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• 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