Efnisyfirlit

• Cover
• Title Page
• Copyright Page
• Dedication Page
• Brief Contents
• Contents
• Preface
• About the Authors
• Acknowledgments
• Contributors
• Reviewers
• Chapter 1: The Speech-Language Pathologist in Audiology Services: An Interprofessional Collaboration
  • Introduction
  • Interprofessional Education/Interprofessional Practices
  • Scope of Practice for the Speech-Language Pathologist
  • Aural (Re)habilitation
  • Practice Models
  • Medical versus Educational Model of Service Provision
  • Standard Precautions
  • Disclosure of Cleaning Materials
  • A Word on Terminology
  • Resources for Best Practice and Evidence-Based Practice
  • Getting Started
  • Accessing Your Friendly Neighborhood Audiologist
  • Summary
  • Discussion Questions
  • References
• Chapter 2: Sound and the Ear
  • Introduction
  • General Characteristics of Sound
  • Anatomy and Physiology of Hearing
  • Hearing Loss: An Error of Sound Transduction
  • Summary
  • Discussion Questions
  • References
  • Recommended Readings
• Chapter 3: Case History Assessment and the Process of Differential Diagnosis
  • Introduction
  • Case History
  • The Process of Differential Diagnosis
  • Summary
  • Discussion Questions
  • References
  • Appendix 3-A: Speech-Language-Hearing Case History Form
  • Appendix 3-B: Adult Case History Form
• Chapter 4: Pure Tone Audiometry and Masking
  • Introduction
  • Equipment
  • Earphones and Other Sound Transducers
  • Air Conduction Audiometry
  • Bone Conduction Audiometry
  • Masking
  • Sound Field Testing
  • Behavioral Pediatric Assessment
  • Behavioral Observation Audiometry (BOA)
  • Conditioned Orientation Reflex (COR); Visual Reinforcement Audiometry (VRA)/Tangible Reinforcement Operant Conditioned Audiometry (TROCA)
  • Conditioned Play Audiometry (CPA)
  • Summary
  • Discussion Questions
  • References
• Chapter 5: Speech Audiometry
  • Introduction
  • A Word About Terminology
  • Derivation of Word Lists
  • Speech Recognition Threshold/Speech Reception Threshold
  • Speech Detection Threshold/Speech Awareness Threshold
  • Most Comfortable Listening Level (MCL)
  • Uncomfortable Listening Level/Loudness Discomfort Level/Threshold of Discomfort
  • Dynamic Range
  • Word Discrimination Testing, Speech Discrimination Testing, and Word Recognition Testing
  • Speech in Noise Testing (SIN)
  • Masking for Speech
  • Summary
  • Discussion Questions
  • References
• Chapter 6: Otoscopy and the Middle Ear Test Battery
  • Introduction
  • Visual Inspection
  • Otoscopy
  • Middle Ear Test Battery
  • Tympanometry
  • Acoustic Reflexes
  • Acoustic Reflex Decay Testing
  • Eustachian Tube Function
  • Summary
  • Discussion Questions
  • References
• Chapter 7: Beyond the Basics
  • Introduction
  • Electroacoustic Measures
  • Equipment
  • Tympanometer/Otoacoustic Emissions Hybrid
  • Otoacoustic Emissions
  • Electrophysiologic Measures
  • Auditory Brainstem Response Study
  • Auditory Brainstem/Otoacoustic Emission Hybrid
  • Auditory Steady-State Response (ASSR)
  • Vestibular Evaluation
  • Summary
  • Discussion Questions
  • References
• Chapter 8: Navigating the Audiogram
  • Introduction
  • Navigating the Audiogram
  • Audiogram Symbols
  • Determining Type of Hearing Loss
  • Configuration of Hearing Loss
  • Summary
  • Discussion Questions
  • References
• Chapter 9: Audiogram Interpretation
  • Introduction
  • Determining Degree of Hearing Loss
  • Linking Degree and Type of Hearing Loss
  • Linking Degree, Type, and Configuration of Hearing Loss
  • Progressive Hearing Loss
  • Speech Audiometry
  • Other Audiometric Data
  • Tympanogram Interpretation
  • Otoacoustic Emission (OAE) Interpretation
  • Auditory Brainstem Response (ABR)
  • Questions to Guide Your Interpretation
  • Pseudohypacusis
  • Counseling with Your Audiogram
  • Summary
  • Discussion Questions
  • References
• Chapter 10: Audiological Diagnoses, Etiologies, and Treatment Considerations
  • Introduction
  • Diagnosis: Conductive Hearing Loss
  • Diagnosis: Sensorineural Hearing Loss
  • Mixed Hearing Loss
  • Summary
  • Discussion Questions
  • References
• Chapter 11: Audiologic Screening
  • Introduction
  • Definitions
  • The Clinician’s Role and Responsibility in the Screening Process
  • Principles of Screening
  • Screening Program Considerations
  • Visual Inspection/Otoscopy
  • Pure Tone Air Conduction Screening
  • Otoacoustic Emissions Screening
  • Tympanometry Screening
  • Screening for Handicap
  • Additional Screening Considerations and Questions
  • Summary
  • Discussion Questions
  • References
  • Recommended Readings
  • Appendix 11-A: Fundamentals of Audiologic Screening for the Speech-Language Pathologist
• Chapter 12: Hearing Aids, Cochlear Implants, and Osseointegrated Devices
  • Introduction
  • Historical Background
  • Overview of Conventional Hearing Aids
  • External Bone Conduction Hearing Aids
  • Osseointegrated Hearing Technology
  • Summary
  • Discussion Questions
  • References
• Chapter 13: Hearing Assistance Technology for Children and Adults
  • Introduction
  • Hearing Assistance Technology (HAT)
  • Remote Hearing Aid Technology
  • Assistive Technologies for Sound Enhancement and Alerting Devices
  • Summary
  • Discussion Questions
  • References
• Chapter 14: Laws, Standards, and Guidelines
  • Introduction
  • Individuals with Disabilities Education Act (IDEA)
  • Family Educational Rights and Privacy Act (FERPA)
  • Section 504 of the Rehabilitation Act
  • Americans with Disabilities Act (ADA)
  • Health Insurance Portability and Accountability Act (HIPAA)
  • Civil Rights of Institutionalized Persons Act (CRIPA)
  • Social Security Act: Medicare and Medicaid
  • American National Standards Institute (ANSI)
  • Occupational Safety and Health Act
  • The Joint Commission
  • Summary
  • Discussion Questions
  • References
  • Recommended Readings
  • Cases
  • Regulations
  • Statutes
• Chapter 15: Understanding Auditory Development and the Child with Hearing Loss
  • Introduction
  • Auditory Development in Typically Developing Children
  • Auditory Development of Children with Hearing Loss
  • Rationale for Teaching Language Through Audition
  • A Framework for Auditory Skill Development
  • Auditory Hierarchies, Checklists, and Developmental Scales
  • Functional Auditory Assessment
  • Summary
  • Discussion Questions
  • References
  • Appendix 15-A: Auditory Learning Guide
  • Appendix 15-B: Auditory Skills Checklist
  • Appendix 15-C: Resources
• Chapter 16: Auditory-Verbal Practice: An Auditory Approach to Spoken Language Development
  • Introduction
  • Overview of AVT
  • Rationale for Auditory Learning of Spoken Language
  • Principles of AVP
  • Evidence Supporting AVP
  • Becoming a Listening and Spoken Language Specialist
  • Summary
  • Discussion Questions
  • References
  • Resources
  • Appendix 16-A: Sample AV Lesson Plan Format
  • Appendix 16-B: Auditory (Re)habilitation Teaching Behaviors Rating Scale
• Chapter 17: Addressing Hearing Loss in the Early Intervention Years
  • Introduction
  • What Is EHDI?
  • EI Services for Children Who Are Deaf or Hard of Hearing: Programmatic Planning Considerations in a Perfect World
  • A Word About Telepractice
  • Risk Indicator Monitoring
  • A Word About Children with Multiple Disabilities
  • The SLP’s Role in the EHDI Process
  • Summary
  • Discussion Questions
  • References
  • Appendix 17-A: Websites: Pediatric Hearing Healthcare and Related Resource Information for Families of Children with Hearing Loss
  • Appendix 17-B: Hearing Healthcare Infant/ Toddler Case History Questionnaire (HHITCH-Q)
• Chapter 18: Audiology Services in the School System
  • Introduction
  • IDEA, ADA, and 504
  • Identification
  • Putting Education in the Audiological Assessment: The Classroom Listening Assessment (CLA)
  • Determining Signal-to-Noise Ratio
  • Determining Reverberation Time
  • Remote Microphone Hearing Assistance Technology
  • Parent Counseling and Training
  • Hearing Loss Prevention
  • Habilitation in the Schools for Students Who Are Deaf and Hard of Hearing
  • Auditory Habilitation
  • Counseling
  • Self-Determination and Self-Advocacy
  • Educating Children Who Are Deaf and Hard of Hearing: A Historical Perspective
  • Considerations for Educational Service Provision
  • Communication Approaches for Children Who Are Deaf and Hard of Hearing
  • Student Service and Placement Considerations
  • Help! I Need an Educational Audiologist
  • Resources Through the Educational Audiology Association
  • Summary
  • Discussion Questions
  • References
  • Appendix 18-A: IDEA 2004 Key Regulations Pertaining to Deaf Education and Audiology
  • Appendix 18-B: Classroom Acoustics Survey Worksheet
  • Appendix 18-C: Classroom Participation Questionnaire–Revised
  • Appendix 18-D: Sample Personal Amplification Monitoring Plan
• Chapter 19: Literacy in Children with Hearing Loss: Considerations for Speech-Language Pathologists and Audiologists
  • Introduction
  • Language and Literacy
  • The Role of SLPs and AUDs in Literacy Acquisition for Children with HI
  • Children with Hearing Impairments
  • Operationalizing Theories of Reading and Writing
  • Interventions for Reading and Writing in Children with HI
  • Summary
  • Note from the First Author
  • Discussion Questions
  • References
• Chapter 20: Diagnosis and Treatment of Auditory Processing Disorders: A Collaborative Approach
  • Introduction
  • Definition
  • Behavioral Testing
  • Electroacoustic and Electrophysiological Testing
  • Who Should Be Referred for APD Testing?
  • Appropriate Age and Skills for Testing
  • Comorbidity of APD
  • Language Delay/Deficit
  • Attention-Deficit/Hyperactivity Disorder
  • Sensory Integration
  • The Audiologist and the Speech-Language Pathologist: Working Together in Diagnosing APD
  • Collaborative Model
  • The AP Test Battery: What Does It Mean?
  • Dichotic Listening
  • Temporal Processing/Sequencing
  • Low-Redundancy Speech
  • Binaural Interaction
  • Auditory Discrimination
  • Electrophysiological Measures
  • Interpretation
  • Models of APD
  • Process-Based Auditory Training Rehabilitation
  • Auditory Training
  • Features for Effective Auditory Training
  • Monaural Low-Redundancy Training
  • Dichotic Auditory Training
  • Temporal Processing Training
  • Musical Training
  • Designing the Remediation Plan for APD
  • Environmental Modifications
  • Compensatory Strategies
  • Remediation and Direct Intervention
  • Formal Auditory Therapy
  • Computer-Mediated Auditory Training Programs
  • Informal Auditory Therapy
  • Speech Language Intervention
  • Conclusion: Working Together
  • Summary
  • Discussion Questions
  • References
• Chapter 21: Acute, Subacute, and Nursing Home/Long-Term Care Facilities
  • Introduction
  • Acute Care
  • Subacute Care
  • Nursing Homes and Long-Term Care Facilities
  • Summary
  • Discussion Questions
  • References
• Chapter 22: Counseling Competencies
  • Introduction
  • Counseling Defined
  • Important Counseling Knowledge
  • Important Counseling Skills
  • Important Counseling Attitudes
  • Referrals
  • Summary
  • Discussion Questions
  • References
  • Appendix 22-A: Counseling Resources for Speech-Language Pathologists and Audiologists
• Glossary
• Index

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