About the Book
Chermak and Musiek's two-volume, award-winning handbooks are back in newly revised editions. Extensively revised and expanded, Volume II provides expanded coverage of rehabilitative and professional issues, detailing intervention strategies for children and adults. Volume I provides comprehensive coverage of the auditory neuroscience and clinical science needed to accurately diagnose the range of developmental and acquired central auditory processing disorders in children, adults, and older adults. Building on the excellence achieved with the best-selling 1st editions - which earned the 2007 Speech, Language, and Hearing Book of the Year Award - the second editions include contributions from world-renowned authors detailing major advances in auditory neuroscience and cognitive science; diagnosis; best practice intervention strategies in clinical and school settings; as well as emerging and future directions in diagnosis and intervention. Exciting new chapters for Volume II include: Evidence Supporting Auditory Training in Children, by Jeffrey Weihing, Gail D. Chermak, Frank E. Musiek, and Teri James Bellis School Polices, Process, and Services for Children with CAPD. by Georgina T.
F. Lynch and Cynthia M. Richburg Historical Foundations/Pioneers, by James W. Hall III and Anuradha R. Bantwal Remediation of Spatial Processing Issues in CAPD, by Sharon Cameron and Harvey Dillon The Dichotic Interaural Intensity Difference (DIID) Training, by Jeffrey Weihing and Frank E. Musiek Considerations for the Older Adult Presenting Peripheral and Central Auditory Dysfunction, by Gabrielle Saunders, M. Samantha Lewis, Dawn Konrad-Martin and M. Patrick Feeney Case Studies, by Annette E. Hurley and Cassandra Billiet Clinical and Research Issues in CAPD, by Jeffrey Weihing, Teri James Bellis, Gail D. Chermak, and Frank E. Musiek
Table of Contents:
Foreword by Robert W. Sweetow Preface Acknowledgements About the Editors Contributors Section I: Foundations Chapter 1. Neurobiology, Cognitive Science, and Intervention Gail D. Chermak, Teri James Bellis, & Frank E. Musiek Chapter 2. Evidence-Based Practice and Treatment Efficacy Jane T. Pimentel & Ella Inglebret Chapter 3. The Efficacy of Auditory Training in Children and Adults With Central Auditory Processing Deficits Jeffrey Wehing, Gail D. Chermak, Frank E. Musiek, & Teri James Bellis Chapter 4. Acoustic Foundations of Signal Enhancement and Room Acoustics Jacek Smurzynski Chapter 5. School Polices, Process, and Services for Children With Central Auditory Processing Disorder Georgina T.F. Lynch & Cynthia M. Richburg Chapter 6. Historical Foundations of Central Auditory Processing Disorder James W. Hall III & Anuradha R. Bantwal Section II: Interventions Chapter 7. Auditory Training Frank E. Musiek, Gail D. Chermak, & Jeffrey Weihing Chapter 8. Remediation of Spatial Processing Issues in Central Auditory Processing Disorder Sharon Cameron & Harvey Dillon Chapter 9. Dichotic Interaural Intensity Difference (DIID) Training Jeffrey Weihing & Frank Musiek Chapter 10. Central Resources Training: Cognitive, Metacognitive, and Metalinguistic Skills and Strategies Gail D. Chermak Chapter 11. Computer-Based Auditory Training (CBAT) for Central Auditory Processing Disorder Linda M. Thibodeau Chapter 12. Signal Enhancement: Personal FM and Sound-Field Technology Carol Flexer Chapter 13. Classroom Management: Collaboration with Families, Teachers, and Other Professionals Jeanane M. Ferre Chapter 14. Intervention Approaches for Adolescents and Adults With Central Auditory Processing Disorder Jane A. Baran Chapter 15. Considerations for the Older Adult Presenting With Peripheral (and Central) Auditory Dysfunction Gabrielle Saunders, M. Samantha Lewis, Dawn Konrad-Martin, and M. Patrick Feeney Section III: Multidisciplinary Perspectives on Assessment and Intervention Across The Spectrum of Related Disorders Chapter 16. Assessment of Individuals Suspected or Diagnosed With Central Auditory Processing Disorder: A Medical Perspective 'Doris-Eva Bamiou & Vivian Iliadou Chapter 17. Cognitive-Communicative and Language Factors Associated With Central Auditory Processing Disorder: A Speech-Language Pathology Perspective on Assessment and Intervention Donna Geffner & Deborah Ross-Swain Chapter 18. Central Auditory Processing Disorder and Attention Deficit Hyperactivity Disorder: A Neuropsychological Perspective on Assessment Art Maerlender & Lindsay Heath Chapter 19. Central Auditory Processing Disorder and Attention Deficit Hyperactivity Disorder: A Psychological Perspective on Intervention Warren D. Keller & Kim L. Tillery Chapter 20. Differential Intervention for Central Auditory Processing Disorder, Attention Deficit Hyperactivity Disorder, and Learning Disability Jeanane M. Ferre Section IV: Case Studies Chapter 21. Case Studies: Intervention Annette Hurley & Cassandra Billiet Section V: Future Directions Chapter 22. Clinical and Research Issues in Central Auditory Processing Disorder Jeffrey Weihing, Teri James Bellis, Gail D. Chermak, & Frank E. Musiek Chapter 23. Emerging and Future Directions in Intervention for Central Auditory Processing Disorder Gail D. Chermak & Frank E. Musiek Glossary Index
About the Author :
Dr. Gail D. Chermak is professor and chair of the Department of Speech and Hearing Sciences at Washington State University. She held the Washington State University College of Liberal Arts Edward R. Meyer Distinguished Professorship in 1999-2002 and she received the College's Distinguished Faculty Award in 2002. She holds the Certificate of Clinical Competence in Audiology, and she is a fellow of the American Academy of Audiology (AAA) and the American Speech-Language-Hearing Association (ASHA). She is included in several major American and international biographical listings. Funded by the Kellogg Foundation, the World Institute on Disability, and the Fulbright American Republics Research Program, she has traveled extensively, consulting with public and private agencies in the area of rehabilitation service delivery. She has chaired and served on a number of national professional committees and task forces, including the ASHA Work Group on Central Auditory Processing Disorder (CAPD), which recently completed a technical report and position statement. Presently, she serves on the AAA's CAPD Task Force. Frank E. Musiek, PhD, is Professor and Director of Auditory Research in the Department of Communications Sciences, and Professor of Otolaryngology in the School of Medicine at the University of Connecticut. He is the 2007 Recipient of the James Jerger Career Award for research in Audiology, and recipient of the 2007 "Book of the Year Award" for his two-volume text, Handbook of Central Processing Disorder, co-edited with Gail Chermak. He has published over 140 refereed articles, 39 book chapters, and 8 books in the areas of auditory evoked potentials, central auditory disorders, and auditory neuroanatomy/physiology.
Review :
"These books provide a wealth of evidence-based information to address the fact that, despite awareness of an auditory-specific perceptual disorder (APD or CAPD) in children and adults for more than 60 years, a consistent approach to diagnosis and treatment has yet to be determined. ------------------------------------------------------------------ Volume 1 provides information about the auditory neuroscience and clinical science needed for diagnosis; volume 2 details intervention strategies, rehabilitation and professional issues. ------------------------------------------------------------------ Both volumes emphasise the need for a multidisciplinary approach involving audiologists, SLTs, teachers, psychologists and physicians for assessment, differential diagnosis and intervention. ------------------------------------------------------------------ Case studies provide an invaluable insight for clinicians into how those with APD may present and provide a framework for assessment and intervention. Sharing relevant case studies with parents and carers could be a helpful way of offering support and hope in an area where I have found limited awareness as a clinician and parent." -- Fiona Ford, Specialist SLT, The Orchards Primary Academy, Birmingham, Royal College of Speech & Language Therapists
