Atjaunināt sīkdatņu piekrišanu

Children With Hearing Loss: Developing Listening and Talking, Birth to Six 4th New edition [Mīkstie vāki]

3.67/5 (26 ratings by Goodreads)
,
  • Formāts: Paperback / softback, 450 pages, height x width: 254x178 mm
  • Izdošanas datums: 30-Oct-2019
  • Izdevniecība: Plural Publishing Inc
  • ISBN-10: 1635501547
  • ISBN-13: 9781635501544
Citas grāmatas par šo tēmu:
  • Mīkstie vāki
  • Cena: 113,24 €
  • Grāmatu piegādes laiks ir 3-4 nedēļas, ja grāmata ir uz vietas izdevniecības noliktavā. Ja izdevējam nepieciešams publicēt jaunu tirāžu, grāmatas piegāde var aizkavēties.
  • Daudzums:
  • Ielikt grozā
  • Piegādes laiks - 4-6 nedēļas
  • Pievienot vēlmju sarakstam
Children With Hearing Loss: Developing Listening and Talking, Birth to Six 4th New editionPalielināt
  • Formāts: Paperback / softback, 450 pages, height x width: 254x178 mm
  • Izdošanas datums: 30-Oct-2019
  • Izdevniecība: Plural Publishing Inc
  • ISBN-10: 1635501547
  • ISBN-13: 9781635501544
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9781635501544.html
Keywords:
The fourth edition of Children With Hearing Loss: Developing Listening and Talking, Birth to Six is a dynamic compilation of important information for the facilitation of spoken language for infants and young children with hearing loss. This fourth edition covers current and up-to-date information about auditory brain development, listening scenarios, auditory technologies, spoken language development, and intervention for young children with hearing loss whose parents have chosen to have them learn to listen and talk. The book is divided into two parts. Part I, Audiological and Technological Foundations of Auditory Brain Development, consists of the first five chapters that lay the foundation for brain-based listening and talking. These chapters include neurological development and discussions of ear anatomy and physiology, pathologies that cause hearing loss, audiologic testing of infants and children, and the latest in amplification technologies. Part II, Developmental, Family-Focused Instruction for Listening and Spoken Language Enrichment, includes the second five chapters on intervention: listening, talking, and communicating through the utilization of a developmental and preventative model that focuses on enriching the childs auditory brain centers.

New to the Fourth Edition: All technology information has been updated as has information about neurophysiology. The reference list is exhaustive with the addition of the newest studies while maintaining seminal works about neurophysiology, technology, and listening and spoken language development. New artwork throughout the book illustrates key concepts of family-focused listening and spoken language intervention. A PluralPlus companion website with PowerPoint lecture slides for each chapter, plus relevant resource materials.

This text is intended for undergraduate and graduate-level training programs for professionals who work with children who have hearing loss and their families. This fourth edition is also directly relevant for parents, Listening and Spoken Language Specialists (LSLS Cert. AVT and LSLS Cert. AVEd), speech-language pathologists, audiologists, early childhood instructors, and teachers. In addition, much of the information in Chapters 1 through 5, and also Chapter 7 can be helpful to individuals of all ages who experience hearing loss, especially to newly diagnosed adults, as a practical owners manual.
Preface xi
Acknowledgments xiii
Part I Audiological and Technological Foundations of Auditory Brain Development
1 Neurological Foundations of Listening and Talking: We Hear With the Brain
3(16)
Introduction
4(1)
Begin Conversations with the Critical Question: What Is the Family's Desired Outcome?
5(1)
Typical Infants: Listening and Language Development
5(3)
Auditory Neural Development
8(4)
New Context for the Word Deaf
12(1)
Hearing Versus Listening
13(1)
A Model of Hearing Loss: The Invisible Acoustic Filter Effect
13(1)
Putting It All Together in a Counseling Narrative: Think About
14(1)
Hearing Loss as a Doorway Problem Summary
15(2)
Next Steps: What Will It Take to Optimize the Probability of Attaining a Listening and Spoken Language Outcome
17(2)
2 The Audio vestibular System
19(16)
The Nature of Sound
20(2)
Subconscious Function
20(1)
Signal Warning Function
21(1)
Spoken Communication Function
22(1)
Acoustics
22(7)
Audibility Versus Intelligibility of Speech
27(1)
The Ling 6-7 Sound Test: Acoustic Basis and Description
28(1)
Audiovestibular Structures
29(6)
Data Input Analogy
29(3)
Outer and Middle Ear
32(1)
Inner Ear to the Brain
32(1)
The Vestibular System: The Sensory Organs of Balance
33(2)
3 Hearing and Hearing Loss in Infants and Children
35(34)
Introduction
36(1)
Classifications
36(7)
Degree (Severity): Minimal to Profound
36(5)
Timing: Congenital or Acquired
41(1)
General Causes: Endogenous, Exogenous, or Multifactorial
42(1)
Genetics, Syndromes, and Dysplasias
43(4)
Connexin 26
43(1)
Genetic Testing
43(1)
Syndromes
44(2)
Inner Ear Dysplasias
46(1)
Medical Aspects of Hearing Loss
47(19)
Conductive Pathologies and Hearing Loss
47(7)
Sensorineural Pathologies and Hearing Loss
54(7)
Mixed, Progressive, Functional, and Central Hearing Losses
61(2)
Synergistic and Multifactorial Effects
63(1)
Auditory Neuropathy Spectrum Disorder (ANSD)
64(2)
Vestibular Issues
66(1)
Summary
66(3)
4 Diagnosing Hearing Loss
69(36)
Introduction
70(1)
Newborn Hearing Screening and EHDI Programs
70(4)
Test Equipment and Test Environment
74(1)
Audiologic Diagnostic Assessment of Infants and Children
75(14)
Test Protocols
77(2)
Pediatric Behavioral Tests: BOA, VRA, CPA, Speech Perception Testing
79(6)
Electrophysiologic Tests: OAE, ABR/ASSR, and Immittance
85(4)
The Audiogram
89(6)
Configuration (Pattern) of Thresholds on the Audiogram
92(3)
Formulating a Differential Diagnosis
95(2)
Sensory Deprivation
95(1)
Ambiguity of Hearing Loss
96(1)
Measuring Distance Hearing
97(1)
Summary
97(8)
5 Hearing Aids, Cochlear Implants, and Remote Microphone(RM) Systems
105(56)
Introduction
106(1)
For Intervention, First Things First: Optimize Detection of the Complete Acoustic Spectrum
107(5)
Listening and Learning Environments
107(1)
Distance Hearing/Incidental Learning and S/N Ratio
107(2)
ANSI/ASA S12.60-2010: Acoustical Guidelines for Classroom Noise and Reverberation
109(2)
Talker and Listener Physical Positioning
111(1)
Amplification for Infants and Children
112(43)
Hearing Aids
112(18)
Bone Anchored Implants for Children (Also Called Osseointegrated [ Osseo] Implants) or Bone Conduction Hearing Devices
130(2)
Wireless Connectivity
132(1)
HATs for Infants and Children: Personal-Worn RM and
133(11)
Sound-Field FM and IR (Classroom Amplification) Systems Cochlear Implants
144(10)
Auditory Brainstem Implant (ABI)
154(1)
Measuring Efficacy of Fitting and Use of Technology
155(3)
Equipment Efficacy for the School System
155(3)
Conclusion
158(3)
Part II Developmental, Family-Focused Instruction for Listening and Spoken Language Enrichment
6 Intervention Issues
161(22)
Basic Premises
162(2)
Differentiating Dimensions Among Intervention Programs
164(3)
Challenges to the Process of Learning Spoken Language
167(8)
Late to Full-Time Wearing of Appropriate Amplification or Cochlear Implant(s)
168(4)
Disabilities in Addition to the Child's Hearing Loss
172(1)
Ongoing, Persistent Noise in the Child's Learning Environment
173(1)
Multilingual Environment
174(1)
Educational Options for Children with Hearing Loss, Ages 3 to 6
175(8)
7 Auditory "Work"
183(30)
Introduction
184(1)
The Primacy of Audition
184(2)
The Acoustics-Speech Connection
186(4)
Intensity/Loudness
186(2)
Frequency/Pitch
188(1)
Duration
189(1)
The Effect of Hearing Loss on the Reception of Speech
190(1)
A Historical Look at the Use of Residual Hearing
191(1)
The Concept of Listening Age
192(3)
Auditory Skills and Auditory Processing Models
195(3)
Theory of Mind and Executive Functions
198(3)
How to Help a Child Learn to Listen in Ordinary, Everyday Ways
201(3)
Two Examples of Auditory Teaching and Learning
204(6)
Scene I Tony
204(4)
Scene II Tamara
208(2)
Targets for Auditory/Linguistic Learning
210(1)
A Last Word
211(2)
8 Spoken Language Learning
213(12)
Introduction
214(1)
What's Involved in Talking?
214(4)
Intentionality/Speech Acts
214(1)
Presuppositional Knowledge
215(1)
Discourse/Conversational Conventions
215(1)
Other Essential Rule Systems in English
216(2)
How Does a Child Learn to Talk?
218(2)
Relevance for Intervention Decisions
220(1)
How Should Intervention Be Organized?
221(4)
9 Constructing Meaningful Communication
225(20)
Introduction
226(2)
The Affective Relationship
228(1)
The Child's Development of Interactional Abilities
229(5)
Joint Reference, or Joint Attention
230(1)
Turn-Taking Conventions
231(2)
Signaling of Intention
233(1)
Characteristics of Caregiver Talk
234(8)
1 Content: What Gets Talked About?
235(1)
2 Prosody: What Does Motherese Sound Like?
236(1)
3 Semantics and Syntax: What About Complexity?
237(1)
4 Repetition: Say It or Play It Again
238(1)
5 Negotiation of Meaning: Huh?
239(1)
6 Participation-Elicitors: Let's (Keep) Talk(ing)
239(1)
7 Responsiveness
240(2)
Issues About Motherese
242(3)
How Long Is Motherese Used?
242(1)
Motherese: Why Do We Use It?
242(1)
Motherese: Is It Immaterial or Facilitative?
243(2)
10 Interacting in Ways That Promote Listening and Talking
245(44)
Introduction
246(1)
The Emotional Impact of a Child's Hearing Loss on the Family
247(6)
Adult Learning
253(2)
What Parents Need to Learn
255(1)
Role of the LSL Practitioner
255(1)
Components of Intervention for Babies and Young Children with Hearing Loss
256(1)
When to Talk with Your Child and What to Talk About
257(2)
A Framework for Maximizing Caregiver Effectiveness in Promoting
259(1)
Auditory/Linguistic Development in Children with Hearing Loss Background and Rationale
259(8)
Structure of the Framework
263(1)
Getting a Representative Sample of Interacting
263(1)
Discussing the Framework with Parents
264(1)
Ways of Addressing Parent-Chosen Interactional Targets
265(2)
Determining and Sequencing Targets Specific to the Child's
267(1)
Development of Auditory, Language, and Speech Development Relationship Between Family and LSL Practitioner
268(1)
Teaching Through Incidental and Embellished Interacting
268(11)
Teaching Through Incidental Interacting
269(1)
Embellishing an Incidental Interaction
270(1)
Teaching Spoken Language Through Embellished Interacting
271(3)
Teaching Listening (Audition) Through Embellished Interacting
274(1)
Teaching Speech Through Embellished Interacting
275(4)
Preplanned Parent Guidance Sessions or Auditory-Verbal Therapy/Instructional Sessions
279(10)
Where Should the Auditory-Verbal Therapy (LSL)/Instructional Sessions Occur?
279(1)
What Happens in an Auditory-Verbal Therapy/Instructional
280(1)
Session to Address Child Targets? Components to Be Accomplished in a Typical Preplanned Session to Address Child Targets
280(2)
Sample Preplanned Scenario
282(3)
Substructure
285(1)
About the Benefits and Limitations of Preplanned Teaching
285(1)
What Does the Research Say?
286(3)
Appendix 1 How to Grow Your Baby's or Child's Brain Through Daily Routines 289(2)
Appendix 2 Application and Instructions for the Ling 6-7 Sound Test for Distance Hearing 291(2)
Appendix 3 Targets for Auditory/Verbal Learning 293(14)
Appendix 4 Explanation for Items on the Framework 307(10)
Appendix 5 Checklist for Evaluating Preschool Group Settings for Children With Hearing Loss Who Are Learning Spoken Language 317(6)
Appendix 6 Selected Resources 323(6)
Appendix 7 Description and Practice of Listening and Spoken Language Specialists: LSLS Cert. AVT and LSLS Cert. AVEd 329(2)
Appendix 8 Principles of Certified LSL Specialists 331(2)
Appendix 9 Knowledge and Competencies Needed by Listening and Spoken Language Specialists (LSLS) 333(6)
Appendix 10 Listening and Spoken Language Domains Addressed in This Book 339(4)
Glossary 343(16)
References 359(30)
Index 389
Elizabeth B. Cole, EdD, CCC-A, LSLS Cert. AVT, is the former Director of CREC Soundbridge in Connecticut and a former professor at McGill University in Montreal, and is now enjoying a very active semi-retirement.+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ ++++++++++++++++++++++++++++Carol Flexer, PhD, CCC-A, LSLS Cert. AVT, received her doctorate in audiology from Kent State University in 1982. She was at The University of Akron for 25 years as a Distinguished Professor of Audiology. Dr. Flexer lectures and consults extensively nationally and internationally about pediatric audiology issues.