Overview

Video-Based Aural Rehabilitation Guide: Enhancing Communication in Children and Adults Who Are Deaf or Hard of Hearing, Second Edition integrates chapter text with 243 captioned videos and continues to be an important educational tool for aural rehabilitation concepts and practices. Tailored towards practicing professionals, undergraduate, and graduate students, this text will enrich their knowledge and skills by providing an overview of various disciplines such as speech-language pathology, audiology, and education of the deaf or hard-of-hearing (DHH).  The extensive videos are an invaluable resource for students enrolled in a clinical or student teaching practicum. Videos feature speech-language pathologists, audiologists, Listening and Spoken Language Specialists, teachers of the deaf or hard of hearing, early interventionists, otologists, and occupational therapists practicing in settings such as clinics, private practices, schools, hospitals, and the community. Topics addressed in the text and videos includes an overview of aural rehabilitation, hearing technologies, factors that affect intervention outcomes, serving diverse populations, fundamentals of audiometric and communication assessment, aural rehabilitation procedures across the lifespan, support for education, quality of life, counseling, and advocacy for children and adults who are DHH and their families.  New to the Second Edition 40 additional captioned videos on new topics New chapter on serving persons from diverse backgrounds Expanded content in each chapter, including basic audiometric assessment and new models for assessment and treatment Further discussion of the continuum of communication modes Descriptions of goals, strategies, and client responses for all therapy videos Instructor resources available, making adoption as easy as possible Key Features  243 captioned videos accessible on the PluralPlus website  Contributions from 21 leading experts in audiology, speech-language pathology, Listening and Spoken Language, medicine, education, research, and psychology Chapters with concise summaries, recommended resources for further learning, and study questions with answer keys User-friendly searchable video database PluralPlus Online Ancillary MaterialsFor instructors: PowerPoint slides, Videos For students: Videos and searchable video database 

Full Product Details

Author:   Linda L. Daniel ,  Sneha V. Bharadwaj
Publisher:   Plural Publishing Inc
Imprint:   Plural Publishing Inc
Edition:   2nd New edition
ISBN:  

9781635507539

ISBN 10:   1635507537
Pages:   400
Publication Date:   27 November 2024
Audience:   Professional and scholarly ,  College/higher education ,  Adult education ,  Professional & Vocational ,  Postgraduate, Research & Scholarly
Format:   Paperback
Publisher's Status:   Forthcoming
Availability:   Not yet available  
This item is yet to be released. You can pre-order this item and we will dispatch it to you upon its release.

Table of Contents

Preface Acknowledgements Contributors Dedication Chapter 1. Overview of Aural Rehabilitation Susan Allen, Sneha V. Bharadwaj, and Linda L. Daniel Learning Objectives Introduction     Terminology Related to Hearing Loss Overview of Anatomy and Physiology of the Auditory System     Anatomy of the Auditory System     Physiology of the Auditory System Brief Review of Audiology     Etiology of Hearing Loss     Diagnosis of Hearing Loss     Overview of Basic Audiometry: A Test Battery Approach         Air-Conduction and Bone-Conduction Audiometry         Speech Audiometry         Audiogram Interpretation         Additional Tests     Severity of Hearing Loss and Access to the Speech Spectrum         Severity of Hearing Loss         Speech Acoustics Classification of Hearing Loss     Types of Hearing Loss         Peripheral vs Central Hearing Loss         Conductive Hearing Loss         Sensorineural Hearing Loss         Mixed Hearing Loss         Hidden Hearing Loss         Central Hearing Loss     Age of Onset         Congenital Hearing Loss vs Acquired Hearing Loss         Age of Onset of Hearing Loss Relative to Language Development             Prelinguistic vs Postlinguistic Hearing Loss Implications of Hearing Loss     Auditory Deprivation     Brain Organization     Speech Recognition     Speech Production     Language Development     Language Deprivation Comorbidities Interprofessional Practice and Collaboration Treatment Options for Persons who are DHH Cultural Diversity     Deaf Culture     Communication Modes Scope of Aural Rehabilitation Services     Knowledge Base and Scope of Practice         Knowledge Base     Aural Rehabilitation Services for Children and Adults     Professionals, Credentials, and Service Delivery Setting     Ethical Considerations      Evidence-Based Practice     Reimbursement Impact of Hearing Loss on the Individual: The International Classification of Functioning, Disability, and Health Advocacy     Caregiver/Parental Advocacy     Self-Advocacy in Children     Self-Advocacy in Adults Spotlight on a Family of Four with Profound Prelinguistic Hearing Loss: Parental Advocacy Summary References Recommended Internet Sites for Further Learning Study Questions Answer Key Chapter 2. Hearing Aids and Hearing Assistive Technology Systems Amyn Amlani, Sneha Bharadwaj, and Kathryn Wiseman Learning Objectives Introduction Candidacy and Selection for Prescription Hearing Aids     Assessing Communication Needs and Goals         Adults         Hearing Aid Fitting in Children     Case History         Adults         Children     Audiologic Assessment         Adults          Children     Hearing Aid Candidacy         Adults         Children Pre-Fitting Considerations for Prescription Hearing Aids Hearing Aid Styles Ear Molds How Does a Hearing Aid Work? Procedures for Fitting and Verification of Prescription Hearing Aids     Pre-Filling     Fitting and Verification     Counseling and Goal Setting         Adults         Children     Follow-Up Appointments         Adults’         Children Counseling and Education Teleaudiology and Aural Rehabilitation Cultural Responsiveness Challenges with Obtaining and Using Hearing Aids     Financial Considerations     Hearing Aid Adoption     Inconsistent Use Daily Care and Troubleshooting of Hearing Aids Hearing Assistive Technology Systems     Wireless Microphone Transmission         Remote Microphone Technology         Induction Loop Technology         Frequency Modulated and Digital Modulated Systems         Bluetooth Capability         Infrared Hearing Systems     Phones and Phone Accessories     Auxiliary Aids and Services     Altering Devices Nontraditional Hearing Aids Contralateral Routing of Signals (CROS) and Bilateral Routing of Signals (Bi-CROS) Hearing Aids     Bone Conduction Systems     Surface Bone Conduction Hearing Aid     Implantable Bone Conduction Hearing Aids     Middle Ear Implants Over-the-Counter Hearing Aids     Over-the-Counter Hearing Aid Styles Spotlight on Roberta: Audiologic Consultation  Summary References Recommended Internet Sites for Further Learning Study Questions Answer Key Chapter 3. Neuroprosthetic Hearing Devices for Children and Adults: Cochlear Implants and Auditory Brainstem Implants Sneha V. Bharadwaj, Linda L. Daniel, D. Robert Peters, and Kristin King Learning Objectives Introduction Cochlear Implants Cochlear Implant: Parts and Function  Candidacy      Factors Considered in the Assessment of Cochlear Implant Candidacy Interprofessional Collaborations Surgical and Technological Considerations      Choice of Cochlear Implants and Hearing Assistive Technologies Cochlear Implant Surgery     Risks and Challenges Related to Surgery     Intraoperative Testing Impedance Measures     Electrically Evoked Compound Action Potential  Cochlear Implant Programming     Objective Programming Method     Behavioral Programming Method Reimbursement Aural Rehabilitation Following Cochlear Implantation Spotlight on Tucker: Early Identification and Intervention Summary of Cochlear Implants Introduction to Auditory Brainstem Implants     A Brief History of the Auditory Brainstem Implant Candidacy Surgery and Risks Interprofessional Collaborations A Case Presentation: Five-Year-Old Justine Communication Outcomes in Persons with ABI Spotlight on Aanya: A Child with an ABI Summary References Recommended Internet Sites for Further Learning Study Questions Answer Key Chapter 4. Factors Influencing Intervention Strategies and Communication Outcomes in Children who are Deaf or Hard of Hearing  Sneha V. Bharadwaj, Linda L. Daniel, and Ellen A. Rhoades Introduction Hearing Loss     Degree of Hearing Loss     Type of Hearing Loss     Configuration of Hearing Loss     Etiology of Hearing Loss         Environmental Origin         Genetic Origin         Heterogeneous Etiologies Hearing Technology     Age of Access to Appropriate Technology and the Speech Signal     Sufficiency and Consistency of Usage of Hearing Technology Language Environment     Caregiver-Child Interactions     Quality of Caregiver Language Input     Quantity of Linguistic Input     Communication Modes         Listening and Spoken Language          Visually-Based Systems         Augmentative or Alternative Communication Systems Cultural Diversity     Economic Status     Geographic Residence     Ethno-Racial Status     Language/s     Family Environment     Childhood Experiences Support Systems     Community-Based Support Services     Services and Education         Early Intervention Services         Education and School-Age Services         Supportive Aural Rehabilitation via Telehealth Delivery Neurodevelopmental Differences     Auditory Differences     Vestibular Differences     Speech Differences     Language and Learning Differences     Other Sensory Differences     Behavioral and Socio-emotional Differences Spotlight on Jaxson: A Child with CHARGE Syndrome Summary References Study Questions Answer Key Chapter 5. Aural Rehabilitation Considerations for Persons who are Deaf or Hard of Hearing from Culturally Diverse Backgrounds Alliete R. Alfano, Michael Douglas, and Daniela Berrios Reyes Learning Objectives Introduction Terminology and Frameworks Relevant to Providing Culturally Responsive Services to Children and Adults who are DHH     Culturally Competence     Cultural Humility     Cultural Competemility     Cultural Dimensions         Individualism-Collectivism         Power Distance         Masculinity-Femininity         Uncertainty Avoidance         Indulgence versus Restraint Terminology and Misconception Related to Second Language Acquisitions (SLA) & Bi/Multilingualism Terminology Related to Deaf Culture, Second Language Acquisition (SLA) & Bi/Multilingualism Misconceptions Surrounding Bi/Multilingualism Assessment Procedures for Bi-Multilingual Persons who are Deaf or Hard of Hearing     Ethnographic Interview     Oral Motor Assessment     Speech Recognition Assessment     Speech Production Assessment     Language Assessments     Pragmatic Skills Assessment     Self-Advocacy Assessments     Assessing Language in Children who Use ASL and Sign Systems Case Presentation on Hiti: Assessment of a Bilingual, Bi-cultural Child Treatment Considerations for Working with Persons who are DHH and CD     Empowering Parents with Information     Establishing a Collaborative Relationship     Intervention Considerations for Bilingual/Multilingual Persons Who are DHH     Developing Culturally Responsive Treatment Practices     Involvement of Extended Family Strategies for Intervention for Persons who are DHH and from CD Backgrounds Spotlight on Amari: Culturally Adapted Intervention Summary References Recommended Internet Sites for Further Learning Resources for Other Languages Study Questions Answer Key Chapter 6. Fundamentals of Assessment of Communication Needs in Children and Adults who are Deaf or Hard of Hearing Sneha V. Bharadwaj and Jill Duncan Learning Objectives Introduction Interprofessional Collaboration Objectives of Assessment Types of Assessment     Standardized Assessment         Norm-referenced Tests             Selection and Administration of Norm-referenced Tests             Interpretation of Norm-referenced Tests         Criterion-referenced Tests     Non-standardized Assessment         Dynamic or Interactive Assessment         Functional Assessment         Curriculum-based Assessment  Challenges in Assessing Children who are DHH and use Manual/Visual Communication Modes     Accommodations and Modifications Cultural Diversity     Bilingualism and Multimodal Communication Special Considerations in the Assessment of Children and Adults who are Deaf or Hard of Hearing     Assessment of Children who are Deaf or Hard of Hearing with Comorbidities     Assessment of Adults who are DHH and have Comorbidities An Ecological Approach to Assessment in Aural Rehabilitation: An Adaptation of Bronfenbrenner’s Bioecological Systems Model Application of the Bioecological Model to Assessment of Persons who are DHH Spotlight on Silas: A Child who is DHH and has Social Communication Needs Summary  References Study Questions Answer Key Chapter 7. Intervention After Early Diagnosis of Hearing Loss: A Listening and Spoken Language Approach Linda L. Daniel and Christina Perigoe Learning Objectives Introduction     Rationale for Auditory-Based Learning         Active Listening and Auditory Learning Overview of the Listening and Spoken Language Approach     An Auditory Foundation for Spoken Communication         The Ling Six Sound Test A Diagnostic Approach to Intervention Diagnostic Approach to Intervention: Assessment of Hearing Technology Evidence-Based Practice Principles of Certified LSLS Auditory-Verbal Therapists (LSLS Cert. AVT) Spotlight on Josiah: Establishing an Auditory Foundation for Listening and Spoken Language References Recommended Internet Sites for Further Learning Study Questions Answer Key Chapter 8. Educational Supports for Students who are Deaf or Hard of Hearing in Primary Through Post-Secondary Settings Sneha V. Bharadwaj, Kaitlyn Millen, and Sarah D. Wainscott  Learning Objectives Introduction Supporting a Continuum of Communication Approaches Facilitating Educational Placement Decisions     Assessments for Guiding Educational Placement Identifying and Implementing Communication-Related Accommodations     Classroom Acoustics     Hearing Assistive Technology Systems     Text-Based Technologies     Visual Supports Interprofessional Collaboration     Roles and Responsibilities of Members of the Interprofessional Collaborative Team Utilizing Teaching Strategies Provision of Ongoing Communication Supports     Hearing Technology Supports     Listening Supports     Differentiated Language Supports     Speech Supports     Language-Based Literacy Supports     Phonological Awareness         Vocabulary         Background Knowledge     Morphological Knowledge and Syntax     Comprehension Monitoring     Pragmatic and Social Supports         Theory of Mind         Conversational Competence and Social Engagement             Communication Repair Strategies  Personal Safety Facilitating Self-Identity and Self-Determination     Self-Identity     Self-Determination         Assessing Self-Determination Skills         Self-Determination Interventions Promoting Postsecondary Transition Planning and Advocacy     Transition Planning in the IEP Process Brenda’s Struggle with Hearing Loss     Work Transition Spotlight on the Oklahoma School for the Deaf and Sunshine Cottage School for the Deaf: Two Educational Philosophies     The Oklahoma School for the Deaf: Overview         Communication Philosophy     Sunshine Cottage School for the Deaf Children: Review         Communication Philosophy Summary References Recommended Internet Sites for Further Learning Study Questions Answer Key Chapter 9. Aural Rehabilitation for Adults who are Deaf or Hard of Hearing Carol G. Cokely, Linda L. Daniel, Cornetta L. Mosley, and Linda Thibodeau Learning Objectives Introduction     Wellbeing and Quality of Life Factors that Influence Aural Rehabilitation     Age of Onset of Hearing Loss         Postlinguistic Hearing Loss         Prelinguistic Hearing Loss and Speech Recognition     Comorbidities         Hearing Loss and Dementia         Hearing Loss and Other Hearing Disorders Assessment and Goal Setting     Factors Affecting Assessment         Modes of Communication         Listener Fatigue Quality of Life for Adults who are DHH, Their Families and Communication Partners     Tools for Assessing Aural Rehabilitation Needs Assessment of Aural Rehabilitation needs via the World Health Organization International Classification of Functioning, Disability, and Health         Assessment of Aural Rehabilitation Needs via the TELEGRAM         Assessment of Speech Recognition Developing an Aural Rehabilitation Plan     Sensory Management     Instruction     Counseling     Perceptual Training         Self-Directed Auditory Training Programs         Practitioner-Guided Auditory Rehabilitation and Auditory Training Programs Assessing Outcomes Developing AR Programs Speech Production Intervention Spotlight on Cindy: Self-Determination and Self-Advocacy Summary References Recommended Internet Sites for Further Learning Study Questions Answer Key Chapter 10. Quality of Life, Counseling, and Advocacy for Children and Adults who are Deaf or Hard of Hearing Sarah Crow, Andrea D. Warner-Czyz, Linda L. Daniel, and Roshini Kumar  Learning Objectives Introduction Effects of Hearing Loss on Quality of Life Quality of Life in Children and Adolescents who are DHH     Physical Well-Being in Children and Adolescents who are DHH     Mental Well-Being in Children and Adolescents who are DHH     Social Well-Being in Children and Adolescents who are DHH     Effects Children’s Hearing Loss on Their Families     Enhancing Quality of Life in Children and Adolescents who are DHH and Their Families         Support Groups for Children and Adolescents who are DHH         Camps for Children and Adolescents who are DHH     Quality of Life in Adults who are DHH         Physical Well-Being in Adults who are DHH         Mental Well-Being in Adults who are DHH         Social Well-Being in Adults who are DHH     Effects of Hearing Loss on Adults and Their Families     Enhancing Quality of Life in Adults with Hearing Loss         Aural Rehabilitation         Support Groups for Adults Counseling Persons who are DHH     Challenges to Psychological Wellness         Identity Formation in Individuals who are DHH         Grief in Persons who are DHH and Their Families         Signs of Anxiety and Depression Key Concepts of Dialectical Behavioral Therapy (DBT) and Cognitive Behavioral Therapy (CBT)         Active Listening to Build Rapport         Cognitive Refraining Advocacy     Involvement of Extended Family Members     Advocating for Children who are DHH through Caregiver Education     Advocating for the Child’s Educational Needs     Teaching Self-Determination Skills to Children who are DHH     Advocacy Training for Adults who are DHH Spotlight on Kim: Advocacy for People with Deaf-Blindness Summary References Recommended Internet Sites for Further Learning Study Questions Answer Key

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Author Information

Linda Daniel, MS, MA, CCC-A, LSLS, Cert. AVT, is a Certified Auditory-Verbal Therapist and licensed audiologist. As director of HEAR In Dallas, she provides listening and spoken language services to individuals with hearing loss of all ages, many of whom have complex needs. Linda specializes in the communication needs of children who have early- and late-identified hearing loss and adults with pre- and post-linguistic hearing loss. The children and adults in her practice have hearing aids, cochlear implants, and auditory brainstem implants. In her affiliation with the Dallas Hearing Foundation, she provides family-based services to children and adults who travel to Dallas from across the globe for hearing-related surgeries, hearing technologies, audiological, and aural rehabilitative services. For 45 years, Linda has presented at professional conferences in the United States and abroad.  Sneha V. Bharadwaj, PhD, CCC-SLP, is an associate professor in the department of Communication Sciences and Disorders at Texas Woman’s University, where she has been a faculty member since 2009. She obtained her doctoral degree from the University of Texas at Dallas - Callier Center for Communication Disorders, where she also served as a Research Scientist for 4 years. She has been a licensed and certified speech-language pathologist for 20 years. She teaches undergraduate and graduate courses in communication sciences and disorders offered on campus as well as in the distance venues. Her research focuses on speech production, cognitive, and literacy outcomes in children with hearing loss.

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