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