Auditory-verbal practice : family-centered early intervention /

Detalles Bibliográficos
Clasificación:Libro Electrónico
Otros Autores: Rhoades, Ellen A. (Editor ), Duncan, Jill, 1959- (Editor )
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Springfield, Illinois : Charles C Thomas, Publisher, Ltd., [2016]
Edición:Second edition.
Temas:
Hearing impaired children > Treatment.
Deaf children > Family relationships.
Parents of deaf children.
Deaf children > Education.
Enfants handicapés auditifs > Traitement.
Enfants sourds > Relations familiales.
Parents d'enfants sourds.
Enfants sourds > Éducation.
POLITICAL SCIENCE > Public Policy > Social Security.
POLITICAL SCIENCE > Public Policy > Social Services & Welfare.
Acceso en línea:Texto completo

MARC

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049 |a UAMI 
245 0 0 |a Auditory-verbal practice :  |b family-centered early intervention /  |c edited by Ellen A Rhoades, ED. S., LSLS Cert. AVT and Jill Duncan, PH. D., LSLS Cert. AVT. 
250 |a Second edition. 
263 |a 1611 
264 1 |a Springfield, Illinois :  |b Charles C Thomas, Publisher, Ltd.,  |c [2016] 
264 4 |c ©2017 
300 |a 1 online resource 
336 |a text  |b txt  |2 rdacontent 
337 |a computer  |b c  |2 rdamedia 
338 |a online resource  |b cr  |2 rdacarrier 
504 |a Includes bibliographical references. 
588 0 |a Print version record and CIP data provided by publisher; resource not viewed. 
505 0 0 |g Machine generated contents note:  |g pt. I  |t AUDITORY-VERBAL PRACTICE --  |g ch. One  |t Introduction to Auditory-Verbal Practice /  |r Ellen A. Rhoades --  |t Key Points --  |t Introduction --  |t Terminology --  |t Medical Influence on Auditory-Based Learning --  |t Victor Urbantschitsch (1847 -- 1921) --  |t Max Goldstein (1870 -- 1941) --  |t Emil Froechels (1885 -- 1972) --  |t Henk C. Huizing (1903 -- 1972) --  |t Practitioner Pioneers of Auditory-Verbal Practice --  |t John Dutton Wright (1866 -- 1952) --  |t Twentieth Century Pioneers of AV Practice --  |t Edith Whetnall (1920 -- 1965) --  |t Ciwa Griffiths (1911 -- 2003) --  |t Helen Hulick Beebe (1909 -- 1989) --  |t Doreen Pollack (1920 -- 2005) --  |t Contemporary Auditory-Verbal Practice --  |t Organizational Landscape --  |t Educational Landscape --  |t Research Landscape --  |t Conclusion --  |t References --  |g ch. Two  |t AV Practice -- Principles, Mentoring and Certification Process /  |r Trudy Smith --  |t Key Points --  |t Introduction --  |t Principles of the AV Approach --  |t LSLS Cert AVT & LSLS Cert AVEd Practitioner Commonalities --  |t Certification Overview --  |t Certification Process --  |t Tools to Support the Mentee and Mentor --  |t Documentation --  |t Differences between Cert AVT & Cert AVEd --  |t Influence of the Work Environment on the Designation --  |t Clients --  |t Age of Child in the Program --  |t Conclusion --  |t References --  |g ch. Three  |t Evidentiary Practice /  |r Ellen A. Rhoades --  |t Key Points --  |t Introduction --  |t Importance of Evidence --  |t Evidence-Based Practice --  |t Definition and Goal --  |t Standardized Practice --  |t Effectiveness of Treatment --  |t Progress Monitoring --  |t Culturally Responsive Research --  |t Clarification of Constructs --  |t Research-Based Practices --  |t Best Practices and Recommended Practices --  |t Evidence-Informed Practices --  |t Qualitative Types Of Evidence --  |t Level I Evidence: Randomized Controlled Trials --  |t Level II Evidence: Non-Randomized Trials --  |t Lower Levels of Evidence --  |t Fidelity of Intervention --  |t Literature Reviews --  |t Difficult-to-Attain Goal --  |t Conclusion --  |t References --  |g ch. Four  |t Research Findings for AV Practice /  |r Sarah C. Hogan --  |t Key Points --  |t Introduction --  |t Evidence for AV Practice --  |t Scoping Review --  |t 2000 -- 2008 --  |t 2009 -- 2016 --  |t Other Analyses of AV Interventions --  |t Looking to the Future --  |t Conclusion --  |t References --  |g pt. II  |t THROUGH THE WIDEST LENS POSSIBLE --  |g ch. Five  |t Circles of Influence /  |r Jill Duncan --  |t Key Points --  |t Introduction --  |t Bronfenbrenner's Bioecological Systems Theory --  |t Microsystem --  |t Regular direct interactions with child --  |t Parent-child --  |t Siblings --  |t Physical environment --  |t Mesosystem --  |t Interactions between microsystems --  |t Multi-setting participation --  |t Meaningful participation --  |t Social inclusion --  |t Exosystem --  |t Interaction between social settings --  |t Parent support groups and/or counseling --  |t External responsibilities --  |t Macrosystem --  |t Cultural values, laws, and customs --  |t Social networks --  |t Supplementary activities --  |t Chronosystem --  |t Evolution of systems across time --  |t Parent-child relationship --  |t AV practitioner's function --  |t Core Concepts --  |t Proximal Processes --  |t Biopsychological Characteristics --  |t Reciprocal Activities --  |t Emotional Relationships --  |t Third Parties --  |t Ecological Transitions --  |t AV Practitioner and Circles of Influence --  |t Conclusion --  |t References --  |g ch. Six  |t Serving Families with Diverse Cultures /  |r Ellen A. Rhoades --  |t Key Points --  |t Introduction --  |t Diversity: Differences or Deficits? --  |t Labels, Stigma, and Stereotypes --  |t Expectation Levels and the Self-Fulfilling Prophecy --  |t Cultural Pluralism --  |t Family Unit --  |t Immigrant Status --  |t Racial Differences --  |t Language Differences --  |t SES Differences --  |t Complex Learning Differences --  |t AV Practice --  |t Conclusion --  |t References --  |g Appendix 6.1  |t Practitioner Strategies for Developing Culturally Sensitive Partnerships with Families --  |g ch. Seven  |t Factors Influencing Child Developmental Outcomes /  |r Cara L. Wong --  |t Key Points --  |t Introduction --  |t Factors Affecting Child Outcomes --  |t Child-Related Factors --  |t Degree of hearing loss --  |t Hearing devices --  |t Early identification and intervention --  |t Additional disabilities --  |t Non-verbal cognitive ability --  |t Family-Related Factors --  |t Communication mode at home --  |t Maternal education and socioeconomic status --  |t Intervention-Related Factors --  |t Communication mode during early intervention --  |t Parental involvement --  |t Summary of Factors Influencing Outcomes --  |t Evidence From the LOCHI Study --  |t Spoken Language Outcomes --  |t Measures --  |t Findings --  |t Psychosocial Outcomes --  |t Measures --  |t Findings --  |t Parental Choice of Communication Mode --  |t Parental Involvement in Intervention --  |t Conclusion --  |t References --  |g ch. Eight  |t Positive Framework for Enabling the Family /  |r Ellen A. Rhoades --  |t Key Points --  |t Introduction --  |t Establish a Positive Mindset --  |t Motivation --  |t Expectation --  |t Optimism --  |t Resilience --  |t Benefits for Families --  |t Mental Health --  |t Learning Process --  |t Self-Confidence --  |t Meaning-Making --  |t Developmental Outcomes --  |t Strategies for AV Practitioners --  |t Reframing --  |t Perspective-Taking --  |t Networking --  |t Elevating Hope --  |t Expanding Knowledge --  |t Providing Constructive Feedback --  |t Implement Strengths-Based Practices --  |t Introspection --  |t Self-Reflection --  |t Facilitate Solution-Focused Problem-Solving --  |t Enable to Promote Self-Determination --  |t Conclusion --  |t References --  |g ch. Nine  |t Toward Family-Centered Practice /  |r Ellen A. Rhoades --  |t Key Points --  |t Introduction --  |t From Parent to Family Involvement --  |t Continuum of Family-Based Models --  |t Professional-Directed Model --  |t Family-Allied Model --  |t Family-Focused Model --  |t Family-Centered Model --  |t General Evidentiary Findings --  |t Family-Centered Practices --  |t Transdisciplinary Team --  |t Collaborative Partnership --  |t Relationship skills --  |t Participatory skills --  |t Collaboration and consultation --  |t Evidence for the Family-Centered Model --  |t Barriers to Collaborative Partnerships --  |t Call for Action --  |t Conclusion --  |t References --  |g ch. Ten  |t Decision-Making Process /  |r Ann Porter --  |t Key Points --  |t Introduction --  |t Context of Parental Decision-Making --  |t Theories of Decision-Making --  |t Normative Theories --  |t Descriptive Theories --  |t Prescriptive Theories --  |t Bias in Decision-Making --  |t Understanding Informed Choice --  |t Informed Consent --  |t Informed Choice --  |t Models of Treatment Decision-Making --  |t Facilitating Parent Decision-Making --  |t Information Exchange --  |t Providing the information parents need --  |t Presenting the information --  |t Understanding the information --  |t Eliciting parents' preferences --  |t Deliberation --  |t Making the Decision --  |t Conclusion --  |t References --  |g ch. Eleven  |t Systemic Perspective & Relational Strategies /  |r Ellen A. Rhoades --  |t Key Points --  |t Introduction --  |t Family Functioning --  |t Structure: Characteristics and Styles --  |t Interactions: Subsystems, Boundaries and Coalitions --  |t Adaptability: Routines, Risks and Resilience --  |t Equilibrium: Stressors and Transitional Periods --  |t Nonjudgmental Relational Strategies --  |t Family Alliance --  |t Active Listening --  |t Questioning: Circular and Reflexive --  |t Self-Disclosure --  |t Mimicry --  |t Respecting Family Health --  |t Conclusion --  |t References --  |g ch. Twelve  |t Parent-Child Interactions /  |r Ellen A. Rhoades --  |t Key Points --  |t Introduction --  |t Dyad --  |t Interactional Synchrony --  |t Parental Responsiveness --  |t Qualitative Characteristics --  |t Parental Sensitivity --  |t Parent-Child Attachment --  |t Parental Affect --  |t Parental Empathy --  |t Parental Perspective-Taking --  |t Child-Directed Speech --  |t Characteristics --  |t Vocabulary --  |t Function Words --  |t Content Words --  |t Sharing Books --  |t Dyads Including Children with Hearing Loss --  |t At-Risk Parenting --  |t Parent-Mediated Intervention --  |t Practitioner Observations --  |t Conclusion --  |t References --  |g pt. III  |t FAMILY-CENTERED EARLY INTERVENTION AV PRACTICE --  |g ch. Thirteen  |t Natural Environment -- Home /  |r Ellen A. 
505 0 0 |t Rhoades --  |t Key Points --  |t Introduction --  |t Patterns Of Daily Life --  |t Routines --  |t Rituals --  |t Benefits of Household Predictability for Children --  |t Benefits for Families --  |t Types of Routines --  |t Obligatory Routines --  |t Non-Obligatory Routines --  |t Shared Routines --  |t Unpredictability --  |t Disruptions in Routines --  |t Chronic Chaos --  |t Intervention Frameworks --  |t Parent-Mediated Child Learning --  |t Routines-Based Intervention --  |t Contextually-Mediated Practices --  |t Learning Opportunities For AV Practitioners --  |t Conclusion --  |t References --  |g Appendix 13.1  |t Routines-Based Activity with Potential Objectives --  |g Appendix 13.2  |t Family Routines-Based Questionnaire --  |g ch. Fourteen  |t Model for the Evaluation of Family Characteristics /  |r Mallene Wiggin --  |t Key Points --  |t Introduction --  |t Assessments of Family Emotional Variables --  |t Emotional Adaptation to the Diagnosis/Grief Resolution --  |t Establishing Trust Relationships --  |t Parental Stress Index --  |t Emotional Availability Scales --  |t Parenting Events/Daily Hassles Scale --  |t Family Needs for Support/Family Needs Survey --  |t Family Communication Variables --  |t Model for Delivering Information --  |t Delegating/Observing --  |t Participating/Facilitating --  |t Selling/Coaching --  |t Telling/Directing --  |t Family Reflections --  |t IDA Institute Motivational Tools --  |t Line --  |t Box --  |t Circle --  |t Language Learning Environment/LENA Characteristics --  |t Application of Theory to Practice --  |t Conclusion --  |t References --  |g Appendix 14.1  |t LENA Recording Summary Sample --  |g ch. Fifteen  |t Supporting and Engaging Families /  |r Glynnis E. DuBois --  |t Key Points --  |t Introduction --  |t Recent Studies on Family Supports --  |t Components of Family Support --  |t Family-to-Family Support --  |t Telepractice. 
505 0 0 |g Note continued:  |t Supporting and Engaging Families --  |t Information Provision --  |t Supporting All Family Members --  |t Spousal Relationship --  |t Mothers --  |t Fathers --  |t Single Parents --  |t Siblings --  |t Extended family members and friends --  |t Grandparents --  |t Other extended family members and friends --  |t Families of Diverse Backgrounds --  |t Conclusion --  |t References --  |g ch. Sixteen  |t Home Visits -- Service Delivery in the Natural Environment /  |r Helen McCaffrey Morrison --  |t Key Points --  |t Introduction --  |t Evidence for Home Visiting Effectiveness --  |t What Works --  |t What Does Not Work --  |t Parent-Implemented Intervention --  |t Adult Learning Principles --  |t Parent Coaching Strategies --  |g Phase I  |t Getting started --  |g Phase II  |t Modeling --  |g Phase III  |t Parent practice with feedback --  |g Phase IV  |t Reflection --  |g Phase V  |t Assessment of learning --  |t Parent Coaching in Auditory-Verbal Practice --  |t Suggestions for Implementing Family-Centered Home Visits --  |t First Visit --  |t Assessment --  |t Setting Goals --  |t Family Resources --  |t Safety --  |t Alternatives to Home Visiting --  |t Conclusion --  |t References --  |g Appendix 16.1  |t Parent Coaching Domain: From the Mentor's Guide to Auditory-Verbal Competencies --  |g Appendix 16.2  |t Parent Goals: Adapted From the Mentor's Guide to Auditory-Verbal Competencies --  |g pt. IV  |t EPILOGUE --  |g ch. Seventeen  |t One Practitioner Learns to Become Family-Centered /  |r Mary McGinnis --  |t Key Points --  |t Introduction --  |t Stories That Illustrate Family-Centered Practice --  |t Marisa and Katie --  |t Carlos and Rosa --  |t Sofia and Kayla --  |t Amy and Cameron --  |t Delilah and Sam --  |t Annie, Amin, and Lila --  |t Telepractice Changes the Model --  |t Kathy and Amanda --  |t Krysta, Brandon, and Laura --  |t Conclusion --  |t References --  |g ch. Eighteen  |t Editors' Summaries & Comments, Opportunities & Challenges /  |r Jill Duncan --  |t Introduction --  |t Summaries and Comments --  |t Recognizing the Tenacity in Historical Roots --  |t Targeting Early Intervention Practice --  |t Calling for More Research --  |t Traveling the Road to Evidence-Based Practice --  |t Understanding Essential Theoretical Underpinnings --  |t Aspiring to Culturally Responsive Practice --  |t Appreciating That Myriad Factors Matter --  |t Promoting the Positive Psychological Perspective --  |t Transitioning to Family-Centered Practice --  |t Making Decisions Within the Continuum of Choices --  |t Thinking Systemically Begets Systemic Strategies --  |t Facilitating Dyadic Concordance of Hearts --  |t Imparting the Importance of Predictability --  |t Monitoring Progress Beyond the Child --  |t Reaching Beyond the Nuclear Family Unit --  |t Visiting the Child's Most Important Social Context --  |t Remembering to Trust the Process --  |t Opportunities and Challenges --  |t Complex Needs: Underrepresented and Underserved Families --  |t Informational Support: A Predictor of Outcomes --  |t Parental Responsiveness: A Method of Naturalistic Intervention --  |t Digital Technology: A Means to Interact, Inform, Evaluate --  |t Audit Culture: The Gold Standard --  |t Global Challenge: The Training and Credentialing of Practitioners --  |t Global Opportunity: A Paradigmatic Shift --  |t Conclusion --  |t References. 
590 |a eBooks on EBSCOhost  |b EBSCO eBook Subscription Academic Collection - Worldwide 
650 0 |a Hearing impaired children  |x Treatment. 
650 0 |a Deaf children  |x Family relationships. 
650 0 |a Parents of deaf children. 
650 0 |a Deaf children  |x Education. 
650 6 |a Enfants handicapés auditifs  |x Traitement. 
650 6 |a Enfants sourds  |x Relations familiales. 
650 6 |a Parents d'enfants sourds. 
650 6 |a Enfants sourds  |x Éducation. 
650 7 |a POLITICAL SCIENCE  |x Public Policy  |x Social Security.  |2 bisacsh 
650 7 |a POLITICAL SCIENCE  |x Public Policy  |x Social Services & Welfare.  |2 bisacsh 
650 7 |a Deaf children  |x Education.  |2 fast  |0 (OCoLC)fst00888540 
650 7 |a Deaf children  |x Family relationships.  |2 fast  |0 (OCoLC)fst00888543 
650 7 |a Parents of deaf children.  |2 fast  |0 (OCoLC)fst01053506 
700 1 |a Rhoades, Ellen A.,  |e editor. 
700 1 |a Duncan, Jill,  |d 1959-  |e editor. 
776 0 8 |i Print version:  |t Auditory-verbal practice.  |b Second Edition.  |d Springfield, Illinois : Charles C Thomas, Publisher, Ltd., [2016]  |z 9780398091477  |w (DLC) 2016044951 
856 4 0 |u https://ebsco.uam.elogim.com/login.aspx?direct=true&scope=site&db=nlebk&AN=1459445  |z Texto completo 
938 |a EBSCOhost  |b EBSC  |n 1459445 
938 |a YBP Library Services  |b YANK  |n 13408482 
994 |a 92  |b IZTAP 

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