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Counseling-infused audiologic care / Clark, John Greer

Público ISBD Título : Counseling-infused audiologic care Tipo de documento: texto impreso Autores: Clark, John Greer, Autor ; English, Kristina M., Autor Editorial: Boston [Estados Unidos de América] : Pearson Fecha de publicación: c2014 Colección: Allyn & Bacon Communication sciences and disorders Número de páginas: xx p., 361 p. Il.: graf. ISBN/ISSN/DL: 978-0-13-315324-8 Idioma : Inglés (eng) Clasificación: Discapacidad:Sordera Etapas de desarrollo Familia:Padres Psicología:Terapia Nota de contenido: Contents Appendices Foreword Preface Chapter 1 Audiologic counseling defined Learning objetives What is audiologic counseling?-What does "Patient-centered" mean? Principles of audiologic counseling -Everypatient is on a journey -Counseling involves developing common ground -Counseling is infused into every aspect of audiologic care What audiologic counseling is not -Recognizing boundaries Counseling referrals Does audiologic counseling make a difference? Summary Discussion questions Learning activities Capter 2. emotional responses to hearing loss Learning objetives The stages of grief -Shock or intial impact -Defensive retreat (denial) -personal questioning (anger) -Barganining -Depression or mourning -Guilt -Integration and growth -A cycle or a process? Stages of life -Grief impacts all aspects of life Our responses to the reactions that accompany hearing loss -Empathy -barriers to empathy Emotional response transformations -emotional redirections emotional projections The emotional toll of clinical care summary discussion cuestions learning activities Chapter 3 approaches to counseling Learning objetives our counseling responsibilities -who provides counseling to our patiens? content counseling -the content trap counseling theories -person-centered counseling -existentialism -behavioral counseling theory -cognitive (rational-emotive) counseling theory -a family-systems approach which theory is best for audiology? summary Discussion questions Chapter 4 Building patient-centric relationships Learning objectives Perceptions underpin dynamics -First impressions: from phone call to evaluation -Our patients' perfceptions of us -Our perceptions of our patients Locus of control The questions we ask -Open versus closed questions -Neutral versus leading questions -The value of "could" The responses we give -The hoenst response -The hostile response -The judging response -The probing response -The reassuring response -The understanding response -The silent response -The nonverba lresponse -The illusion of successful multitasking Personal social styles -Subdividing social styles -Knowing syour social style -Working with different social styles A resistance to tchange Summary Discusision Questions Learning activities Chapter 5. The initial audiologic consultation Learning objectives Before we diagnose: checking our assumptions The initial exchange From the initial exchange, counseling begins Supporting self-disclosure and "owning the hearing loss" -inclusing communication partners Initial diagnosis: adult patients Reactions to test results and our response to thos reactions -Matching our communication to the patient's needs -Ho we respond -Consider the distribution of talk time Initial diagnosis: parents -Same process, handled with extreme care Summary Discussion Questions Learning activities Chapter 6 Counseling considerations for the pediatric population Learning objectives After the diagnosis -Early counseling challenges -Timing of diagnosis -Refering for genetic counseling -The journey begins Counseling parents about their role as "shapers" -self-concept defined -how does self-concept develop? -stages of self-concept development Counseling applications: talking about acceptance and self-concept -one immediate issue: upset about hearing aid appearance? to be expected! -Encouraging the longer views as well Counseling parents within a family context More counseling applications: the case for support systems -support groups -other support systems -why adress these concerns? Counseling children with hearing impairment -self-concept and growing up with hearing loss -self concept and the "hearing aid effect" -psychocoscial development -Emotional development Counseling applications: "Tell me what it's like for you" -Providing "food for thought" Summary Discussion questions Learning activities Chapter 7 Counseling considerations for teenage patients Learning objectives The "work of adolescence" -Cognitive development -psychosocial and emotional development -a challenging transition Counseling suggestions -how would you answer these questions? -what would your best friend say? -what are the costs? what are the benefits? how do you dela with adversity? Patient education and teens: transition planning Summary Discussion questions Learning activities Chapter 8 Counseling considerations for the adult population Learning objectives Self-concept and hearing loss -Challenges to self-concept Counseling applications: talking about the personal effects of hearing loss The all-important third party Stress and hearing loss -coping with chronic hearing loss stress: two strategies -counseling applications: talking about stress -stress and aging Vulnerability and isolation -vulnerability -Isolation -Counseling applications: talking about how we feel Hearing aid / hearing assistive technologies acceptance Hearing aid orientation Dizziness, tinnitus, and hyperacusis -Patients with dizziness -tinnitus and hyperacusis counseling -Counseling the patient and not the disorder Summary Discussion questions learning activities Chapter 9 the hearing aid consultation learning objetives ambivalence in the clinic attaining trust Motivation A geometric approach to motivational engagement -readiness for change -first use of the line tool: ranking importance for change -second use of the line tool: ranking perceived slef-efficaty cost-benefit analysis: the decisional box -introducing the box -acknowledge the queandary and state the obvious Presenting technological options can all reluctant patients be turned toward action? Summary Discussion questions Learning activity Chapter 10 Counseling considerations for the odler population Learning objectives changes of aging -auditory changes -visual changes -cutaneous and tactile achanges -motor changes -changes in equilibrium -changes in cognition and memory medical changes -lifestyle changes -a cumulative effect to changes with age -self-concept and the elderly Stress and aging -caregiber stress elder abuse Concomitant communication disorders -apraxia of speech -dysarthria -vocal production issues -Aphrasias Alzheimer's disease Right to decline treatment Summary Discussion questions Learning activity Chapter 11 patient education Learning objectives Information retention -Information application -A roadmap to effective patient education -Information suspension Summary Discussion questions Learning activities chapter 12 counseling toward better communication learning objectives the case for moving beyond the technological fix including communication partners from the start gaining a buy-in that there is more to be done A professional guided self-tutorial -speaking up about hearing problems -working on personal assertion -the all-important clear speech -dining out with friends and family -making new communication strategies a life habit other means to bring rehabilittaion beyoond hearing aids into clinical practice summary discussion question learning activity Chapter 13 group counseling within hearing loss intervention Learning objectives the advantage of groups support gruops in pediatric practice -parent support gruops father support gruops extended family support groups sibling support groups Support groups for teens with hearing loss Support groups in adult practice -who needs adult group intervention? -The benefits of group hearing-help classes -What is covered in group hearing-help classes -Small or large group formats for adult better hearing workshops? Support group dynamics -Group ground rules -participant guidelines -facilitator guidelines -self-help groups summary discussion questions learning activities chapter 14 multicultural issues in patient care learning objectives counseling and cultural sensitivity the culturally different patient minority enculturation within western mores values along a continuum -independence -expertise -gender -patient autonomy -expectations about health -formality -sharing information -time -proxemics stress wihin multicultural populations the deaf culture -deaf culture and cochlear implantation summary discussion questions learning activities afterword references author index subject index Counseling-infused audiologic care [texto impreso] / Clark, John Greer, Autor ; English, Kristina M., Autor . - Pearson, c2014 . - xx p., 361 p. : graf.. - (Allyn & Bacon Communication sciences and disorders) . ISBN : 978-0-13-315324-8 Idioma : Inglés (eng) Clasificación: Discapacidad:Sordera Etapas de desarrollo Familia:Padres Psicología:Terapia Nota de contenido: Contents Appendices Foreword Preface Chapter 1 Audiologic counseling defined Learning objetives What is audiologic counseling?-What does "Patient-centered" mean? Principles of audiologic counseling -Everypatient is on a journey -Counseling involves developing common ground -Counseling is infused into every aspect of audiologic care What audiologic counseling is not -Recognizing boundaries Counseling referrals Does audiologic counseling make a difference? Summary Discussion questions Learning activities Capter 2. emotional responses to hearing loss Learning objetives The stages of grief -Shock or intial impact -Defensive retreat (denial) -personal questioning (anger) -Barganining -Depression or mourning -Guilt -Integration and growth -A cycle or a process? Stages of life -Grief impacts all aspects of life Our responses to the reactions that accompany hearing loss -Empathy -barriers to empathy Emotional response transformations -emotional redirections emotional projections The emotional toll of clinical care summary discussion cuestions learning activities Chapter 3 approaches to counseling Learning objetives our counseling responsibilities -who provides counseling to our patiens? content counseling -the content trap counseling theories -person-centered counseling -existentialism -behavioral counseling theory -cognitive (rational-emotive) counseling theory -a family-systems approach which theory is best for audiology? summary Discussion questions Chapter 4 Building patient-centric relationships Learning objectives Perceptions underpin dynamics -First impressions: from phone call to evaluation -Our patients' perfceptions of us -Our perceptions of our patients Locus of control The questions we ask -Open versus closed questions -Neutral versus leading questions -The value of "could" The responses we give -The hoenst response -The hostile response -The judging response -The probing response -The reassuring response -The understanding response -The silent response -The nonverba lresponse -The illusion of successful multitasking Personal social styles -Subdividing social styles -Knowing syour social style -Working with different social styles A resistance to tchange Summary Discusision Questions Learning activities Chapter 5. The initial audiologic consultation Learning objectives Before we diagnose: checking our assumptions The initial exchange From the initial exchange, counseling begins Supporting self-disclosure and "owning the hearing loss" -inclusing communication partners Initial diagnosis: adult patients Reactions to test results and our response to thos reactions -Matching our communication to the patient's needs -Ho we respond -Consider the distribution of talk time Initial diagnosis: parents -Same process, handled with extreme care Summary Discussion Questions Learning activities Chapter 6 Counseling considerations for the pediatric population Learning objectives After the diagnosis -Early counseling challenges -Timing of diagnosis -Refering for genetic counseling -The journey begins Counseling parents about their role as "shapers" -self-concept defined -how does self-concept develop? -stages of self-concept development Counseling applications: talking about acceptance and self-concept -one immediate issue: upset about hearing aid appearance? to be expected! -Encouraging the longer views as well Counseling parents within a family context More counseling applications: the case for support systems -support groups -other support systems -why adress these concerns? Counseling children with hearing impairment -self-concept and growing up with hearing loss -self concept and the "hearing aid effect" -psychocoscial development -Emotional development Counseling applications: "Tell me what it's like for you" -Providing "food for thought" Summary Discussion questions Learning activities Chapter 7 Counseling considerations for teenage patients Learning objectives The "work of adolescence" -Cognitive development -psychosocial and emotional development -a challenging transition Counseling suggestions -how would you answer these questions? -what would your best friend say? -what are the costs? what are the benefits? how do you dela with adversity? Patient education and teens: transition planning Summary Discussion questions Learning activities Chapter 8 Counseling considerations for the adult population Learning objectives Self-concept and hearing loss -Challenges to self-concept Counseling applications: talking about the personal effects of hearing loss The all-important third party Stress and hearing loss -coping with chronic hearing loss stress: two strategies -counseling applications: talking about stress -stress and aging Vulnerability and isolation -vulnerability -Isolation -Counseling applications: talking about how we feel Hearing aid / hearing assistive technologies acceptance Hearing aid orientation Dizziness, tinnitus, and hyperacusis -Patients with dizziness -tinnitus and hyperacusis counseling -Counseling the patient and not the disorder Summary Discussion questions learning activities Chapter 9 the hearing aid consultation learning objetives ambivalence in the clinic attaining trust Motivation A geometric approach to motivational engagement -readiness for change -first use of the line tool: ranking importance for change -second use of the line tool: ranking perceived slef-efficaty cost-benefit analysis: the decisional box -introducing the box -acknowledge the queandary and state the obvious Presenting technological options can all reluctant patients be turned toward action? Summary Discussion questions Learning activity Chapter 10 Counseling considerations for the odler population Learning objectives changes of aging -auditory changes -visual changes -cutaneous and tactile achanges -motor changes -changes in equilibrium -changes in cognition and memory medical changes -lifestyle changes -a cumulative effect to changes with age -self-concept and the elderly Stress and aging -caregiber stress elder abuse Concomitant communication disorders -apraxia of speech -dysarthria -vocal production issues -Aphrasias Alzheimer's disease Right to decline treatment Summary Discussion questions Learning activity Chapter 11 patient education Learning objectives Information retention -Information application -A roadmap to effective patient education -Information suspension Summary Discussion questions Learning activities chapter 12 counseling toward better communication learning objectives the case for moving beyond the technological fix including communication partners from the start gaining a buy-in that there is more to be done A professional guided self-tutorial -speaking up about hearing problems -working on personal assertion -the all-important clear speech -dining out with friends and family -making new communication strategies a life habit other means to bring rehabilittaion beyoond hearing aids into clinical practice summary discussion question learning activity Chapter 13 group counseling within hearing loss intervention Learning objectives the advantage of groups support gruops in pediatric practice -parent support gruops father support gruops extended family support groups sibling support groups Support groups for teens with hearing loss Support groups in adult practice -who needs adult group intervention? -The benefits of group hearing-help classes -What is covered in group hearing-help classes -Small or large group formats for adult better hearing workshops? Support group dynamics -Group ground rules -participant guidelines -facilitator guidelines -self-help groups summary discussion questions learning activities chapter 14 multicultural issues in patient care learning objectives counseling and cultural sensitivity the culturally different patient minority enculturation within western mores values along a continuum -independence -expertise -gender -patient autonomy -expectations about health -formality -sharing information -time -proxemics stress wihin multicultural populations the deaf culture -deaf culture and cochlear implantation summary discussion questions learning activities afterword references author index subject index

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Introduction to phonetics and phonology / Bauman, Waengler, Jacqueline

Público ISBD Título : Introduction to phonetics and phonology : From concepts to transcription Tipo de documento: texto impreso Autores: Bauman, Waengler, Jacqueline, Autor Editorial: Boston [Estados Unidos de América] : Pearson Fecha de publicación: c2009 Número de páginas: xv p., 462 p. Il.: il. Material de acompañamiento: Transcription Workbook ISBN/ISSN/DL: 978-0-205-40287 Idioma : Inglés (eng) Clasificación: Comunicacion:Oralidad Nota de contenido: Contents Preface Chapter 1. Introducing phonetics and phonology Defining phonetics Phonetics as production, transmission, and perception of pseech sounds Defining phonology Phonemes and allophones Interrelationships between phonetics and phonology Summary Further readings key terms think critically test yourself Chapter 2. An overview of sepeech production Physiological phonetics: the anatomical-physiological foundation of speech production the respiratory system the phonatory system the resonatory system the articulatory system acoustic phonetics: an overview of principles of resonance summary further readings key terms think critically test yourself Chapter 3. An introduction to phonetic transcription Phonetic transcripion as a notation system what is phonetic transcription types of transcription systems why use phonetic transcription? how to use phonetic transcription summary further readings key terms think critically test yourself Chapter 4. articulatory phonetics: production features of vowels vowels versus consonants american english vowels tense - lax, close-open, long-short the international phonetic alphabet: a different view of vowel categorization types of vowels allophonic variations of vowels summary further readings key terms think critically test yourself Chapter 5. Articulatory phonetics: production features of consonants Active acritulator, passive articulator, manner of articulation, and voicing types of consonants individual consonants summary further readings key terms think critically test yourself Chapter 6. dialect and language variations Dialect: popular versus professional usage Standard english and vernacular english dialectal variations and change regioanl dialects social and ethnic dialects phonological variations: foreign dialects summary further readings key terms think critically test yourself Chapter 7. Speech in context and diacritics Sounds in context: coarticulation and assimilation The suprasegmentals diacritics summary further readings key terms think critically test yourself Chapter 8. Phonological development: practical and theoretical implications Prelinguistic stages: before the first word The first fifty words The preschool child The school-age child Phonological theories: distinctive feature, natural phonology, and onlinear phonology summary further readings key terms think critically test yourself Chapter 9. Phonetic and phonemic analysis: clinical aplication articulatory testing stimulability testing spontaneous speech sample phonemic analysis: phonemic inventory and contrasts syllable structure summary further readings key terms think critically test yourself Introduction to phonetics and phonology : From concepts to transcription [texto impreso] / Bauman, Waengler, Jacqueline, Autor . - Boston (Estados Unidos de América) : Pearson, c2009 . - xv p., 462 p. : il. + Transcription Workbook. ISSN : 978-0-205-40287 Idioma : Inglés (eng) Clasificación: Comunicacion:Oralidad Nota de contenido: Contents Preface Chapter 1. Introducing phonetics and phonology Defining phonetics Phonetics as production, transmission, and perception of pseech sounds Defining phonology Phonemes and allophones Interrelationships between phonetics and phonology Summary Further readings key terms think critically test yourself Chapter 2. An overview of sepeech production Physiological phonetics: the anatomical-physiological foundation of speech production the respiratory system the phonatory system the resonatory system the articulatory system acoustic phonetics: an overview of principles of resonance summary further readings key terms think critically test yourself Chapter 3. An introduction to phonetic transcription Phonetic transcripion as a notation system what is phonetic transcription types of transcription systems why use phonetic transcription? how to use phonetic transcription summary further readings key terms think critically test yourself Chapter 4. articulatory phonetics: production features of vowels vowels versus consonants american english vowels tense - lax, close-open, long-short the international phonetic alphabet: a different view of vowel categorization types of vowels allophonic variations of vowels summary further readings key terms think critically test yourself Chapter 5. Articulatory phonetics: production features of consonants Active acritulator, passive articulator, manner of articulation, and voicing types of consonants individual consonants summary further readings key terms think critically test yourself Chapter 6. dialect and language variations Dialect: popular versus professional usage Standard english and vernacular english dialectal variations and change regioanl dialects social and ethnic dialects phonological variations: foreign dialects summary further readings key terms think critically test yourself Chapter 7. Speech in context and diacritics Sounds in context: coarticulation and assimilation The suprasegmentals diacritics summary further readings key terms think critically test yourself Chapter 8. Phonological development: practical and theoretical implications Prelinguistic stages: before the first word The first fifty words The preschool child The school-age child Phonological theories: distinctive feature, natural phonology, and onlinear phonology summary further readings key terms think critically test yourself Chapter 9. Phonetic and phonemic analysis: clinical aplication articulatory testing stimulability testing spontaneous speech sample phonemic analysis: phonemic inventory and contrasts syllable structure summary further readings key terms think critically test yourself

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Tools of the mind / Bodrova, Elena

Público ISBD Título : Tools of the mind : The Vygotskian approach to early childhood education Tipo de documento: texto impreso Autores: Bodrova, Elena, Autor ; Leong, Deborah J., Autor ; Cole, Michael, Prefacio, etc Mención de edición: 2º ed. Editorial: Boston [Estados Unidos de América] : Pearson Fecha de publicación: c2007 Número de páginas: xix p., 235 p. Il.: il. ISBN/ISSN/DL: 978-0-13-027804-3 Idioma : Inglés (eng) Clasificación: Etapas de desarrollo:Infancia Psicología Nota de contenido: Brief contents Section I The Vygotskian framework: The cultural-historical theory of development Chapter 1 Introduction to the Vygotskian approach Chapter 2 Acquiring mental tool and higher mental functions Chapter 3 The vygotskian framework and other theories of development and learning Section II Strategies for development and learning Chapter 1 The zone of proximal development Chapter 2 Tactics: using mediators Chapter 3 Tactics: using language Chapter 4 Tactics: using shared activities Section III Applying the Vygotskian approach to development and learning en early childhood Chapter 1 Developmental accomplishments and leading activity: infants and toddlers Chapter 2 Supporting the developmental accomplishments of infants and toddlers Chapter 3 Developmental accomplishments and leading activity: preschool and kindergarten Chapter 4 Supporting the developmental accomplishments in preschool and kindergarten Chapter 5 Developmental accomplishments and leading activity: primary grades Chapter 6 Supporting the developmental accomplishments in the primary grades Chapter 7 Dynamic assessment: applications of the zone of proximal development Epilogue Glossary References Author index Subject index Tools of the mind : The Vygotskian approach to early childhood education [texto impreso] / Bodrova, Elena, Autor ; Leong, Deborah J., Autor ; Cole, Michael, Prefacio, etc  . -  2º ed. . - Boston (Estados Unidos de América) : Pearson, c2007 . - xix p., 235 p. : il. ISBN : 978-0-13-027804-3 Idioma : Inglés (eng) Clasificación: Etapas de desarrollo:Infancia Psicología Nota de contenido: Brief contents Section I The Vygotskian framework: The cultural-historical theory of development Chapter 1 Introduction to the Vygotskian approach Chapter 2 Acquiring mental tool and higher mental functions Chapter 3 The vygotskian framework and other theories of development and learning Section II Strategies for development and learning Chapter 1 The zone of proximal development Chapter 2 Tactics: using mediators Chapter 3 Tactics: using language Chapter 4 Tactics: using shared activities Section III Applying the Vygotskian approach to development and learning en early childhood Chapter 1 Developmental accomplishments and leading activity: infants and toddlers Chapter 2 Supporting the developmental accomplishments of infants and toddlers Chapter 3 Developmental accomplishments and leading activity: preschool and kindergarten Chapter 4 Supporting the developmental accomplishments in preschool and kindergarten Chapter 5 Developmental accomplishments and leading activity: primary grades Chapter 6 Supporting the developmental accomplishments in the primary grades Chapter 7 Dynamic assessment: applications of the zone of proximal development Epilogue Glossary References Author index Subject index

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Exceptional lives / Turnbull, Ann

Público ISBD Título : Exceptional lives : Special education in today's schools Tipo de documento: texto impreso Autores: Turnbull, Ann, Autor ; Turnbull, Rud, Autor ; Wehmeyer, Michael L., Autor ; Shogren, Karrie A., Autor Mención de edición: 7º ed. Editorial: Boston [Estados Unidos de América] : Pearson Fecha de publicación: c2013 Número de páginas: xxvii p., 448 p. Il.: il. ISBN/ISSN/DL: 978-0-13-282177-3 Idioma : Inglés (eng) Clasificación: Discapacidad:Mental Discapacidad:Sordera Educación Etapas de desarrollo:Infancia Medicina:Autismo Medicina:Hiperactividad Psicología:Dificultades de aprendizaje Nota de contenido: Brief contents Chapter 1. Overview of today’s special education Chapter 2. Ensuring progress in the general education curriculum: universal design for learning and inclusion Chapter 3. Today’s multicultural, bilingual, and diverse schools Chapter 4. Today’s families and their partnerships with professionals Chapter 5. Understanding students with learning disabilities Chapter 6. Understanding students with communication disorders Chapter 7. Understanding students with emotional or behavioral disorders Chapter 8. Understanding students with attention-deficit / Hyperactivity disorder Chapter 9. Understanding students with intellectual disabilitie Chapter 10. Understanding students with multiple disability Chapter 11. Understanding students with autism Chapter 12. Understanding students with physical disabilities and other health impairments Chapter 13. Understanding students with traumatic brain injury Chapter 14. Understanding students with hearing loss Chapter 15. Understanding students with visual impairments Chapter 16. Understanding students who are gifted and talented Appendix Glossary References Name index Subject index Exceptional lives : Special education in today's schools [texto impreso] / Turnbull, Ann, Autor ; Turnbull, Rud, Autor ; Wehmeyer, Michael L., Autor ; Shogren, Karrie A., Autor  . -  7º ed. . - Boston (Estados Unidos de América) : Pearson, c2013 . - xxvii p., 448 p. : il. ISBN : 978-0-13-282177-3 Idioma : Inglés (eng) Clasificación: Discapacidad:Mental Discapacidad:Sordera Educación Etapas de desarrollo:Infancia Medicina:Autismo Medicina:Hiperactividad Psicología:Dificultades de aprendizaje Nota de contenido: Brief contents Chapter 1. Overview of today’s special education Chapter 2. Ensuring progress in the general education curriculum: universal design for learning and inclusion Chapter 3. Today’s multicultural, bilingual, and diverse schools Chapter 4. Today’s families and their partnerships with professionals Chapter 5. Understanding students with learning disabilities Chapter 6. Understanding students with communication disorders Chapter 7. Understanding students with emotional or behavioral disorders Chapter 8. Understanding students with attention-deficit / Hyperactivity disorder Chapter 9. Understanding students with intellectual disabilitie Chapter 10. Understanding students with multiple disability Chapter 11. Understanding students with autism Chapter 12. Understanding students with physical disabilities and other health impairments Chapter 13. Understanding students with traumatic brain injury Chapter 14. Understanding students with hearing loss Chapter 15. Understanding students with visual impairments Chapter 16. Understanding students who are gifted and talented Appendix Glossary References Name index Subject index

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Introduction to auditory rehabilitation / Johnson, Carole E.

Público ISBD Título : Introduction to auditory rehabilitation : A contemporary issues approach Tipo de documento: texto impreso Autores: Johnson, Carole E., Autor Editorial: Boston [Estados Unidos de América] : Pearson Fecha de publicación: c2012 Colección: Allyn & Bacon Communication sciences and disorders Número de páginas: 616 p. Il.: il. ISBN/ISSN/DL: 978-0-205-42417-7 Idioma : Inglés (eng) Clasificación: Discapacidad:Sordera Etapas de desarrollo:Adultez Etapas de desarrollo:Infancia Etapas de desarrollo:Tercera edad Medicina:Audífono Medicina:Implante coclear Medicina:Rehabilitación Medicina:Tinnitus Psicología Sociología:Minorías Nota de contenido: Contents 1. Introduction to auditory rehabilitation 1.1. Learning objectives 1.2. Defining auditory rehabilitation 1.3. Providers of auditory rehabilitation across service delivery sites 1.4. The audiogram: basic concepts 1.5. Effects of hearing loss 1.6. A model for auditory rehabilitation 1.7. Other areas of auditory rehabilitation 2. Psychosocial aspects of hearing impairment and counseling 3. Multicultural issues in auditory rehabilitation 3.1. Incidence and prevalence of hearing loss for persons of cultrally and linguistically diverse backgrounds 3.2. Multicultural influences on the auditory rehabilitation process 3.3. Developing cross-cultural competence 3.4. Toward cross-cultural competence in auditory rehabilitation 4. Professional issues in auditory rehabilitation 4.1. Developing cross-professional competence 4.2. Developing clinical competence 4.3. Professional organizations and auditory rehabilitation 4.4. Contemporary professional issues in auditory rehabilitation 5. Evidence-based practice in auditory rehabilitation 5.1. Foundations for evidence-based practice in auditory rehabilitation 5.2. Moving the professions toward evidence based practice 6. An introduction to amplification 6.1. History of hearing aids 6.2. Contemporary styles of hearing aids 6.3. Classification of hearing aids 6.4. The audiologist’s tools 6.5. Hearing aid electroacoustics 6.6. Audiologic management of adult hearing impairment through amplification 6.7. Hearing id selection and fitting in children 7. Introduction to hearing assistive technology 7.1. Characteristics of hearing assistive technology 7.2. Context for assistive technology use 7.3. Major pieces of legislation affecting the use and funding of assistive technology 7.4. Basic categorizations of hearing assistive technology 7.5. Other assistive technology for the deaf and hard of hearing 7.6. Audiologist’s responsibilities in evaluating, selecting, and fitting hearing assistive technology 7.7. Assistive technology for deaf blind persons 8. An introduction to cochlear implants 8.1. Cochlear implants and their parts 8.2. Cochlear implant manufacturers 8.3. Patient selection criteria and preimplant evaluation 8.4. Cochlear implant surgery 8.5. What to expect after surgery 8.6. Therapeutic considerations 8.7. Long term expectations for patients with cochlear implants 8.8. Other options for cochlear implant wearers 8.9. Auditory brainstem implants 8.10. Cochlear implants and deaf culture 9. Auditory habilitation for young children and their families 9.1. Early hearing detection and intervention programs 9.2. Assessment for treatment planning and progress 9.3. Early speech and language development of children with hearing impairment 9.4. Selection of communication mode 9.5. Methods of facilitating oral language development in children who are deaf and hard of hearing 9.6. Special education services for children with hearing loss 9.7. Dual sensory impairment in young children 10. Auditory rehabilitation for school aged children 10.1. Effects of hearing impairment on speech, language, and psychosocial development 10.2. Federal laws 10.3. Role of audiologists 10.4. Role of speech language pathologists 10.5. Accommodations for children who are deaf and hard of hearing 10.6. Personal adjustment counseling for school aged children 10.7. Direct service delivery 10.8. Assessment tools 10.9. Children with central auditory processing disorders 10.10. Children with other auditory disorders 10.11. Children with dual sensory impairment 10.12. Abuse and neglect in school aged children who are deaf and hard of hearing 10.13. Transition planning 11. Auditory rehabilitation for young to middle aged adults 11.1. Effects of hearing impairment on the health related quality of life of young to middle aged adults 11.2. Auditory re habilitation for young adults with hearing loss 11.3. Auditory rehabilitation for middle aged adults with hearing impairment 11.4. Role of vocational rehabilitation 11.5. Tinnitus rehabilitation 11.6. Adults with dual sensory impairment 11.7. Vestibular rehabilitation 11.8. Hearing conservation 12. Auditory rehabilitation for elderly adults 12.1. A transdisciplinary and holistic model of auditory rehabilitation for the elderly 12.2. The elderly and the hearing healthcare continuum 12.3. Cochlear implants and the elderly 12.4. Hearing healthcare in long term residential care facilities for the elderly 12.5. Elder abuse 12.6. Dual sensory impairment Glossary References Index Introduction to auditory rehabilitation : A contemporary issues approach [texto impreso] / Johnson, Carole E., Autor . - Pearson, c2012 . - 616 p. : il.. - (Allyn & Bacon Communication sciences and disorders) . ISBN : 978-0-205-42417-7 Idioma : Inglés (eng) Clasificación: Discapacidad:Sordera Etapas de desarrollo:Adultez Etapas de desarrollo:Infancia Etapas de desarrollo:Tercera edad Medicina:Audífono Medicina:Implante coclear Medicina:Rehabilitación Medicina:Tinnitus Psicología Sociología:Minorías Nota de contenido: Contents 1. Introduction to auditory rehabilitation 1.1. Learning objectives 1.2. Defining auditory rehabilitation 1.3. Providers of auditory rehabilitation across service delivery sites 1.4. The audiogram: basic concepts 1.5. Effects of hearing loss 1.6. A model for auditory rehabilitation 1.7. Other areas of auditory rehabilitation 2. Psychosocial aspects of hearing impairment and counseling 3. Multicultural issues in auditory rehabilitation 3.1. Incidence and prevalence of hearing loss for persons of cultrally and linguistically diverse backgrounds 3.2. Multicultural influences on the auditory rehabilitation process 3.3. Developing cross-cultural competence 3.4. Toward cross-cultural competence in auditory rehabilitation 4. Professional issues in auditory rehabilitation 4.1. Developing cross-professional competence 4.2. Developing clinical competence 4.3. Professional organizations and auditory rehabilitation 4.4. Contemporary professional issues in auditory rehabilitation 5. Evidence-based practice in auditory rehabilitation 5.1. Foundations for evidence-based practice in auditory rehabilitation 5.2. Moving the professions toward evidence based practice 6. An introduction to amplification 6.1. History of hearing aids 6.2. Contemporary styles of hearing aids 6.3. Classification of hearing aids 6.4. The audiologist’s tools 6.5. Hearing aid electroacoustics 6.6. Audiologic management of adult hearing impairment through amplification 6.7. Hearing id selection and fitting in children 7. Introduction to hearing assistive technology 7.1. Characteristics of hearing assistive technology 7.2. Context for assistive technology use 7.3. Major pieces of legislation affecting the use and funding of assistive technology 7.4. Basic categorizations of hearing assistive technology 7.5. Other assistive technology for the deaf and hard of hearing 7.6. Audiologist’s responsibilities in evaluating, selecting, and fitting hearing assistive technology 7.7. Assistive technology for deaf blind persons 8. An introduction to cochlear implants 8.1. Cochlear implants and their parts 8.2. Cochlear implant manufacturers 8.3. Patient selection criteria and preimplant evaluation 8.4. Cochlear implant surgery 8.5. What to expect after surgery 8.6. Therapeutic considerations 8.7. Long term expectations for patients with cochlear implants 8.8. Other options for cochlear implant wearers 8.9. Auditory brainstem implants 8.10. Cochlear implants and deaf culture 9. Auditory habilitation for young children and their families 9.1. Early hearing detection and intervention programs 9.2. Assessment for treatment planning and progress 9.3. Early speech and language development of children with hearing impairment 9.4. Selection of communication mode 9.5. Methods of facilitating oral language development in children who are deaf and hard of hearing 9.6. Special education services for children with hearing loss 9.7. Dual sensory impairment in young children 10. Auditory rehabilitation for school aged children 10.1. Effects of hearing impairment on speech, language, and psychosocial development 10.2. Federal laws 10.3. Role of audiologists 10.4. Role of speech language pathologists 10.5. Accommodations for children who are deaf and hard of hearing 10.6. Personal adjustment counseling for school aged children 10.7. Direct service delivery 10.8. Assessment tools 10.9. Children with central auditory processing disorders 10.10. Children with other auditory disorders 10.11. Children with dual sensory impairment 10.12. Abuse and neglect in school aged children who are deaf and hard of hearing 10.13. Transition planning 11. Auditory rehabilitation for young to middle aged adults 11.1. Effects of hearing impairment on the health related quality of life of young to middle aged adults 11.2. Auditory re habilitation for young adults with hearing loss 11.3. Auditory rehabilitation for middle aged adults with hearing impairment 11.4. Role of vocational rehabilitation 11.5. Tinnitus rehabilitation 11.6. Adults with dual sensory impairment 11.7. Vestibular rehabilitation 11.8. Hearing conservation 12. Auditory rehabilitation for elderly adults 12.1. A transdisciplinary and holistic model of auditory rehabilitation for the elderly 12.2. The elderly and the hearing healthcare continuum 12.3. Cochlear implants and the elderly 12.4. Hearing healthcare in long term residential care facilities for the elderly 12.5. Elder abuse 12.6. Dual sensory impairment Glossary References Index

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