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Preface | |
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Reviewers | |
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Acknowledgments | |
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Introduction | |
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Audiology as a Profession | |
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Prevalence and Impact of Hearing Loss | |
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Audiology Defined | |
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Historical Development of Audiology | |
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Professional Opportunities | |
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Educational Preparation for Audiology | |
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Professional Licensure and Certification | |
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Professional Affiliations | |
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The Nature of Sound | |
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Sound Waves and Their Characteristics | |
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Waveforms and Their Associated Spectra | |
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Sound Measurement | |
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Structure and Function of the Auditory System | |
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Peripheral Auditory System | |
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Auditory Central Nervous System | |
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Clinical Auditory Electrophysiology | |
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The Perception of Sound | |
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Assessment of Auditory Function | |
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Audiologic Measurement | |
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Case History | |
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Pure-Tone Audiometry | |
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Speech Audiometry | |
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Basic Audiologic Test Battery | |
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Additional Electrophysiologic Measures | |
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Evaluation of Children With Auditory Processing Disorders: A Comment | |
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Pathologies of the Auditory System | |
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Classification of Auditory Disorders | |
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Disorders of the Outer Ear and Middle Ear | |
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Cochlear and Retrocochlear Pathology | |
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Nonorganic Hearing Loss | |
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Screening Auditory Function | |
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Understanding the Principles of Screening | |
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Status of Identification Programs in the United States | |
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Identification of Hearing Loss | |
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Follow-Up | |
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Management Strategies | |
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Amplification and Rehabilitation | |
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Aural Rehabilitation or Habilitation Process | |
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Amplification for Those With Hearing Loss | |
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Rehabilitation of the Child With Hearing Loss | |
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Rehabilitation of the Adult With Hearing Loss | |
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Audiology and the Education of Individuals With Hearing Loss | |
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Legislative Provisions for Handicapped Children | |
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The Culture of Deafness | |
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Communication Modes Used in Educational Instruction | |
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Educational Settings | |
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Educational Achievement of Children With Hearing Loss | |
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Factors Affecting the Educational Status of Children With Hearing Loss | |
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Audiology in the Schools | |
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Glossary | |
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Index | |