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Full Product Details

Author:   Carole Johnson
Publisher:   Pearson Education (US)
Imprint:   Pearson
Dimensions:   Width: 18.40cm , Height: 3.30cm , Length: 23.40cm
Weight:   1.030kg
ISBN:  

9780205424177

ISBN 10:   0205424171
Pages:   640
Publication Date:   05 April 2012
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Out of Print
Availability:   Awaiting stock  

Table of Contents

SECTION I: FOUNDATIONS FOR AUDITORY REHABILITATION CHAPTER 1: INTRODUCTION TO AUDITORY REHABILITATION INTRODUCTION LEARNING OBJECTIVES DEFINING AUDITORY REHABILITATION PROVIDERS OF AUDITORY REHABILITATION ACROSS SERVICE-DELIVERY SITES REVIEW OF THE AUDIOGRAM Degree of Hearing Loss Type of hearing Loss Configuration of Hearing Loss Pure-tone Averages and Speech Audiometry EFFECTS OF HEARING LOSS Age of Onset Effects of Degree of Hearing Loss A Model for Describing the Effects of Hearing Loss A MODEL FOR AUDITORY REHABILITATION OTHER AREAS OF AUDITORY REHABILITATION Auditory Processing Disorders Tinnitus and Hyperacusis Vestibular and Balance Disorders CHAPTER SUMMARY LEARNING ACTIVITIES CHAPTER 2: PSYCHOSOCIAL ASPECTS OF HEARING IMPAIRMENT INTRODUCTION LEARNING OBJECTIVES PSYCHOSOCIAL EFFECTS OF HEARING LOSS Hearing Loss and Personality Development Congenital Hearing Loss Acquired Hearing Loss in Middle-Age and Beyond Hearing Loss and Hearing Aid Stigma Early Studies Later Studies COUNSELING General Types of Counseling Examples of Counseling Techniques DEALING WITH RESISTANCE CHAPTER SUMMARY LEARNING ACTIVITIES CHAPTER 3: MULTICULTURAL ISSUES IN AUDITORY REHABILITATION INTRODUCTION LEARNING OBJECTIVES DEVELOPING CROSS CULTURAL COMPETENCE Developing Cross-cultural Competence with the Deaf community Developing Cross-cultural Competence with Racial and Ethnic Minorities MULTICULTURALISM AND AUDITORY REHABILITATION Patient Profiles Access to Hearing Healthcare Services Differential Effects of Hearing Impairment on Quality of Life Cultural and Linguistic Appropriateness of Materials Attitudes Toward Hearing Loss and Hearing Aids International, Generational, and Gender Issues TOWARD CULTURAL COMPETENCE IN AUDITORY REHABILITATION Use of Interpreters Challenging Western Expectations CHAPTER SUMMARY LEARNING ACTIVITIES CHAPTER 4: PROFESSIONAL ISSUES IN AUDITORY REHABILITATION INTRODUCTION LEARNING OBJECTIVES DEVELOPING CROSS-PROFESSIONAL COMPETENCE DEVELOPING CLINICAL COMPETENCE PROFESSIONAL ORGANIZATIONS CONTEMPORARY PROFESSIONAL ISSUES IN AUDITORY REHABILITATION Reimbursement Evidence-based Practice Ethics and Auditory Rehabilitation CHAPTER SUMMARY LEARNING ACTIVITIES CHAPTER 5: EVIDENCE-BASED PRACTICE IN AUDITORY REHABILITATION INTRODUCTION LEARNING OBJECTIVES LEVELS OF EVIDENCE FOUNDATIONS FOR EVIDENCE-BASED PRACTICE IN AUDITORY REHABILITATION Step 1: Developing a Research Question Step 2: Searching for the Evidence Generic and Discipline-Specific Sources of Evidence Macro and Micro Search Strategies Step 3: Critical Appraisal of the Evidence Determining the Level of Evidence Class I: Well-designed Systematic Reviews with Meta-Analysis of More than One Double-blinded Randomized Controlled Clinical Trial Class II: Prospective Double-blinded Randomized Controlled Clinical Trial Class III: Non-randomized Intervention Studies Class IV: Non-intervention Studies: Cohort Studies, Case-control Studies, and Cross-sectional Surveys Class V: Case Reports Class VI: Expert Opinion Assessing the Quality and Rating the Risk of Bias Grading the Clinical Recommendation Step 4: Integrating Scientific Evidence, Clinical Expertise, and Patient Factors into Decision-making Step 5: Evaluating the Process MOVING THE PROFESSIONS TOWARD EVIDENCE-BASED PRACTICE CHAPTER SUMMARY LEARNING ACTIVITIES MOVING THE PROFESSIONS TOWARD EVIDENCE-BASED PRACTICE CHAPTER SUMMARY LEARNING ACTIVITIES SECTION II: SENSORY AIDS FOR AUDITORY REHABILITATION CHAPTER 6: AN INTRODUCTION TO AMPLIFICATION INTRODUCTION LEARNING OBJECTIVES HISTORY OF HEARING AIDS CONTEMPORARY STYLES OF HEARING AIDS Hearing Aids Requiring Earmolds In-the-ear Hearing Aids Open-ear Fittings CLASSIFICATION OF HEARING AIDS Analog, Digitally Programmable, and Completely Digital Hearing Aids Proportional Frequency Compression Hearing Aids Hearing Aids for Unilateral or Asymmetrical Sensorineural Hearing Loss with an Unaidable Ear Bone-conduction Hearing Aids and Bone-anchored Hearing Aids Implantable Hearing Aids THE AUDIOLOGISTS' TOOLS HEARING AID ELECTROACOUSTICS AUDIOLOGIC MANAGEMENT OF ADULT HEARING IMPAIRMENT USING THROUGH AMPLIFICATION Assessment and Goal Setting Technical Aspects of Treatment Hearing Aid Selection Hearing Aid Style External Features on Hearing Aids Internal Features in Hearing Aids Monaural versus Binaural Fittings Quality Control Fitting and Verification of Hearing Aids Hearing Aid Assistive Technology Orientation, Counseling, and Follow-up Hearing Aid Orientation Device-related Information Patient-related information Counseling and Follow-up Assessing Outcomes LEARNING ACTIVITIES CHAPTER SUMMARY CHAPTER 7: INTRODUCTION TO HEARING ASSISTIVE TECHNOLOGY INTRODUCTION LEARNING OBJECTIVES CHARACTERISTICS OF ASSISTIVE TECHNOLOGY CONTEXTS FOR ASSISTIVE TECHNOLOGY USE MAJOR PIECES OF LEGISLATION AFFECTING THE USE AND FUNDING OF ASSISTIVE TECHNOLOGY BASIC CATEGORIZATIONS OF ASSISTIVE LISTENING DEVICES Devices that Assist with Telephone Communication Devices that Assist with Environmental Awareness of Sounds Devices that Assist with Television Viewing or Interpersonal Communication Wired Systems Hearing Aid Dependent Systems Hearing Aid Independent Systems Wireless Systems Induction Loop Systems Infrared Systems Frequency Modulation (FM) Systems ASSISTIVE LISTENING DEVICES AND CELL PHONES OTHER ASSISTIVE TECHNOLOGY FOR THE DEAF AND HARD OF HEARING Captioned Programming, Closed Captioning, and Real-time Captioning Telephone Devices for the Deaf AUDIOLOGISTS' RESPONSIBILITIES IN EVALUATING, SELECTING, AND FITTING ASSISTIVE LISTENING DEVICES ASSISTIVE TECHNOLOGY FOR DEAF-BLIND PERSONS CHAPTER SUMMARY LEARNING ACTIVITIES CHAPTER 8: INTRODUCTION TO IMPLANT TECHNOLOGY LEARNING OBJECTIVES HOW DO COCHLEAR IMPLANTS WORK? COCHLEAR IMPLANT MANUFACTURERS PATIENT SELECTION CRITERIA AND PRE-IMPLANT EVALUATION Patient Selection Criteria Pre-Implant Evaluation WHAT IS THE SURGERY LIKE? WHAT TO EXPECT AFTER SURGERY The Hook-up School Follow-up Selection of Communication Options Examples of Therapy Programs for Adults ASSESSMENT OF AUDITORY PROGRESS WHAT ARE SOME LONG-TERM EXPECTATIONS FOR PATIENTS AFTER COCHLEAR IMPLANTATION? Pediatric Expectations Adults Expectations OTHER OPTIONS FOR COCHLEAR IMPLANT WEARERS Bimodal Stimulation Bilateral Cochlear Implants AUDITORY BRAINSTEM IMPLANTS COCHLEAR IMPLANTS AND DEAF CULTURE HOW DO YOU SELECT A COCHLEAR IMPLANT? CHAPTER SUMMARY LEARNING ACTIVITIES SECTION III: AUDITORY REHABILITATION ACROSS THE LIFESPAN CHAPTER 9: AUDITORY HABILITATION OF YOUNG CHILDREN AND THEIR FAMILIES INTRODUCTION LEARNING OBJECTIVES EARLY HEARING DETECTION AND INTERVENTION PROGRAMS Screening for Hearing Loss Diagnosis of Hearing Loss Early Intervention Phase I: Diagnosis to the Fitting of Amplification Phase II: After Initial Fitting of Amplification and Hearing Aid Adjustment Phase III: From Hearing Aid Adjustment to Formal Communication Intervention SELECTION OF MODE OF COMMUNICATION APPROACHES TO FACILITATING ORAL LANGUAGE DEVELOPMENT IN CHILDREN WHO ARE DEAF AND HARD OF HEARING SPECIAL EDUCATION SERVICES TO CHILDREN WITH HEARING LOSS Special Education Law Receiving Special Education Services through the IDEA (2004) DUAL SENSORY IMPAIRMENT IN YOUNG CHILDREN CHAPTER SUMMARY LEARNING ACTIVITIES CHAPTER 10: AUDITORY HABILITATION OF SCHOOL-AGED CHILDREN INTRODUCTION LEARNING OBJECTIVES EFFECT OF HEARING IMPAIRMENT ON SPEECH, LANGUAGE, AND PSYCHOSOCIAL DEVELOPMENT Effects of Hearing Loss on Speech Production Effects of Hearing Loss on Language Development Effects of Hearing Loss on Psychosocial Development INDIVIDUALS WITH DISABILITIES EDUCATION ACT Individualized Education Programs Related Services and Supplementary Aids and Services ROLE OF AUDIOLOGISTS Identification of Children with Hearing Loss Audiologic Evaluation to Determine Type, Degree, and Configuration of Hearing Loss Determination of Needs for Group and Individual Amplification Prevention of Hearing Loss Counseling and Guidance ROLE OF SPEECH-LANGUAGE PATHOLOGISTS ACCOMMODIATIONS FOR CHILDREN WHO ARE DEAF AND HARD OF HEARING Environmental Modifications Acoustic Environment Acoustical Treatment Classroom Design and Learning Style Accommodations for Learning Style Accommodations for Output of Information, Evaluation, and Grading Behavioral and Social Accommodations PERSONAL ADJUSTMENT COUNSELING FOR SCHOOL-AGED CHILDREN WHO ARE DEAF AND HARD OF HEARING Helping Children Tell their Stories Helping Children Clarify their Problems Goal Setting: Ready, Set, Go! Observing Implementation of the Plan Helping Children Evaluate their Plans DIRECT SERVICE DELIVERY Auditory Verbal The Verbotonal Method Erber Approach NEEDS ASSESSMENT AUDITORY PROCESSING DISORDERS DUAL SENSORY IMPAIRMENT IN SCHOOL-AGED CHILDREN ABUSE AND NEGLECT IN SCHOOL-AGED CHILDREN WHO ARE DEAF AND HEARING OF HEARING TRANSITION PLANNING CHAPTER SUMMARY LEARNING ACTIVITIES CHAPTER 11: AUDITORY REHABILITATION OF YOUNG TO MIDDLE-AGED ADULTS INTRODUCTION LEARNING OBJECTIVES EFFECTS OF HEARING IMPAIRMENT ON THE HEALTH-RELATED QUALITY OF LIFE OF YOUNG-TO-MIDDLE-AGED ADULTS Personal Fulfillment (Psychosocial Well-being) Physical and Material Well-being (Health and Living Arrangements) Adult Role Fulfillment (Education and Employment) AUDITORY REHABILITATION OF YOUNG ADULTS WITH HEARING IMPAIRMENT Transition to the World of Work Enrollment in Colleges and Universities AUDITORY REHABILITATION OF MIDDLE-AGED ADULTS WITH HEARING IMPAIRMENT Role of Vocational Rehabilitation Counselor Eligibility and Vocational Needs Assessments Role of the Audiologist TINNITUS REHABILITATION DUAL SENSORY IMPAIRMENT IN ADULTS VESTIBULAR REHABILITATION HEARING CONSERVATION Occupational Hearing Conservation Noise Monitoring Audiometric Testing Hearing Protection Devices Employee Training Programs, OSHA Accessibility, and Recordkeeping Efficacy of Hearing Conservation Programs Non-occupational Hearing Conservation Prevention of Noise-Induced Hearing Loss CHAPTER SUMMARY LEARNING ACTIVITIES CHAPTER 12: AUDITORY REHABILITATION OF ELDERLY ADULTS INTRODUCTION LEARNING OBJECTIVES A TRANSDISCIPLINARY MODEL OF AUDITORY REHABILITATION OF THE ELDERLY Communication Status Physical Status General Health Hypertension Heart Disease Diabetes Visual Status Anatomy of the Eye Visual Disorders in the Elderly Vestibular Status Sociological Status Physical Environment Social Environment Financial Status Psychological Status Mental Status Depression Motivation, Attitude, and Expectations THE ELDERLY AND THE HEARING HEALTHCARE SYSTEM COCHLEAR IMPLANTS AND THE ELDERLY Screening for Hearing Loss Assessment and Goal Setting Auditory Assessment and Diagnosis Self-perception of Communication Needs, Performance, and Selection of Goals for Treatment Hearing Aid Delivery Hearing Aid Orientation Group Andragogy and the Development of Hearing Aid Self-efficacy Outcome Measures for Hearing Aid Orientation Group HEARING HEALTHCARE IN LONG-TERM RESIDENTIAL CARE FACILITIES FOR THE ELDERLY Patient Services Facility Services Special Services HOME-BASED AUDITORY TRAINING PROGRAMS FALL PREVENTION IN THE ELDERLY ELDER ABUSE DUAL SENSORY PERCEPTION Effect on the Elderly Implications for Audiologic Assessment and Auditory Rehabilitation LEARNING ACTIVITIES CHAPTER SUMMARY

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Carole E. Johnson is a professor in the Department of Communication Disorders at Auburn University and runs the Auburn Unviersity Auditory Rehabilitation Laboratory. She received her Ph.D. from the University of Tennessee at Knoxville and her Au.D. from the Pennsylvania College of Optometry, School of Audiology. Aside from publishing a number of articles and book chapters, she has co-authored two books, Guidebook for Support Programs in Aural Rehabilitation (Singular, 1999) and Handbook of Outcomes Measurement in Audiology (Singular, 2002). In addition, she was recipient of the Larry Mauldin Award for Excellence in Education in 2007.

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