ; Erin C. Schafer, Autor . - Plural Pub, 2010 . - viii, 139 p. : il. ; 28 cm.. - (Core clinical concepts in audiology.) .
ISBN : 978-1-597-56372-7
Idioma : Inglés (eng) Idioma original : Inglés (eng)
Clasificación: Discapacidad:Sordera
Medicina:Audífono:Sistemas FM
Medicina:Implante coclearResumen: Cochlear implants offer substantial benefit for children and adults with severe to profound hearing loss. However, for recipients to realize their full potential with the device, it must be carefully programmed. Programming Cochlear Implants, a volume in the Core Clinical Concepts in Audiology Series, offers practical guidance for clinicians who program or plan to program cochlear implants, introducing the basics of cochlear implant programming and continuing through advanced programming techniques. Manufacturer-specific information is provided, and case studies are presented to illustrate cochlear implant programming fundamentals and strategies. Specific topics covered include: basics of cochlear implant terminology and programming, clinical protocols for cochlear implant management, programming considerations for bilateral cochlear implant recipients, troubleshooting during the programming process, device-specific programming techniques, basic use of objective measures to set cochlear implant programs, use of FM and assistive listening devices with cochlear implants, and management of the difficult-to-program recipient. This book serves as a practical guide for clinicians who are providing services to cochlear implant users and also as a teaching tool for graduate-level students. Nota de contenido: Basic components and operation of a cochlear implant
Basic terminology of cochlear implant programming
Chapter 1. Basic Components and Operation of a Cochlear Implant
Basic Operation of Cochlear Implants
Basic Components of Current Cochlear Implant Systems
Advanced Bionics Corporation
Sound Processor
Internal Device
Cochlear Corporation
Sound Processor
Internal Device
MED-EL Corporation
Sound Processor
Internal Device
Key Concepts
2. Basic Terminology of Cochlear Implant Programming
Parameters Affecting Signal Coding in the Intensity Domain
Stimulation Levels
Threshold of Stimulation
Upper Stimulation Levels
Current Amplitude and Pulse Width
Mapping Acoustical Inputs into the Electrical Dynamic Range
Input Dynamic Range (IDR)
Sensitivity
Compression
Channel Gain
Volume Control Setting
Parameters Affecting Signal Coding in the Frequency Domain
Electrode Contact vs. Channel
Virtual Electrodes (Current Steering)
Frequency Allocation
Parameters Affecting Signal Coding in the Time Domain
Stimulation Rate
Basic Cochlear Implant Terminology
Electrode Coupling Strategy/Stimulation Mode
Sequential vs. Simultaneous Stimulation
Interpolation
Sweeping
Loudness Balancing
Radio Frequency (RF)
Telemetry
Electrode Impedance
Voltage Compliance
Mixing Ratio
Basic Cochlear Implant Signal Coding Strategies
Continuous Interleaved Sampling (CIS)
HiResolution Sound Processing
n-of-m Strategies
Spectral Peak (SPEAK)
Advanced Combination Encoder (ACE)
MP3000
Fine Structure Processing (FSP)
Simultaneous Analog Stimulation (SAS)
Key Concepts
3. Basic Principles of Programming
Pre-Activation Procedures
Realistic Expectations Prior to Activation
Reviewing Logistics of Cochlear Implantation
Familiarity with Cochlear Implant Hardware
Setting the Stage
Programming After Implantation
Physical Evaluation
Selecting a Signal Coding Strategy
Streamlined vs. Comprehensive Programming
Measuring Stimulation Levels
Setting Threshold Levels for Adults
Setting Threshold Levels for Children
Additional Measure to Ensure Adequate T Levels and Confirm Audibility
Setting Upper Stimulation Levels for Adults
Setting Upper Stimulation Levels for Children
Additional Measures to Set Stimulation Levels
Adjustments to Special Parameters
Stimulation Rate
Pulse Width
Channel Gain
Frequency Allocation
Input Dynamic Range (IDR)
Maxima
Key Concepts
4. Manufacturer-Specific Programming Considerations
Advanced Bionics Corporation
HiResolution (HiRes) 90K System
Electrode Impedance
Selecting a Signal Coding Strategy
Setting Stimulation Levels
Additional Programming Parameters
Input Processing
Microphone Sensitivity and Volume Control
Channel Gains
Extended Filtering
Input Dynamic Range (IDR)
Audio-Mixing Ratio
Lock
Automatic Gain Control (AGC)
Indifferent (Reference) Electrode Ground
Channel Clipping
Programming Previous Generations of Advanced Bionics Implants
Cochlear Corporation
The Nucleus 5 System
Electrode Impedance
Selecting a Signal Coding Strategy and Preprocessing Parameters
Setting Stimulation Levels
Additional Programming Parameters
Microphone Sensitivity and Volume Control
T-SPL, C-SPL, and the IIDR
Autosensitivity Breakpoint
Loudness Growth
Jitter
Telecoil-Mixing Ratio
Accessory-Mixing Ratio
Channel Gains
Voltage Compliance
Prediction of Stimulation Levels from Other Programs
Power Level
SmartSound Preprocessing
SmartSound Environment Personalization
Indicators
Automatic Telecoil
Double Channel Mapping
Channel-to-Electrode Assignment
Bilateral Mapping
Programming Previous Generations of Nucleus Implants
MED-EL Corporation
Programming MED-EL Recipients in Fine Structure Processing
Electrode Impedance
Selecting a Signal Coding Strategy
Setting Stimulation Levels
Additional Programming Parameters
Frequency Bands
Maplaw
Volume Mode
Automatic Sound Management (ASM)
Indicators
Programming Previous Generations of MED-EL Implants
Key Concepts
5. Clinical Considerations: Putting All of the Pieces Together
Collaboration with the Cochlear Implant Surgeon/Medical Evaluation
Programming Schedule
Two-day Initial Activation Sessions
One-Week Post-Activation Appointment
One-Month, Post-Activation Programming Session
Remainder of Programming Schedule
The Role of Electrically-Evoked Potentials in Programming
Additional Habilitative/Rehabilitative Considerations
Considerations for Bilateral Cochlear Implantation
Key Concepts
6. Troubleshooting Patient Complaints and Complications
Managing Recipients Who Experience Disappointing Outcomes
External Hardware
Determine Wear Schedule and Facilitate an Auditory Lifestyle
Evaluate the Appropriateness of the Cochlear Implant Program
Assessment of Internal Hardware
Identifying “Red Flags”
Factors Influencing Cochlear Implant Outcomes
Additional Disabilities
Bacterial Meningitis
Aplastic Auditory Nerves
Inner Ear Malformations
Pre-lingual Deafness and Duration of Deafness Prior to Implantation
Advanced Age
Internal Device Function
Programming Adjustments for the Most Common Complaints and Complications
Key Concepts
7. Hearing Assistance Technology (HAT) and Cochlear Implants
Basic Description of Personal Systems
Optimal Systems for Use with a Cochlear Implant
Description and Programming for Personal HAT and Cochlear Implants
FM Transmitters
FM and Induction Loop Receivers
Programming Considerations for FM Receivers and Sound Processors
FM-Receiver Programming
Sound Processor Programming and HAT
Audio-Mixing Ratios
Input Dynamic Range (IDR)
Processor Sensitivity
Fitting Procedures for Personal FM Systems
Monitoring and Troubleshooting Personal FM Systems for Cochlear Implants
HAT to Improve Telephone Conversations
Telecoils
Manufacturer-Specific Information
Telecoil Accessories
Summary of HAT for Cochlear Implants
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Título : Literacy and deafness : Listening and spoken language Tipo de documento: texto impreso Autores: Lyn Robertson, Autor Editorial: San Diego [EE. UU.] : Plural Pub Fecha de publicación: 2009 Número de páginas: xvii, 285 p. ; 23 cm ISBN/ISSN/DL: 978-1-597-56290-4 Nota general: Includes bibliographical references and index Idioma : Inglés (eng) Clasificación: Comunicacion:Bilingüismo
Comunicacion:Oralidad
Discapacidad:Sordera
Educación:Escritura
Educación:Lectura
Etapas de desarrollo:Infancia
Medicina:Audífono
Medicina:Audífono:Sistemas FM
Medicina:Implante coclear
Medicina:Terapia auditiva-verbalResumen: Prospects are changing for individuals with hearing loss. Infants and toddlers discovered to be deaf or hard of hearing can be aided or implanted with state-of-the-art technology, and the people in the children’s lives can learn to enrich and accentuate their access to sound and help them learn to listen. These children can learn more than one spoken language and can learn to read, write, sing, and play musical instruments. Deafness in all its audiogrammatic forms can be treated in one way or another. Unless someone chooses deafness for a particular child, no child needs to remain in silence or even in partial sound. This book is about learning to listen and speak in order to learn to read and write. It deals with the evidence of persistent low literacy levels in many individuals with hearing loss and with evidence of higher literacy levels in those with hearing loss who have learned to listen. At a time when technology is racing along to produce ever better access to sound, this book attempts to pull together the dominant literacy research done in the “hearing world” and apply it to the world of the deaf and hard of hearing who can now experience all sorts of sound. The author makes the argument that helping a child learn to listen is the best insurance that he or she will learn to read and write. Based on both research and personal experience, the book is of interest to speech/language professionals, classroom teachers, and parents. Nota de contenido: 1.A History of Reading Achievement in People with Hearing Loss
2.Literacy Theories
3.Technology and Listening/ Flexer, Carol Flexer
4.Spoken Language
5.Hearing, Listening, and Literacy
6.Issues in Child Development / Dow, Gina
Part II: Typical Development—Birth to Age Five
7.Learning to Read
8.Learning to Write
9.Proceeding Through School
10.Parents, Therapists, and Teachers Working Together
11.English Language Learners and Bilingualism
12.Assessment Issues and Approaches
13.Promising Literacy Programs
14.Educational Settings for Children with Hearing Loss
15.Thoughts From Two Founders of the Auditory-Verbal ApproachLiteracy and deafness : Listening and spoken language [texto impreso] / Lyn Robertson, Autor . - San Diego (5521 Ruffin Road, CA 92123, EE. UU.) : Plural Pub, 2009 . - xvii, 285 p. ; 23 cm.
ISBN : 978-1-597-56290-4
Includes bibliographical references and index
Idioma : Inglés (eng)
Clasificación: Comunicacion:Bilingüismo
Comunicacion:Oralidad
Discapacidad:Sordera
Educación:Escritura
Educación:Lectura
Etapas de desarrollo:Infancia
Medicina:Audífono
Medicina:Audífono:Sistemas FM
Medicina:Implante coclear
Medicina:Terapia auditiva-verbalResumen: Prospects are changing for individuals with hearing loss. Infants and toddlers discovered to be deaf or hard of hearing can be aided or implanted with state-of-the-art technology, and the people in the children’s lives can learn to enrich and accentuate their access to sound and help them learn to listen. These children can learn more than one spoken language and can learn to read, write, sing, and play musical instruments. Deafness in all its audiogrammatic forms can be treated in one way or another. Unless someone chooses deafness for a particular child, no child needs to remain in silence or even in partial sound. This book is about learning to listen and speak in order to learn to read and write. It deals with the evidence of persistent low literacy levels in many individuals with hearing loss and with evidence of higher literacy levels in those with hearing loss who have learned to listen. At a time when technology is racing along to produce ever better access to sound, this book attempts to pull together the dominant literacy research done in the “hearing world” and apply it to the world of the deaf and hard of hearing who can now experience all sorts of sound. The author makes the argument that helping a child learn to listen is the best insurance that he or she will learn to read and write. Based on both research and personal experience, the book is of interest to speech/language professionals, classroom teachers, and parents. Nota de contenido: 1.A History of Reading Achievement in People with Hearing Loss
2.Literacy Theories
3.Technology and Listening/ Flexer, Carol Flexer
4.Spoken Language
5.Hearing, Listening, and Literacy
6.Issues in Child Development / Dow, Gina
Part II: Typical Development—Birth to Age Five
7.Learning to Read
8.Learning to Write
9.Proceeding Through School
10.Parents, Therapists, and Teachers Working Together
11.English Language Learners and Bilingualism
12.Assessment Issues and Approaches
13.Promising Literacy Programs
14.Educational Settings for Children with Hearing Loss
15.Thoughts From Two Founders of the Auditory-Verbal ApproachReserva
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Título de serie: Handbook of (central) auditory processing disorder, 1 Título : Handbook of (central) auditory processing disorder : Auditory Neuroscience and diagnosis Tipo de documento: texto impreso Autores: Frank E. Musiek, Autor ; Gail D. Chermak, Autor Editorial: San Diego [EE. UU.] : Plural Pub Fecha de publicación: 2007 Número de páginas: 502 p. Il.: il. ISBN/ISSN/DL: 978-1-597-56056-6 Idioma : Inglés (eng) Clasificación: Discapacidad:Sordera
Medicina
Medicina:NeurocienciaNota de contenido: Contents
Foreword / Jerger James
About the editors
Preface
Contributors
1. Auditory neuroscience
1.1. Auditory: Neuroscience and (central) auditory processing disorder: An overview / Musiek, Frank E.; Chermak, Gail D.
1.2. Psychoacoustic considerations and implications for the diagnosis of (central) auditory processing disorder / Hurley, Raymond M.; Fulton, Susan E.
1.3. An introduction to central auditory neuroscience / Phillips, Dennis P.
1.4. Neurobiology of (central) auditory processing disorder and language-based learning disability / Banai, Karen; Kraus, Nina
2. Diagnostic principles and procedures
2.1. Historical foundations and nature of (central) auditory processing disorder ( Bellis, Teri James
2.2. Screening for (central) auditory processing disorder / Schow, Ronald L.; Seikel, J. Anthony
2.3. Test battery considerations / Baran, Jane A.
2.4. Monaural Low-Redundancy Speech Tests / Krishnamurti, Sridhar
2.5. Dichotic listening tests / Keith, Robert W.; Anderson, Jill
2.6. Temporal processing and temporal patterning tests / Shinn, Jennifer Brooke
2.7. Measures of binaural interaction / Bamiou, Doris-Eva
2.8. Electroacoustic and electrophysiologic auditory measures in the assessment of (central) auditory processing disorder / Hail III, James W.; Johnston, Kristin N.
3. Differential diagnosis
3.1. Differential diagnosis of (central) auditory processing disorder in older listeners / Bellis, Teri James
3.2. Differential diagnosis of (central) auditory processing disorder and neuropathy / Hurley, Annette; Hurley, Raymond M.
3.3. Differential diagnosis of central auditory processing disorder and attention deficit hyperactivity disorder / Chermak, Gail D.
4. Multidisciplinary perspectives
4.1. Cognitive-Communicative and language factors associated with (central) auditory processing disorder: a speech-language pathology perspective / Richard, Gail J.
4.2. Central auditory processing disorder and attention deficit hyperactivity disorder: a psychological perspective / Maerlender, Art
4.3. Assessment of individuals suspected of or diagnosed with central auditory processing disorder: a medical perspective / Clemen, Rebekah E.; Backous, Douglas D.
5. Future directions
5.1. Future directions in the identification and diagnosis of central auditory processing disorder / Musiek, Frank E.; Chermak, Gail D.
Glossary
Index
Handbook of (central) auditory processing disorder, 1. Handbook of (central) auditory processing disorder : Auditory Neuroscience and diagnosis [texto impreso] / Frank E. Musiek, Autor ; Gail D. Chermak, Autor . - San Diego (5521 Ruffin Road, CA 92123, EE. UU.) : Plural Pub, 2007 . - 502 p. : il.
ISBN : 978-1-597-56056-6
Idioma : Inglés (eng)
Clasificación: Discapacidad:Sordera
Medicina
Medicina:NeurocienciaNota de contenido: Contents
Foreword / Jerger James
About the editors
Preface
Contributors
1. Auditory neuroscience
1.1. Auditory: Neuroscience and (central) auditory processing disorder: An overview / Musiek, Frank E.; Chermak, Gail D.
1.2. Psychoacoustic considerations and implications for the diagnosis of (central) auditory processing disorder / Hurley, Raymond M.; Fulton, Susan E.
1.3. An introduction to central auditory neuroscience / Phillips, Dennis P.
1.4. Neurobiology of (central) auditory processing disorder and language-based learning disability / Banai, Karen; Kraus, Nina
2. Diagnostic principles and procedures
2.1. Historical foundations and nature of (central) auditory processing disorder ( Bellis, Teri James
2.2. Screening for (central) auditory processing disorder / Schow, Ronald L.; Seikel, J. Anthony
2.3. Test battery considerations / Baran, Jane A.
2.4. Monaural Low-Redundancy Speech Tests / Krishnamurti, Sridhar
2.5. Dichotic listening tests / Keith, Robert W.; Anderson, Jill
2.6. Temporal processing and temporal patterning tests / Shinn, Jennifer Brooke
2.7. Measures of binaural interaction / Bamiou, Doris-Eva
2.8. Electroacoustic and electrophysiologic auditory measures in the assessment of (central) auditory processing disorder / Hail III, James W.; Johnston, Kristin N.
3. Differential diagnosis
3.1. Differential diagnosis of (central) auditory processing disorder in older listeners / Bellis, Teri James
3.2. Differential diagnosis of (central) auditory processing disorder and neuropathy / Hurley, Annette; Hurley, Raymond M.
3.3. Differential diagnosis of central auditory processing disorder and attention deficit hyperactivity disorder / Chermak, Gail D.
4. Multidisciplinary perspectives
4.1. Cognitive-Communicative and language factors associated with (central) auditory processing disorder: a speech-language pathology perspective / Richard, Gail J.
4.2. Central auditory processing disorder and attention deficit hyperactivity disorder: a psychological perspective / Maerlender, Art
4.3. Assessment of individuals suspected of or diagnosed with central auditory processing disorder: a medical perspective / Clemen, Rebekah E.; Backous, Douglas D.
5. Future directions
5.1. Future directions in the identification and diagnosis of central auditory processing disorder / Musiek, Frank E.; Chermak, Gail D.
Glossary
Index
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Título : School Professionals Working with Children with Cochlear Implants Tipo de documento: texto impreso Autores: Patricia M. Chute, Autor ; Nevins, Mary Ellen, Autor Editorial: San Diego [EE. UU.] : Plural Pub Fecha de publicación: 2006 Número de páginas: 239 p. Dimensiones: 22,5 cm. Material de acompañamiento: DVD Nota general: School professionals working with children with cochlear implants Idioma : Inglés (eng) Clasificación: Discapacidad:Sordera
Educación
Etapas de desarrollo:Infancia
Medicina:Audífono:Sistemas FM
Medicina:Implante coclearResumen: The number of children who receive cochlear implants is increasing, likely the result of many factors such as universal newborn hearing screening, improvements in audiological testing, and advances in hearing technology. Additionally, there has been a trend to provide cochlear implants to children at much younger ages than in the past. This book is an appropriate resource for students enrolled in college training programs and is also appropriate for school professionals who are new to the field of cochlear implants as well as those that have been working with implants for several years. The book addresses the issue that the procedures used to educate children with hearing losses have changed significantly over recent years. As the authors indicate, this book does not answer all questions regarding educational issues of such children, but does provide the reader with good references regarding this topic. One of the main strengths of the text is its emphasis on a team approach to educational management of the child with a cochlear implant and its discussion of the need for management of the needs of each individual child – what works well for one child may not necessarily work as well for a different child with a cochlear implant. This book encourages professionals to look at each child as an individual and to determine where the child falls on the “Zone of Cochlear Implant Performance.” They describe how important it is to continue monitoring the child’s progress in academics, auditory skills, speech and language skills and social development. This reviewer agrees with the authors that parents as well as professionals need to evaluate and adjust the child’s current educational placement if needed to allow the child to maxima the auditory potential of the cochlear implant. And just as importantly, the authors encourage professionals in the field of education and speech and hearing to re-evaluate and update their current philosophies regarding the education of children who are deaf and utilize cochlear implants. This book is timely in its publication as many professionals in the educational realm are seeking information that will help them better serve and meet the educational needs of children with cochlear implants. Nota de contenido: CONTENTS
PREFACE
CHAPTER 1 The Winds of Change:
Fifteen Years of Cochlear
Implantation After FDA Approval
CHAPTER 2
The Zone of Cochlear Implant
Performance
CHAPTER 3
Characteristics of Educational
Programs that Support Children
with Cochlear Implant
CHAPTER 4
Building Collaborative Teams:
Whose Job Is It Anyway?
CHAPTER 5
The Mapping Process and Beyond
CHAPTER 6
Developing Auditory Skills:
Thinking Outside the "Box"
CHAPTER 7
Clear Speech: The Possible Dream
CHAPTER 8
Auditory Access and Literacy
Development
CHAPTER 9
Supporting Communication
with Sign
CHAPTER 10
Special Populations with
Cochlear Implants
CHAPTER 11
Listening in Noisy Classrooms:
Room Acoustics, FMs, and
Other Assistive Devices
CHAPTER 12
Listening with Two Ears: Bilateral
Cochlear Implants and Cochlear
Implants and Hearing Aids
CHAPTER 13
Social Development and the
Cochlear Implant
CHAPTER 14
A Glimpse into the Future
REFERENCES
APPENDIX A
Organizational Resources and
Web Sites Providing Information
on Deafness or Cochear
Implants in Children
APPENDIX B Sample Daily Log
APPENDIX C FM Manufacturer Resources
INDEXSchool Professionals Working with Children with Cochlear Implants [texto impreso] / Patricia M. Chute, Autor ; Nevins, Mary Ellen, Autor . - San Diego (5521 Ruffin Road, CA 92123, EE. UU.) : Plural Pub, 2006 . - 239 p. ; 22,5 cm. + DVD.
School professionals working with children with cochlear implants
Idioma : Inglés (eng)
Clasificación: Discapacidad:Sordera
Educación
Etapas de desarrollo:Infancia
Medicina:Audífono:Sistemas FM
Medicina:Implante coclearResumen: The number of children who receive cochlear implants is increasing, likely the result of many factors such as universal newborn hearing screening, improvements in audiological testing, and advances in hearing technology. Additionally, there has been a trend to provide cochlear implants to children at much younger ages than in the past. This book is an appropriate resource for students enrolled in college training programs and is also appropriate for school professionals who are new to the field of cochlear implants as well as those that have been working with implants for several years. The book addresses the issue that the procedures used to educate children with hearing losses have changed significantly over recent years. As the authors indicate, this book does not answer all questions regarding educational issues of such children, but does provide the reader with good references regarding this topic. One of the main strengths of the text is its emphasis on a team approach to educational management of the child with a cochlear implant and its discussion of the need for management of the needs of each individual child – what works well for one child may not necessarily work as well for a different child with a cochlear implant. This book encourages professionals to look at each child as an individual and to determine where the child falls on the “Zone of Cochlear Implant Performance.” They describe how important it is to continue monitoring the child’s progress in academics, auditory skills, speech and language skills and social development. This reviewer agrees with the authors that parents as well as professionals need to evaluate and adjust the child’s current educational placement if needed to allow the child to maxima the auditory potential of the cochlear implant. And just as importantly, the authors encourage professionals in the field of education and speech and hearing to re-evaluate and update their current philosophies regarding the education of children who are deaf and utilize cochlear implants. This book is timely in its publication as many professionals in the educational realm are seeking information that will help them better serve and meet the educational needs of children with cochlear implants. Nota de contenido: CONTENTS
PREFACE
CHAPTER 1 The Winds of Change:
Fifteen Years of Cochlear
Implantation After FDA Approval
CHAPTER 2
The Zone of Cochlear Implant
Performance
CHAPTER 3
Characteristics of Educational
Programs that Support Children
with Cochlear Implant
CHAPTER 4
Building Collaborative Teams:
Whose Job Is It Anyway?
CHAPTER 5
The Mapping Process and Beyond
CHAPTER 6
Developing Auditory Skills:
Thinking Outside the "Box"
CHAPTER 7
Clear Speech: The Possible Dream
CHAPTER 8
Auditory Access and Literacy
Development
CHAPTER 9
Supporting Communication
with Sign
CHAPTER 10
Special Populations with
Cochlear Implants
CHAPTER 11
Listening in Noisy Classrooms:
Room Acoustics, FMs, and
Other Assistive Devices
CHAPTER 12
Listening with Two Ears: Bilateral
Cochlear Implants and Cochlear
Implants and Hearing Aids
CHAPTER 13
Social Development and the
Cochlear Implant
CHAPTER 14
A Glimpse into the Future
REFERENCES
APPENDIX A
Organizational Resources and
Web Sites Providing Information
on Deafness or Cochear
Implants in Children
APPENDIX B Sample Daily Log
APPENDIX C FM Manufacturer Resources
INDEXReserva
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Título : Cochlear Implants : What parents should know Tipo de documento: texto impreso Autores: Loy, Betty, Autor ; Roland, Peter, Autor Editorial: San Diego [EE. UU.] : Plural Pub Fecha de publicación: 2009 Número de páginas: 228 p. Il.: il. Dimensiones: 22.8 cm. ISBN/ISSN/DL: 978-1-597-56296-6 Idioma : Inglés (eng) Clasificación: Comunicacion
Discapacidad:Sordera
Etapas de desarrollo:Infancia
Familia:Padres
Medicina:Implante coclear
Medicina:Terapia auditiva-verbalResumen: Jargon-free and comprehensive in coverage, this handbook has been written by members of the Dallas Cochlear Implant Program to serve the needs of parents considering CI implantation for their children. Their rationale in writing the book was to ensure that parents had a reliable information source to supplement advices from medical and allied health professionals, to help enable them to make informed decisions..
From surgical considerations, through insurance and lifestyle issues, to counseling, this book is an ideal patient hand-out, or should at the very least be recommended as a primary source of information. It further meets the needs of medical and allied health professionals in the communication sciences in understanding and being able to serve the information needs of parents in this situation.
Nota de contenido: •Acknowledgements
•Introduction
. Contributors
1.Upon Learning Your Child Can’t Hear
Betty Loy
2.Will My Child Learn to Talk?
Emily A. Tobey
*Emma’s Story
3.Hearing and How it is Tested
Pamela Tunney-Kruger
4.Don’t the Insurance People Understand? This is MY CHILD!!!
Marjorie K. Maier
*Scooter’s Story
5.Which Cochlear Implant Device is Right for Your Child?
Phillip L. Wilson and Holly S. Whalen
6.Cochlear Implant Surgery
Peter S. Roland
*The Brothers’ Story
7.Initial Stimulation and MAPping: What to Expect
Andrea D. Warner-Czyz
8.Auditory-Verbal Communication: Why We Recommend It
Melissa Sweeney
*Megan’s Story
9.Advocacy for Optimal Educational Arrangements
Linda Thibodeau, Lindsay Bondurant and Jessica Sullivan
10.Quality of Life Following Cochlear Implantation in Early Childhood
Ann E. Geers, Ph.D. and Christine Gustus
*A Letter to the Doctor
•Resources
•IndexCochlear Implants : What parents should know [texto impreso] / Loy, Betty, Autor ; Roland, Peter, Autor . - San Diego (5521 Ruffin Road, CA 92123, EE. UU.) : Plural Pub, 2009 . - 228 p. : il. ; 22.8 cm.
ISBN : 978-1-597-56296-6
Idioma : Inglés (eng)
Clasificación: Comunicacion
Discapacidad:Sordera
Etapas de desarrollo:Infancia
Familia:Padres
Medicina:Implante coclear
Medicina:Terapia auditiva-verbalResumen: Jargon-free and comprehensive in coverage, this handbook has been written by members of the Dallas Cochlear Implant Program to serve the needs of parents considering CI implantation for their children. Their rationale in writing the book was to ensure that parents had a reliable information source to supplement advices from medical and allied health professionals, to help enable them to make informed decisions..
From surgical considerations, through insurance and lifestyle issues, to counseling, this book is an ideal patient hand-out, or should at the very least be recommended as a primary source of information. It further meets the needs of medical and allied health professionals in the communication sciences in understanding and being able to serve the information needs of parents in this situation.
Nota de contenido: •Acknowledgements
•Introduction
. Contributors
1.Upon Learning Your Child Can’t Hear
Betty Loy
2.Will My Child Learn to Talk?
Emily A. Tobey
*Emma’s Story
3.Hearing and How it is Tested
Pamela Tunney-Kruger
4.Don’t the Insurance People Understand? This is MY CHILD!!!
Marjorie K. Maier
*Scooter’s Story
5.Which Cochlear Implant Device is Right for Your Child?
Phillip L. Wilson and Holly S. Whalen
6.Cochlear Implant Surgery
Peter S. Roland
*The Brothers’ Story
7.Initial Stimulation and MAPping: What to Expect
Andrea D. Warner-Czyz
8.Auditory-Verbal Communication: Why We Recommend It
Melissa Sweeney
*Megan’s Story
9.Advocacy for Optimal Educational Arrangements
Linda Thibodeau, Lindsay Bondurant and Jessica Sullivan
10.Quality of Life Following Cochlear Implantation in Early Childhood
Ann E. Geers, Ph.D. and Christine Gustus
*A Letter to the Doctor
•Resources
•IndexReserva
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Título : School-based audiology Tipo de documento: texto impreso Autores: Richburg, Cynthia McCormick, Autor ; Smiley, Donna Fisher, Autor Editorial: San Diego [EE. UU.] : Plural Pub Fecha de publicación: c2012 Número de páginas: x p., 264 Il.: il. ISBN/ISSN/DL: 978-1-597-56385-7 Idioma : Inglés (eng) Clasificación: Discapacidad:Sordera
Educación:Inclusión
Etapas de desarrollo:Infancia
Medicina:Audífono
Medicina:Implante coclearNota de contenido: Contents
Foreword / Johnson, Cheryl DeConde
Contributors
Dedication
Section I: Foundations
1 The history of audiology in the schools / Richburg, Cynthia M.; Smiley, Donna F.
2 Classroom Acoustics / Smiley, Donna F.; Richburg, Cynthia M.
3 School-Age Language and Classroom success / Lance, Dee M.; Beverly, Brenda L.
4 The role of the school-based audiologist / Richburg, Cynthia M.; Smiley, Donna F.
Section II: Services in the schools
1 Hearing screenings in the schools / Richburg, Cynthia M.; Davie, Jackie M.; Smiley, Donna F.
2 Amplification for the classroom / Smiley, Donna F.; Richburg, Cynthia M.
3 The school-based audiologist and hearing loss prevention / Hearing conservation programs / Richburg, Cynthia M.; Smiley, Donna F.
Section III: Management
1 Classroom management / Benafield, Natalie J.; Smiley, Donna F.
2 Program Management / Smiley, Donna F.; Richburg, Cynthia M.; Brannen, Susan J.
Section IV: Additional aspects of school-based audiology
1 Collaboration among school-based professionals / Smiley, Donna F.; Richburg, Cynthia M.
2 School-based audiology in schools for the deaf / Tonkovich, Kathryn; Smiley, Donna F.; Richburg, Cynthia M.
3 Cochlear implants in the classroom / Schafer, Erin C.; Wolfe, Jace
4 Auditory processing disorders in the school-age population / Weihing, Jeffery; Mustek, Frank E.
Section V: Future Directions
1 School-based audiology in the future / Smiley, Donna F.; Richburg, Cynthia M.
Index
School-based audiology [texto impreso] / Richburg, Cynthia McCormick, Autor ; Smiley, Donna Fisher, Autor . - San Diego (5521 Ruffin Road, CA 92123, EE. UU.) : Plural Pub, c2012 . - x p., 264 : il.
ISBN : 978-1-597-56385-7
Idioma : Inglés (eng)
Clasificación: Discapacidad:Sordera
Educación:Inclusión
Etapas de desarrollo:Infancia
Medicina:Audífono
Medicina:Implante coclearNota de contenido: Contents
Foreword / Johnson, Cheryl DeConde
Contributors
Dedication
Section I: Foundations
1 The history of audiology in the schools / Richburg, Cynthia M.; Smiley, Donna F.
2 Classroom Acoustics / Smiley, Donna F.; Richburg, Cynthia M.
3 School-Age Language and Classroom success / Lance, Dee M.; Beverly, Brenda L.
4 The role of the school-based audiologist / Richburg, Cynthia M.; Smiley, Donna F.
Section II: Services in the schools
1 Hearing screenings in the schools / Richburg, Cynthia M.; Davie, Jackie M.; Smiley, Donna F.
2 Amplification for the classroom / Smiley, Donna F.; Richburg, Cynthia M.
3 The school-based audiologist and hearing loss prevention / Hearing conservation programs / Richburg, Cynthia M.; Smiley, Donna F.
Section III: Management
1 Classroom management / Benafield, Natalie J.; Smiley, Donna F.
2 Program Management / Smiley, Donna F.; Richburg, Cynthia M.; Brannen, Susan J.
Section IV: Additional aspects of school-based audiology
1 Collaboration among school-based professionals / Smiley, Donna F.; Richburg, Cynthia M.
2 School-based audiology in schools for the deaf / Tonkovich, Kathryn; Smiley, Donna F.; Richburg, Cynthia M.
3 Cochlear implants in the classroom / Schafer, Erin C.; Wolfe, Jace
4 Auditory processing disorders in the school-age population / Weihing, Jeffery; Mustek, Frank E.
Section V: Future Directions
1 School-based audiology in the future / Smiley, Donna F.; Richburg, Cynthia M.
Index
Reserva
Reservar este documento
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Código de barras Signatura Tipo de medio Ubicación Sección Estado ningún ejemplar
Título : Children with hearing loss : Developing listening and talking Tipo de documento: texto impreso Autores: Elizabeth Bingham Cole, Autor ; Carol Flexer, Autor ; Stach, Brad A., Editor científico Mención de edición: 3ª Editorial: San Diego [EE. UU.] : Plural Pub Fecha de publicación: c2016 Colección: Birth to six Número de páginas: xiv p., 486 p. Il.: il. ISBN/ISSN/DL: 978-1-597-56566-0 Nota general: Dedicatoria en portada: To Carmen and my dear friends at Clave -- With love and admiration! [...]
September 15, 2015Idioma : Inglés (eng) Clasificación: Comunicacion:Motherese
Comunicacion:Oralidad
Discapacidad:Sordera
Etapas de desarrollo:Infancia
Familia:Padres
Medicina
Medicina:Audífono:Sistemas FM
Medicina:Rehabilitación
Medicina:Terapia auditiva-verbal
Psicología:TerapiaNota de contenido: Contiene índice y referencias bibliográficas
Contents
Preface
Acknowledgments
1 Neurological foundations of listening and talking
Introduction
Typical infants: listening and language development
Auditory neural development
New context for the word Deaf
Hearing versus listening
A model of hearing loss: the invisible acoustic filter effect
Think about hearing loss as a doorway problem
Summary: The "essential question" that drives technological and intervention recommendations
2 The audiovestibular system
The nature of sound
Unconscious function
Signal warning function
Spoken communication function
Acoustics
Audinility versus intelligibility of speech
The Ling 6-7 sound test: Acoustic basis and description
Audiovestibular structures
Data input analogy
Outer and middle ear
Inner ear to the brain
The vestibular system: the sensory organs of balance
3 Hearing and hearing loss in infants and children
Introduction
Classifications
Degree (Severity): Minimal to profound
Timing: congenital or acquired
General Causes: endogenous, exogenous or multifactorial
Genetics, syndromes, and sysplasias
Connexin 26
Syndromes
Inner ear dysplasias
Medical Aspects of hearing loss
Conductive pathologies and hearing loss
Sensorineural pathologies and hearing loss
Mixed, progressive, functional, and central hearing losses
Synergistic and multifactorial effects
Auditory neuropathy spectrum disorder (ANSD)
Vestibular issues
Summary
4 Diagnosing Hearing Loss
Introduction
Newborn hearing screening and EHDI programs
Test equipment and test environment
Audiologic diagnostic Assessment of infants and children
Test protocols
Pediatric behavioral tests: BOA, VRA, CPA, speech, perception testing
Electrophysiologic tests: OAE, ABR/ ASSR, and immittance
The audiogram
Configuration (pattern) of thresholds on the audiogram
Formulating a differencial diagnosis
Sensory deprivation
Ambiguity of hearing loss
Measuring distance hearing
Summary
5 Hearing aids, cochlear implants, and FM systems
Introduction
For intervention, first things first: optimize detection of the complete acoustic spectrum
Listening and learning environments
Distance hearing/incidental learning and S/N ratio
ANSI/ASA S12.60-2010: Acoustical guidelines for classroom noise and reverberation
Talker and listener physical positioning
Amplification for infants and children
Hearing aids / hearing instruments
Bone-Anchored hearing aid implants (BAI) for children
Whireless connectivity
Hearing assistance technologices (HATs) for infants and children: personal worn FM and sound-field FM and IR (classroom amplification) systems
Cochlear implants
Auditory brainstem Implant (ABI)
Measuring efficacy of fitting and use of technology
Equipment efficacy for the school system
Conclusion
6 Intervention issues
Basic premises
Differentiating dimensions among interention programs
Challenges to the process of learning spoken language
Late to full-time wearing of appropriate amplification or cochlear implant(s)
Disailities in addition to the child's hearing loss
Ongoing, persistent noise in the child's learning environment
Multilingual environment
Education options for children with hearing loss, ages 3 to 6
7 Auditory "Work"
Introduction
The primacy of audition
The acoustics-speech connection
Intensity / loudness
Frequency / pitch
Duration
The effect of hearing loss on the reception of speech
A historical look at the use of residual hearing
The concept of listening age
Auditory "skills" and auditory processing models
Theory of mind and executive functions
How to help a child learn to listen in ordinary, everyday ways
Two examples of auditory teaching and learning
Scene I: Tony
Scene II: Tamara
Targets for auditory/linguistic learning
A last word
8 Spoken language learning
Introduction
What's involved in "talking"?
How does a child learn to talk?
Relevance for intervetnion decisions
How should intervention be organized?
9 Constructing meaningful communication
Introduction
The affective relationship
The child's develpment of interactional abilities
Joint reference, or joint attention
Turn-taking conventions
Signaling of intention
Characteristics of caregiver talk
1. Content: What gets talked about?
2. Prosody: What does motherese sound like?
3. Semantics and syntax: what about complexity?
4. Repetition: Say it or play it again
5. Negotiation of meaning: Huh?
6.. Participation-elicitors: Let's (keep) talk(ing)
7. Responsiveness
Issues about motherese
How long is motherese used
Motherese: Why?
Motherese: Immaterial or facilitative?
10 Interacting in ways that promote listening and talking
Introduction
The emotional impact of a child's hearing loss on the family
Adult learning
What parents need to learn
components of intervention for babies and young children with hearing loss
When to talk with your child and what to talk about
A framework for maximizing caregiver effectiveness in promoting auditory/linguistic development in children with hearing loss
Background and rationale
Structure of the framework
Getting a representative sample of interacting
Discussing the framework with parents
Ways of adressing parent-chosen targets
Instructional targets and sequence
Teaching through incidental and embellished interacting
Teaching through incidental interacting
Embellishing and incidental interaction
Teaching spoken language through embellished interacting
Teaching listening (audition) through embellished interacting
Teaching speech through embelilshed interacting
Preplanedd parent guidance sessions or auditory-verbal therapy sessions
Components to be accomplished in a typical preplanned session
Sample preplanned scenario
Substructure
About the benefits and limitations of preplanned teaching
What does the research say?
Appendix 1: hot to grow your baby's /child's brain
Appendix 2: Application and instructions for the Ling 6-7 sound test
Appendix 3: Targets for auditory/verbal learning
Appendix 4: Explanation for items on the framework
Appendix 5: checklist for evaluating preschool group settings for children with hearing loss who are learning spoken language
Appendix 6: Selected resources
Appendix 7: Description and practice of listening and spoken language spechialists: LSLS Cert. AVT and LSLS cert. AVEd
Appendix 8: Principles of LSLS practive
Appendix 9: Knowledge and competencies needed by listening and spoken language specialists (LSLSs)
Appendix 10: Listening and spoken language domains adressed in this book
Glossary
References
IndexChildren with hearing loss : Developing listening and talking [texto impreso] / Elizabeth Bingham Cole, Autor ; Carol Flexer, Autor ; Stach, Brad A., Editor científico . - 3ª . - Plural Pub, c2016 . - xiv p., 486 p. : il.. - (Birth to six) .
ISBN : 978-1-597-56566-0
Dedicatoria en portada: To Carmen and my dear friends at Clave -- With love and admiration! [...]
September 15, 2015
Idioma : Inglés (eng)
Clasificación: Comunicacion:Motherese
Comunicacion:Oralidad
Discapacidad:Sordera
Etapas de desarrollo:Infancia
Familia:Padres
Medicina
Medicina:Audífono:Sistemas FM
Medicina:Rehabilitación
Medicina:Terapia auditiva-verbal
Psicología:TerapiaNota de contenido: Contiene índice y referencias bibliográficas
Contents
Preface
Acknowledgments
1 Neurological foundations of listening and talking
Introduction
Typical infants: listening and language development
Auditory neural development
New context for the word Deaf
Hearing versus listening
A model of hearing loss: the invisible acoustic filter effect
Think about hearing loss as a doorway problem
Summary: The "essential question" that drives technological and intervention recommendations
2 The audiovestibular system
The nature of sound
Unconscious function
Signal warning function
Spoken communication function
Acoustics
Audinility versus intelligibility of speech
The Ling 6-7 sound test: Acoustic basis and description
Audiovestibular structures
Data input analogy
Outer and middle ear
Inner ear to the brain
The vestibular system: the sensory organs of balance
3 Hearing and hearing loss in infants and children
Introduction
Classifications
Degree (Severity): Minimal to profound
Timing: congenital or acquired
General Causes: endogenous, exogenous or multifactorial
Genetics, syndromes, and sysplasias
Connexin 26
Syndromes
Inner ear dysplasias
Medical Aspects of hearing loss
Conductive pathologies and hearing loss
Sensorineural pathologies and hearing loss
Mixed, progressive, functional, and central hearing losses
Synergistic and multifactorial effects
Auditory neuropathy spectrum disorder (ANSD)
Vestibular issues
Summary
4 Diagnosing Hearing Loss
Introduction
Newborn hearing screening and EHDI programs
Test equipment and test environment
Audiologic diagnostic Assessment of infants and children
Test protocols
Pediatric behavioral tests: BOA, VRA, CPA, speech, perception testing
Electrophysiologic tests: OAE, ABR/ ASSR, and immittance
The audiogram
Configuration (pattern) of thresholds on the audiogram
Formulating a differencial diagnosis
Sensory deprivation
Ambiguity of hearing loss
Measuring distance hearing
Summary
5 Hearing aids, cochlear implants, and FM systems
Introduction
For intervention, first things first: optimize detection of the complete acoustic spectrum
Listening and learning environments
Distance hearing/incidental learning and S/N ratio
ANSI/ASA S12.60-2010: Acoustical guidelines for classroom noise and reverberation
Talker and listener physical positioning
Amplification for infants and children
Hearing aids / hearing instruments
Bone-Anchored hearing aid implants (BAI) for children
Whireless connectivity
Hearing assistance technologices (HATs) for infants and children: personal worn FM and sound-field FM and IR (classroom amplification) systems
Cochlear implants
Auditory brainstem Implant (ABI)
Measuring efficacy of fitting and use of technology
Equipment efficacy for the school system
Conclusion
6 Intervention issues
Basic premises
Differentiating dimensions among interention programs
Challenges to the process of learning spoken language
Late to full-time wearing of appropriate amplification or cochlear implant(s)
Disailities in addition to the child's hearing loss
Ongoing, persistent noise in the child's learning environment
Multilingual environment
Education options for children with hearing loss, ages 3 to 6
7 Auditory "Work"
Introduction
The primacy of audition
The acoustics-speech connection
Intensity / loudness
Frequency / pitch
Duration
The effect of hearing loss on the reception of speech
A historical look at the use of residual hearing
The concept of listening age
Auditory "skills" and auditory processing models
Theory of mind and executive functions
How to help a child learn to listen in ordinary, everyday ways
Two examples of auditory teaching and learning
Scene I: Tony
Scene II: Tamara
Targets for auditory/linguistic learning
A last word
8 Spoken language learning
Introduction
What's involved in "talking"?
How does a child learn to talk?
Relevance for intervetnion decisions
How should intervention be organized?
9 Constructing meaningful communication
Introduction
The affective relationship
The child's develpment of interactional abilities
Joint reference, or joint attention
Turn-taking conventions
Signaling of intention
Characteristics of caregiver talk
1. Content: What gets talked about?
2. Prosody: What does motherese sound like?
3. Semantics and syntax: what about complexity?
4. Repetition: Say it or play it again
5. Negotiation of meaning: Huh?
6.. Participation-elicitors: Let's (keep) talk(ing)
7. Responsiveness
Issues about motherese
How long is motherese used
Motherese: Why?
Motherese: Immaterial or facilitative?
10 Interacting in ways that promote listening and talking
Introduction
The emotional impact of a child's hearing loss on the family
Adult learning
What parents need to learn
components of intervention for babies and young children with hearing loss
When to talk with your child and what to talk about
A framework for maximizing caregiver effectiveness in promoting auditory/linguistic development in children with hearing loss
Background and rationale
Structure of the framework
Getting a representative sample of interacting
Discussing the framework with parents
Ways of adressing parent-chosen targets
Instructional targets and sequence
Teaching through incidental and embellished interacting
Teaching through incidental interacting
Embellishing and incidental interaction
Teaching spoken language through embellished interacting
Teaching listening (audition) through embellished interacting
Teaching speech through embelilshed interacting
Preplanedd parent guidance sessions or auditory-verbal therapy sessions
Components to be accomplished in a typical preplanned session
Sample preplanned scenario
Substructure
About the benefits and limitations of preplanned teaching
What does the research say?
Appendix 1: hot to grow your baby's /child's brain
Appendix 2: Application and instructions for the Ling 6-7 sound test
Appendix 3: Targets for auditory/verbal learning
Appendix 4: Explanation for items on the framework
Appendix 5: checklist for evaluating preschool group settings for children with hearing loss who are learning spoken language
Appendix 6: Selected resources
Appendix 7: Description and practice of listening and spoken language spechialists: LSLS Cert. AVT and LSLS cert. AVEd
Appendix 8: Principles of LSLS practive
Appendix 9: Knowledge and competencies needed by listening and spoken language specialists (LSLSs)
Appendix 10: Listening and spoken language domains adressed in this book
Glossary
References
IndexReserva
Reservar este documento
Ejemplares
Código de barras Signatura Tipo de medio Ubicación Sección Estado ningún ejemplar
Título : Children with hearing loss : Developing listening and talking Tipo de documento: texto impreso Autores: Elizabeth Bingham Cole, Autor ; Carol Flexer, Autor Mención de edición: 2º Editorial: San Diego [EE. UU.] : Plural Pub Fecha de publicación: c2011 Número de páginas: ix p., 434 ISBN/ISSN/DL: 978-1-597-56379-6 Idioma : Inglés (eng) Clasificación: Comunicacion:Motherese
Comunicacion:Oralidad
Discapacidad:Sordera
Etapas de desarrollo:Infancia
Familia:Padres
Medicina
Medicina:Audífono:Sistemas FM
Medicina:Rehabilitación
Medicina:Terapia auditiva-verbal
Psicología:TerapiaNota de contenido: Contents
Preface
Acknowledgments
1 Neurological foundations of listening and talking
Key points presented in the chapter
Introduction
Typical infants: listening and language development
Auditory neural development
New context for the word Deaf
Hearing versus listening
A model of hearing loss: the invisible acoustic filter effect
Summary: The question that drives technological and intervention recommendations
2 The auditory system
Key points presented in the chapter
The nature of sound
Unconscious function
Signal warning function
Spoken communication function
Acoustics
Audinility versus intelligibility of speech
The Ling 6-7 sound test: Acoustic basis and description
Ear mechanisms
Data input analogy
Outer and middle ear
Inner ear to the brain
The vestibular system: the sensory organs of balance
3 Hearing and hearing loss in infants and children
Key points presented in the chapter
Introduction
Classifications
Degree (Severity): Minimal to profound
Timing: congenital or acquired
General Causes: endogenous, exogenous or multifactorial
Genetics, syndromes, and sysplasias
Connexin 26
Syndromes
Inner ear dysplasias
Medical Aspects of hearing loss
Conductive pathologies and hearing loss
Sensorineural pathologies and hearing loss
Mixed, progressive, functional, and central hearing losses
Synergistic and multifactorial effects
Auditory neuropathy spectrum disorder (ANSD)
Summary
4 Diagnosing Hearing Loss
Key points presented in the chapter
Introduction
Newborn hearing screening and EHDI programs
Test equipment and test environment
Audiologic diagnostic Assessment of infants and children
Test protocols
Pediatric behavioral tests: BOA, VRA, CPA, speech, perception testing
Electrophysiologic tests: OAE, ABR/ ASSR, and immittance
The audiogram
Configuration (pattern) of thresholds on the audiogram
Formulating a differencial diagnosis
Sensory deprivation
Ambiguity of hearing loss
Measuring distance hearing
Summary
5 Hearing aids, cochlear implants, and FM systems
Introduction
Key points presented in the chapter
For intervention, first things first: optimize detection of the complete acoustic spectrum
Listening and learning environments
Distance hearing/incidental learning and S/N ratio
ANSI/ASA S12.60-2010: Acoustical guidelines for classroom noise and reverberation
Talker and listener physical positioning
Amplification
Hearing aids / hearing instruments
Bone-Anchored hearing aid implants (BAI) for children
Assistive listening devices (ALDs): Personal worn FM and sound field FM and IR (Classroom amplification siystems)
Whireless connectivity
Cochlear implants
Measuring efficacy of fitting and use of technology
Conclusion
6 Intervention issues
Key points presented in the chapter
Basic premises
Differentiating dimensions among interention programs
Challenges to the process of learning spoken language
Educational options for children with hearing loss, ages 3 to 6
7 Auditory "Work"
Key points presented in the chapter
Introduction
The primacy of audition
The acoustics-speech connection
Intensity / loudness
Frequency / pitch
Duration
The effect of hearing loss on the reception of speech
A historical look at the use of residual hearing
The concept of listening age
Auditory "skills" and auditory processing models
Theory of mind and executive functions
How to help a child learn to listen in ordinary, everyday ways
Two examples of auditory teaching and learning
Scene I: Tony
Scene II: Tamara
Targets for auditory/linguistic learning
A last word
8 Spoken language learning
Key points presented in the chapter
Introduction
What's involved in "talking"?
How does a child learn to talk?
Relevance for intervetnion decisions
How should intervention be organized?
9 Constructing meaningful communication
Key points presented in the chapter
Introduction
The affective relationship
The child's develpment of interactional abilities
Joint reference
Turn-taking conventions
Signaling of intention
Characteristics of caregiver talk
1. Content: What gets talked about?
2. Prosody: What does motherese sound like?
3. Semantics and syntax: what about complexity?
4. Repetition: Say it or play it again
5. Negotiation of meaning: Huh?
6.. Participation-elicitors: Let's (keep) talk(ing)
7. Responsiveness
Issues about motherese
How long is motherese used
Motherese: Why?
Motherese: Immaterial or facilitative?
10 Interacting in ways that promote listening and talking
Key points presented in the chapter
Introduction
The emotional impact of a child's hearing loss on the family
Adult learning
What parents need to learn
components of intervention for babies and young children with hearing loss
When to talk with your child and what to talk about
A framework for maximizing caregiver effectiveness in promoting auditory/linguistic development in children with hearing loss
Background and rationale
Structure of the framework
Getting a representative sample of interacting
Discussing the framework with parents
Ways of adressing parent-chosen targets
Instructional targets and sequence
Teaching through incidental and embellished interacting
Teaching through incidental interacting
parent guidance sessions or auditory-verbal therapy sessions
Components to be accomplished in a typical preplanned session
Sample preplanned scenario
Substructure
About the benefits and limitations of preplanned teaching
Appendix 1: hot to grow your baby's /child's brain
Appendix 2: Application and instructions for the Ling 6-7 sound test
Appendix 3: Targets for auditory/verbal learning
Appendix 4: Explanation for items on the framework
Appendix 5: checklist for evaluating preschool group settings for children with hearing loss who are learning spoken language
Appendix 6: Selected resources
Appendix 7: Description and practice of listening and spoken language spechialists: LSLS Cert. AVT and LSLS cert. AVEd
Appendix 8: Principles of LSLS practive
Appendix 9: Knowledge and competencies needed by listening and spoken language specialists (LSLSs)
Appendix 10: Listening and spoken language domains adressed in this book
Glossary
References
IndexChildren with hearing loss : Developing listening and talking [texto impreso] / Elizabeth Bingham Cole, Autor ; Carol Flexer, Autor . - 2º . - San Diego (5521 Ruffin Road, CA 92123, EE. UU.) : Plural Pub, c2011 . - ix p., 434.
ISBN : 978-1-597-56379-6
Idioma : Inglés (eng)
Clasificación: Comunicacion:Motherese
Comunicacion:Oralidad
Discapacidad:Sordera
Etapas de desarrollo:Infancia
Familia:Padres
Medicina
Medicina:Audífono:Sistemas FM
Medicina:Rehabilitación
Medicina:Terapia auditiva-verbal
Psicología:TerapiaNota de contenido: Contents
Preface
Acknowledgments
1 Neurological foundations of listening and talking
Key points presented in the chapter
Introduction
Typical infants: listening and language development
Auditory neural development
New context for the word Deaf
Hearing versus listening
A model of hearing loss: the invisible acoustic filter effect
Summary: The question that drives technological and intervention recommendations
2 The auditory system
Key points presented in the chapter
The nature of sound
Unconscious function
Signal warning function
Spoken communication function
Acoustics
Audinility versus intelligibility of speech
The Ling 6-7 sound test: Acoustic basis and description
Ear mechanisms
Data input analogy
Outer and middle ear
Inner ear to the brain
The vestibular system: the sensory organs of balance
3 Hearing and hearing loss in infants and children
Key points presented in the chapter
Introduction
Classifications
Degree (Severity): Minimal to profound
Timing: congenital or acquired
General Causes: endogenous, exogenous or multifactorial
Genetics, syndromes, and sysplasias
Connexin 26
Syndromes
Inner ear dysplasias
Medical Aspects of hearing loss
Conductive pathologies and hearing loss
Sensorineural pathologies and hearing loss
Mixed, progressive, functional, and central hearing losses
Synergistic and multifactorial effects
Auditory neuropathy spectrum disorder (ANSD)
Summary
4 Diagnosing Hearing Loss
Key points presented in the chapter
Introduction
Newborn hearing screening and EHDI programs
Test equipment and test environment
Audiologic diagnostic Assessment of infants and children
Test protocols
Pediatric behavioral tests: BOA, VRA, CPA, speech, perception testing
Electrophysiologic tests: OAE, ABR/ ASSR, and immittance
The audiogram
Configuration (pattern) of thresholds on the audiogram
Formulating a differencial diagnosis
Sensory deprivation
Ambiguity of hearing loss
Measuring distance hearing
Summary
5 Hearing aids, cochlear implants, and FM systems
Introduction
Key points presented in the chapter
For intervention, first things first: optimize detection of the complete acoustic spectrum
Listening and learning environments
Distance hearing/incidental learning and S/N ratio
ANSI/ASA S12.60-2010: Acoustical guidelines for classroom noise and reverberation
Talker and listener physical positioning
Amplification
Hearing aids / hearing instruments
Bone-Anchored hearing aid implants (BAI) for children
Assistive listening devices (ALDs): Personal worn FM and sound field FM and IR (Classroom amplification siystems)
Whireless connectivity
Cochlear implants
Measuring efficacy of fitting and use of technology
Conclusion
6 Intervention issues
Key points presented in the chapter
Basic premises
Differentiating dimensions among interention programs
Challenges to the process of learning spoken language
Educational options for children with hearing loss, ages 3 to 6
7 Auditory "Work"
Key points presented in the chapter
Introduction
The primacy of audition
The acoustics-speech connection
Intensity / loudness
Frequency / pitch
Duration
The effect of hearing loss on the reception of speech
A historical look at the use of residual hearing
The concept of listening age
Auditory "skills" and auditory processing models
Theory of mind and executive functions
How to help a child learn to listen in ordinary, everyday ways
Two examples of auditory teaching and learning
Scene I: Tony
Scene II: Tamara
Targets for auditory/linguistic learning
A last word
8 Spoken language learning
Key points presented in the chapter
Introduction
What's involved in "talking"?
How does a child learn to talk?
Relevance for intervetnion decisions
How should intervention be organized?
9 Constructing meaningful communication
Key points presented in the chapter
Introduction
The affective relationship
The child's develpment of interactional abilities
Joint reference
Turn-taking conventions
Signaling of intention
Characteristics of caregiver talk
1. Content: What gets talked about?
2. Prosody: What does motherese sound like?
3. Semantics and syntax: what about complexity?
4. Repetition: Say it or play it again
5. Negotiation of meaning: Huh?
6.. Participation-elicitors: Let's (keep) talk(ing)
7. Responsiveness
Issues about motherese
How long is motherese used
Motherese: Why?
Motherese: Immaterial or facilitative?
10 Interacting in ways that promote listening and talking
Key points presented in the chapter
Introduction
The emotional impact of a child's hearing loss on the family
Adult learning
What parents need to learn
components of intervention for babies and young children with hearing loss
When to talk with your child and what to talk about
A framework for maximizing caregiver effectiveness in promoting auditory/linguistic development in children with hearing loss
Background and rationale
Structure of the framework
Getting a representative sample of interacting
Discussing the framework with parents
Ways of adressing parent-chosen targets
Instructional targets and sequence
Teaching through incidental and embellished interacting
Teaching through incidental interacting
parent guidance sessions or auditory-verbal therapy sessions
Components to be accomplished in a typical preplanned session
Sample preplanned scenario
Substructure
About the benefits and limitations of preplanned teaching
Appendix 1: hot to grow your baby's /child's brain
Appendix 2: Application and instructions for the Ling 6-7 sound test
Appendix 3: Targets for auditory/verbal learning
Appendix 4: Explanation for items on the framework
Appendix 5: checklist for evaluating preschool group settings for children with hearing loss who are learning spoken language
Appendix 6: Selected resources
Appendix 7: Description and practice of listening and spoken language spechialists: LSLS Cert. AVT and LSLS cert. AVEd
Appendix 8: Principles of LSLS practive
Appendix 9: Knowledge and competencies needed by listening and spoken language specialists (LSLSs)
Appendix 10: Listening and spoken language domains adressed in this book
Glossary
References
IndexReserva
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Título : The deaf child in a nurturing family : nurturing development Tipo de documento: texto impreso Autores: Arthur Boothroyd, Autor ; Janice C. Gatty, Autor Editorial: San Diego [EE. UU.] : Plural Pub Fecha de publicación: c2012 Número de páginas: viii p., 246 p. Il.: il. ISBN/ISSN/DL: 978-1-597-56394-9 Idioma : Inglés (eng) Clasificación: Discapacidad:Sordera
Etapas de desarrollo:Infancia
Medicina
PsicologíaNota de contenido: contents
Preface
Part 1. Hearing loss and child development
1. Hearing and sound
2. The sound of speech
3. Hearing mechanisms and hearing processes
4. Hearing and development
5. Hearing impairment and hearing loss
6. Hearing tests
7. Hearing aids and cochlear implants
Part 2. Management of hearing loss in young children
8. Hearing capacity
9. Hearing skill
10. Spoken language
11. Social-emotional function
12. Families
Appendix A. Laws
Appendix B. SPLograms
Appendix C. FM Amplification and Infants
Appendix D. Formal Tests
References
IndexThe deaf child in a nurturing family : nurturing development [texto impreso] / Arthur Boothroyd, Autor ; Janice C. Gatty, Autor . - San Diego (5521 Ruffin Road, CA 92123, EE. UU.) : Plural Pub, c2012 . - viii p., 246 p. : il.
ISBN : 978-1-597-56394-9
Idioma : Inglés (eng)
Clasificación: Discapacidad:Sordera
Etapas de desarrollo:Infancia
Medicina
PsicologíaNota de contenido: contents
Preface
Part 1. Hearing loss and child development
1. Hearing and sound
2. The sound of speech
3. Hearing mechanisms and hearing processes
4. Hearing and development
5. Hearing impairment and hearing loss
6. Hearing tests
7. Hearing aids and cochlear implants
Part 2. Management of hearing loss in young children
8. Hearing capacity
9. Hearing skill
10. Spoken language
11. Social-emotional function
12. Families
Appendix A. Laws
Appendix B. SPLograms
Appendix C. FM Amplification and Infants
Appendix D. Formal Tests
References
IndexReserva
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Título : Literacy and deafness : Listening and spoken language Tipo de documento: texto impreso Autores: Lyn Robertson, Autor Mención de edición: 2º ed. Editorial: San Diego [EE. UU.] : Plural Pub Fecha de publicación: c2014 Número de páginas: xix p., 377 p. Il.: il. ISBN/ISSN/DL: 978-1-597-56557-8 Idioma : Inglés (eng) Clasificación: Accesibilidad:Tecnología
Comunicacion:Oralidad
Discapacidad:Sordera
Educación
Educación:Escritura
Educación:Lectura
Educación:musical
Etapas de desarrollo:Infancia
Historia
Medicina:Terapia auditiva-verbal
Regiones:Estados Unidos de AméricaNota de contenido: Contents
Preface
Contributors
1. A history of reading achievement in people with hearing loss
A review of selected studies
Higher academic achievements and spoken language
conclusion
references
2. Literacy theories
Introduction
Therorizing about reading
Definitions of reading
word identification
comprehension
an interactive theory
many disciples study reading
conclusion
references
3. technology and listening / Flexer, Carol
Introduction
Neurologic basis of listening and literacy
computer analogy for understanding amplification technology
overview of amplification technologies -- a new context
cochlear implants
auditory feedback loop
distance hearing and incidental learning
new context for the word deaf
conclusion
references
4. Spoken language
introduction
Learning the sounds of a spoken language
beyond the sounds of language
what about bridging from american sign language?
learning spoken language
two extended studies of children's language
Learning and later academic achievement andvantaged and disadvantaged parents
conclusion
references
5. hearing, listening and literacy
Introduction
phonological awareness
phonological processing capabilities
the aduditory-verbal approach
principles of listening and spoken language
speciaist auditory-verbal therapy (LSLS cert. AVT)
Principles of listening and spoken language specialists auditory-verbal education (LSLS Cert. AVEd)
Conclusion
References
6. Issues in child development / Dow, Gina
Introduction
Sensitivity in the caregiving relationship
part I: Early identification
Attunement and early identification of hearing loss
Early identification and intervention: how early is early enough
Early identification in the United States
From screening to identification to intervention
Concluding remarks and recommendations
Part II: Typical development - birth to age five
Cognitive development and play
Motor development
Develpment of self-help skills
Developmental context
the family context as the childs inmediate environment
The social and economic context
the cultural context
when hearing impairment co-occurs with other conditions
Useful links on developmental milestones, developmental disabilities and hearing impairment
References
7. Learning to read
Introduction
Conductivism in action
Shared book reading
Establishing a rich literacy environment
Reading comprehension and the child
Practical ideas for helping children to read
conclusion
references
8. reading aloud with the children
Introduction
when should reading aloud begin?
who and why should reading aloud begin?
Reading aloud is an indirect way of teaching a child how to read
reading aloud is also a direct way of teaching a child how to read
How to read aloud with a child with hearing loss
An extraordinary example of reading aloud: the 1000 day reading streak
conclusion
References
9. Learning to write
Introduction
writing and the auditory-verbal approach
A word about development
practical ideas for helping children learn to write
conclusion
references
10. creating and using language experience books
introduction
start and end with listening
a spiral progression through using language experience books
deciding on the context for an LEB entry
An example
Conversations about making and using language
Experience books
General comments from teachers and therapists aout using language experience books
Similarities and difference among children with and without hearing loss
using background knowledge
experiences of teeachers who have been trying language experience books
A mother's experience with language
Experience books
Practical reading assessments for the teachers to use
conclusion
references
16. proimsing literacy practices
introduction
four general suggestions
before, during, and after reading
basic elements of a lesson plan
specific steps for meeting literacy goals
reading and writing as thinking: the basis of good programs in reading
conclusion
references
17. educational settings for children with hearing loss
introduction
the optimal placement
what if the optimum is not possible?
schooling is not the only source of education
a letter to a mainstream classroom teacher
conclusion
18. Parenting with hearing loss
introduction
some precepts to consider
conclusion
references
19. what are they now? listening and spoken language outcomes
introduction
the questions
the respondents
reference
20. thoughts from two founders of the auditory-verbal approach
introduction
foreword, 1990 / Ling, Daniel
An auditory-verbal restrospective: A personal account of individual effort and international organization, 1989 / Beebe, Helen Hulick
References
Appendix A. Knowledge needed by listening and skpoken language specialists
Appendix B. Listening and spoken language specialists (LSLS) domains addressed in this book
Appendix C. Description, approaches, and practice of listening and spoken language specialits
IndexLiteracy and deafness : Listening and spoken language [texto impreso] / Lyn Robertson, Autor . - 2º ed. . - San Diego (5521 Ruffin Road, CA 92123, EE. UU.) : Plural Pub, c2014 . - xix p., 377 p. : il.
ISBN : 978-1-597-56557-8
Idioma : Inglés (eng)
Clasificación: Accesibilidad:Tecnología
Comunicacion:Oralidad
Discapacidad:Sordera
Educación
Educación:Escritura
Educación:Lectura
Educación:musical
Etapas de desarrollo:Infancia
Historia
Medicina:Terapia auditiva-verbal
Regiones:Estados Unidos de AméricaNota de contenido: Contents
Preface
Contributors
1. A history of reading achievement in people with hearing loss
A review of selected studies
Higher academic achievements and spoken language
conclusion
references
2. Literacy theories
Introduction
Therorizing about reading
Definitions of reading
word identification
comprehension
an interactive theory
many disciples study reading
conclusion
references
3. technology and listening / Flexer, Carol
Introduction
Neurologic basis of listening and literacy
computer analogy for understanding amplification technology
overview of amplification technologies -- a new context
cochlear implants
auditory feedback loop
distance hearing and incidental learning
new context for the word deaf
conclusion
references
4. Spoken language
introduction
Learning the sounds of a spoken language
beyond the sounds of language
what about bridging from american sign language?
learning spoken language
two extended studies of children's language
Learning and later academic achievement andvantaged and disadvantaged parents
conclusion
references
5. hearing, listening and literacy
Introduction
phonological awareness
phonological processing capabilities
the aduditory-verbal approach
principles of listening and spoken language
speciaist auditory-verbal therapy (LSLS cert. AVT)
Principles of listening and spoken language specialists auditory-verbal education (LSLS Cert. AVEd)
Conclusion
References
6. Issues in child development / Dow, Gina
Introduction
Sensitivity in the caregiving relationship
part I: Early identification
Attunement and early identification of hearing loss
Early identification and intervention: how early is early enough
Early identification in the United States
From screening to identification to intervention
Concluding remarks and recommendations
Part II: Typical development - birth to age five
Cognitive development and play
Motor development
Develpment of self-help skills
Developmental context
the family context as the childs inmediate environment
The social and economic context
the cultural context
when hearing impairment co-occurs with other conditions
Useful links on developmental milestones, developmental disabilities and hearing impairment
References
7. Learning to read
Introduction
Conductivism in action
Shared book reading
Establishing a rich literacy environment
Reading comprehension and the child
Practical ideas for helping children to read
conclusion
references
8. reading aloud with the children
Introduction
when should reading aloud begin?
who and why should reading aloud begin?
Reading aloud is an indirect way of teaching a child how to read
reading aloud is also a direct way of teaching a child how to read
How to read aloud with a child with hearing loss
An extraordinary example of reading aloud: the 1000 day reading streak
conclusion
References
9. Learning to write
Introduction
writing and the auditory-verbal approach
A word about development
practical ideas for helping children learn to write
conclusion
references
10. creating and using language experience books
introduction
start and end with listening
a spiral progression through using language experience books
deciding on the context for an LEB entry
An example
Conversations about making and using language
Experience books
General comments from teachers and therapists aout using language experience books
Similarities and difference among children with and without hearing loss
using background knowledge
experiences of teeachers who have been trying language experience books
A mother's experience with language
Experience books
Practical reading assessments for the teachers to use
conclusion
references
16. proimsing literacy practices
introduction
four general suggestions
before, during, and after reading
basic elements of a lesson plan
specific steps for meeting literacy goals
reading and writing as thinking: the basis of good programs in reading
conclusion
references
17. educational settings for children with hearing loss
introduction
the optimal placement
what if the optimum is not possible?
schooling is not the only source of education
a letter to a mainstream classroom teacher
conclusion
18. Parenting with hearing loss
introduction
some precepts to consider
conclusion
references
19. what are they now? listening and spoken language outcomes
introduction
the questions
the respondents
reference
20. thoughts from two founders of the auditory-verbal approach
introduction
foreword, 1990 / Ling, Daniel
An auditory-verbal restrospective: A personal account of individual effort and international organization, 1989 / Beebe, Helen Hulick
References
Appendix A. Knowledge needed by listening and skpoken language specialists
Appendix B. Listening and spoken language specialists (LSLS) domains addressed in this book
Appendix C. Description, approaches, and practice of listening and spoken language specialits
IndexEjemplares
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Título : Language disorders in bilingual children and adults Tipo de documento: texto impreso Autores: Kohnert, Kathryn, Autor Mención de edición: 2º ed Editorial: San Diego [EE. UU.] : Plural Pub Fecha de publicación: c2013 Número de páginas: xv p., 339 p. ISBN/ISSN/DL: 978-1-597-56534-9 Idioma : Inglés (eng) Clasificación: Comunicacion:Bilingüismo
Etapas de desarrollo:Adultez
Etapas de desarrollo:Infancia
Medicina:Afasia
Medicina:NeurocienciaNota de contenido: Contents
Foreword
Preface
Acknowledgments
Section I: Foundational issues
1 Perspectives on language, bilingualism, and language proficiency
2 Culture and clinical competence in speech-language pathology
3 Principles for clinical actions: EBP and common factors
Section II: Bilingual children
1 Typically developing children learning one or two languages
2 Primary language impairment in bilingual children
3 Language assessment with developing bilinguals: purposes, principles and procedures
4 Intervention with bilingual children with language impairment
Section III: Bilingual adults
1 Language and cognition in bilingual adults
2 Language and cognition in bilinguals with aphasia
3 Assessment in bilingual aphasia: giving meaning to measures
4 Intervention in bilingual aphasia
Ressource supplement
IndexLanguage disorders in bilingual children and adults [texto impreso] / Kohnert, Kathryn, Autor . - 2º ed . - San Diego (5521 Ruffin Road, CA 92123, EE. UU.) : Plural Pub, c2013 . - xv p., 339 p.
ISBN : 978-1-597-56534-9
Idioma : Inglés (eng)
Clasificación: Comunicacion:Bilingüismo
Etapas de desarrollo:Adultez
Etapas de desarrollo:Infancia
Medicina:Afasia
Medicina:NeurocienciaNota de contenido: Contents
Foreword
Preface
Acknowledgments
Section I: Foundational issues
1 Perspectives on language, bilingualism, and language proficiency
2 Culture and clinical competence in speech-language pathology
3 Principles for clinical actions: EBP and common factors
Section II: Bilingual children
1 Typically developing children learning one or two languages
2 Primary language impairment in bilingual children
3 Language assessment with developing bilinguals: purposes, principles and procedures
4 Intervention with bilingual children with language impairment
Section III: Bilingual adults
1 Language and cognition in bilingual adults
2 Language and cognition in bilinguals with aphasia
3 Assessment in bilingual aphasia: giving meaning to measures
4 Intervention in bilingual aphasia
Ressource supplement
IndexReserva
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Título : Adult audiologic rehabilitation Tipo de documento: texto impreso Autores: Montano, Josepth J., Autor ; Spitzer, Jaclyn B., Autor Mención de edición: 2º ed. Editorial: San Diego [EE. UU.] : Plural Pub Fecha de publicación: c2014 Número de páginas: xxii p., 577 p. ISBN/ISSN/DL: 978-1-597-56529-5 Idioma : Inglés (eng) Clasificación: Comunicacion
Discapacidad:Sordera
Etapas de desarrollo:Adultez
Etapas de desarrollo:Tercera edad
Medicina
Medicina:Audífono
Medicina:Implante coclear
Medicina:Rehabilitación
Medicina:Tinnitus
Psicología
SociologíaNota de contenido: Contents
Foreword to the second edition / Levitt, Harry
Foreword to the first edition / Ross, Mark
Introduction: Goals and topics / Montano, Joseph J.; Spitzer, Jaclyn B.
Acknowledgments
Contributors
Part I. Developing a knowledge base: introduction and background
1. History of adult audiologic rehabilitation: a map for the future / McCarthy, Patricia A.; Alpiner, Jerome G.
2. Defining audiologic rehabilitation / Montano, Joseph J.
3. The international classification of functioning: implications and applications to audiologic rehabilitation / Gagné, Jean-Pierre; Jennings, Mary Beth; Southall, Kenneth
4. The sociological effects of stigma: Applications to people with an acquired hearing loss / Gagné, Jean-Pierre; Jennings, Mary Beth; Southall, Kenneth
Part II. Building the ar plan: assessment and verification
5. Self-assessment in adult audiologic rehabilitation: research applications / Noble, William
6. Clinical utility of self-assessment / Cienkowski, Kathleen
7. Measuring health-related quality of life in audiologic rehabilitation / Abrams, Harvey B.; Chisolm, Theresa Hnath
8. Assessment for implantable technologies / Spitzer, Jaclyn B.; Mancuso, Dean M.
9. Hearing aid technology and the importance of verification / Bentler, Ruth; Wu, Yu-Hsiang
Part III. The rehabilitative toolbox: Therapeutic management
10. The biopsychosocial approach in patient-and relationship-centered care: implications for audiologic counseling / Erdman, Sue Ann
11. Patient motivation in adult audiologic rehabilitation / Clark, John Greer; Weiser, Carissa Maatman
12. Self-efficacy theory in audiologic rehabilitation / Smith, Sherri L.
13. Communication partnership therapy as audiologic rehabilitation / Lind, Christopher
14. Visual Speech Perception in spoken language understanding / Lansing, Charisa R.
15. Auditory training / Sweetow, Robert W.; Henderson-Sabes, Jennifer
16. One-to-one speech communication training for adults with cochlear implants / Plant Geoff
17. Group audiologic rehabilitation for adults: justification and implementation / Preminger, Jill; Nesbitt, Laura
18. Incorporating communication partners into the AR process / Preminger, Jill; Montano, Joseph
19. Hearing assistance technology systems as part of a comprehensive audiologic rehabilitation program / Thibodeau, Linda M.
20. Peer support / Consumer perspective / Trychin, Samuel
Part IV. Expanding the scope of AR: Special issues
21. Evidence-based practice in adult audiologic rehabilitation / Hickson, Louise
22. Music and cochlear implants in audiologic rehabilitation / Plant, Geoff
23. Vocational issues for persons with hearing loss / Kramerr, Sophia E.; Gussenhoven, Arjenne H. M.
24. Audiologic rehabilitation for older adults / Kricos, Patricia B.
25. Tinnitus Management / Newman, Craig W.; Sandridge, Sharon A.
26. Auditory and cognitive processing in audiologic rehabilitation / Pichora-Fuller, M. Kathleen
27. Audiologic rehabilitation with older adults: research needs / Weinstein, Barbara E.
Index
Adult audiologic rehabilitation [texto impreso] / Montano, Josepth J., Autor ; Spitzer, Jaclyn B., Autor . - 2º ed. . - San Diego (5521 Ruffin Road, CA 92123, EE. UU.) : Plural Pub, c2014 . - xxii p., 577 p.
ISBN : 978-1-597-56529-5
Idioma : Inglés (eng)
Clasificación: Comunicacion
Discapacidad:Sordera
Etapas de desarrollo:Adultez
Etapas de desarrollo:Tercera edad
Medicina
Medicina:Audífono
Medicina:Implante coclear
Medicina:Rehabilitación
Medicina:Tinnitus
Psicología
SociologíaNota de contenido: Contents
Foreword to the second edition / Levitt, Harry
Foreword to the first edition / Ross, Mark
Introduction: Goals and topics / Montano, Joseph J.; Spitzer, Jaclyn B.
Acknowledgments
Contributors
Part I. Developing a knowledge base: introduction and background
1. History of adult audiologic rehabilitation: a map for the future / McCarthy, Patricia A.; Alpiner, Jerome G.
2. Defining audiologic rehabilitation / Montano, Joseph J.
3. The international classification of functioning: implications and applications to audiologic rehabilitation / Gagné, Jean-Pierre; Jennings, Mary Beth; Southall, Kenneth
4. The sociological effects of stigma: Applications to people with an acquired hearing loss / Gagné, Jean-Pierre; Jennings, Mary Beth; Southall, Kenneth
Part II. Building the ar plan: assessment and verification
5. Self-assessment in adult audiologic rehabilitation: research applications / Noble, William
6. Clinical utility of self-assessment / Cienkowski, Kathleen
7. Measuring health-related quality of life in audiologic rehabilitation / Abrams, Harvey B.; Chisolm, Theresa Hnath
8. Assessment for implantable technologies / Spitzer, Jaclyn B.; Mancuso, Dean M.
9. Hearing aid technology and the importance of verification / Bentler, Ruth; Wu, Yu-Hsiang
Part III. The rehabilitative toolbox: Therapeutic management
10. The biopsychosocial approach in patient-and relationship-centered care: implications for audiologic counseling / Erdman, Sue Ann
11. Patient motivation in adult audiologic rehabilitation / Clark, John Greer; Weiser, Carissa Maatman
12. Self-efficacy theory in audiologic rehabilitation / Smith, Sherri L.
13. Communication partnership therapy as audiologic rehabilitation / Lind, Christopher
14. Visual Speech Perception in spoken language understanding / Lansing, Charisa R.
15. Auditory training / Sweetow, Robert W.; Henderson-Sabes, Jennifer
16. One-to-one speech communication training for adults with cochlear implants / Plant Geoff
17. Group audiologic rehabilitation for adults: justification and implementation / Preminger, Jill; Nesbitt, Laura
18. Incorporating communication partners into the AR process / Preminger, Jill; Montano, Joseph
19. Hearing assistance technology systems as part of a comprehensive audiologic rehabilitation program / Thibodeau, Linda M.
20. Peer support / Consumer perspective / Trychin, Samuel
Part IV. Expanding the scope of AR: Special issues
21. Evidence-based practice in adult audiologic rehabilitation / Hickson, Louise
22. Music and cochlear implants in audiologic rehabilitation / Plant, Geoff
23. Vocational issues for persons with hearing loss / Kramerr, Sophia E.; Gussenhoven, Arjenne H. M.
24. Audiologic rehabilitation for older adults / Kricos, Patricia B.
25. Tinnitus Management / Newman, Craig W.; Sandridge, Sharon A.
26. Auditory and cognitive processing in audiologic rehabilitation / Pichora-Fuller, M. Kathleen
27. Audiologic rehabilitation with older adults: research needs / Weinstein, Barbara E.
Index
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Título : Essentials of Modern Hearing Aids : Selection, Fitting, Verification Tipo de documento: texto impreso Autores: Rickets, Todd A., Autor ; Ruth Bentler, Autor ; Mueller, H. Gustav, Autor Editorial: San Diego [EE. UU.] : Plural Pub Fecha de publicación: c2019 Número de páginas: ix p., 888 p. Il.: il. ISBN/ISSN/DL: 978-1-597-56853-1 Idioma : Inglés (eng) Clasificación: Accesibilidad:Tecnología
Discapacidad:Sordera
Medicina:AudífonoNota de contenido: Contents
Preface
Acknowledgments
1. Evidence based practice
2. The audiologist and hearing aid provision
3. Understanding the hearing aid candidate
4. Speech Acoustics
5. Pre-fitting tests using frequency-specific measures
6. Pre-fitting testing using speech Material
7. Self-Assessment scales for pre-fitting testing
8. Hearing Aid styles and Fitting applications
9. Ear impressions, earmolds and associated plumbing
10. Hearing aid hardware and software: the basics
11. Signal classification and sound cleaning technologies
12. More Hearing Aid features and algorithms
13. Electroacoustic and other quality control techniques
14. Prescriptive formulas and programming
15. Behavioral assessment during clinical fittings
16. Probe microphone measures: rationale and procedures
17. Prove-microphone measures: clinical uses
18. Hearing aid orientation and troubleshooting
19. Validation: self-report Outcomes
20. Suplemental information: Corrections, conversions, and calculations
References
Index
Essentials of Modern Hearing Aids : Selection, Fitting, Verification [texto impreso] / Rickets, Todd A., Autor ; Ruth Bentler, Autor ; Mueller, H. Gustav, Autor . - San Diego (5521 Ruffin Road, CA 92123, EE. UU.) : Plural Pub, c2019 . - ix p., 888 p. : il.
ISBN : 978-1-597-56853-1
Idioma : Inglés (eng)
Clasificación: Accesibilidad:Tecnología
Discapacidad:Sordera
Medicina:AudífonoNota de contenido: Contents
Preface
Acknowledgments
1. Evidence based practice
2. The audiologist and hearing aid provision
3. Understanding the hearing aid candidate
4. Speech Acoustics
5. Pre-fitting tests using frequency-specific measures
6. Pre-fitting testing using speech Material
7. Self-Assessment scales for pre-fitting testing
8. Hearing Aid styles and Fitting applications
9. Ear impressions, earmolds and associated plumbing
10. Hearing aid hardware and software: the basics
11. Signal classification and sound cleaning technologies
12. More Hearing Aid features and algorithms
13. Electroacoustic and other quality control techniques
14. Prescriptive formulas and programming
15. Behavioral assessment during clinical fittings
16. Probe microphone measures: rationale and procedures
17. Prove-microphone measures: clinical uses
18. Hearing aid orientation and troubleshooting
19. Validation: self-report Outcomes
20. Suplemental information: Corrections, conversions, and calculations
References
Index
Reserva
Reservar este documento
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