9781597563796

Table of Contents


	Preface	ix
	Acknowledgments	xi
1	Neurological Foundations of Listening and Talking	1
	Key Points Presented in the Chapter	1
	Introduction	2
	Typical Infants: Listening and Language Development	3
	Auditory Neural Development	6
	New Context for the Word “Deaf”	11
	Hearing versus Listening	11
	A Model of Hearing Loss: the Invisible Acoustic Filter Effect	12
	Summary: the Question that Drives Technological and Intervention Recommendations	13
2	The Auditory System	17
	Key Points Presented in the Chapter	17
	The Nature of Sound	18
	Unconscious Function	18
	Signal Warning Function	19
	Spoken Communication Function	20
	Acoustics	21
	Audibility versus Intelligibility of Speech	27
	The Ling 6-7 Sound Test: Acoustic Basis and Description	27
	Ear Mechanisms	28
	Data Input Analogy	30
	Outer and Middle Ear	32
	Inner Ear to the Brain	33
3	Hearing and Hearing Loss in Infants and Children	35
	Key Points Presented in the Chapter	35
	Introduction	36
	Classifications	37
	Degree (Severity)—Minimal to Profound	38
	Timing—Congenital or Acquired	43
	General Causes—Endogenous, Exogenous, or Multifactorial	44
	Genetics, Syndromes, and Dysplasias	45
	Connexin 26	45
	Syndromes	46
	Inner Ear Dysplasias	49
	Medical Aspects of Hearing Loss	50
	Conductive Pathologies and Hearing Loss	50
	Sensorineural Pathologies and Hearing Loss	60
	Mixed, Progressive, Functional, and Central Hearing Losses	68
	Synergistic and Multifactorial Effects	70
	Auditory Neuropathy/Dyssynchrony (AN/AD)	71
	Summary	73
4	Diagnosing Hearing Loss	75
	Key Points Presented in the Chapter	75
	Introduction	76
	Newborn Hearing Screening and EHDI Programs	76
	Test Equipment and Test Environment	80
	Audiologic Diagnostic Assessment of Infants and Children	83
	Test Protocols	83
	Pediatric Behavioral Tests: BOA, VRA, CPA, Speech Perception Testing	86
	Electrophysiologic Tests: OAE, ABR/ASSR, and Immittance	94
	The Audiogram	98
	Configuration (Pattern) of Thresholds on the Audiogram	102
	Formulating a Differential Diagnosis	104
	Sensory Deprivation	105
	Ambiguity of Hearing Loss	106
	Measuring Distance Hearing	107
	Summary	108
5	Hearing Aids, Cochlear Implants, and FM Systems	117
	Key Points Presented in the Chapter	117
	Introduction	118
	For Intervention, First Things First: Optimize Detection of the Complete Acoustic Spectrum	119
	Listening and Learning Environments	119
	Distance Hearing/Incidental Learning and S/N Ratio	120
	ANSI SI2.6-2002 Acoustical Guidelines	122
	Talker and Listener Physical Positioning	123
	Amplification	124
	Hearing Aids/Hearing Instruments	124
	Bone Anchored Hearing Aid (Baha)	139
	Assistive Listening Devices (ALDs): Personal-Worn Fm and Sound Field FM and IR (Classroom Amplification) Systems	140
	Wireless Connectivity	141
	Cochlear Implants	152
	Measuring Efficacy of Fitting and Use of Technology	163
	Equipment Efficacy for the School System	163
	Conclusion	166
6	Intervention Issues	167
	Key Points Presented in the Chapter	167
	Basic Premises	168
	Differentiating Dimensions Among Intervention Programs	170
	Challenges to the Process of Learning Spoken Language	172
	Educational Options for Children with Hearing Loss, Ages 3 to 6	180
7	It Auditory “Work”	189
	Key Points Presented in the Chapter	189
	Introduction	190
	The Primacy of Audition	190
	The Acoustics-Speech Connection	193
	Intensity/Loudness	193
	Frequency/Pitch	194
	Duration	196
	The Effect of Hearing Loss on the Reception of Speech	198
	A Historical Look at the Use of Residual Hearing	198
	The Concept of Listening Age	200
	Auditory “Skills” and Auditory Processing Models	202
	Theory of Mind and Executive Functions	205
	How to Help a Child Learn to Listen in Ordinary, Everyday Ways	208
	Two Examples of Auditory Teaching and Learning	212
	Scene I: Tony	212
	Scene Ii: Tamara	217
	Targets for Auditory/Linguistic Learning	221
	A Last Word	222
8	Spoken Language Learning	225
	Key Points Presented in the Chapter	225
	Introduction	226
	What’s Involved in “Talking”?	226
	How Does a Child Learn to Talk?	229
	Relevance for Intervention Decisions	231
	How should Intervention be Organized?	232
9	Constructing Meaningful Communication	237
	Key Points Presented in the Chapter	237
	Introduction	238
	The Affective Relationship	239
	The Child’s Development of Interactional Abilities	242
	Joint Reference	243
	Turn-Taking Conventions	244
	Signaling of Intention	245
	Characteristics of Caregiver Talk	247
1	Content: What Gets Talked About?	248
2	Phonology: What Does Motherese Sound Like?	249
3	Semantics and Syntax: What About Complexity?	250
4	Repetition: Say it or Play it Again	251
5	Negotiation of Meaning: Huh?	252
6	Participatton-Elicitors: Let’s (Keep) Talk(Ing)	253
7	Responsiveness	255
	Issues About Motherese	257
	How Long is Motherese Used?	257
	Motherese: Why?	257
	Motherese: Immaterial or Facilitative?	258
10	Interacting in Ways that Promote Listening and Talking	261
	Key Points Presented in the Chapter	26l
	Introduction	262
	The Emotional Impact of a Child’s Hearing Loss on the Family	263
	What Parents Need to Learn	270
	Components of Intervention for Babies and Young Children with Hearing Loss	271
	When to Talk with Your Child and What to Talk About	272
	A Framework for Maximizing Caregiver Effectiveness in Promoting Auditory/Linguistic Development in Children with Hearing Loss	275
	Background and Rationale	275
	Structure of the Framework	279
	Getting a Representative Sample of Interacting	280
	Discussing the Framework with Parents	280
	Ways of Addressing Parent-Chosen Targets	282
	Teaching through Incidental and Embellished Interacting	284
	Teaching through Incidental Interacting	285
	Teaching through Embellished Interacting	286
	Parent Guidance Sessions or Auditory-Verbal Therapy Sessions	297
	Components to be Accomplished in a Typical Preplanned Session	298
	Sample Preplanned Scenario	299
	Substructure	304
	About the Benefits and Limitations of Preplanned Teaching	305
Appendix 1	How to Grow Your Baby’s/Child’s Brain	307
Appendix 2	Application and Instructions for the Ling 6-7 Sound Test	309
Appendix 3	Targets for Auditory/Verbal Learning	311
Appendix 4	Explanation for Items on the Framework for Maximizing Caregiver Effectiveness	325
Appendix 5	Checklist for Evaluating Preschool Group Settings	337
Appendix 6	Selected Resources	341
Appendix 7	Description and Practice of Listening and Spoken Language Specialists: LSLS Cert. AVT and LSLS Cert. AVED	347
Appendix 8	Principles of LSLS Practice	349
Appendix 9	Knowledge and Competencies Needed by Listening and Spoken Language Specialists (LSLS)	353
Appendix 10	Listening and Spoken Language Domains Addressed in this Book	361
	References	363
	Glossary of Terms	393
	Index	411