Children with hearing loss : developing listening and talking, birth to six

Description

Preface Acknowledgments Part I. Audiological and Technological Foundations of Auditory Brain Development 1. Neurological Foundations of Listening and Talking: We Hear With the Brain Introduction Begin Conversations with the Critical Question: What Is the Family’s Desired Outcome? Typical Infants: Listening and Language Development Auditory Neural Development New Context for the Word Deaf Hearing Versus Listening A Model of Hearing Loss: The Invisible Acoustic Filter Effect Putting It All Together in a Counseling Narrative: Think About Hearing Loss as a Doorway Problem Summary Next Steps: What Will It Take to Optimize the Probability of Attaining a Listening and Spoken Language Outcome 2. The Audiovestibular System The Nature of Sound Subconscious Function Signal Warning Function Spoken Communication Function Acoustics Audibility Versus Intelligibility of Speech The Ling 6-7 Sound Test: Acoustic Basis and Description Audiovestibular Structures Data Input Analogy Outer and Middle Ear Inner Ear to the Brain The Vestibular System: The Sensory Organs of Balance 3. Hearing and Hearing Loss in Infants and Children Introduction Classifications Degree (Severity): Minimal to Profound Timing: Congenital or Acquired General Causes: Endogenous, Exogenous, or Multifactorial Genetics, Syndromes, and Dysplasias Connexin 26 Genetic Testing Syndromes Inner Ear Dysplasias Medical Aspects of Hearing Loss Conductive Pathologies and Hearing Loss Sensorineural Pathologies and Hearing Loss Mixed, Progressive, Functional, and Central Hearing Losses Synergistic and Multifactorial Effects Auditory Neuropathy Spectrum Disorder (ANSD) Vestibular Issues Summary 4. Diagnosing Hearing Loss Introduction Newborn Hearing Screening and EHDI Programs Test Equipment and Test Environment Audiologic Diagnostic Assessment of Infants and Children Test Protocols Pediatric Behavioral Tests: BOA, VRA, CPA, Speech Perception Testing Electrophysiologic Tests: OAE, ABR/ASSR, and Immittance The Audiogram Configuration (Pattern) of Thresholds on the Audiogram Formulating a Differential Diagnosis Sensory Deprivation Ambiguity of Hearing Loss Measuring Distance Hearing Summary 5. Hearing Aids, Cochlear Implants, and Remote Microphone (RM) Systems Introduction For Intervention, First Things First: Optimize Detection of the Complete Acoustic Spectrum Listening and Learning Environments Distance Hearing/Incidental Learning and S/N Ratio ANSI/ASA S12.60-2010: Acoustical Guidelines for Classroom Noise and Reverberation Talker and Listener Physical Positioning Amplification for Infants and Children Hearing Aids Bone Anchored Implants for Children (Also Called Osseointegrated [Osseo] Implants) or Bone Conduction Hearing Devices Wireless Connectivity HATs for Infants and Children: Personal-Worn RM and Sound-Field FM and IR (Classroom Amplification) Systems Cochlear Implants Auditory Brainstem Implant (ABI) Measuring Efficacy of Fitting and Use of Technology Equipment Efficacy for the School System Conclusion Part II. Developmental, Family-Focused Instruction for Listening and Spoken Language Enrichment 6. Intervention Issues Basic Premises Differentiating Dimensions Among Intervention Programs Challenges to the Process of Learning Spoken Language Late to Full-Time Wearing of Appropriate Amplification or Cochlear Implant(s) Disabilities in Addition to the Child’s Hearing Loss Ongoing, Persistent Noise in the Child’s Learning Environment Multilingual Environment Educational Options for Children with Hearing Loss, Ages 3 to 6 7. Auditory “Work” Introduction The Primacy of Audition The Acoustics-Speech Connection Intensity/Loudness Frequency/Pitch Duration The Effect of Hearing Loss on the Reception of Speech A Historical Look at the Use of Residual Hearing The Concept of Listening Age Auditory Skills and Auditory Processing Models Theory of Mind and Executive Functions How to Help a Child Learn to Listen in Ordinary, Everyday Ways Two Examples of Auditory Teaching and Learning Scene I: Tony Scene II: Tamara Targets for Auditory/Linguistic Learning A Last Word 8. Spoken Language Learning Introduction What’s Involved in Talking? Intentionality/Speech Acts Presuppositional Knowledge Discourse/Conversational Conventions Other Essential Rule Systems in English How Does a Child Learn to Talk? Relevance for Intervention Decisions How Should Intervention Be Organized? 9. Constructing Meaningful Communication Introduction The Affective Relationship The Child’s Development of Interactional Abilities Joint Reference, or Joint Attention Turn-Taking Conventions Signaling of Intention Characteristics of Caregiver Talk 1. Content: What Gets Talked About? 2. Prosody: What Does Motherese Sound Like? 3. Semantics and Syntax: What About Complexity? 4. Repetition: Say It or Play It Again 5. Negotiation of Meaning: Huh? 6. Participation-Elicitors: Let’s (Keep) Talk(ing) 7. Responsiveness Issues About Motherese How Long Is Motherese Used? Motherese: Why Do We Use It? Motherese: Is It Immaterial or Facilitative? 10. Interacting in Ways That Promote Listening and Talking Introduction The Emotional Impact of a Child’s Hearing Loss on the Family Adult Learning What Parents Need to Learn Role of the LSL Practitioner Components of Intervention for Babies and Young Children with Hearing Loss When to Talk with Your Child and What to Talk About A Framework for Maximizing Caregiver Effectiveness in Promoting Auditory/Linguistic Development in Children with Hearing Loss Background and Rationale Structure of the Framework Getting a Representative Sample of Interacting Discussing the Framework with Parents Ways of Addressing Parent-Chosen Interactional Targets Determining and Sequencing Targets Specific to the Child’s Development of Auditory, Language, and Speech Development Relationship Between Family and LSL Practitioner Teaching Through Incidental and Embellished Interacting Teaching Through Incidental Interacting Embellishing an Incidental Interaction Teaching Spoken Language Through Embellished Interacting Teaching Listening (Audition) Through Embellished Interacting Teaching Speech Through Embellished Interacting Preplanned Parent Guidance Sessions or Auditory-Verbal Therapy/Instructional Sessions Where Should the Auditory-Verbal Therapy (LSL)/Instructional Sessions Occur? What Happens in an Auditory-Verbal Therapy/Instructional Session to Address Child Targets? Components to Be Accomplished in a Typical Preplanned Session to Address Child Targets Sample Preplanned Scenario Substructure About the Benefits and Limitations of Preplanned Teaching What Does the Research Say? Appendix 1: How to Grow Your Baby’s or Child’s Brain Through Daily Routines Appendix 2: Application and Instructions for the Ling 6-7 Sound Test for Distance Hearing Appendix 3: Targets for Auditory/Verbal Learning Appendix 4: Explanation for Items on the Framework Appendix 5: Checklist for Evaluating Preschool Group Settings for Children With Hearing Loss Who Are Learning Spoken Language Appendix 6: Selected Resources Appendix 7: Description and Practice of Listening and Spoken Language Specialists: LSLS Cert. AVT and LSLS Cert. AVEd Appendix 8: Principles of Certified LSL Specialists Appendix 9: Knowledge and Competencies Needed by Listening and Spoken Language Specialists (LSLS) Appendix 10: Listening and Spoken Language Domains Addressed in This Book Glossary References Index