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Información de la editorial
Editorial Alexander Graham Bell Association for the Deaf and Hard of Hearing 
localizada en Washington
3417 Volta Place
DC 20007 Washington
EE. UU.
Documentos disponibles de esta editorial
Refinar búsquedaSpeech and the Hearing-Impaired Child / Daniel Ling
Título : Speech and the Hearing-Impaired Child : Theory and Practice Tipo de documento: texto impreso Autores: Daniel Ling, Autor Mención de edición: 2ª Editorial: Washington [EE. UU.] : Alexander Graham Bell Association for the Deaf and Hard of Hearing Fecha de publicación: 2002 Número de páginas: xxxix, 402 p. : ill. ; 23 cm. ISBN/ISSN/DL: 978-0-88200-213-2 Idioma : Inglés (eng) Clasificación: Comunicacion:Oralidad
Discapacidad:Sordera
Etapas de desarrollo:InfanciaResumen:
These new, user-friendly evaluation forms are described in chapter nine of “Speech and the Hearing-Impaired Child, Second Edition.” Pads are published in a useful 8 1/2 by 11 format and include seven pages to a record and 25 records to a pad. Teachers, students and clinicians who are responsible for speech development in children with hearing loss will find these pads useful and effective. They provide a clear record of a child’s performance with intervals of about 6 months and clear guidelines on the type of ongoing work that should occur between assessments.Nota de contenido: Table of contents
List of figures
List of tables
Prologue
1. An introduction and overview
Scope and intention of the text
Speech teaching and prevailing standards
2. Studies relating to speech production among hearing-impaired children
Studies of speech intelligibility
Typical speech errors of hearing-impaired children
Speech development and hearing level
Summary
3. The sense modalities in speech reception
Auditory speech reception
visual speech reception
tactile speech reception
summary
4. Multisensory speech reception
hearing and vision
hearing and touch
vision and touch
hearing, vision, and touch
phonetic symbolization system
signs and speech
summary
5. Feedback and feedfoward mechanisms in speech production
sensory-motor reaction time
sensory-motor control
feedfoward
articulatory targets
6. The sense modalities in speech production
orosensory-motor patterns
auditory feedback
visual feedback
summary
7. levels of speech acquisition and automaticity
automaticity
phonetic level development
phonetic-phonologic correspondence
phonologic level development
summary
8. Order or chaos?
the literature on teaching order
order and frequency of occurrence
the broad stages of speech acquisition: a sequential framework
target behaviors within successive stages
summary
evolution
oral-peripheral structures and function
comments and definitions
phonologic speech evaluation
phonetic level evaluation
other aspects of evaluation
summary
10. teaching order and evaluation: a synthesis and a model
A spech teaching model summary
11. Breath and voice control
Mechanisms of breathing
Mechanisms of Voicing
Summary
12. Vocalization and voice patterns: targets, subskills, and teaching strategies
spontaneous vocalization and vocalization on demand
voice patterns: the bases of suprasegmental structure
Remedial treatment of deviant paterns
voice patterns in phonologic speech
summary
13. Vowels and diphtongs
Acoustic properties of vowels and thier sensory correlates
Subskills and teaching strategies
Remedial treatment of deviant patterns
Summary
14. Consonants: Their acoustic properties and sensory correlates
Manner, place, and voicing
Summary
15.Manner distinctions in consonant production
Teaching step 1: target behaviours, subskills, and teaching strategies relating to front consonants
Summary
16. Place distinctions in consonant production
Teaching step 2: target behaviors, subskills, and teaching strategies relating to alveolar and palatal sounds
Teaching step 3: tardet behaviors, subskills,, and teaching strategies relating to palatal and velar sounds
Summary
17. Voiced-voiceless distinctions and the treatment of deviant consonant patterns
Teaching step 4: Target behaviors, subskills, and teaching strategies relating to voiced-voiceless distinctions
The treatment of deviant consonant patterns
Summary
18. Consonant blends
Word-initial blends
Word-final blends
Medial and interlexical blends
Summary
Index of subjects
Index of authorsSpeech and the Hearing-Impaired Child : Theory and Practice [texto impreso] / Daniel Ling, Autor . - 2ª . - Washington (3417 Volta Place, DC 20007, EE. UU.) : Alexander Graham Bell Association for the Deaf and Hard of Hearing, 2002 . - xxxix, 402 p. : ill. ; 23 cm.
ISBN : 978-0-88200-213-2
Idioma : Inglés (eng)
Clasificación: Comunicacion:Oralidad
Discapacidad:Sordera
Etapas de desarrollo:InfanciaResumen:
These new, user-friendly evaluation forms are described in chapter nine of “Speech and the Hearing-Impaired Child, Second Edition.” Pads are published in a useful 8 1/2 by 11 format and include seven pages to a record and 25 records to a pad. Teachers, students and clinicians who are responsible for speech development in children with hearing loss will find these pads useful and effective. They provide a clear record of a child’s performance with intervals of about 6 months and clear guidelines on the type of ongoing work that should occur between assessments.Nota de contenido: Table of contents
List of figures
List of tables
Prologue
1. An introduction and overview
Scope and intention of the text
Speech teaching and prevailing standards
2. Studies relating to speech production among hearing-impaired children
Studies of speech intelligibility
Typical speech errors of hearing-impaired children
Speech development and hearing level
Summary
3. The sense modalities in speech reception
Auditory speech reception
visual speech reception
tactile speech reception
summary
4. Multisensory speech reception
hearing and vision
hearing and touch
vision and touch
hearing, vision, and touch
phonetic symbolization system
signs and speech
summary
5. Feedback and feedfoward mechanisms in speech production
sensory-motor reaction time
sensory-motor control
feedfoward
articulatory targets
6. The sense modalities in speech production
orosensory-motor patterns
auditory feedback
visual feedback
summary
7. levels of speech acquisition and automaticity
automaticity
phonetic level development
phonetic-phonologic correspondence
phonologic level development
summary
8. Order or chaos?
the literature on teaching order
order and frequency of occurrence
the broad stages of speech acquisition: a sequential framework
target behaviors within successive stages
summary
evolution
oral-peripheral structures and function
comments and definitions
phonologic speech evaluation
phonetic level evaluation
other aspects of evaluation
summary
10. teaching order and evaluation: a synthesis and a model
A spech teaching model summary
11. Breath and voice control
Mechanisms of breathing
Mechanisms of Voicing
Summary
12. Vocalization and voice patterns: targets, subskills, and teaching strategies
spontaneous vocalization and vocalization on demand
voice patterns: the bases of suprasegmental structure
Remedial treatment of deviant paterns
voice patterns in phonologic speech
summary
13. Vowels and diphtongs
Acoustic properties of vowels and thier sensory correlates
Subskills and teaching strategies
Remedial treatment of deviant patterns
Summary
14. Consonants: Their acoustic properties and sensory correlates
Manner, place, and voicing
Summary
15.Manner distinctions in consonant production
Teaching step 1: target behaviours, subskills, and teaching strategies relating to front consonants
Summary
16. Place distinctions in consonant production
Teaching step 2: target behaviors, subskills, and teaching strategies relating to alveolar and palatal sounds
Teaching step 3: tardet behaviors, subskills,, and teaching strategies relating to palatal and velar sounds
Summary
17. Voiced-voiceless distinctions and the treatment of deviant consonant patterns
Teaching step 4: Target behaviors, subskills, and teaching strategies relating to voiced-voiceless distinctions
The treatment of deviant consonant patterns
Summary
18. Consonant blends
Word-initial blends
Word-final blends
Medial and interlexical blends
Summary
Index of subjects
Index of authorsReserva
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Título : Cumulative record of speech skill acquisition Tipo de documento: texto impreso Autores: Daniel Ling, Autor Editorial: Washington [EE. UU.] : Alexander Graham Bell Association for the Deaf and Hard of Hearing Fecha de publicación: 1978 Número de páginas: 87 p. ; 22 x 28 cm. ISBN/ISSN/DL: 978-0-88200-115-9 Idioma : Inglés (eng) Clasificación: Comunicacion:Oralidad
FonéticaNota de contenido: Table of contents
1. Vocalization
2. Voice patterns
3. Long vowels and dipththongs
4. Consonants (step 1)
5. Short vowels
6. Consonants (step 2)
7. Consonants (step 3)
8. Vowels with [r] color
9. Consonants (step 4)
10. Consonal blends (initial)
11. Consonant blends (final)
Cumulative record of speech skill acquisition [texto impreso] / Daniel Ling, Autor . - Washington (3417 Volta Place, DC 20007, EE. UU.) : Alexander Graham Bell Association for the Deaf and Hard of Hearing, 1978 . - 87 p. ; 22 x 28 cm.
ISBN : 978-0-88200-115-9
Idioma : Inglés (eng)
Clasificación: Comunicacion:Oralidad
FonéticaNota de contenido: Table of contents
1. Vocalization
2. Voice patterns
3. Long vowels and dipththongs
4. Consonants (step 1)
5. Short vowels
6. Consonants (step 2)
7. Consonants (step 3)
8. Vowels with [r] color
9. Consonants (step 4)
10. Consonal blends (initial)
11. Consonant blends (final)
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Título : Parents' guide to speech and deafness Tipo de documento: texto impreso Autores: Calvert, Donald R., Autor Editorial: Washington [EE. UU.] : Alexander Graham Bell Association for the Deaf and Hard of Hearing Fecha de publicación: C1984 Número de páginas: xiii p., 62 p. Il.: il. ISBN/ISSN/DL: 978-0-88200-155-5 Nota general: Sellos de la Asociación para la enseñanza de la comunicación oral a niños deficientes auditivos en páginas: iii, 41, 62. Idioma : Inglés (eng) Clasificación: Comunicacion:Oralidad
Discapacidad:Sordera
Etapas de desarrollo:Infancia
Familia
GuíaNota de contenido: CONTENTS
List of tables
List of figures
Introduction
Chapter I - Why don't hearing-impaired children learn to talk naturally? The nature of the connection between hearing and speech. Some insight into the problems hearing-impaired children have in learning and producing spoken language.
Chapter II - Should you say "deaf" or "hearing impaired"? Aspects of audiology-measurement and description of hearing that is useful in understanding differences in the hearing capabilities of children
Chapter III - What does a hearing aid do for speech? A description of the principle of electro-acoustic amplification, what hearing aids can do for speech, and some of their limitation with hearing-impaired children.
Chapter IV - How can you help your child use the hearing he still possesses? Practical suggestions for helping children take advantage of their potential for using hearing in and out of school. Some things to expect from a school program that attempts to use hearing as a basis for teaching speech.
Chapter V - What happens when they teach speech in school? Review of common approaches and procedures for teaching speech. Some general principles of speech instruction. A brief introduction to phonetics and the use of sensory aids.
Chapter VI - What can you do to help your child use and improve his speech? The vital part parents and other family members can play in the very difficult but worthwhile task of helping their child to learn to talk and use speech effectively.
Suggested readings
IndexParents' guide to speech and deafness [texto impreso] / Calvert, Donald R., Autor . - Washington (3417 Volta Place, DC 20007, EE. UU.) : Alexander Graham Bell Association for the Deaf and Hard of Hearing, C1984 . - xiii p., 62 p. : il.
ISBN : 978-0-88200-155-5
Sellos de la Asociación para la enseñanza de la comunicación oral a niños deficientes auditivos en páginas: iii, 41, 62.
Idioma : Inglés (eng)
Clasificación: Comunicacion:Oralidad
Discapacidad:Sordera
Etapas de desarrollo:Infancia
Familia
GuíaNota de contenido: CONTENTS
List of tables
List of figures
Introduction
Chapter I - Why don't hearing-impaired children learn to talk naturally? The nature of the connection between hearing and speech. Some insight into the problems hearing-impaired children have in learning and producing spoken language.
Chapter II - Should you say "deaf" or "hearing impaired"? Aspects of audiology-measurement and description of hearing that is useful in understanding differences in the hearing capabilities of children
Chapter III - What does a hearing aid do for speech? A description of the principle of electro-acoustic amplification, what hearing aids can do for speech, and some of their limitation with hearing-impaired children.
Chapter IV - How can you help your child use the hearing he still possesses? Practical suggestions for helping children take advantage of their potential for using hearing in and out of school. Some things to expect from a school program that attempts to use hearing as a basis for teaching speech.
Chapter V - What happens when they teach speech in school? Review of common approaches and procedures for teaching speech. Some general principles of speech instruction. A brief introduction to phonetics and the use of sensory aids.
Chapter VI - What can you do to help your child use and improve his speech? The vital part parents and other family members can play in the very difficult but worthwhile task of helping their child to learn to talk and use speech effectively.
Suggested readings
IndexReserva
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Título : Auditory Training Tipo de documento: texto impreso Autores: Erber, Norman P., Autor Editorial: Washington [EE. UU.] : Alexander Graham Bell Association for the Deaf and Hard of Hearing Fecha de publicación: c1982 Número de páginas: ix p., 197 p. ISBN/ISSN/DL: 978-0-88200-149-4 Idioma : Inglés (eng) Clasificación: Accesibilidad:Tecnología
Comunicacion:Oralidad
Discapacidad:Sordera
Historia
Medicina:Rehabilitación
Psicología:TerapiaNota de contenido: preface
chapter one: historical background
auditory training
robert gault
max goldstein
clarence v. hudgins
auditory global method
electronics industry
unisensory instruction
the future
summary
chapter two: speech perception
speech perception and speech intelligibility
visual perception
auditory perception
combined auditory-visual perception
perception and speech monitoring
demonstration, perception, and imitation in learning
chapter three: goals, concepts, methods
main objectives
ageneral sequence
a framework for auditory evaluation and training
common instructional strategies
adaptive communication
summary
Chapter four: screening auditory abilities
why test?
GASP!
adequacy of the child's amplification system
auditory detection of phonemes
auditory identification of words
auditory comprehension of sentences (questions)
application of the GASP!
summary
Chapter five: auditory training procedures
three styles of auditory training
a natural, conversational approach
a moderately structured approach
practicing specific stimulus-response tasks
summary
chapter six: some practical suggestions
advantages and limitatios of the GASP
Indivisual vs group auditory training
auditory training with a vibrator
auditory versus auditory-visual instruction
reminders
summary
chapter seven: tape-card recordings
need for individual practice in listening
self-instruction devices
audio tape-card apparatus
modifications and accessories for tape-card machines
examples of listening activities
general observations
summary
chapter eight: use of the telephone
methods of communication
telephone communication ability
use of closed-circuit telephone systems
tracking and telephone communication practice
practice with prerecorded messages
use of a question-answer format for practice
intensity-pattern codes
summary
Chapter nine: speech development
acoustic methods of speech instruction
common speech and language erros
general principles of acoustic speech instruction
caution
summary
chapter ten: important communication factors
communication model
the teacher's responsibilities
the child's response is the teacher's stimulus
summary and conclusion
references
index of subjectsAuditory Training [texto impreso] / Erber, Norman P., Autor . - Washington (3417 Volta Place, DC 20007, EE. UU.) : Alexander Graham Bell Association for the Deaf and Hard of Hearing, c1982 . - ix p., 197 p.
ISBN : 978-0-88200-149-4
Idioma : Inglés (eng)
Clasificación: Accesibilidad:Tecnología
Comunicacion:Oralidad
Discapacidad:Sordera
Historia
Medicina:Rehabilitación
Psicología:TerapiaNota de contenido: preface
chapter one: historical background
auditory training
robert gault
max goldstein
clarence v. hudgins
auditory global method
electronics industry
unisensory instruction
the future
summary
chapter two: speech perception
speech perception and speech intelligibility
visual perception
auditory perception
combined auditory-visual perception
perception and speech monitoring
demonstration, perception, and imitation in learning
chapter three: goals, concepts, methods
main objectives
ageneral sequence
a framework for auditory evaluation and training
common instructional strategies
adaptive communication
summary
Chapter four: screening auditory abilities
why test?
GASP!
adequacy of the child's amplification system
auditory detection of phonemes
auditory identification of words
auditory comprehension of sentences (questions)
application of the GASP!
summary
Chapter five: auditory training procedures
three styles of auditory training
a natural, conversational approach
a moderately structured approach
practicing specific stimulus-response tasks
summary
chapter six: some practical suggestions
advantages and limitatios of the GASP
Indivisual vs group auditory training
auditory training with a vibrator
auditory versus auditory-visual instruction
reminders
summary
chapter seven: tape-card recordings
need for individual practice in listening
self-instruction devices
audio tape-card apparatus
modifications and accessories for tape-card machines
examples of listening activities
general observations
summary
chapter eight: use of the telephone
methods of communication
telephone communication ability
use of closed-circuit telephone systems
tracking and telephone communication practice
practice with prerecorded messages
use of a question-answer format for practice
intensity-pattern codes
summary
Chapter nine: speech development
acoustic methods of speech instruction
common speech and language erros
general principles of acoustic speech instruction
caution
summary
chapter ten: important communication factors
communication model
the teacher's responsibilities
the child's response is the teacher's stimulus
summary and conclusion
references
index of subjectsReserva
Reservar este documento
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Título : Listening and spoken language symposium: Leading innovation through practice (2011, Washington D.C.) Tipo de documento: texto impreso Editorial: Washington [EE. UU.] : Alexander Graham Bell Association for the Deaf and Hard of Hearing Fecha de publicación: 2011 Número de páginas: x p. Idioma : Inglés (eng) Clasificación: Comunicacion:Oralidad
Derecho
Discapacidad:Sordera
Educación:Lectura
Etapas de desarrollo:Infancia
Familia
MedicinaNota de contenido: Session Handouts
Listening, language and learning for infants and children who are deaf or hard of hearing / Goldberg, Donald M.
Listening to kids: the key to optimizing technology / Madell, Jane; Rotfleisch, Sylvia; Hewitt, Joan
Auditory neuropathy spectrum disorder / Teagle, Holly F. B.; Roush, Patricia
Smile: Six-step series to literacy development / Wolf-Schein, Enid; Bachmann, Rhonda; Blau, Raizy
Impact of early intervention on school readiness: Strategies and outcomes / Moog-Brooks, Betsy; Moog, Jean
An auditory vocal spoken language matrix for measuring progress toward listeinng and spoken language / Yoshinaga-Itano, Christine
Special education update from the US department of education / Musgrove, Melody
Language outcomes of young children with hearing loss 7 Alberg, Joni; Wilson, Kathryn
LENA-Exploring novel approaches to language assessment and intervention / Yoshinaga-Itano, Christine
Personnel preparation supported by the US federal government / Roush, Jackson; Ammerman, Sarah B.; Brown, Paula; Harrison, Melody; Lartz, Mairbeth; Meehan, Tracy; Perigoe, Christina; Trautwein, Blane
Effective practices for preparing and transitioning students / Rugg, Natalie C.; Donne, Vicki
Legislation for insurance coverage of children's hearing aids / Alberg, Joni
Outcomes for children with mild-to-severe hearing loss / Moeller, Mary Pat; Harrison, Melody
Guiding families seeking appropriate educational services for children with hearing loss / Goldstein, Bruce; Caraway, Teresa
Is the audiologist providing enough information for successful LSL Outcomes? / Flexer, Carol; Madell, Jane
Professional development: what?... so what?... now what? / Nevins, Mary Ellen; Estes, Ellen L.
High impact family and peer coaching: addressing adult learning syles and generational differences in LSL Practice / Caraway, Teresa
Monitoring professionals serving children with hearing loss / Lenihan, Susan; Stein, Karen
With increased knowledge comes greater challenges: Groups, paths and patterns / Hopkins, Tracy; Davis, Aleisha
Cultural and linguistic competence in support of children and families using listening and spoken language / Jones, Wendy
Parent linguistic input matters: Identifying effective language strategies for children with cochlear implants / Cruz, Ivette
Using telepractice to mentor professionals and provide service to families / Pfeiffer, Debbie; Davis, Aleisha; Hopkins, Tracy; Houston, Todd; Peters-Lalios, AmyListening and spoken language symposium: Leading innovation through practice (2011, Washington D.C.) [texto impreso] . - Washington (3417 Volta Place, DC 20007, EE. UU.) : Alexander Graham Bell Association for the Deaf and Hard of Hearing, 2011 . - x p.
Idioma : Inglés (eng)
Clasificación: Comunicacion:Oralidad
Derecho
Discapacidad:Sordera
Educación:Lectura
Etapas de desarrollo:Infancia
Familia
MedicinaNota de contenido: Session Handouts
Listening, language and learning for infants and children who are deaf or hard of hearing / Goldberg, Donald M.
Listening to kids: the key to optimizing technology / Madell, Jane; Rotfleisch, Sylvia; Hewitt, Joan
Auditory neuropathy spectrum disorder / Teagle, Holly F. B.; Roush, Patricia
Smile: Six-step series to literacy development / Wolf-Schein, Enid; Bachmann, Rhonda; Blau, Raizy
Impact of early intervention on school readiness: Strategies and outcomes / Moog-Brooks, Betsy; Moog, Jean
An auditory vocal spoken language matrix for measuring progress toward listeinng and spoken language / Yoshinaga-Itano, Christine
Special education update from the US department of education / Musgrove, Melody
Language outcomes of young children with hearing loss 7 Alberg, Joni; Wilson, Kathryn
LENA-Exploring novel approaches to language assessment and intervention / Yoshinaga-Itano, Christine
Personnel preparation supported by the US federal government / Roush, Jackson; Ammerman, Sarah B.; Brown, Paula; Harrison, Melody; Lartz, Mairbeth; Meehan, Tracy; Perigoe, Christina; Trautwein, Blane
Effective practices for preparing and transitioning students / Rugg, Natalie C.; Donne, Vicki
Legislation for insurance coverage of children's hearing aids / Alberg, Joni
Outcomes for children with mild-to-severe hearing loss / Moeller, Mary Pat; Harrison, Melody
Guiding families seeking appropriate educational services for children with hearing loss / Goldstein, Bruce; Caraway, Teresa
Is the audiologist providing enough information for successful LSL Outcomes? / Flexer, Carol; Madell, Jane
Professional development: what?... so what?... now what? / Nevins, Mary Ellen; Estes, Ellen L.
High impact family and peer coaching: addressing adult learning syles and generational differences in LSL Practice / Caraway, Teresa
Monitoring professionals serving children with hearing loss / Lenihan, Susan; Stein, Karen
With increased knowledge comes greater challenges: Groups, paths and patterns / Hopkins, Tracy; Davis, Aleisha
Cultural and linguistic competence in support of children and families using listening and spoken language / Jones, Wendy
Parent linguistic input matters: Identifying effective language strategies for children with cochlear implants / Cruz, Ivette
Using telepractice to mentor professionals and provide service to families / Pfeiffer, Debbie; Davis, Aleisha; Hopkins, Tracy; Houston, Todd; Peters-Lalios, AmyReserva
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