Assessing Listening and Spoken Language in Children With Hearing Loss

Assessing Listening and Spoken Language in Children with Hearing Loss is a comprehensive resource guide in assessments for professionals who provide care to infants, toddlers, preschoolers, and school-aged children who are deaf and/or hard of hearing. The combined knowledge of the editors - an audiologist and a speech-language pathologist, both with 20 years of experience working with children with hearing loss and their families as well as extensive publications and presentations on the topic - brings valuable insights, experience, and research to this book. This book provides information on assessing the whole child, what measures to consider, and how to communicate the findings. It is the distinct source for practical information on how to develop a test protocol, select appropriate tests, ensure a comprehensive assessment, and integrate the findings into an appropriate treatment plan.As a unique resource that focuses on a relevant topic in today's accountability culture, this book will appeal to undergraduate and graduate students in deaf education and communication sciences and disorders, practicing professionals such as speech-language pathologists, audiologists, and psychologists, professionals studying for advanced certifications, as well as teachers of children with hearing loss, professors of aural (re)habilitation, special educators, school administrators, and early intervention service coordinators. Assessing Listening and Spoken Language in Children with Hearing Loss fills the need for texts that address the evaluation of speech, language, and functional listening outcomes in children with hearing loss.

Table of Contents:
Part 1 Foundations in Assessments ============================================================================== *1 Assessing a child who is deaf or hard of hearing, where to begin to put the puzzle pieces together (Tamala Bradham, K. Todd Houston) ============================================================================== *2 Assessment Tools: Evaluating our Measurements (Stephen Camarata) ============================================================================== Part 2 Assessments ============================================================================= *3 Medical Assessments (Susan Wiley) ============================================================================= *4 Auditory Assessments (Tamala Bradham, Allan Diefendorf, Donna Smiley) ============================================================================= *5 Speech Production Assessment (Christina Perigoe, Marietta Patterson) ============================================================================= *6 Language Assessment (Hannah Eskridge Kathryn Wilson) =============================================================================== *7 Psycho-Educational Assessment (Susan Randich) =============================================================================== *8 Literacy Assessment (Krystal Werfel) =============================================================================== *9 Listening Environment Assessment (Carrie Spangler, Carol Flexer) =============================================================================== *10 Hearing Aids Assessments (Ryan McCreery) =============================================================================== *11 Cochlear Implants Assessments (Tamala Bradham, K. Todd Houston) =============================================================================== Part 3 Beyond the Assessments: Components to Consider =============================================================================== *12 Supporting Families through the Assessment Process and Beyond (Janet DesGeorges, Joni Alberg, Patti Martin, Tamala Bradham)=============================================================================== *13 Assessment Considerations for children with hearing loss who are culturally and linguistically diverse (Michael Douglas) =============================================================================== *14 Developing the Intervention Plan (K. Todd Houston)

About the Author :
Tamala S. Bradham, PhD, CCC-A, is a quality consultant in the Center for Quality, Safety & Risk Prevention at Vanderbilt University Medical Center, where she is at the forefront of health care reform, evidence-based practices, and population health and practice management. She has taught numerous courses on the topics of aural (re)habilitation, cochlear implants, introduction to audiology, measurements of hearing, speech and hearing sciences, science of auditory processing, family centered services, and quality improvement. Her research interests include auditory, speech, and language outcomes in children with hearing loss; cochlear implants; discharge practices in speech-language pathology; and family-centered practices in health care. While at Vanderbilt, she was on faculty at the Vanderbilt Bill Wilkerson Center, where she coordinated the pediatric cochlear implant team and pediatric aural (re)habilitation services, managed all outpatient speech-language services for children with hearing loss, and started the Mama Lere Hearing School for children with hearing loss (birth through six years old) that included an outreach intervention program in rural schools that included both on-site and telepractice services. Dr. Bradham is a member of the Technical Assistance Network at the National Center for Hearing Assessment and Management at Utah State University. She served as coordinator for the steering committee of the American Speech-Language-Hearing Association Special Interest Group 9: Hearing and Hearing Disorders in Childhood from 2010 - 2013. Additionally, she was the former director of the Medical University of South Carolina Cochlear Implant Program in Charleston, South Carolina, where she is currently enrolled in the Doctor of Hearing Administration Executive Program. Dr. Bradham believes in continuous learning and shares lessons learned as a frequent blogger on ASHASphere and leanhcare. Dr. Bradham is a multitalented and multifaceted leader that inspires those around her to deliver best practices based on the current state of knowledge, explore opportunities to improve service delivery, and innovate solutions for the tomorrow. ================================================================== K. Todd Houston, PhD, CCC-SLP, LSLS Cert. AVT, is a professor in the School of Speech-Language Pathology and Audiology at The University of Akron, where he teaches courses on the topics of aural (re)habilitation, Auditory-Verbal Therapy, phonology/articulation, phonetics, diagnostics, connected health and learning, and professional practices. His areas of research include spoken language acquisition in children with hearing loss, auditory and visual perception of spoken language, parent engagement in the intervention process, the parenting role of fathers of children with hearing loss, the use of social media and social networking to support clinical practice, and telepractice as a service delivery model. He currently directs the Telepractice & eLearning Laboratory (TeLL), which is designed to evaluate the delivery of speech and language services to children and adults through telepractice service delivery models. The TeLL also functions as a preservice training experience for graduate students in speech-language pathology. Dr. Houston writes extensively on these topics and has published numerous peer-reviewed articles, editorials, and book chapters. He also is the author/editor of Telepractice in Speech-Language Pathology (2013), published by Plural Publishing. Dr. Houston is a sought-after presenter, and he continues to deliver keynote addresses, research findings, workshops, and conference lectures on a range of topics such as telepractice, listening and spoken language outcomes in children with hearing loss, Auditory-Verbal Therapy, parent engagement, and social media/networking.