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| Preface | |
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| Introduction | |
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| The World Health Organization and hearing-related disability | |
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| Services included in the aural rehabilitation plan | |
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| Where does aural rehabilitation occur? | |
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| Who provides aural rehabilitation? | |
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| Hearing loss | |
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| Service needs | |
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| Cost-effectiveness and costs | |
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| Evidence-based practice | |
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| Case study: Evidence-based practice decision making | |
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| Speech Recognition and Persons Who Have Hearing Loss | |
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| Assessing Hearing Acuity and Speech Recognition | |
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| Review of the audiological examination and the audiogram | |
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| Purpose of speech recognition testing | |
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| Patient variables | |
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| Stimuli units | |
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| Test procedures | |
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| Difficulties associated with speech recognition assessment | |
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| Multicultural issues | |
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| Case study: Reason to go with a test battery approach | |
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| Listening Devices and Related Technology | |
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| Hearing aids | |
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| Cochlear implants | |
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| Assistive listening devices (ALDs) | |
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| Case study: Listen to the music | |
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| Auditory Training | |
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| Historical notes | |
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| Candidacy for auditory training | |
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| Four design principles | |
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| Developing analytic training objectives | |
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| Developing synthetic training objectives | |
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| Formal and informal auditory training | |
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| Interweaving auditory training with other components of aural rehabilitation | |
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| Auditory training programs | |
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| Benefits of auditory training | |
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| Case studies: Listening with a new cochlear implant | |
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| Speechreading | |
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| Speechreading for communication | |
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| Characteristics of a good lipreader | |
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| What happens when someone lipreads? | |
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| The difficulty of the lipreading task | |
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| What happens when someone speechreads? | |
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| Importance of residual hearing | |
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| Factors that affect the speechreading process | |
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| Oral interpreters | |
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| Case study: An exceptional lipreader | |
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| Speechreading Training | |
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| Candidacy | |
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| Traditional methods of speechreading training | |
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| Developing speechreading skills | |
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| Analytic speechreading training objectives | |
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| Synthetic speechreading training objectives | |
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| Computerized instruction | |
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| Efficacy of speechreading training | |
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| Case study: Targeting training | |
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| Conversation and Communication Behaviors | |
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| Communication Strategies and Conversational Styles | |
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| Conversation | |
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| Facilitative communication strategies | |
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| Repair strategies | |
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| Research concerning repair strategies and communication breakdowns | |
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| Conversational styles and behaviors | |
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| Case study: A couple conversing | |
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| Assessment of Conversational Fluency and Communication Difficulties | |
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| Conversational fluency | |
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| General considerations for evaluating conversational fluency and hearing-related disability | |
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| Interviews | |
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| Questionnaires | |
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| Daily logs | |
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| Group discussion | |
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| Structured communication interactions | |
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| Unstructured communication interactions | |
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| Case study: A school boy opens up | |
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| Communication Strategies Training | |
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| Self-efficacy | |
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| Issues to consider when developing a training program | |
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| Getting started | |
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| Model for training | |
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| Short-term training | |
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| Communication strategies training for frequent communication partners | |
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| Communication strategies training for children | |
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| Benefits of training | |
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| Case studies: An increased sense of self-efficacy | |
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| Counseling, Psychosocial Support, and Assertiveness Training | |
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| Who provides counseling, psychosocial support, and assertiveness training? | |
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| Counseling | |
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| Psychosocial support | |
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| Assertiveness training | |
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| Related research | |
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| Case study: Solving challenging situations | |
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| Aural Rehabilitation for Adults | |
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| Adults Who Have Hearing Loss | |
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| Prevalence of hearing loss among adults | |
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| A patient-centered approach | |
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| Characteristics of adult-onset hearing loss | |
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| Who is this person? | |
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| Where is the person in terms of adjustment to hearing loss? | |
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| Case studies: One size doesn't fit all | |
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| Aural Rehabilitation Plans for Adults | |
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| Assessment | |
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| Informational counseling | |
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| Development of an aural rehabilitation plan | |
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| Implementation | |
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| Outcomes assessment | |
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| Follow-up | |
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| Case study: A road map for success | |
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| Aural Rehabilitation Plans for Older Adults | |
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| Activity limitations and participation restrictions | |
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| Audiological status and otologic health | |
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| Life-situation factors | |
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| Physical and cognitive variables | |
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| Aural rehabilitation intervention | |
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| Aural rehabilitation in the institutional setting | |
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| Case study: Staying active | |
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| Aural (Re)habilitation for Children | |
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| Infants and Toddlers Who Have Hearing Loss | |
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| Detection of hearing loss | |
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| Identification and quantification of hearing loss | |
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| Health care follow-up | |
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| Parent counseling | |
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| Early-intervention overview and development of an aural rehabilitation strategy | |
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| Communication mode | |
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| Listening device | |
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| Early-intervention program | |
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| Parental support and parent instruction | |
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| Case study: A memorable journey | |
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| School-Age Children Who Have Hearing Loss | |
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| Creation of an Individualized Education Plan (IEP) | |
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| The multidisciplinary team | |
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| School and classroom placement | |
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| Amplification and assistive listening devices | |
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| Classroom acoustics | |
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| Speech, language, and literacy | |
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| Other services | |
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| Children who have mild or moderate hearing losses | |
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| Case studies: IDEA(s) for all | |
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| Appendix | |
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| Glossary | |
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| References | |
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| Author Index | |
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| Subject Index | |