Overview

"Listening and Spoken Language Therapy for Children With Hearing Loss: A Practical Auditory-Based Guide is a well-organized and practical textbook based on a proven spoken language, speech, and listening model for teaching children with hearing loss. Supported by decades of research and experience, the stage-based model is presented with clear steps for intervention. Written in easy-to-understand language, this textbook is accessible to university students who are new to the field of hearing loss, as well as to new and experienced professionals. It is a highly applicable tool for providing auditory-based therapy which supports professionals to empower parents and caregivers. The stages emphasized in this textbook are developmental in nature, starting with the prelinguistic level and ending with advanced communication. Unlike the traditional age approach, this unique system can address any child regardless of age intervention. Operating based on the understanding that language is acquired through meaningful social interaction, the ""stages not ages"" system can be used for late starters, English learners, and children with additional disabilities. Key Features A color-coding system for the model and a consistent presentation of content and tables provide clarity and a streamlined experience A comprehensive case study for each stage puts the approach into context Easy-to-use resources, in the form of tables and handouts for parents, give professionals ready-made tools for working with families Explanations of proven strategies, including speech acoustics applications, Rainbow audiogram, e=mc2, Activities of Daily Living (ADL) theory, cookie dough theory, three-act play, and the dangling carrot A deep conversation about the role of culture provides a uniting thread throughout the text A PluralPlus companion website with PowerPoint lecture slides and exams for instructors and videos, handouts, learning activities, and discussion questions for students and professionals"

Full Product Details

Publisher:   Plural Publishing Inc
Imprint:   Plural Publishing Inc
ISBN:  

9781635503876

ISBN 10:   1635503876
Publication Date:   30 December 2021
Audience:   College/higher education ,  Adult education ,  Tertiary & Higher Education ,  Postgraduate, Research & Scholarly
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Introduction Acknowledgements Reviewers Chapter 1. Speech Acoustics: The Gold at the End of the Rainbow Audiogram Sylvia Rotfleisch Why Do We Need to Understand Speech Acoustics? Section I. Basics of Sound Key Points Basics of Sound Audiogram A Sound Basis Through Application Hearing Loss and Detection Modifying the Signal Ear Shot/Speech Bubble Background Noise and Noise Clutter Audible Versus Intelligible The 6-dB Significance The 6-dB Rule Sounds of Speech The Basics Applications Discussion Questions Section II. Speech Features Key Points Speech Features and Acoustic Correlates The Basics The Applications Related to Speech Features Suprasegmentals, Vowels and Diphthongs Consonants Discussion Questions Section III. Speech Acoustic Tools and Applications Key Points Ling Six-Sound Test Purpose and Administration Applications of the Ling Six Sounds Interpretation of the Ling Six Sounds The Rainbow Audiogram Applications of the Rainbow Audiogram Functional Audiogram Error Analysis to Determine Perception and Error Patterns Case Study Application of Speech Acoustic Tools Speech Acoustics and Hearing Loss Configurations Speech Acoustics and the Impact on Speech Production Speech Acoustics and Language Development Case Study Application of Speech Acoustics for Speech and Language Development The Gold at the End of the Rainbow Audiogram: Applications for Speech Acoustics Discussion Questions References Chapter 2. Guiding and Supporting Parents/Caregivers. Key Points Why are Parents Included in Auditory Sessions? Getting Started - Planning Emotional Supports for Families Teaching Parents and Caregivers: Why Are They Part of Every Session? Family Life: Activities of Daily Living (ADL) as the FOundation of Every Session Engaging Families in Sessions Cultural Considerations Screen Time Speech Acoustics and Parents Summary Discussion Questions References Chapter 3. Stages Not Ages Model Sylvia Rotfleisch and Maura Martindale Key Points Stages/Sequence of Development (Flow Chart) Determining Child's Level Expectations for Growth Brain Functions of Audition Auditory Processes Typical Development Language Speech Theory of Mind Self-Advocacy Higher-Order Thinking Summary Discussion Questions Cases Case 1 Case 2 Case 3 References Chapter 4. Assessment of English Language, Speech and Listening Maura Martindale Key Points Terms and Definitions General Tips for Assessment of Children Formal, Standardized Tests for Assessment Checklists, Observations, and Questionnaires Brain Functions for Listening and Spoken Language Assessing Spoken Language Spoken Vocabulary/Semantics Language Sampling Mean Length of Utterance (MLU) Pragmatic Functions Speech Assessment (Phonetic and Phonologic) How to Align Assessment Data with the Proposed Therapy Model Prelinguistic Stage Single-Word Stage Emerging Word Combinations Stage Communication with Childlike Errors Stage Competent Communicator Stage Advanced Communicator Stage Reporting Your Findings Goal Setting Based on Data Gathered and Analyzed Summary Discussion Questions References Chapter 5. Therapy Basics Sylvia Rotfleisch and Maura Martindale Key Points What Should Therapy Look Like? Fun! The Chocolate Chip Cookie Theory General Tips for the Sessions Tools, Strategies, Building Materials Turn Taking or Serve and Return Infant- and Child-Directed Speech (IDS, CDS) Narrating The Expectant Pause Waiting, Waiting, and Sometimes ... More Waiting ... Blah Blah, Blah Ginger Joint Attention Auditory Closure Auditory Sandwich Listening Hoop Enhancing Perception Acoustic Highlighting Life in Slow Motion The Three-Act Play Expansion Upping the Ante Vocabulary Expansion Discussion Questions References Chapter 6. Prelinguistic Stage Sylvia Rotfleisch Key Points Basic Characteristics at the Prelinguistic Stage Listening Language Speech Goals for the Prelinguistic Stage Developing an Appropriate Therapy Plan by Addressing Strengths and Aread of Need Typical Goals for the Prelinguistic Stage How Do We Work on These Goals? Targeting and Incorporating Goals Auditory Attention, Detection, Memory and Discrimination Auditory Feedback and Development of the Speech Production System; Auditory Retrieval and Expressive Communication Language Comprehension Development of Auditory Recognition, Sequencing, and Comprehension Putting It All Together: Case History Auditory Processes for Using Sound Meaningfully Auditory Processes for Learning to Talk Auditory Processes for Leaning Language The Intervention Session Summary Discussion Questions References Chapter 7. Single-Word Communication Stage Sylvia Rotfleisch Key Points Basic Characteristics at the Single-Word Stage of Communication Listening Language Speech Goals for the Single-Word Stage Developing an Appropriate Therapy Plan By Addressing Strengths and Areas of Need Typical Goals for the Single-Word Communication Stage How Do We Work on These Goals? Targeting and Incorporating Goals Auditory Attention, Detection, Memory, Discrimination, Auditory Recognition, Sequencing, and Comprehension Auditory Feedback and Speech Production Development of the Speech Production System, Auditory Retrieval, and Expressive Communication Putting It All Together: Case History Auditory Process for Using Sound Meaningfully Auditory Process for Learning to Talk Auditory Process for Learning Language The Intervention Session Summary Discussion Questions References Chapter 8. Emerging Word Combinations Stage. Sylvia Rotfleisch Key Points Basic Characteristics of the Child With Emerging Words Combinations Listening Language Speech Goals for the Emerging Words Combinations Stage Developing an Appropriate Therapy Plan by Addressing Strengths and Areas of Need Typical Goals for the Emerging Word Combinations Stage How Do We Work on These Goals? Targeting and Incorporating Goals Auditory Attention, Detection, Memory, Discrimination, Auditory Recognition, Sequencing, and Comprehension Targeting and Meeting Goals for Development of the Speech Production System: Auditory Retrieval and Expressive Communication Putting It All Together: Case History Auditory Process for Using Sound Meaningfully Auditory Process for Learning to Talk Auditory Process for Learning Language The Intervention Session Summary The Intervention Session Summary Discussion Questions References Chapter 9. Communication with Typical Childlike Errors Stage Sylvia Rotfleisch Key Points Basic Characteristics at the Communication with Errors Stage Listening Language Speech Goals for the Stage of Communication with Errors Developing an Appropriate Therapy Plan by Addressing Strengths and Areas of Need Typical Goals for the Communication with Errors Stage How Do We Work on These Goals? Targeting and Incorporating Goals Auditory attention, Detection, Memory, Discrimination, Auditory Recognition, Sequencing, and Comprehension Auditory Feedback and Expressive Communication Putting It All Together: Case History Auditory Process for Using Sound Meaningfully Auditory Process for Learning to Talk Auditory Process for Learning Language Diagnostic Therapy and Informal Assessment Progress in AVT Sessions Summary The Intervention Session Summary Discussion Questions References Chapter 10. Competent Communicator Stage Key Points Basic Characteristics of a Competent Communicator Stage Listening Language Speech Goals for the Competent Communicator Stage Developing an Appropriate Therapy Plan by Addressing Strengths and Areas of Need Typical Goals for the Stage Competent Communicator How Do We Work on These Goals? Targeting and Incorporating Goals Auditory Attention, Detection, Memory, Discrimination, Auditory Recognition, Sequencing, and Comprehension Auditory Retrieval and Expressive Communication Putting It All Together: Case History Auditory Process for Using Sound Meaningfully Auditory Process for Learning to Talk Auditory Process for Learning Language Summary The Intervention Session Summary Discussion Questions References Chapter 11. Advanced Communicator Stage Sylvia Rotfleisch Key Points Basic Characteristics of an Advanced Communicator Stage Listening Language Speech Goals for the Advanced Communicator Developing an Appropriate Therapy Plan by Addressing Strengths and Areas of Need Typical Goals for the Advanced Communicator Stage How Do We Work on These Goals? Targeting and Incorporating Goals Auditory Attention, Selection, Memory, Discrimination, Auditory Recognition, Sequencing, and Comprehension Auditory Retrieval and Expressive Communication Putting It All Together: Case History Auditory Process for Using Sound Meaningfully Auditory Process for Learning to Talk Auditory Process for Learning Language Summary Progress Over Time With Intervention The Intervention Session Summary Discussion Questions References Index

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Author Information

Sylvia Rotfleisch, MSc(A), CCC/A, BSc(OT), LSLS Cert, AVT, is a certified Auditory-Verbal therapist, educator, and audiologist. She has devoted her career to providing therapy to families with children with hearing loss and teaching and mentoring other professionals. Trained at McGill University with Dr. Daniel Ling, Ms. Rotfleisch worked at Montreal Oral School for the Deaf, House Ear Institute, and Echo Horizon School before starting Hear to Talk (hear2talk.com), her own private practice. In addition to working with hundreds of families over more than 35 years, Ms. Rotfleisch has taught at University of Southern California, California Lutheran University, and led international master classes. She lectures, consults and mentors for school districts, helping to update their professional staff and mentors for LSL certification. She has presented at a wide variety of workshops and conferences. Ms. Rotfleisch has also served a variety of committees, including for AG Bell Academy for Listening and Spoken Language (R) and the task Force on Principles of Auditory-Verbal Therapy. ***** Maura Martindale, EdD, LSL Cert. AVEd, is a certified Auditory Verbal Educator. She received her doctorate in Educational Leadership from the University of Southern California in 1999. She is the founder and director of the Master's Degree of Science in the Education of the Deaf and Credential Program, and is an Associate Professor, at California Lutheran University in Thousand Oaks, California. She has provided guidance and support to families of children with hearing loss in listening and spoken language at No Limits for Deaf Children centers in Southern California for over 15 years. Throughout her 40-plus years teaching at numerous universities, Dr. Martindale has prepared hundreds of teachers of the deaf for schools and programs throughout the US. She was a teacher and Director of Educational Services at the John Tracy Clinic in Los Angeles California for 26 years.

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