دانلود کتاب Listening and Spoken Language Therapy for Children With Hearing Loss: A Practical Auditory-Based Guide, First Edition

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