MARC details
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11526cam a2200409 i 4500 |
| 001 - CONTROL NUMBER |
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22098656 |
| 003 - CONTROL NUMBER IDENTIFIER |
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OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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20230622180630.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
210623s2023 caua b 001 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
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| LC control number |
2021030778 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9781635503876 |
| Qualifying information |
(paperback) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
1635503876 |
| Qualifying information |
(paperback) |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
DNLM/DLC |
| Language of cataloging |
eng |
| Description conventions |
rda |
| Transcribing agency |
DLC |
| Modifying agency |
DLC |
| 042 ## - AUTHENTICATION CODE |
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| Authentication code |
pcc |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
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| Classification number |
RF290 |
| Item number |
.R62 2023 |
| 060 00 - NATIONAL LIBRARY OF MEDICINE CALL NUMBER |
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| Classification number |
WV 270 |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER |
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| Classification number |
617.803 ROT M |
| Edition number |
23 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Rotfleisch, Sylvia, |
| Relator term |
author. |
| 245 10 - TITLE STATEMENT |
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| Title |
Listening and spoken language therapy for children with hearing loss : |
| Remainder of title |
a practical auditory-based guide / |
| Statement of responsibility, etc. |
Sylvia Rotfleisch, Maura Martindale |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
|---|
| Place of production, publication, distribution, manufacture |
San Diego, CA : |
| Name of producer, publisher, distributor, manufacturer |
Plural Publishing Inc., |
| Date of production, publication, distribution, manufacture, or copyright notice |
[2023] |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
xxix, 310 pages ; |
| Other physical details |
color illustrations ; |
| Dimensions |
26 cm |
| 336 ## - CONTENT TYPE |
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| Content type term |
text |
| Content type code |
txt |
| Source |
rdacontent |
| 337 ## - MEDIA TYPE |
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| Media type term |
unmediated |
| Media type code |
n |
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rdamedia |
| 338 ## - CARRIER TYPE |
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| Carrier type term |
volume |
| Carrier type code |
nc |
| Source |
rdacarrier |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc. note |
Includes bibliographical references and index. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Introduction<br/>Acknowledgements<br/>Reviewers<br/><br/>Chapter 1. Speech Acoustics: The Gold at the End of the Rainbow Audiogram<br/>Sylvia Rotfleisch<br/><br/>Why Do We Need to Understand Speech Acoustics?<br/>Section I. Basics of Sound<br/>Key Points<br/>Basics of Sound<br/>Audiogram<br/>A Sound Basis Through Application<br/><br/>Hearing Loss and Detection<br/>Modifying the Signal<br/>Ear Shot/Speech Bubble<br/>Background Noise and Noise Clutter<br/>Audible Versus Intelligible<br/>The 6-dB Significance<br/>The 6-dB Rule<br/><br/>Sounds of Speech<br/><br/>The Basics<br/>Applications<br/><br/>Discussion Questions<br/>Section II. Speech Features<br/>Key Points<br/>Speech Features and Acoustic Correlates<br/><br/>The Basics<br/><br/>The Applications Related to Speech Features<br/><br/>Suprasegmentals, Vowels and Diphthongs<br/>Consonants<br/><br/>Discussion Questions<br/>Section III. Speech Acoustic Tools and Applications<br/>Key Points<br/>Ling Six-Sound Test<br/><br/>Purpose and Administration<br/>Applications of the Ling Six Sounds<br/>Interpretation of the Ling Six Sounds<br/><br/>The Rainbow Audiogram<br/><br/>Applications of the Rainbow Audiogram<br/><br/>Functional Audiogram<br/>Error Analysis to Determine Perception and Error Patterns<br/>Case Study Application of Speech Acoustic Tools<br/>Speech Acoustics and Hearing Loss Configurations<br/>Speech Acoustics and the Impact on Speech Production<br/>Speech Acoustics and Language Development<br/><br/>Case Study Application of Speech Acoustics for Speech and Language Development<br/><br/>The Gold at the End of the Rainbow Audiogram: Applications for Speech Acoustics<br/>Discussion Questions<br/>References<br/><br/>Chapter 2. Guiding and Supporting Parents/Caregivers.<br/>Key Points<br/>Why are Parents Included in Auditory Sessions?<br/>Getting Started - Planning<br/>Emotional Supports for Families<br/>Teaching Parents and Caregivers: Why Are They Part of Every Session?<br/>Family Life: Activities of Daily Living (ADL) as the FOundation of Every Session<br/>Engaging Families in Sessions<br/><br/>Cultural Considerations<br/>Screen Time<br/><br/>Speech Acoustics and Parents<br/>Summary<br/>Discussion Questions<br/>References<br/><br/>Chapter 3. Stages Not Ages Model<br/>Sylvia Rotfleisch and Maura Martindale<br/><br/>Key Points<br/>Stages/Sequence of Development (Flow Chart)<br/>Determining Child's Level<br/>Expectations for Growth<br/>Brain Functions of Audition<br/><br/>Auditory Processes<br/><br/>Typical Development<br/><br/>Language<br/>Speech<br/><br/>Theory of Mind<br/>Self-Advocacy<br/>Higher-Order Thinking<br/>Summary<br/>Discussion Questions<br/>Cases<br/><br/>Case 1<br/>Case 2<br/>Case 3<br/><br/>References<br/><br/>Chapter 4. Assessment of English Language, Speech and Listening<br/>Maura Martindale<br/><br/>Key Points<br/>Terms and Definitions<br/>General Tips for Assessment of Children<br/>Formal, Standardized Tests for Assessment<br/>Checklists, Observations, and Questionnaires<br/>Brain Functions for Listening and Spoken Language<br/>Assessing Spoken Language<br/><br/>Spoken Vocabulary/Semantics<br/>Language Sampling<br/>Mean Length of Utterance (MLU)<br/>Pragmatic Functions<br/><br/>Speech Assessment (Phonetic and Phonologic)<br/>How to Align Assessment Data with the Proposed Therapy Model<br/><br/>Prelinguistic Stage<br/>Single-Word Stage<br/>Emerging Word Combinations Stage<br/>Communication with Childlike Errors Stage<br/>Competent Communicator Stage<br/>Advanced Communicator Stage<br/><br/>Reporting Your Findings<br/>Goal Setting Based on Data Gathered and Analyzed<br/>Summary<br/>Discussion Questions<br/>References<br/><br/>Chapter 5. Therapy Basics<br/>Sylvia Rotfleisch and Maura Martindale<br/><br/>Key Points<br/>What Should Therapy Look Like? Fun!<br/>The Chocolate Chip Cookie Theory<br/>General Tips for the Sessions<br/>Tools, Strategies, Building Materials<br/><br/>Turn Taking or Serve and Return<br/>Infant- and Child-Directed Speech (IDS, CDS)<br/>Narrating<br/>The Expectant Pause<br/>Waiting, Waiting, and Sometimes ... More Waiting ...<br/>Blah Blah, Blah Ginger<br/>Joint Attention<br/>Auditory Closure<br/>Auditory Sandwich<br/>Listening Hoop<br/>Enhancing Perception<br/>Acoustic Highlighting<br/>Life in Slow Motion<br/>The Three-Act Play<br/>Expansion<br/>Upping the Ante<br/><br/>Vocabulary Expansion<br/>Discussion Questions<br/>References<br/><br/>Chapter 6. Prelinguistic Stage<br/>Sylvia Rotfleisch<br/>Key Points<br/>Basic Characteristics at the Prelinguistic Stage<br/><br/>Listening<br/>Language<br/>Speech<br/><br/>Goals for the Prelinguistic Stage<br/><br/>Developing an Appropriate Therapy Plan by Addressing Strengths and Aread of Need<br/>Typical Goals for the Prelinguistic Stage<br/>How Do We Work on These Goals?<br/><br/>Targeting and Incorporating Goals<br/><br/>Auditory Attention, Detection, Memory and Discrimination<br/>Auditory Feedback and Development of the Speech<br/>Production System; Auditory Retrieval and Expressive Communication<br/>Language Comprehension Development of Auditory Recognition, Sequencing, and Comprehension<br/><br/>Putting It All Together: Case History<br/><br/>Auditory Processes for Using Sound Meaningfully<br/>Auditory Processes for Learning to Talk<br/>Auditory Processes for Leaning Language<br/>The Intervention Session<br/><br/>Summary<br/>Discussion Questions<br/>References<br/><br/>Chapter 7. Single-Word Communication Stage<br/>Sylvia Rotfleisch<br/><br/>Key Points<br/>Basic Characteristics at the Single-Word Stage of Communication<br/><br/>Listening<br/>Language<br/>Speech<br/><br/>Goals for the Single-Word Stage<br/><br/>Developing an Appropriate Therapy Plan By Addressing Strengths and Areas of Need<br/>Typical Goals for the Single-Word Communication Stage<br/>How Do We Work on These Goals?<br/><br/>Targeting and Incorporating Goals<br/><br/>Auditory Attention, Detection, Memory, Discrimination, Auditory Recognition, Sequencing, and Comprehension<br/>Auditory Feedback and Speech Production Development of the Speech Production System, Auditory Retrieval, and Expressive Communication<br/><br/>Putting It All Together: Case History<br/><br/>Auditory Process for Using Sound Meaningfully<br/>Auditory Process for Learning to Talk<br/>Auditory Process for Learning Language<br/>The Intervention Session<br/><br/>Summary<br/>Discussion Questions<br/>References<br/><br/>Chapter 8. Emerging Word Combinations Stage.<br/>Sylvia Rotfleisch<br/><br/>Key Points<br/>Basic Characteristics of the Child With Emerging Words Combinations<br/><br/>Listening<br/>Language<br/>Speech<br/><br/>Goals for the Emerging Words Combinations Stage<br/><br/>Developing an Appropriate Therapy Plan by Addressing Strengths and Areas of Need<br/>Typical Goals for the Emerging Word Combinations Stage<br/>How Do We Work on These Goals?<br/><br/>Targeting and Incorporating Goals<br/><br/>Auditory Attention, Detection, Memory, Discrimination, Auditory Recognition, Sequencing, and Comprehension<br/>Targeting and Meeting Goals for Development of the Speech Production System: Auditory Retrieval and Expressive Communication<br/><br/>Putting It All Together: Case History<br/><br/>Auditory Process for Using Sound Meaningfully<br/>Auditory Process for Learning to Talk<br/>Auditory Process for Learning Language<br/>The Intervention Session<br/>Summary<br/>The Intervention Session<br/><br/>Summary<br/>Discussion Questions<br/>References<br/><br/>Chapter 9. Communication with Typical Childlike Errors Stage<br/>Sylvia Rotfleisch<br/><br/>Key Points<br/>Basic Characteristics at the Communication with Errors Stage<br/><br/>Listening<br/>Language<br/>Speech<br/><br/>Goals for the Stage of Communication with Errors<br/><br/>Developing an Appropriate Therapy Plan by Addressing Strengths and Areas of Need<br/>Typical Goals for the Communication with Errors Stage<br/>How Do We Work on These Goals?<br/><br/>Targeting and Incorporating Goals<br/><br/>Auditory attention, Detection, Memory, Discrimination, Auditory Recognition, Sequencing, and Comprehension<br/><br/>Auditory Feedback and Expressive Communication<br/>Putting It All Together: Case History<br/><br/>Auditory Process for Using Sound Meaningfully<br/>Auditory Process for Learning to Talk<br/>Auditory Process for Learning Language<br/>Diagnostic Therapy and Informal Assessment<br/>Progress in AVT Sessions<br/>Summary<br/>The Intervention Session<br/><br/>Summary<br/>Discussion Questions<br/>References<br/><br/>Chapter 10. Competent Communicator Stage<br/>Key Points<br/>Basic Characteristics of a Competent Communicator Stage<br/><br/>Listening<br/>Language<br/>Speech<br/><br/>Goals for the Competent Communicator Stage<br/><br/>Developing an Appropriate Therapy Plan by Addressing Strengths and Areas of Need<br/>Typical Goals for the Stage Competent Communicator<br/>How Do We Work on These Goals?<br/><br/>Targeting and Incorporating Goals<br/><br/>Auditory Attention, Detection, Memory, Discrimination, Auditory Recognition, Sequencing, and Comprehension<br/>Auditory Retrieval and Expressive Communication<br/><br/>Putting It All Together: Case History<br/><br/>Auditory Process for Using Sound Meaningfully<br/>Auditory Process for Learning to Talk<br/>Auditory Process for Learning Language<br/>Summary<br/>The Intervention Session<br/><br/>Summary<br/>Discussion Questions<br/>References<br/><br/>Chapter 11. Advanced Communicator Stage<br/>Sylvia Rotfleisch<br/><br/>Key Points<br/>Basic Characteristics of an Advanced Communicator Stage<br/><br/>Listening<br/>Language<br/>Speech<br/><br/>Goals for the Advanced Communicator<br/><br/>Developing an Appropriate Therapy Plan by Addressing Strengths and Areas of Need<br/>Typical Goals for the Advanced Communicator Stage<br/>How Do We Work on These Goals?<br/><br/>Targeting and Incorporating Goals<br/><br/>Auditory Attention, Selection, Memory, Discrimination, Auditory Recognition, Sequencing, and Comprehension<br/>Auditory Retrieval and Expressive Communication<br/><br/>Putting It All Together: Case History<br/><br/>Auditory Process for Using Sound Meaningfully<br/>Auditory Process for Learning to Talk<br/>Auditory Process for Learning Language<br/>Summary<br/>Progress Over Time With Intervention<br/>The Intervention Session<br/><br/>Summary<br/>Discussion Questions<br/>References<br/><br/>Index |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc. |
"Listening and Spoken Language Therapy for Children with Hearing Loss: A Practical Auditory-Based Guide is a well-organized and practical textbook based on a proven spoken language, speech, and listening model for teaching children with hearing loss. Supported by decades of research and experience, the stage-based model is presented with clear steps for intervention. Written in easy-to-understand language, this textbook is accessible to university students who are new to the field of hearing loss, as well as to new and experienced professionals. It is a highly applicable tool for providing auditory-based therapy which supports therapists to empower parents and caregivers"-- |
| Assigning source |
Provided by publisher |
| 650 12 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Hearing Loss |
| General subdivision |
rehabilitation |
| 650 12 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Language Therapy |
| General subdivision |
methods |
| 650 22 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Language Development |
| 650 22 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Auditory Perception |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Martindale, Maura, |
| Relator term |
author. |
| 776 08 - ADDITIONAL PHYSICAL FORM ENTRY |
|---|
| Relationship information |
Online version: |
| Main entry heading |
Rotfleisch, Sylvia. |
| Title |
Listening and spoken language therapy for students with hearing loss |
| Place, publisher, and date of publication |
San Diego, CA : Plural Publishing, Inc., [2023] |
| International Standard Book Number |
9781635503883 |
| Record control number |
(DLC) 2021030779 |
| 906 ## - LOCAL DATA ELEMENT F, LDF (RLIN) |
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| a |
7 |
| b |
cbc |
| c |
orignew |
| d |
1 |
| e |
ecip |
| f |
20 |
| g |
y-gencatlg |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Source of classification or shelving scheme |
Dewey Decimal Classification |
| Koha item type |
Reference text books |
