Foundations of Aural Rehabilitation

Nancy Tye-Murray, PhD, is a Professor at the Washington University School of Medicine in St. Louis and an Adjunct Professor at the University of Canterbury in Christchurch, New Zealand. She is Principal Investigator of grants from the National Institutes of Health, which provide support for her research in audiovisual speech perception and auditory training. She is also the CEO of an Internet-based hearing health company, Amptify (www.amptify.com), which provides a hearing health care digital therapeutic and other services that audiologists can use to provide aural rehabilitation to their patients. Dr. Tye-Murray is the past president of the Academy of Rehabilitative Audiology, former Hearing Editor for the Journal of Speech, Language, and Hearing Research, and former Director of Research at the Central Institute for the Deaf.

• PrefaceChapter 1: IntroductionThe World Health Organization (WHO) And Hearing-Related DisabilityServices Included in the Aural Rehabilitation PlanWhere Does Aural Rehabilitation Occur?Who Provides Aural Rehabilitation?Hearing LossService NeedsCulture and Cultural CompetenceEvidence-Based PracticeCase Study: Applying the WHO's International Classification of Functioning, Disability andHealthCase Study: Evidence-Based Practice Decision MakingFinal RemarksKey Chapter PointsTerms and Concepts to RememberAppendix 1-1Appendix 1-2Appendix 1-3 Part I The Components of an Aural Rehabilitation PlanChapter 2: Diagnostics and Listening DevicesHearing Testing and the AudiogramSpeech Recognition Testing and Speech AudiometryListening DevicesHearing AidsTeleaudiologyOver-The-Counter Hearing Aids and Personal Sound Amplification ProductsCochlear ImplantsHearing Assistive Technology Systems And Assistive Listening DevicesCase Study: Listen to the MusicFinal RemarksKey Chapter PointsTerms and Concepts to RememberKey ResourcesChapter 3: Auditory-Only Speech Perception and Auditory TrainingListening to Speech With a Hearing LossGoals of Auditory Training and CandidacyHistorical NotesBrain Plasticity and Auditory TrainingTheoretical Underpinnings for Auditory TrainingAuditory Training to Improve Speech RecognitionAuditory Training to Improve Music PerceptionBenefits of Auditory TrainingCase Study: Learning to Hear AgainFinal RemarksKey Chapter PointsTerms and Concepts to RememberChapter 4: Audiovisual Speech Perception and Speechreading TrainingSpeechreading for CommunicationCharacteristics of a Good LipreaderWhat Happens When Someone Lipreads?The Difficulty of the Lipreading TaskWhat Happens When Someone Speechreads?Factors That Affect the Speechreading ProcessAssessing Vision-Only and Audiovisual Speech RecognitionSpeechreading TrainingBenefits of Speechreading TrainingOral InterpretersCase Study: An Exceptional LipreaderFinal RemarksKey Chapter PointsTerms and Concepts to RememberChapter 5: Communication Strategies and Conversational StylesConversationFacilitative Communication StrategiesRepair StrategiesStages of Communication BreakdownResearch Related to Repair Strategy Usage and Communication BreakdownsConversational Styles and BehaviorsCase Study: A Couple ConversingFinal RemarksKey Chapter PointsTerms and Concepts to RememberChapter 6: Communication Strategies Training and Digital TherapeuticsConversational FluencySelf-EfficacyIssues to Consider When Developing an In-person Training ProgramGetting Started Model for TrainingAn Example of the Communication Training Model in Practice: Acknowledgement Tactics Program Evaluation Short-Term TrainingCommunication Strategies Training for Frequent Communication PartnersDigital TherapeuticsBenefits of TrainingCase Study: A Digital ChatFinal RemarksKey Chapter PointsTerms and Concepts to RememberKey ResourcesChapter 7: Counseling, Psychosocial Support, and Assertiveness TrainingThe Patient's Story and Narrative TherapyCounseling Psychosocial Support Assertiveness Training Related ResearchCase Study: Solving Challenging SituationsFinal RemarksKey Chapter PointsTerms and Concepts to RememberKey ResourcesAppendix 7-1Part II Aural Rehabilitation for AdultsChapter 8: Aural Rehabilitation for AdultsPrevalence of Hearing Loss Among AdultsWho Is This Person?Where Is the Patient in the Journey?A Patient-Centered ApproachThe Aural Rehabilitation PlanTinnitus InterventionCase Study: One Size Doesn't Fit AllFinal RemarksKey Chapter PointsTerms and Concepts to RememberKey ResourcesAppendix 8-1Chapter 9: Older AdultsOverview of the PopulationAn Aural Rehabilitation BlueprintActivity Limitations and Participation RestrictionsAudiological Status and Otologic HealthLife-Situation FactorsHealth VariablesThe Effects of Untreated Hearing LossAural Rehabilitation InterventionOther ServicesThe Frequent Communication Partner's JourneyAural Rehabilitation in the Institutional SettingCase Study: Staying ActiveFinal RemarksKey Chapter PointsTerms and Concepts to RememberKey Resources PART III Aural Rehabilitation for ChildrenChapter 10: Detection and Confirmation of Hearing Loss in ChildrenOverviewDetection of Hearing LossConfirmation of Hearing LossHealth Care Follow-UpParent CounselingCase Study: A Memorable JourneyFinal RemarksKey Chapter PointsTerms and Concepts to RememberKey ResourcesAppendix 10-1Appendix 10-2Chapter 11: Infants and ToddlersLegislation Concerning Children Who Have Hearing Loss The Individualized Family Service PlanCommunication ModeListening DeviceEarly-Intervention ProgramsParental SupportCase Study: A Mother's JourneyFinal RemarksKey Chapter PointsTerms and Concepts to RememberKey Resources Appendix 11-1Appendix 11-Chapter 12: School-Age ChildrenThe Transition from Early Intervention Services to Elementary SchoolCreation of an Individual(ized) Education PlanThe Multidisciplinary TeamSchool and Classroom PlacementAmplification and Assistive Listening DevicesClassroom AcousticsOther ServicesChildren Who Have Mild or Moderate Hearing LossChildren Who Have Auditory Processing DisorderChildren Who Have Unilateral Hearing LossCase Study: IDEA(s) for All ChildrenFinal RemarksKey Chapter PointsTerms and Concepts to RememberKey ResourcesAppendix 12-1Chapter 13: Auditory Training for ChildrenFour Design PrinciplesDeveloping Analytic Training ObjectivesDeveloping Synthetic Training ObjectivesFormal and Informal Auditory TrainingInterweaving Auditory Training With Other Components of Aural RehabilitationExample ProgramsCase Study: Listening With a New Cochlear ImplantFinal RemarksKey Chapter PointsTerms and Concepts to RememberAppendix 13-1Appendix 13-2Chapter 14: LanguageOverviewContentSyntaxPragmaticsLanguage EvaluationApproaches for Teaching LanguageLanguage InstructionCase Study: Vocabulary Gains Following a Speech Perception Training Program With Structured InputFinal RemarksKey Chapter PointsTerms and Concepts to RememberChapter 15: Speech and LiteracySpeech CharacteristicsAssessing Speech SkillsSpeech TherapyLiteracy CharacteristicsLiteracy EvaluationLiteracy InstructionCase Study: Writing Samples from 10- and 11-Year-Old ChildrenFinal RemarksKey Chapter PointsTerms and Concepts to RememberKey ResourcesAppendix 15-1 GlossaryReferencesIndex