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| Foreword | |
| Preface | |
| Acknowledgements | |
| About the Authors | |
| The Art of Intervention | |
| Listening and Spoken Language Interventions: A Model and Activities for Helping Children | |
| Listening Challenges That Children Must Overcome | |
| Model of Auditory, Speech, and Language Development | |
| Summary | |
| 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 | |
| Interventions for Toddlers | |
| Applying the Model With Toddlers | |
| If a Child Is Not Making Measurable Progress | |
| The Need for Flexible Models | |
| Summary | |
| Intervention for Preschoolers | |
| Collaborating With Service Providers | |
| What You Need to Know About a Child's Hearing Loss | |
| What You Need to Know About Previous Intervention | |
| What You Need to Know About Listening Technology | |
| What You Need to Know About a Child With No Prior Services | |
| Planning and Implementing Instruction and Interventions | |
| Factors to Consider When Planning Lessons | |
| Techniques to Use When Conducting a Lesson | |
| Interventions for Preschoolers | |
| Applying the Model With Preschoolers | |
| Summary | |
| Interventions for Children in the Primary Grades | |
| A Typical Day in the Life of the Young Student With a Hearing Loss | |
| The Effects of Hearing Loss in the Classroom | |
| Assessing a Child's Present Levels of Performance | |
| The Multidisciplinary Team of Professionals Who Can Assist the Teacher | |
| Readiness for School | |
| Instructional Considerations | |
| Interventions for Children in the Primary Grades | |
| Applying the Model With Kindergartners and Early Elementary Children | |
| Summary | |
| Developing Literacy Skills in Children With Hearing Losses | |
| Learning to Read | |
| Effective Approaches to Reading | |
| Using Reading to Develop Language - A Paradox | |
| Assessment | |
| Implications for the Special Education Teacher | |
| Implications for the General Education Teacher | |
| Intervention | |
| The Literacy Team | |
| Summary | |
| The Science of Intervention | |
| How Children Hear and Talk: Fundamentals of Listening and Speaking | |
| The Speech Chain | |
| Linguistic Level | |
| Physiological Level: The Physiology of Speech | |
| Physiological Level: The Physiology of Hearing | |
| Acoustic Level | |
| Hearing Aids, Cochlear Implants, and Assistive Listening Devices | |
| Classroom Acoustics - Increasing the Child's Ability to Hear and Understand the Teacher and Peers | |
| Daily Device Monitoring: Your Responsibility | |
| How to Give the Ling Sound Check | |
| Summary | |
| Organizations and Agencies Serving Children With Hearing Losses | |
| Assessments | |
| Sound-Object Associations | |
| Commercially Available Curriculum Guides and Materials | |
| References | |
| Index | |
| Table of Contents provided by Publisher. All Rights Reserved. |
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