Listening and Spoken Language Therapy for Children With Hearing Loss: A Practical Auditory-Based Guide

Sylvia Rotfleisch, MSc(A), CCC/A, BSc(OT), LSLS Cert, AVT, is a certified Auditory-Verbal therapist, educator, and audiologist. She has devoted her career to providing therapy to families with children with hearing loss and teaching and mentoring other professionals. Trained at McGill University with Dr. Daniel Ling, Ms. Rotfleisch worked at Montreal Oral School for the Deaf, House Ear Institute, and Echo Horizon School before starting Hear to Talk (hear2talk.com), her own private practice. In addition to working with hundreds of families over more than 35 years, Ms. Rotfleisch has taught at University of Southern California, California Lutheran University, and led international master classes. She lectures, consults and mentors for school districts, helping to update their professional staff and mentors for LSL certification. She has presented at a wide variety of workshops and conferences. Ms. Rotfleisch has also served a variety of committees, including for AG Bell Academy for Listening and Spoken Language (R) and the task Force on Principles of Auditory-Verbal Therapy. ***** Maura Martindale, EdD, LSL Cert. AVEd, is a certified Auditory Verbal Educator. She received her doctorate in Educational Leadership from the University of Southern California in 1999. She is the founder and director of the Master's Degree of Science in the Education of the Deaf and Credential Program, and is an Associate Professor, at California Lutheran University in Thousand Oaks, California. She has provided guidance and support to families of children with hearing loss in listening and spoken language at No Limits for Deaf Children centers in Southern California for over 15 years. Throughout her 40-plus years teaching at numerous universities, Dr. Martindale has prepared hundreds of teachers of the deaf for schools and programs throughout the US. She was a teacher and Director of Educational Services at the John Tracy Clinic in Los Angeles California for 26 years.

• IntroductionAcknowledgementsReviewersChapter 1. Speech Acoustics: The Gold at the End of the Rainbow AudiogramSylvia RotfleischWhy Do We Need to Understand Speech Acoustics?Section I. Basics of SoundKey PointsBasics of SoundAudiogramA Sound Basis Through ApplicationHearing Loss and DetectionModifying the SignalEar Shot/Speech BubbleBackground Noise and Noise ClutterAudible Versus IntelligibleThe 6-dB SignificanceThe 6-dB RuleSounds of SpeechThe BasicsApplicationsDiscussion QuestionsSection II. Speech FeaturesKey PointsSpeech Features and Acoustic CorrelatesThe BasicsThe Applications Related to Speech FeaturesSuprasegmentals, Vowels and DiphthongsConsonantsDiscussion QuestionsSection III. Speech Acoustic Tools and ApplicationsKey PointsLing Six-Sound TestPurpose and AdministrationApplications of the Ling Six SoundsInterpretation of the Ling Six SoundsThe Rainbow AudiogramApplications of the Rainbow AudiogramFunctional AudiogramError Analysis to Determine Perception and Error PatternsCase Study Application of Speech Acoustic ToolsSpeech Acoustics and Hearing Loss ConfigurationsSpeech Acoustics and the Impact on Speech ProductionSpeech Acoustics and Language DevelopmentCase Study Application of Speech Acoustics for Speech and Language DevelopmentThe Gold at the End of the Rainbow Audiogram: Applications for Speech AcousticsDiscussion QuestionsReferencesChapter 2. Guiding and Supporting Parents/Caregivers.Key PointsWhy are Parents Included in Auditory Sessions?Getting Started - PlanningEmotional Supports for FamiliesTeaching Parents and Caregivers: Why Are They Part of Every Session?Family Life: Activities of Daily Living (ADL) as the FOundation of Every SessionEngaging Families in SessionsCultural ConsiderationsScreen TimeSpeech Acoustics and ParentsSummaryDiscussion QuestionsReferencesChapter 3. Stages Not Ages ModelSylvia Rotfleisch and Maura MartindaleKey PointsStages/Sequence of Development (Flow Chart)Determining Child's LevelExpectations for GrowthBrain Functions of AuditionAuditory ProcessesTypical DevelopmentLanguageSpeechTheory of MindSelf-AdvocacyHigher-Order ThinkingSummaryDiscussion QuestionsCasesCase 1Case 2Case 3ReferencesChapter 4. Assessment of English Language, Speech and ListeningMaura MartindaleKey PointsTerms and DefinitionsGeneral Tips for Assessment of ChildrenFormal, Standardized Tests for AssessmentChecklists, Observations, and QuestionnairesBrain Functions for Listening and Spoken LanguageAssessing Spoken Language Spoken Vocabulary/SemanticsLanguage SamplingMean Length of Utterance (MLU)Pragmatic FunctionsSpeech Assessment (Phonetic and Phonologic) How to Align Assessment Data with the Proposed Therapy Model Prelinguistic StageSingle-Word Stage Emerging Word Combinations Stage Communication with Childlike Errors StageCompetent Communicator Stage Advanced Communicator StageReporting Your FindingsGoal Setting Based on Data Gathered and AnalyzedSummaryDiscussion QuestionsReferencesChapter 5. Therapy BasicsSylvia Rotfleisch and Maura MartindaleKey PointsWhat Should Therapy Look Like? Fun!The Chocolate Chip Cookie TheoryGeneral Tips for the SessionsTools, Strategies, Building MaterialsTurn Taking or Serve and ReturnInfant- and Child-Directed Speech (IDS, CDS)NarratingThe Expectant PauseWaiting, Waiting, and Sometimes ... More Waiting ...Blah Blah, Blah GingerJoint AttentionAuditory ClosureAuditory SandwichListening HoopEnhancing PerceptionAcoustic HighlightingLife in Slow MotionThe Three-Act PlayExpansionUpping the AnteVocabulary ExpansionDiscussion QuestionsReferencesChapter 6. Prelinguistic StageSylvia RotfleischKey PointsBasic Characteristics at the Prelinguistic StageListeningLanguageSpeechGoals for the Prelinguistic StageDeveloping an Appropriate Therapy Plan by Addressing Strengths and Aread of NeedTypical Goals for the Prelinguistic StageHow Do We Work on These Goals?Targeting and Incorporating GoalsAuditory Attention, Detection, Memory and DiscriminationAuditory Feedback and Development of the SpeechProduction System; Auditory Retrieval and Expressive CommunicationLanguage Comprehension Development of Auditory Recognition, Sequencing, and ComprehensionPutting It All Together: Case HistoryAuditory Processes for Using Sound MeaningfullyAuditory Processes for Learning to TalkAuditory Processes for Leaning LanguageThe Intervention SessionSummaryDiscussion QuestionsReferencesChapter 7. Single-Word Communication StageSylvia RotfleischKey PointsBasic Characteristics at the Single-Word Stage of CommunicationListeningLanguageSpeechGoals for the Single-Word StageDeveloping an Appropriate Therapy Plan By Addressing Strengths and Areas of NeedTypical Goals for the Single-Word Communication StageHow Do We Work on These Goals?Targeting and Incorporating GoalsAuditory Attention, Detection, Memory, Discrimination, Auditory Recognition, Sequencing, and ComprehensionAuditory Feedback and Speech Production Development of the Speech Production System, Auditory Retrieval, and Expressive Communication Putting It All Together: Case HistoryAuditory Process for Using Sound MeaningfullyAuditory Process for Learning to TalkAuditory Process for Learning LanguageThe Intervention SessionSummaryDiscussion QuestionsReferencesChapter 8. Emerging Word Combinations Stage.Sylvia RotfleischKey PointsBasic Characteristics of the Child With Emerging Words CombinationsListeningLanguageSpeechGoals for the Emerging Words Combinations StageDeveloping an Appropriate Therapy Plan by Addressing Strengths and Areas of NeedTypical Goals for the Emerging Word Combinations StageHow Do We Work on These Goals?Targeting and Incorporating Goals Auditory Attention, Detection, Memory, Discrimination, Auditory Recognition, Sequencing, and ComprehensionTargeting and Meeting Goals for Development of the Speech Production System: Auditory Retrieval and Expressive Communication Putting It All Together: Case HistoryAuditory Process for Using Sound MeaningfullyAuditory Process for Learning to TalkAuditory Process for Learning LanguageThe Intervention SessionSummary The Intervention SessionSummaryDiscussion QuestionsReferencesChapter 9. Communication with Typical Childlike Errors StageSylvia RotfleischKey PointsBasic Characteristics at the Communication with Errors StageListeningLanguageSpeechGoals for the Stage of Communication with ErrorsDeveloping an Appropriate Therapy Plan by Addressing Strengths and Areas of NeedTypical Goals for the Communication with Errors StageHow Do We Work on These Goals?Targeting and Incorporating GoalsAuditory attention, Detection, Memory, Discrimination, Auditory Recognition, Sequencing, and ComprehensionAuditory Feedback and Expressive Communication Putting It All Together: Case HistoryAuditory Process for Using Sound MeaningfullyAuditory Process for Learning to TalkAuditory Process for Learning LanguageDiagnostic Therapy and Informal AssessmentProgress in AVT SessionsSummaryThe Intervention SessionSummaryDiscussion QuestionsReferencesChapter 10. Competent Communicator StageKey PointsBasic Characteristics of a Competent Communicator StageListeningLanguageSpeechGoals for the Competent Communicator StageDeveloping an Appropriate Therapy Plan by Addressing Strengths and Areas of NeedTypical Goals for the Stage Competent CommunicatorHow Do We Work on These Goals?Targeting and Incorporating GoalsAuditory Attention, Detection, Memory, Discrimination, Auditory Recognition, Sequencing, and ComprehensionAuditory Retrieval and Expressive Communication Putting It All Together: Case HistoryAuditory Process for Using Sound MeaningfullyAuditory Process for Learning to TalkAuditory Process for Learning LanguageSummaryThe Intervention SessionSummaryDiscussion QuestionsReferencesChapter 11. Advanced Communicator StageSylvia RotfleischKey PointsBasic Characteristics of an Advanced Communicator StageListeningLanguageSpeechGoals for the Advanced CommunicatorDeveloping an Appropriate Therapy Plan by Addressing Strengths and Areas of NeedTypical Goals for the Advanced Communicator StageHow Do We Work on These Goals?Targeting and Incorporating GoalsAuditory Attention, Selection, Memory, Discrimination, Auditory Recognition, Sequencing, and ComprehensionAuditory Retrieval and Expressive Communication Putting It All Together: Case HistoryAuditory Process for Using Sound MeaningfullyAuditory Process for Learning to TalkAuditory Process for Learning LanguageSummaryProgress Over Time With InterventionThe Intervention SessionSummaryDiscussion QuestionsReferencesIndex