Audiologic (Re)Habilitation Curricula & Programs

Audiologic (Re)Habilitation Curricula & Programs
Melissa Hall, AuD Audiologic Rehabilitation for Children and Educational Audiology SPA 6581 – Spring 2015 Lecture Date: 02/17/2015

Current Issues in Deaf Education
Accountability and Oversight Communication & Communication Access Low Expectations &S Inadequate Instruction Lack of Evidenced-Based Practices Students with Hearing Loss Who Do Not Have Individualized Education Programs Recruitment &S Retention Parent Involvement Early Hearing Detection & SIntervention and Early Childhood Education Technology Funding and Resources Deaf vs. Hard of Hearing

Best Practices in Educating children who are deaf and hard of hearing

Best Practices Program Standards Program Review
Evidenced-Based Practices Consensus-Based Practices Educational Assessment Progress Monitoring Expanded Core Curricula Observation Checklists

Program Standards Standards that are promoted should contain evidence of benefit and research that justify their practice. It should be determined which standards are most critical to improving student and family outcomes.

Program Review Periodic review of programs and services
Necessary to identify gaps and to monitor implementation of new components of the program Provides an opportunity to educate others regarding basic program parameters and the need for refinement or more significant changes

Colorado Quality Standards for Programs and Services for Students Who Are Deaf and Hard of Hearing
Sections 1 through 5

Section 1 – Identification and Referral
Identification and Referral Collaboration Hearing Screening Audiological Referral Vision Screening

Section 2 – Assessment of Unique Needs
Persons Conducting the Assessment Domains to be Assessed Test Administration Specialized Services, Materials and Equipment Assessment Team Placement Considerations

Section 3 – Support for Instruction and Learning
Statement of Purpose Policy on Language and Communication State Oversight Regional/Cooperative Programs Continuum of Options Students with Multiple Disabilities Program Administrator Staff Qualifications Other Qualified Personnel Workload Management Staff Development Training for General Education Personnel Facilities Program Accountability Self-Assessment

Section 4 – Learning and Instruction
Cohesive Team Focus on Communication Focus on Authentic Peer Interactions District Core Curriculum and Standards Supplemental Specialized Curricula Transitions Purpose of Assessment

Section 5 – Parent, Family, and Community Involvement
Parent Training and Support Parent Leadership and Participation in Program Development Deaf/Hard-of-Hearing Adults & Community Involvement

Evidenced-Based Practices
Refers to an approach in which current, high-quality research evidence is integrated with practitioner expertise and client preferences and values into the process of making clinical decisions.

In making clinical practice evidence-based, audiologists and speech-language pathologists need to…
recognize the needs, abilities, values, preferences, and interests of individuals and families to whom they provide clinical services, and integrate those factors along with best current research evidence and their clinical expertise in making clinical decisions; acquire and maintain the knowledge and skills that are necessary to provide high quality professional services, including knowledge and skills related to evidence-based practice; evaluate prevention, screening, and diagnostic procedures, protocols, and measures to identify maximally informative and cost-effective diagnostic and screening tools, using recognized appraisal criteria described in the evidence-based practice literature;

In making clinical practice evidence-based, audiologists and speech-language pathologists need to…
evaluate the efficacy, effectiveness, and efficiency of clinical protocols for prevention, treatment, and enhancement using criteria recognized in the evidence-based practice literature; evaluate the quality of evidence appearing in any source or format, including journal articles, textbooks, continuing education offerings, newsletters, advertising, and Web-based products, prior to incorporating such evidence into clinical decision making; and monitor and incorporate new and high quality research evidence having implications for clinical practice.

Consensus-Based Practices
Given the lack of evidenced-based practices, many teachers and clinicians focus on consensus-based practices Ones that we agree are good practices to implement with DHH students even though we lack sufficient scientific evidence to support their use Potential difficulties with consensus-based practices? Funding Outcomes Prognosis Others?

Educational Assessment
Reasons for Assessment Identify student needs Plan instruction Evaluate student progress Evaluate instructional programs Document student’s achievement Evaluate professionals Evaluate schools and school districts Categorization of Assessment Purpose Diagnostic for special education eligibility and program planning Curriculum-based for progress monitoring Method of Assessment (Luckner and Bowen 2006)

Progress Monitoring Process of collecting ongoing data to monitor skills that are important for students to be successful in school Data are then used to adjust instruction to increase performance Performance benchmarks Need to be conducted frequently to monitor progress in core academic subjects Measures may occur: Weekly Biweekly Monthly As needed Curriculum-based measurements (CBMs) A method teachers use to find out how students are progressing in basic academic areas such as math, reading, writing, and spelling.

Expanded Core Curricula
These topics expand on the required school curricula to address specific instruction in areas that are unique to deafness and hearing loss Challenge 1 Adding these curricular areas Challenge 2 Who will teach them Where will the instruction be fit into the school day

Expanded Core Curricula For Students Who Are Deaf and Hard of Hearing
Communication and Language Development All children have the right to an effective & efficient communication system as a precursor to language development Family Education Effective communication & language development cannot occur without the support & involvement of the family. Audiology Students are empowered when they understand their hearing loss. Technology Technology improves quality of life, provides access, and is vital for emergency information. Page 481

Expanded Core Curricula For Students Who Are Deaf and Hard of Hearing
Transition DHH students and their families need specialized information about life skills, vocational rehabilitation, social security, and laws. Social Interaction Skills Incidental learning through audition is hindered when there is a hearing loss, whether it is mild or profound. Deaf Studies Students may benefit from studying the history, language, and contributions of the Deaf community. Advocacy Students and their families need knowledge in areas such as requesting reasonable and appropriate communication access, requesting interpreters, advocating for legal rights, accessing services after high school, ADA, Section 504, and IDEA

Teaching Spoken Language Normal, everyday interactions
Incidental Interacting Embellished Interacting Adults are teaching children every time they interact with them, whether or not they are aware of it “Worm on the sidewalk” example Expand upon the incidental interaction Think of this as… Incidental seizing-of-the-teachable-moment is embellished interacting, or embellished teaching by the adult.

Incidental Teaching Child is 2 ½ years old with hearing loss
Parent and child take a walk. They come upon a live worm on the sidewalk. The child points and says, “Look! Worm!” Child continues to look at the worm The parents bends down and replies, “Yes – I see it. Look! The worm is wiggling!” Parent is teaching child: What child says is meaningful and of communicative value to the parent That people respond to each other in conversations The response is generally related to the semantic content of the previous speaker’s utterance Teaching present progressive form (be + verbing) Auditory event – parent is within 18 inches of the child’s hearing aids, child is looking at the worm not the parent’s face

Embellished Teaching Part 1 - Incidental
The child points and says, “Look! Worm!” Child continues to look at the worm The parent bends down and replies, “Yes – I see it. Look! The worm is wiggling!” Part 2 - Embellished Parent - “Wiggle, wiggle, wiggle. The worm is still wiggling!” (Pause for child to respond) Parent – “Oh look! There’s another worm that’s wiggling.” (Pause while the child finds another worm) Parent – “Oh – you found another one! Is that worm wiggling?” (Pause.) Parent – “Yes, it is! Oh, that’s funny. Can you wiggle like a worm?” (And so on) In the parent’s mind… Wiggle has become a vocabulary goal Parent is providing varied, repetitive exposure to that goal and attempting to elicit it

Learning Contexts & Teaching Approaches
Incidental Learning Embellished Informal Teaching Semi-Formal Teaching Formal Teaching Happens in normal, everyday events and interactions Seize the moment Adult directed, pre-planned activities Adult directed Should occur at home and school Use of strategies to embellish the normal situation Developmentally appropriate Deliberate, direct, methodical Specific goals and objectives Use of strategies Typically done at school Happens in traditional educational setting All learner types Delayed & remedial learners School age remedial learners

Types of Learners Developmental Delayed Remedial
English Language Skills Within 1 year of typically developing peers 1-2 yrs behind peers Greater than 2 yrs behind peers, scattered language skills Learning/Teaching Context Informal Learning Primarily semi-formal, also need informal Formal learning, with generalized to informal Educational Placement Fully mainstreamed by preschool/kindergarten Mainstreaming by kindergarten may be a challenge due to language gap One hour/per day/per year; social mainstreaming

Observation Checklists
The Preschool/Kindergarten Placement Checklist from the Placement and Readiness Checklist (PARC) Assists parents and early intervention providers in conducting systematic observations of classrooms to select the most appropriate placement for each child Checklist functions to set up expectations Student Checklists Should be used by the IEP team to identify a supportive and accessible classroom Also help to identify training needs that can be addressed before placement Appendix 13-D

Effective Practices in Closing Achievement Gaps (Schwartz, 2001)
State and District Roles Development and implementation of accountability standards Dissemination of existing research-based instructional programs Dissemination of information about effective instructional strategies Early Childhood Provision of high-quality preschool programs Provision of family literacy programs School Climate Identification and identification of every student’s potential Maintenance of a safe and orderly school School Organization Smaller classes in earlier grades Equitable grouping of students Teaching and Learning Provision of increased instructional time in reading, mathematics, and other basic skills Provision of supplemental individualized education supports Provision of learning resources

Intervention Issues The most effective ingredients of intervention for young children who have hearing loss include: Beginning intervention when the child is very young Following a normal developmental sequence Having parents be the primary teachers of their children Educational Programs Differ on several important dimensions Chapter 6 in Flexer’s book

Intervention: 4 Basic Premises
1st Premise Begin intervention with children who have hearing loss when they are very young Research/evidence based Sensitivity of the brain’s neural pathways Verbal and academic deficits seen when intervention begins later 2nd Premise Help the children learn to listen and talk Keep as much of the world open to them as possible 3rd Premise Help the parent help the child learn spoken language through listening 4th Premise Acquiring spoken language through listening, a child with a hearing loss will generally follow a normal developmental path Flexer page 162 2nd chapter 7 3rd chapter 9 and 10

Differentiating Dimensions of AR Programs
Public and Private Close inspection of the programs reveal that they vary on several theoretical and methodological dimensions Distinctions: 1) The nature and manner of parent involvement in the child’s learning can be different in different programs. 2) Programs vary in the emphasis placed on normal everyday interactive events as the context within which the child will learn language, versus an emphasis on the child learning language from participating in adult-directed teaching activities. 3) Programs and interventionists also vary in their use of sense modalities in providing spoken language input, both in normal everyday conversations and in more adult-directed activities. Flexer 164

Distinction 1 – Parent Involvement
# of sessions per week Whether or not parent is in the therapy room or observing from outside Who is the person who interacts primarily with the child? Parent or therapist? Location of the session Parent group meetings and activities outside of the sessions Nature and amount of information supplied to the parent about how to help the child outside of the intervention sessions

Distinction 2 – Language Learning Environments
Programs differ on the extent to which they employ either model Developmental model Remedial model

Distinction 3 – Use of Sense Modalities
Three likely avenues of sensory input for spoken language Audition Visual Tactile

Curricula/Training Programs

Program Selection Audition – Audiologic Re(Habilitation) Literacy
Look for a program in which: Children can maximize their auditory potential all day where they are expected to learn to listen and speak Spoken language is the primary language The curriculum prepares children for mainstreaming

Program Selection… Ensure the program offers:
Individualized Family Service Plan (IFSP) for children birth to 3 yrs or Individualized Education Program (IEP) for children 3 yrs+ Quality and professional education of the staff, including playtime supervisors, counselors, and others Curricula that prepare the child for transitions A social and physical environment that supports the child’s efforts to learn to listen and speak Comprehensive audiological management

Requirements of AR Program
Qualified Professionals from the AR Team Individual sessions Parents and clinician are partners Focus on listening/audition Case manager – clinician or audiologist

Typical Habilitation Session Session begins with a discussion about progress and any problems encountered during the previous week Session continues according to the lesson plan Goals: audition, speech, language, communication, cognition Developed concurrently Session ends with the therapist discussing strategies for generalization and integrating the goals from the lesson into everyday activities at home and in the community

Classroom and Therapy Rooms Teaching Resources Dedicated, quiet and non-reverberating room Child friendly environment Video camera Storage for toys (out of sight) *May not be possible… Resources: Toys, games, puzzles, and books Basic concepts: quantity, shapes, colors, time, size, weight, temperature Lesson Plan: Audition, speech, language, cognition, and communication goals Parents need a notebook to record activities and goals Video the sessions Good evaluation tools to see and measure progress

Goal Setting: Long-Term Goal Setting: Short-Term Age appropriate speech and language Effective auditory comprehension Intelligible speech Communicative competence Mainstream education Graduate from an AR program into a regular school when they are age appropriate in their speech, language, and communication Follow developmental sequence based on needs of the individual child: Audition Use the 5 Levels of the Auditory Learning Guide (ALG) Sound Awareness Phoneme Level Discourse Level Sentence Level Word Level Speech, Language, Cognition, and Communication goals

Planning the Weekly Lesson Use developmental model to set your goals, and remedial as appropriate Based on goals in the 3-6 month plan Complete record of activities Will become the diagnostic raw material for when the child’s progress will be reviewed Include Ling 6-7 Sound Check Learning to Listen Sounds Sounds that are associated with toys commonly used by babies and very young children Many of these sounds contain acoustic properties that are significant in perception of speech

The Auditory Learning Guide SkI-HI Model Curriculum Speech Perception Instructional Curriculum Evaluation (SPICE) Auditory Skills Program for Students with Hearing Impairment St. Gabriel’s Curriculum for the development of Audition, Language, Speech, and Cognition CHATS: The Miami Cochlear Implant, Auditory and Tactile Skills Curriculum Listen, Learn, and Talk Spoken Communication for Students Who are Deaf or Hard of Hearing: A Multidisciplinary Approach AuSPlan (Auditory Speech Language): A Manual For Professionals Working With Children Who Have Cochlear Implants Or Amplification (2003) Structured Methods in Language Education (SMILE) Contrasts for Auditory and Speech Training (CAST)

Building Skills for Success in the Fast-Paced Classroom: Optimizing Achievement for Students with Hearing Loss Cottage Acquisition Scales for Listening, Language, and Speech (CASLLS) Bringing Sound to Life: Principles and Practices of Cochlear Implant Rehabilitation My Baby and Me Phono-Graphix See-the-Sound Visual Phonics Top Ten Strategies for Parents Learn To Talk Around The Clock Classroom Goals: Guide For Optimizing Auditory Listening Skills Colorado Model: Partnering with Families – A Clinical Training Manual Parent-Infant Communication (4th Edition) Teaching Activities for Children Who Are Deaf or Hard of Hearing – A Practical Guide for Teachers

THE SKI-HI MODEL CURRICULUM (2004)
Sensory Kids Impaired Home Intervention Offers support and resources in natural environments Infants, toddlers, and preschoolers (birth to 5 years) who are DHH Comprehensive family oriented curriculum Information and activities for families: Early communication Audition Hearing aids American Sign Language (ASL) resources Aural-oral language Total communication Psycho-emotional support Five follow-up language programs are offered: Bi-Bi, Signing English, Aural-Oral, Cued Speech, and ASL Emphasis *Must be trained prior to using the program* Bi-Bi: There seems to be quite a bit of talk these days about using the bilingual (two languages) bicultural (two cultures) to teach English to Deaf children. The supporting idea is that Deaf children can readily learn ASL. We can use ASL as a foundation language from which to build an understanding of a second language (English).

Speech Perception Instructional Curriculum Evaluation (SPICE)
Curriculum kit for developing speech/listening skills/processing skills in children who use either CIs or HAs Program provides a sequence of lesson objectives, as well as activity suggestions for each objective Ages 3 to 12 Can be adapted to a variety of language levels Goals for the curriculum: Detection Supra-segmental perception Vowels and consonants Connected speech Available through: Central Institute for the Deaf

Auditory Skills Program for Students with Hearing Impairment
New South Wales (NSW) Department of Education and Training Curriculum for students in Kindergarten to 6th grade Systematic program designed for teachers to develop speech and language through listening in their students with hearing impairment Guides the development of students’ language skills in quiet and noise conditions: Detect sounds Comprehend and use spoken language at: Discourse level Sentence level Word level Phonemes and suprasegmentals Allows for developmental and remedial teaching Placement tests designed to pinpoint appropriate starting places in the program A section on audiological management provides comprehensive information to guide teachers and support personnel in establishing daily routines to maintain listening devices at optimum levels.

St. Gabriel’s Curriculum for the development of Audition, Language, Speech, and Cognition
Available through: Alexander Graham Bell Association Guide for professionals working with children with hearing loss from birth to 6 yrs Developmental sequence for the areas Audition Component Auditory awareness, 7-sound test, auditory memory Language Component Expressive and receptive developmental sequence for the structures of English Speech Component Developmental stages of early speech, development of auditory feedback skills, order for acquisition (vowels, diphthongs, and consonants), checklist of phonological processes Cognitive Component Hierarchical order for the development of critical thinking skills Initially developed for a center utilizing the Auditory-Verbal approach Can be adapted to students using a range of communication methodologies and educational approaches

CHATS: The Miami Cochlear Implant, Auditory and Tactile Skills Curriculum
Available through: Alexander Graham Bell Association Sequence of goals to facilitate auditory development for students of all ages using a variety of technologies including cochlear implants Receptive and expressive goal categories Objectives within each category follow a developmental sequence Activities are provided to support the goals in each category

Listen, Learn, and Talk Available through: Cochlear Corporation
Auditory habilitation program for young DHH children who are learning to listen and talk Program consists of: Manual Importance of parent participation Theory behind auditory development Strategies for facilitating spoken language development Integrated scales for monitoring/documenting development in listening, language, speech, cognition, and social communication Three Videotapes (Babies Babble, Toddlers Talk, and Children Chatter)

Spoken Communication for Students Who are Deaf or Hard of Hearing: A Multidisciplinary Approach
Speech text Supports using a multidisciplinary team approach to develop spoken communication skills regardless of the type and degree of hearing loss or the educational philosophy Multidisciplinary team: Teachers, speech therapists, parents, school personnel, and students Classroom setting Provides pictures, forms, discussions, experiments, and practical ideas for use in school or home

AuSPlan (Auditory Speech Language): A Manual For Professionals Working With Children Who Have Cochlear Implants Or Amplification (2003) Available through: Advanced Bionics Developed by: Adeline McClatchie and Mary Kay Therres Guide for professionals in developing a communication therapy plan for children with cochlear implants and/or hearing aids Framework for rating child’s potential to use a cochlear implant and performance outcomes 3 components: Pre-Implant Candidacy and Prediction of Realistic Outcomes Expected Educational Placement and Support Services Specific auditory, speech, and language goals

Structured Methods in Language Education (SMILE)
Available through: Alexander Graham Bell Association Multisensory program that teaches Speech Reading Writing Children with severe language and communication delays Hearing loss Dyslexia Autism spectrum Engaging yet simple Expressive and receptive language to improve reading skills

Contrasts for Auditory and Speech Training (CAST)
Available through: Linguisystems Ages 3 to 12, Grades Pre-K to 7 Analytic auditory training program Designed for children with: Hearing loss, cochlear implants, and hearing aids Weakness in auditory discrimination Disorders of speech sound awareness Helps them learn to recognize speech sounds and identify words as they contrast pairs of stimuli Starts with grossly different acoustic characteristics then progresses to finer acoustic distinctions Includes: Pre-test Step-by-step procedures for analytic auditory training Progress log

Building Skills for Success in the Fast-Paced Classroom: Optimizing Achievement for Students with Hearing Loss Available through: Butte Publications Authors: Karen Anderson and Kathleen Arnoldi Book which provides resources that will assist students in optimizing their achievement through improved access and self-advocacy Targets the “expanded core curriculum” Skills that must be mastered in order to benefit from the core curriculum Key features of the book Approaches to eligibility for students who appear appropriate in language and academics but are at risk for developing academic gaps and potential social communication issues Communication repair Social/emotional issues Self-advocacy Applicable to students with hearing loss of all degrees Particularly useful for students who are mainstreamed

Cottage Acquisition Scales for Listening, Language, and Speech (CASLLS)
Available through: Alexander Graham Bell Association A product to help assess, select objectives, and plan instruction to document and facilitation language acquisition in children with hearing loss Based on language development beliefs of researcher: Christie Yoshinaga-Itano (Language assessment of infants and toddlers with significant hearing loss, Seminars in Hearing, 1994) Set of scales Pre-verbal Pre-sentence Simple sentence Complex sentence Sounds and speech Follows a developmental approach of language, listening, cognition, and speech

Bringing Sound to Life: Principles and Practices of Cochlear Implant Rehabilitation
Available through: Advanced Bionics Systematic approach to spoken language habilitation for children of all ages Helpful for providing insights, strategies and tools Resource for family education and/or teacher training Includes: Video training series Building Blocks of Spoken Language Understanding Hearing and Hearing Loss Cochlear Implants and Children: An Opportunity, Not a Cure Principles and Practices of Cochlear Implant Rehabilitation Manual Program to develop phoneme perception WASP – Word Associations for Syllable Perception

My Baby and Me Developed by: Betsy Moog Brooks of The Moog Center for Deaf Education Notebook-style resource for parents (and the professionals that work with the families) Provides strategies and tips for helping a child learn to listen and talk Personalized for each child and family Information Language learning Hearing loss Developed for families using an “oral only” approach to communicating with their hearing impaired child Information is beneficial for any family interested in developing and documenting their child’s spoken language skills regardless of the communication methodology chosen

Phono-Graphix Available through: Read America
Supports phonemic development and reading Includes: Instructional manual and materials This program can be used as part of a reading and/or speech development program More of a supplemental tool than an AR program

See-the-Sound Visual Phonics
Available through: International Communication Learning Institute Combines the following cues to assist in developing phonemic awareness, speech production, and reading skills: Visual Tactile Kinesthetic Auditory feedback Provides a system to help children with hearing loss “see” and internalize English phonemes 45 hand movements for phonemes that relate to how a sound is produced Must participate in a formal training session prior to using this program

Top Ten Strategies for Parents
Available through: Alexander Graham Bell Association Developed by Jill Bader, Founding Director of the Hear at Home program in Colorado For children with hearing loss Materials: Manuals include clearly written descriptions of ten strategies to facilitate a child learning to listen and speak 1 manual for families 1 manual for professionals working with families Videos

Learn To Talk Around The Clock
Available through: Alexander Graham Bell Association Oral, early intervention program Designed for professionals who work with families of children who are deaf or hard of hearing Focuses on language learning in the child’s home environment Provides a toolbox for professionals to maximize the caregiver’s language development techniques by encouraging interactions during everyday activities Premise Providing opportunities for interaction in everyday life provides the groundwork for auditory and language development Curriculum includes: toolbox and video

Classroom Goals: Guide For Optimizing Auditory Listening Skills
Available through: Alexander Graham Bell Association Designed to support development of auditory learning regardless of: Hearing level Type of amplification used Grade level Mode of communication Describes practical ways for teachers to create situations to encourage development and use of residual hearing in the classroom The actual activities are content specific, but the strategies they employ can be applied to any content area or book.

Colorado Model: Partnering with Families – A Clinical Training Manual
Early Intervention Designed specifically to serve families of children with hearing loss, from birth to preschool, in the secure surroundings of their own homes Parent facilitator Designs an individual program that fits both the family’s needs and the child’s learning style Helps family members to develop techniques to encourage their child’s speech, language, and listening skills Colorado Home Intervention Program (CHIP) Provides services to families of deaf and hard of hearing children Focus on family-centere

Parent-Infant Communication (4th Edition)
Available through: Butte Publications Developed by: Valerie Schuyler and Jane Sowers Family-centered curriculum of listening and communication skills development for children Birth to 4 yrs Follows developmental sequence for auditory and language skills acquisition Guide parents in promoting their child’s listening and language development

Teaching Activities for Children Who Are Deaf or Hard of Hearing – A Practical Guide for Teachers
Developed by: Jean Sachar Moog, Karen Kusmer Stein, Julia J. Biedenstein, and Christine H. Gustus Book which provides overall guidelines to help teachers decide what to teach, and how and when to teach it. Intended for use by teachers to focus on the following: Vocabulary Syntax Conversational activities Language expansion

Remember… Not every child with severe to profound hearing loss does learn to talk, sometimes in spite of the best efforts of parents and professionals. Let’s do what we can! Reasons for lack of satisfactory progress in spoken language can include: Late diagnosis Poorly fitting and/or poorly maintained hearing aids Impoverished educational program Lack of appropriate sensory aids for those with no measureable hearing Insufficient or ineffective parental involvement Additional disabilities Additional problems in learning None of those factors by itself precludes the possibility of the child learning to talk, but a combination of several of them can mitigate against it.

References Cochlear. (2005). Listen learn and talk: Another cochlear innovation. (2nd ed.). Alexandria, NSW: Cochlear Limited. Cole, E. B., & Flexer, C. (2007). Children with hearing loss: Developing listening and talking birth to six. San Diego, CA: Plural Publishing, Inc. Deconde Johnson, C., & Seaton, J. B. (2012). Educational audiology handbook. (2nd ed.). Clifton Park, NY: Delmar Cengage Learning. Ling, D. (2002). Speech and the hearing-impaired child: Theory and practice. (2nd ed.). Washington, DC: Alexander Graham Bell Association for the Deaf and Hard of Hearing. Ling, D., & Ling, A. H. (1978, 1980, 1985). Aural habilitation: The foundations of verbal learning in hearing-impaired children. (3rd ed.). Washington, DC: AG Bell Association for the Deaf, Inc.

Audiologic (Re)Habilitation Curricula & Programs

Similar presentations

Presentation on theme: "Audiologic (Re)Habilitation Curricula & Programs"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Audiologic (Re)Habilitation Curricula & Programs

Similar presentations

Presentation on theme: "Audiologic (Re)Habilitation Curricula & Programs"— Presentation transcript:

Similar presentations

About project

Feedback