Full Description
There is a growing realization that many adolescents with hearing loss require special attention. Despite the benefits of early diagnosis, early amplification, and early intervention, some adolescents with hearing loss do not achieve age-equivalent developmental milestones. The purpose of this book is to assist auditory (re)habilitation practitioners in mitigating the negative effects of hearing loss on communicative, socio-emotional, and academic performance of adolescents who rely on auditory-based spoken language to communicate. It is essential that adolescents whose parents chose auditory-based spoken language receive systematic, consistent, well-planned, appropriate auditory (re)habilitation.
In Auditory (Re)Habilitation for Adolescents with Hearing Loss, Jill Duncan, Ellen A. Rhoades, and Elizabeth Fitzpatrick provide practitioners with key milestones considered fundamental to understanding adolescents with hearing loss as well as a pedagogical foundation and general intervention strategies for both planning and direct face-to-face (re)habilitation with adolescents. The authors summarize important issues related to the spoken language development of adolescents, focus on aspects of communication that are functionally relevant to adolescents with hearing loss, and provide strategies for facilitating auditory-based spoken communication skills. They conclude with a discussion of factors influencing auditory (re)habilitation, both in service delivery and outcomes, and provide the application of theory to practice through a demonstration of case studies.
Contents
Acknowledgements ; Chapter 1. Introduction to Auditory (Re)habilitation for Adolescents ; Chapter 2. Developmental Considerations Fundamental to Understanding Adolescents with Hearing Loss ; Chapter 3. Theories, Philosophies, and Perspectives Underpinning Auditory (Re)habilitation for Adolescents ; Chapter 4. Auditory (Re)habilitation Framework and Pedagogical Practices ; Chapter 5. Audiological Management for Adolescents with Hearing Loss ; Chapter 6. Adolescent Spoken Communication ; Chapter 7. Communication Assessment in Adolescent Auditory (Re)habilitation ; Chapter 8. Literacy and Auditory (Re)habilitation ; Chapter 9. Auditory-based Communication Skills ; Chapter 10. Adolescents with Hearing Loss: Enhancing Learning Potential via Personal Resources ; Chapter 11. Strategies For Facilitating Social Communication of Adolescents With Hearing Loss ; Chapter 12. Computer-Mediated Communication and Its Importance to Adolescents with Hearing Loss ; Chapter 13. Stakeholder Characteristics Influencing the Auditory (Re)habilitation Process For Adolescents With Hearing Loss ; Chapter 14. Theory To Practice In Auditory (Re)habilitation For Adolescents: Two Case Studies ; References
