Overview

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.

Full Product Details

9781597563796

Table of Contents

Reviews

Sarah Holden, M.S., George Washington University, Doody's Review Service, (February 2011): Topics range from neurological foundations of listening, the auditory system, and diagnosis of hearing loss to key intervention issues and strategies. The book is a quick reference for students/parents to support interpretation of testing, but provides greater detail in the area of intervention and ways to promote listening and talking through interactions. The information is presented in a way that is easy to understand and that would be useful to students and parents. Overall, this book provides a solid overview of key issues related to developing listening and spoken language skills in children with hearing loss for parents and students. Basic information in a broad range of areas relevant to the topic is presented in a way that is easy to read and understand. Mary Pat Moeller, PhD, Director, Center for Childhood Deafness, Boys Town National Research Hospital, Boys Town National Research Hospital, (May 2011): I want to commend the authors for developing this wonderful resource! In my opinion, parents, educators and clinicians will find very helpful guidance from this book. I especially appreciated the integration of child language concepts and the integrated approach to listening development. This is a must-read. Rachel Millward, Speech-Language Therapist,, Speech & Language Therapy in Practice, (Winter 2011): This detailed book looks at the skills and knowledge needed to promote the development of spoken language through listening in young children and babies with a hearing loss. Despite its length it is very readable. Each chapter's 'key points' give a clear and concise explanation of the information to come. The comprehensive contents page makes it quick and easy to look up specific information. Early chapters provide a good overview of hearing loss, with information on terminology, technology, the structure and function of the ear, and causes. It includes data on good language learning environments and early language development. Later chapters look at intervention and are more practical, exploring strategies and activities for working with families. The appendices provide some interesting frameworks and checklists. Whilst the book refers to American terms and systems, the information is still useful. ...I would recommend it as a detailed reference for students, a good resource for those new to the field and a refresher for more experienced clinicians, particularly with its discussion around recent research. I certainly enjoyed reading it and will dip into it again. Bjorn Lyxell, International Journal of Audiology 2011, (2011): This is a timely and a much needed textbook on a new population of children with hearing loss where our level of knowledge, at least in some areas, is relatively low and where we need to increase our understanding in order to promote the best possible conditions for the development of auditorily-based spoken language. It is a textbook that is easy to read also for those outside the field of aural rehabilitation. The intended audience of the book is graduate students in training programs or professionals who work with children. The book is a valuable resource for this group of students and it will also be of great interest to undergraduate students, particularly in psychology and speech-language-hearing programs.

"Sarah Holden, M.S., George Washington University, Doody's Review Service, (February 2011): ""Topics range from neurological foundations of listening, the auditory system, and diagnosis of hearing loss to key intervention issues and strategies. The book is a quick reference for students/parents to support interpretation of testing, but provides greater detail in the area of intervention and ways to promote listening and talking through interactions. The information is presented in a way that is easy to understand and that would be useful to students and parents. Overall, this book provides a solid overview of key issues related to developing listening and spoken language skills in children with hearing loss for parents and students. Basic information in a broad range of areas relevant to the topic is presented in a way that is easy to read and understand."" Mary Pat Moeller, PhD, Director, Center for Childhood Deafness, Boys Town National Research Hospital, Boys Town National Research Hospital, (May 2011): ""I want to commend the authors for developing this wonderful resource! In my opinion, parents, educators and clinicians will find very helpful guidance from this book. I especially appreciated the integration of child language concepts and the integrated approach to listening development. This is a must-read."" Rachel Millward, Speech-Language Therapist, Speech & Language Therapy in Practice, (Winter 2011): ""This detailed book looks at the skills and knowledge needed to promote the development of spoken language through listening in young children and babies with a hearing loss. Despite its length it is very readable. Each chapter's 'key points' give a clear and concise explanation of the information to come. The comprehensive contents page makes it quick and easy to look up specific information. Early chapters provide a good overview of hearing loss, with information on terminology, technology, the structure and function of the ear, and causes. It includes data on good language learning environments and early language development. Later chapters look at intervention and are more practical, exploring strategies and activities for working with families. The appendices provide some interesting frameworks and checklists. Whilst the book refers to American terms and systems, the information is still useful. ...I would recommend it as a detailed reference for students, a good resource for those new to the field and a refresher for more experienced clinicians, particularly with its discussion around recent research. I certainly enjoyed reading it and will dip into it again."" Bjorn Lyxell, International Journal of Audiology 2011, (2011): ""This is a timely and a much needed textbook on a new population of children with hearing loss where our level of knowledge, at least in some areas, is relatively low and where we need to increase our understanding in order to promote the best possible conditions for the development of auditorily-based spoken language. It is a textbook that is easy to read also for those outside the field of aural rehabilitation. The intended audience of the book is graduate students in training programs or professionals who work with children. The book is a valuable resource for this group of students and it will also be of great interest to undergraduate students, particularly in psychology and speech-language-hearing programs."" Kelly S. Teegardin, M.S.,CCC-SLP, LSLS Cert AVT, Ear & Hearing (Vol. 34, No. 2), 2013: ""In the world of audiology and speech language pathology, there is seldom an area of practice that brings the two careers together as the aural habilitation of infants, toddlers, and children who are deaf and hard of hearing. Children With Hearing Loss: Developing Listening and Talking, Birth to Six by Elizabeth Cole and Carol Flexer offers a comprehensive overview of the auditory system, the importance of early identification and diagnosis, amplification, and intervention. The authors have divided their book into two areas that benefit both audiologists and speech language pathologists. In the world of listening and spoken language habilitation, the audiologist is the gatekeeper of auditory access. To develop competent spoken language, a child must have adequate hearing technology. Without aggressive and appropriate auditory technology, the listening and spoken language interventionist will not be able to facilitate optimal outcomes for child. Chapters 1 through 5 focus on the hearing mechanism, types of hearing impairments, and the diagnosis of hearing impairment. Chapters 6 through 10 focus on intervention issues. The authors provide three informative appendices addressing required knowledge and competences for those professionals seeking certification as a listening and spoken language specialist. The authors' use of charts, lists, examples, and appendices makes this a practical text to use in any audiology or listening and spoken language practice. In Chapter 1, the authors explain the issue of neuroplasticity and the increasing body of evidence that normal hearing infants have amazing auditory skills. The chapter highlights the issue of the intensive listening and its link to effective spoken language and eventually literacy skills. The text offers an extensive explanation of auditory neural development and a model of hearing loss as an invisible acoustic filter, which changes the reception and perception of sound by the brain."""

Author Information

Elizabeth Cole, EdD, is the Director of Soundbridge, a statewide public school program that provides a wide variety of services to approximately 600 children (birth through secondary school) who are learning spoken language through listening. She is also an Adjunct Professor at the University of Hartford, and for the First Years program at the University of North Carolina. Prior to coming to Connecticut in 1996, Dr. Cole was a professor at McGill University in Montreal for 16 years, where she taught acoustic phonetics, language, speech, and aural habilitation courses to students in the Auditory-Oral (Re-)Habilitation and Education of Hearing-Impaired Children (AORE) program, as well as to audiology and speech-language pathology students. Most of her published articles, chapters, and books have been focused on how to foster listening and spoken language development in young hearing-impaired children. Carol Flexer 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 in the School of Speech-Language Pathology and Audiology. Special areas of expertise include pediatric and educational audiology. She continues to lecture extensively nationally and internationally and has authored more than 150 publications. She has co-edited four books: How the Student with Hearing Loss Can Succeed in College, 1st and 2nd ed., and Sound-Field Amplification: Theory and Practical Applications, 1st and 2nd ed. She also has authored Facilitating Hearing and Listening in Young Children, 1st and 2nd ed. She is a past president of the Educational Audiology Association, a past board member of Auditory-Verbal International (Cert.Avt), and a past president of the American Academy of Audiology. Currently, she is a board member of the American Academy of Audiology Foundation, and president of the Alexander Graham Bell Association for the Deaf and Hard of Hearing Academy for Listening and Spoken Language. For her research and advocacy for children with hearing loss, Dr. Flexer received the Volta Award, the most prestigious award conferred by The Alexander Graham Bell Association for the Deaf and Hard of Hearing. Dr. Flexer also is a Certified Laughter Leader.

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