Overview

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 child's 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 owner's manual.

Full Product Details

Author:   Elizabeth B. Cole ,  Carol A. Flexer
Publisher:   Plural Publishing Inc
Imprint:   Plural Publishing Inc
Edition:   4th New edition
ISBN:  

9781635501544

ISBN 10:   1635501547
Pages:   450
Publication Date:   30 October 2019
Audience:   Professional and scholarly ,  College/higher education ,  Adult education ,  Professional & Vocational ,  Postgraduate, Research & Scholarly
Format:   Paperback
Publisher's Status:   Active
Availability:   In stock  
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Table of Contents

Preface Acknowledgments Part I. Audiological and Technological Foundations of Auditory Brain Development Chapter 1. Neurological Foundations of Listening and Talking: We Hear with the Brain Introduction Begin Conversations with the Critical Question: What is the Family's Desired Outcome? Typical Infants: Listening and Language Development Auditory Neural Development New Context for the Word Deaf Hearing Versus Listening A Model of Hearing Loss: The Invisible Acoustic Filter Effect Putting it all Together in a Counseling Narrative: Think About Hearing Loss as a Doorway Problem Summary Next Steps: What Will It Take to Optimize the Probability of Attaining a Listening and Spoken Language Outcome? Chapter 2. The Audiovestibular System The Nature of Sound Unconscious Function Signal Warning Function Spoken Communication Function Acoustics Audibility Versus Intelligibility of Speech The Ling 6-7 Sound Test: Acoustic Basis and Description Audiovestibular Structures Data Input Analogy Outer and Middle Ear Inner Ear to the Brain The Vestibular System: The Sensory Organs of Balance Chapter 3. Hearing and Hearing Loss in Infants and Children Introduction Classifications Degree (Severity): Minimal to Profound Timing: Congenital or Acquired General Causes: Endogenous, Exogenous, or Multifactorial Genetics, Syndromes, and Dysplasias Connexin 26 Genetic Testing Syndromes Inner Ear Dysplasias Medical Aspects of Hearing Loss Conductive Pathologies and Hearing Loss Sensorineural Pathologies and Hearing Loss Mixed, Progressive, Functional, and Central Hearing Losses Synergistic and Multifactorial Effects Auditory Neuropathy Spectrum Disorder (ANSD) Vestibular Issues Summary Chapter 4. Diagnosing Hearing Loss Introduction Newborn Hearing Screening and EHDI Programs Test Equipment and Test Environment Audiologic Diagnostic Assessment of Infants and Children Test Protocols Pediatric Behavioral Tests: BOA, VRA, CPA, Speech Perception Testing Electrophysiologic Tests: OAE, ABR/ASSR, and Immittance The Audiogram Configuration (Pattern) of Thresholds on the Audiogram Formulating a Differential Diagnosis Sensory Deprivation Ambiguity of Hearing Loss Measuring Distance Hearing Summary Chapter 5. Hearing Aids, Cochlear Implants, and Remote Microphone (RM) Systems Introduction For Intervention, First Things First: Optimize Detection of the Complete Acoustic Spectrum Listening and Learning Environments Distance Hearing/Incidental Learning and S/N Ratio ANSI/ASA S12.60-2010: Acoustical Guidelines for Classroom Noise and Reverberation Talker and Listener Physical Positioning Amplification for Infants and Children Hearing Aids/Hearing Instruments Bone-Anchored Implants for Children Wireless Connectivity Hearing Assistance Technologies (HATs) for Infants and Children: Personal-Worn RM and Sound-Field FM and IR (Classroom Amplification) Systems Cochlear Implants Auditory Brainstem Implant (ABI) Measuring Efficacy of Fitting and Use of Technology Equipment Efficacy for the School System Conclusion Part II. Developmental, Family-Focused Instruction for Listening and Spoken Language Enrichment Chapter 6. Intervention Issues Basic Premises Differentiating Dimensions Among Intervention Programs Challenges to the Process of Learning Spoken Language Late to Full-Time Wearing of Appropriate Amplification or Cochlear Implant(s) Disabilities in Addition to the Child's Hearing Loss Ongoing, Persistent Noise in the Child's Learning Environment Multilingual Environment Educational Options for Children with Hearing Loss, Ages 3 to 6 Chapter 7. Auditory Work Introduction The Primacy of Audition The Acoustics-Speech Connection Intensity/Loudness Frequency/Pitch Duration The Effect of Hearing Loss on the Reception of Speech A Historical Look at the Use of Residual Hearing The Concept of Listening Age Auditory Skills and Auditory Processing Models Theory of Mind and Executive Functions How to Help a Child Learn to Listen in Ordinary, Everyday Ways Two Examples of Auditory Teaching and Learning Scene I: Tony Scene II: Tamara Targets for Auditory/Linguistic Learning A Last Word Chapter 8. Spoken Language Learning Introduction What's Involved in Talking ? Intentionality/Speech Acts Presuppositional Knowledge Discourse/Conversational Conventions Other Essential Rule Systems in English How Does a Child Learn to Talk? Relevance for Intervention Decisions How Should Intervention Be Organized? Chapter 9. Constructing Meaningful Communication Introduction The Affective Relationship The Child's Development of Interactional Abilities Joint Reference, or Joint Attention Turn-Taking Conventions Signaling of Intention Characteristics of Caregiver Talk 1. Content: What Gets Talked About? 2. Prosody: What Does Motherese Sound Like? 3. Semantics and Syntax: What About Complexity? 4. Repetition: Say It or Play It Again 5. Negotiation of Meaning: Huh? 6. Participation-Elicitors: Let's (Keep) Talk(ing) 7. Responsiveness Issues About Motherese How Long Is Motherese Used? Motherese: Why Do We Use It? Motherese: Is It Immaterial or Facilitative? Chapter 10. Interacting in Ways That Promote Listening and Talking Introduction The Emotional Impact of a Child's Hearing Loss on the Family Adult Learning What Parents Need to Learn Role of the LSL Practitioner Components of Intervention for Babies and Young Children with Hearing Loss When to Talk with Your Child and What to Talk About A Framework for Maximizing Caregiver Effectiveness in Promoting Auditory/Linguistic Development in Children with Hearing Loss Background and Rationale Structure of the Framework Getting a Representative Sample of Interacting Discussing the Framework with Parents Ways of Addressing Parent-Chosen Interactional Targets Determining and Sequencing Targets Specific to the Child's Development of Auditory, Language, and Speech Development Relationship between Family and LSL Practitioner Teaching Through Incidental and Embellished Interacting Teaching Through Incidental Interacting Embellishing an Incidental Interaction Teaching Spoken Language Through Embellished Interacting Teaching Listening (Audition) Through Embellished Interacting Teaching Speech Through Embellished Interacting Preplanned Parent Guidance Sessions or Auditory-Verbal Therapy/Instructional Sessions Where Should the Auditory-Verbal Therapy (LSL)/Instructional Sessions Occur? What Happens in an Auditory-Verbal Therapy/Instructional Session to Address Child Targets? Components to Be Accomplished in a Typical Preplanned Session to Address Child Targets Sample Preplanned Scenario Substructure About the Benefits and Limitations of Preplanned Teaching What Does the Research Say? Appendix 1: How to Grow Your Baby's/Child's Brain through Daily Routines Appendix 2: Application and Instructions for the Ling 6-7 Sound Test Appendix 3: Targets for Auditory/Verbal Learning Appendix 4: Explanation for Items on the Framework Appendix 5: Checklist for Evaluating Preschool Group Settings for Children With Hearing Loss Who Are Learning Spoken Language Appendix 6: Selected Resources Appendix 7: Description and Practice of Listening and Spoken Language Specialists: LSLS Cert. AVT and LSLS Cert. AVEd Appendix 8: Principles of LSLS Practice Appendix 9: Knowledge and Competencies Needed by Listening and Spoken Language Specialists (LSLSs) Appendix 10: Listening and Spoken Language Domains Addressed in This Book Glossary References Index

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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.

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