This graduate-level textbook and reference for practicing clinicians offers a comprehensive and practical framework for providing auditory-based Listening and Spoken Language (LSL) therapy to children with hearing loss. Grounded in research and shaped by classroom and clinical experience, the book equips professionals with the strategies, developmental models, and family-centered tools needed to guide children from their first responses to sound through advanced communication skills. The framework is applicable across the disciplines of speech-language pathology, audiology, and deaf education, as well as a wide range of therapy settings, including university clinics, private practice, and schools.
The second edition of Listening and Spoken Language Therapy for Children with Hearing Loss integrates new research, updated clinical instruments, and enhanced resources to support both teaching and practice.
New to the Second Edition
Expanded Speech Acoustics chapter with updated rainbow audiogram graphics, additional tables, and advanced audiological and acoustic concepts Initial publication of the Screening Auditory Discrimination Assessment (SADA) Child-centered goal writing is a focus that begins in the assessment chapter with a new case study and is subsequently integrated into each developmental stage chapter Updated research studies and clinical tools reflecting current best practices QR codes that lead to key websites and resources for students, instructors, and professionals
Additions to the expanded PluralPlus companion website include
Suggested in-class activities for on-campus, online, and hybrid instruction Ready-to-share parent handouts with clear, accessible explanations of key topics
Key Features
A stages-not-ages framework that aligns therapy with developmental progress rather than chronological age A color-coding system for the model and a consistent presentation of content and tables provide clarity and a streamlined experience Abundant strategies, dialogues, and session scripts and videos for immediate clinical application for stages Extensive tables, figures, and case histories to support assessment, goal setting, and lesson planning Consistent use of the International Phonetic Alphabet (IPA) for clarity in speech instruction
PluralPlus Online AncillariesFor Instructors:
Instructional PowerPoint Slides Covering Chapter Content Test Bank and Answer Key Videos and Case Studies with Guidance for Instructional Implementation Class Activities Discussion Questions
For Students:
Videos on Content and Stages & Guiding Questions Downloadable Content: Tables, Figures, eFlashcards, Parent Handouts, Work Sheets Links to Related Organizations, Assessments, Activities, Resources
Contents
Introduction
Acknowledgments
About the Authors
Reviewers
List of Figures
List of Tables
IPA Tables
Chapter 1. Speech Acoustics: The Gold at the End of the Rainbow Audiogram
Sylvia Rotfleisch
Why Do We Need to Understand Speech Acoustics?
Section I. Basics of Sound
Key Points
Terms and Definitions
Basics of Sound
Audiogram
A Sound Basis: The Applications
Hearing Loss and Detection
Audible Versus Intelligible
Modifying the Signal
Ear Shot/Speech Bubble
Background Noise and Noise Clutter
The 6-dB Significance
The 6-dB Rule
Sounds of Speech
The Basics
Applications
Discussion Questions
Section II. Speech Features
Key Points
Terms and Definitions
Speech Features and Acoustic Correlates
The Basics
The Applications Related to Speech Features
Suprasegmentals, Vowels, and Diphthongs
Consonants
Discussion Questions
Section III. Speech Acoustic Tools and Applications
Key Points
Terms and Definitions
Ling Six-Sound Test
Purpose and Administration
Applications of the Ling Six Sounds
Interpretation of the Ling Six Sounds
The Rainbow Audiogram
Applications of the Rainbow Audiogram
Functional Audiogram
Case Study Application of Speech Acoustics Tools
Speech Acoustics and Hearing Loss Configurations
The Gold at the End of the Rainbow Audiogram: Applications for Speech
Acoustics
Discussion Questions
Section IV. Advanced Speech Acoustics: Principles, Tools, and Applications
Key Points
Error Analysis to Determine Perception and Error Patterns
Consonants Comprehensive Acoustic Correlates
Sensation Level
Speech Acoustics and the Impact on Speech Production
Speech Acoustics and Language Development
Case Study Application of Speech Acoustics for Speech and Language
Development
Discussion Questions
References
Chapter 2. Guiding and Supporting Parents/Caregivers
Maura Martindale
Key Points
Terms and Definitions
Why Are Parents Included in Auditory Sessions?
Getting Started: Planning
Emotional Supports for Families
Teaching Parents and Caregivers: Why Are They Part of Every Session?
Family Life: Activities of Daily Living as the Foundation of Every Session
Engaging Families in Sessions
Cultural Considerations
Screen Time
Speech Acoustics and Parents
Summary
Discussion Questions
References
Chapter 3. Stages Not Ages Model
Sylvia Rotfleisch and Maura Martindale
Key Points
Terms and Definitions
Stages/Sequence of Development (Flow Chart)
Determining the Childs Level
Expectations for Growth
Brain Functions of Audition
Auditory Processing
Typical Development
Language
Speech
Self-Advocacy
Theory of Mind
Higher-Order Thinking
Summary
Discussion Questions
Cases
Case 1
Case 2
Case 3
References
Chapter 4. Assessment of English Listening, Speech, and Spoken Language
Maura Martindale
Key Points
Terms and Definitions
General Tips for Assessment of Students
Formal, Standardized Tests for Assessment
Checklists, Observations, and Questionnaires
Brain Functions for Listening and Spoken Language
Assessment of Auditory Abilities
The Compass Test of Auditory Discrimination
Screening of Auditory Discrimination Abilities (SADA)
Assessment of Spoken Language
Spoken Vocabulary/Semantics
Language Sampling
Mean Length of Utterance
Pragmatic Functions
Speech Assessment (Phonetic and Phonologic)
How to Align Assessment Data With the Proposed Therapy Model
Prelinguistic Stage
Single-Word Stage
Emerging Word Combinations Stage
Communication With Typical Childlike Errors Stage
Competent Communicator Stage
Advanced Communicator Stage
Reporting Your Findings
Goal Setting Based on Data Gathered and Analyzed
Analysis of a Childs Assessment Report
Putting It All Together
Case History
Auditory Processes for Using Sound Meaningfully
Auditory Processes for Learning to Talk
Auditory Processes for Learning Language
Summary of Assessments
Overall Recommendations
Goals: Setting Goals for the Child, Based on the Identification of
Strengths and Weaknesses
Summary
Discussion Questions
References
Chapter 5. Therapy Basics
Sylvia Rotfleisch and Maura Martindale
Key Points
Terms and Definitions
What Should Therapy Look Like? Fun!
The Chocolate Chip Cookie Theory
Dont Forget to Do: Hearing First, Last, and Always
To Do: Hearing and Listening Skills
To Do: Hearing and Speech Skills
To Do: Hearing and Language Skills
Limitations of Visual Input
General Tips for the Sessions
Tools, Strategies, Building Materials
Auditory Maximizing Strategies
Turn Taking or Serve and Return
Infant- and Child-Directed Speech
Narrating
The Expectant Pause
Waiting, Waiting, and Sometimes . . . More Waiting. . . .
Blah, Blah, Blah Ginger
Life in Slow Motion
The Three-Act Play
Expansion
Upping the Ante
Vocabulary Expansion
Summary
Discussion Questions
References
Chapter 6. Prelinguistic Stage
Sylvia Rotfleisch
Key Points
Term and Definition
Basic Characteristics of the Prelinguistic Child
Listening
Language
Speech
Goals for the Prelinguistic Stage
Developing an Appropriate Therapy Plan by Addressing Strengths and
Weaknesses
Typical Parent and Professional Goals for the Prelinguistic Stage
How Do We Work on These Parent and Professional Goals?
Targeting and Incorporating Goals
Auditory Attention, Detection, Memory, and Discrimination (Table 63)
Auditory Feedback and Development of the Speech Production System,
Auditory Retrieval, and Expressive Communication (Tables 64 and 66)
Language Comprehension Development of Auditory Recognition, Sequencing,
and Comprehension (Table 65)
Putting It All Together
Goals: Setting Goals for the Child, Based on the Identification of
Strengths and Weaknesses
Case History
Auditory Processes for Using Sound Meaningfully
Auditory Processes for Learning to Talk
Auditory Processes for Learning Language
The Intervention Session
Summary
Discussion Questions
References
Chapter 7. The Single-Word Communication Stage
Sylvia Rotfleisch
Key Points
Terms and Definitions
Basic Characteristics of the Child at the Single-Word Stage of Communication
Listening
Language
Speech
Goals for the Single-Word Stage
Developing an Appropriate Therapy Plan by Addressing Strengths and
Weaknesses
Typical Parent and Professional Goals for the Single-Word Stage
How Do We Work on These Parent and Professional Goals?
Targeting and Incorporating Goals
Auditory Attention, Detection, Memory, Discrimination, Auditory
Recognition, Sequencing, and Comprehension (Tables 73 and 75)
Auditory Feedback and Development of the Speech Production System,
Auditory Retrieval, and Expressive Communication (Tables 74 and 76)
Putting It All Together
Goals: Setting Goals for the Child, Based on the Identification of
Strengths and Weaknesses
Case History
Auditory Processes for Using Sound Meaningfully
Auditory Processes for Learning to Talk
Auditory Processes for Learning Language
Sample Child Goals
The Intervention Session
Summary
Discussion Questions
References
Chapter 8. Emerging Word Combinations Stage
Sylvia Rotfleisch
Key Points
Terms and Definitions
Basic Characteristics of the Child with Emerging Word Combinations
Listening
Language
Speech
Goals for the Emerging Word Combinations Stage
Developing an Appropriate Therapy Plan by Addressing Strengths and
Weaknesses
Typical Parent and Professional Goals for the Emerging Word Combination
Stage
How Do We Work on These Parent and Professional Goals?
Targeting and Incorporating Goals
Auditory Attention, Detection, Memory, Discrimination, Auditory
Recognition, Sequencing and Comprehension (Tables 83 and 85)
Auditory Feedback and Development of the Speech Production System,
Auditory Retrieval, and Expressive Communication (Tables 84 and 86)
Putting It All Together
Goals: Setting Goals for the Child, Based on the Identification of
Strengths and Weaknesses
Case History
Auditory Processes for Using Sound Meaningfully
Auditory Processes for Learning to Talk
Auditory Processes for Learning Language
Summary
Sample Child Goals
The Intervention Session
Summary
Discussion Questions
References
Chapter 9. Communication With Typical Childlike Errors Stage
Sylvia Rotfleisch
Key Points
Basic Characteristics of the Child Who Communicates With Typical Childlike
Errors
Listening
Language
Speech
Goals for the Stage of Communication with Typical Childlike Errors
Developing an Appropriate Therapy Plan by Addressing Strengths and
Weaknesses
Typical Parent and Professional Goals for the Stage of Communication with
Typical Childlike Errors
How Do We Work on These Parent and Professional Goals?
Targeting and Incorporating Goals
Auditory Attention, Detection, Memory, Discrimination, Auditory
Recognition, Sequencing, and Comprehension (Tables 93 and 95)
Auditory Retrieval and Expressive Communication (Tables 94 and 96)
Putting It All Together
Goals: Setting Goals for the Child, Based on the Identification of
Strengths and Weaknesses
Case History
Auditory Processes for Using Sound Meaningfully
Auditory Processes for Learning to Talk
Auditory Processes for Learning Language
Diagnostic Therapy and Informal Assessment
Progress in AVT Sessions
Summary
Sample Child Goals
The Intervention Session
Summary
Discussion Questions
References
Chapter 10. Competent Communicator Stage
Sylvia Rotfleisch
Key Points
Basic Characteristics of the Child Who Is a Competent Communicator
Listening
Language
Speech
Goals for the Competent Communicator Stage
Developing an Appropriate Therapy Plan by Addressing Strengths and
Weaknesses
Typical Parent and Professional Goals for the Competent Communicator
Stage
How Do We Work on These Parent and Professional Goals?
Targeting and Incorporating Goals
Auditory Attention, Detection, Memory, Discrimination, Auditory
Recognition, Sequencing, and Comprehension (Tables 103 and 105)
Auditory Retrieval and Expressive Communication (Tables 104 and 106)
Putting It All Together
Goals: Setting Goals for the Child, Based on the Identification of
Strengths and Weaknesses
Case History
Auditory Processes for Using Sound Meaningfully
Auditory Processes for Learning to Talk
Auditory Processes for Learning Language
Summary
Sample Child Goals
The Intervention Session
Summary
Discussion Questions
References
Chapter 11. Advanced Communicator Stage
Sylvia Rotfleisch
Key Points
Basic Characteristics of the Child at the Advanced Communicator Stage
Listening
Language
Speech
Goals for the Advanced Communicator Stage
Developing an Appropriate Therapy Plan by Addressing Strengths and
Weaknesses
Typical Parent and Professional Goals for the Advanced Communicator
Stage
How Do We Work on These Parent and Professional Goals?
Targeting and Incorporating Goals
Auditory Attention, Selection, Memory, Discrimination, Auditory
Recognition, Sequencing, and Comprehension (Tables 113 and 115)
Auditory Retrieval and Expressive Communication (Tables 114 and 116)
Putting It All Together
Goals: Setting Goals for the Child, Based on the Identification of
Strengths and Weaknesses
Case History
Auditory Processes for Using Sound Meaningfully
Auditory Processes for Learning Language
Summary
Progress Over Time With Intervention
Sample Child Goals
The Intervention Session
Summary
Discussion Questions
References
Glossary
Index
Sylvia Rotfleisch, MSc(A), CCC/A, BSc(OT), LSLS Cert, AVT, is a certified Auditory-Verbal therapist, educator, and audiologist. She has devoted her career to providing therapy to families with children with hearing loss and teaching and mentoring other professionals. Trained at McGill University with Dr. Daniel Ling, Ms. Rotfleisch worked at Montreal Oral School for the Deaf, House Ear Institute, and Echo Horizon School before starting Hear to Talk (http://hear2talk.com), her own private practice. In addition to working with hundreds of families over more than 40 years, Ms. Rotfleisch has taught at University of Southern California, California Lutheran University, and led international master classes. She lectures, consults, and mentors for school districts, helping to update their professional staff and mentors for LSL certification. She has presented at a wide variety of workshops and conferences. Considered as a thought leader in the field, she has served on a variety of committees, including for AG Bell Academy for Listening and Spoken Language and the task Force on Principles of Auditory Verbal Therapy.
Maura Martindale, EdD, LSL Cert. AVEd, is a certified Auditory Verbal Educator. She received her doctorate in Educational Leadership from the University of Southern California in 1999. She is the founder and past director of the Masters Degree and Credential Program, and is an Associate Professor, at California Lutheran University in Thousand Oaks, California. She has provided guidance and support to families of children with hearing loss in listening and spoken language at No Limits for Deaf Children centers in Southern California for over 15 years. Throughout her 40 plus years teaching at numerous universities, Dr. Martindale has prepared hundreds of teachers of the deaf for schools and programs throughout the United States and internationally. She was a teacher and Director of Educational Services at the John Tracy Clinic in Los Angeles California for 26 years.
