LEADER 05271nam 2200685 450 001 9910797306603321 005 20230721042513.0 010 $a1-4522-9338-4 010 $a1-4522-9690-1 035 $a(CKB)3710000000456910 035 $a(EBL)1650890 035 $a(OCoLC)932344251 035 $a(SSID)ssj0001530742 035 $a(PQKBManifestationID)12631343 035 $a(PQKBTitleCode)TC0001530742 035 $a(PQKBWorkID)11530749 035 $a(PQKB)10031425 035 $a(MiAaPQ)EBC1994071 035 $a(EXLCZ)993710000000456910 100 $a20150824h20072007 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aHelping deaf and hard of hearing students to use spoken language $ea guide for educators and families /$fSusan R. Easterbrooks, Ellen L. Estes ; foreword by Mary Ellen Nevins ; cover designer, Michael Dubowe 210 1$aThousand Oaks, California :$cCorwin Press,$d2007. 210 4$dİ2007 215 $a1 online resource (225 p.) 300 $aDescription based upon print version of record. 311 $a1-4129-2733-1 311 $a1-4129-2732-3 320 $aIncludes bibliographical references and index. 327 $aCover; Contents; Foreword; Preface; Acknowledgments; About the Authors; Part I - The Art of Intervention; Chapter 1 - Listening and Spoken Language Interventions: A Model and Activities for Helping Children; Listening Challenges That Children Must Overcome; Awareness of the Whole Child; Model of Auditory, Speech, and Language Development; Parameter 1: Brain Tasks; Detection; Discrimination; Identification; Comprehension; Parameter 2: Listening and Speaking Skills; Suprasegmentals; Vowels and Consonants; Connected Speech; Speech Perception Categories; Parameter 3: External Factors 327 $aStimulus ArrayLinguistic Complexity; Contextual Cues; Background Noise; Parameter 4: Child Actions; Summary; Chapter 2 - Early Detection and Intervention for Infants and Toddlers; Early Detection and Intervention; Necessary Services for Infants, Toddlers, and their Families; How Listening Develops in Infants and Toddlers; How Infants Develop Spoken Language; How Toddlers Develop Spoken Language; Interventions for Babies; Applying the Model with Babies; Parameter 1: Brain Tasks; Parameter 2: Listening, Speaking, and Language Skills; Parameter 3: External Factors; Parameter 4: Child Actions 327 $aInterventions for ToddlersApplying the Model with Toddlers; Parameter 1: Brain Tasks; Parameter 2: Listening, Speaking, and Language Skills; Parameter 3: External Factors; Parameter 4: Child Actions; If a Child is Not Making Measurable Progress; The Need for Flexible Models; Summary; Chapter 3 - Interventions for Preschoolers; Collaborating with Service Providers; What You Need to know about a Child's Hearing Loss; Type of Hearing Loss; Degree of Hearing Loss; Laterality of the Loss; Stability of the Loss; Cause of the Loss; Age of Acquisition of the Loss 327 $aWhat You Need to know about Previous InterventionAge of Intervention and Age at which Child Received Listening Technology; Auditory, Speech, and Language Objectives Mastered During Preschool Years; What You Need to know about Listening Technology; Type of Technology Used; What You Need to know about a Child with No Prior Services; Planning and Implementing Instruction and Interventions; Auditory Language Lessons; Auditory Language Experiences; Mode of Presentation; Nonauditory Cues; Obscuring Your Lips; Premises That Drive Auditory Learning; Factors to Consider When Planning Lessons 327 $aChronological Age-Developmental AgeInterests; Variety of Contexts and Activities; Challenging Yet Successful; Comprehensible Input; Communicative Intent; Techniques to use When Conducting a Lesson; Wait for a Response; Acoustic Highlighting; Whispering; Singing; Building Bridges; Self-Correction Techniques; The "Sandwich" Interaction; Making Progress; Interventions for Preschoolers; Applying the Model with Preschoolers; Parameter 1: Brain Tasks; Parameter 2: Listening and Speaking Skills; Parameter 3: External Factors; Parameter 4: Child Actions; Summary 327 $aChapter 4 - Interventions for Children in the Primary Grades 330 $aBased on the authors' model of auditory, speech, and language development, the book provides educators with effective techniques and strategies for working with children in the primary grades. 606 $aDeaf children$xLanguage 606 $aHearing impaired children$xLanguage 606 $aDeaf children$xEducation 606 $aHearing impaired children$xEducation 615 0$aDeaf children$xLanguage. 615 0$aHearing impaired children$xLanguage. 615 0$aDeaf children$xEducation. 615 0$aHearing impaired children$xEducation. 676 $a371.91/24622 700 $aEasterbrooks$b Susan R.$0956414 702 $aEstes$b Ellen L. 702 $aNevins$b Mary Ellen 702 $aDubowe$b Michael 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910797306603321 996 $aHelping deaf and hard of hearing students to use spoken language$93724280 997 $aUNINA