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Title: Resource File


1
Resource File
  • CEP 803 Oral Education

2
BOOKS
  • These books are an assortment of teacher/parent
    resources with education and speech.

3
Books in Print
  • Spoken Communication for Students Who Are Deaf or
    Hard of Hearing A Multidisciplinary Approach
  • BY Diane Klein and Elizabeth Parker
  • Looks at the instructional practice of using a
    multidisciplinary team to develop spoken
    communication regardless of the level of hearing
    loss. Can be used at school or home.

4
Books in Print
  • Teach Me How to Say it Right
  • BY Dorothy P. Dougherty
  • This book teaches the parents of children with
    articulation problems how speech sounds develop,
    how to recognize developing speech problems, and
    how to help children make the most out of speech
    therapy. It also provides parents with activities
    to increase their child's language and
    articulation skills.

5
Books in Print
  • Educating Deaf Students From Research to
    Practice
  • BY Mark Marschark, Harry G. Lang, and John
    Anthony Albertini

6
Books in Print
  • Raising and Educating a Deaf Child A
    Comprehensive Guide to the Choices,
    Controversies, and Decisions Faced by Parents and
    Educators
  • BY Marc Marschark

7
Books in Print
  • The Parents Guide to Speech and Language Problems
  • BY Debbie Feit

8
Books in Print
  • Language Learning in Children Who are Deaf and
    Hard of Hearing Multiple Pathways
  • BY Susan R. Easterbrooks Sharon Baker

9
Books in Print
  • Language and Literacy Development in Children Who
    are Deaf
  • BY Barbara R Schirmer

10
Books in Print
  • Helping Deaf and Hard of Hearing Students to Use
    Spoken Language A guide for Educators and
    Families
  • BY Susan R. Easterbrooks Ellen L. Estes

11
Books in Print
  • Children with Hearing Loss Developing Listening
    and Talking Birth to Six
  • BY Elizabeth B. Cole Carol A. Flexer

12
Books in Print
  • The New Language of Toys
  • BY S. Schwartz J. Heller-Miller
  • using everyday toys to stimulate language
    development

13
Parent Friendly Resources
  • This section has books, videos, CDs, websites and
    products that can be used at home by the family
    to work with the child

14
Parent Friendly Resource
  • The Care and Education of a Deaf Child A Book
    for Parents
  • BY Pamela Knight and Ruth Swanwick

15
Parent Friendly Resource
  • Coping Skills, an article about helping parents
    cope with their child's hearing loss.
  • www.utdallas.edu/-thib

16
Parent Friendly Resource
  • Volta Voices Magazine
  • Alexander Graham Bell Association for the Deaf
    and Hard of Hearing
  • A variety of information and articles about
    children and deafness

17
Parent Friendly Resource
  • The Endeavor
  • American Society for Deaf Children
  • Magazine with information and advise pertaining
    to deaf children

18
Parent Friendly Resource
  • For Families Guidebook and DVD
  • BY Valerie Schuyler Jayne Sowers
  • 60 minute- helps families understand hearing
    loss, amplification systems, promote child
    listening skills, family emotions

19
Parent Friendly Resource
  • Parent-Infant Communication with CD
  • Parent curriculum, listening and communication
    skills, follows sequence of auditory skills
    acquisition so parents can promote language
    development

20
Parent Friendly Resource
  • Speechercise Set
  • 2 CDs with parent guide
  • Songs, drills, mouth exercises for easy speech
    practice at home

21
Parent Friendly Resource
  • Sound Hearing
  • CD and booklet
  • Examples of what hearing loss really sounds like

22
Parent Friendly Resource
  • Sound Achievement Series
  • Oral Deaf Ed
  • Parent information about deafness and the oral
    based teaching method

23
Parent Friendly Resource
  • Deaf Children Can Speak
  • Father of deaf child wrote a book and it can be
    downloaded at http//www.deafchildrencanspeak.com

24
Educator Tools
  • This includes software for speech, and
    articulation tools along with books and DVD

25
Educator Tools
  • TEAM up with Timo
  • DVD all ages
  • Language learning software that has vocabulary,
    stories, animated language tutor with realistic
    facial expressions
  • Butte

26
Educator Tools
  • Spanish Language Booklets
  • Series of 6 booklets written in Spanish about
    introduction to hearing loss, essential
    information and about the ear
  • Butte
  • Mi Nombre Es Lupita Y Tengo Un Hijo Sordo (1996)
    - in Spanish Gina Aguirre-Larson

27
Educator Tools
  • Teaching the Kids with High Tech Ears
  • Video Butte
  • What do you do with your student who was
    profoundly deaf, but now can hear with a cochlear
    implant? How does that change your teaching and
    accommodations in a public school classroom
    setting? Do you do anything different that you
    would do for students wearing hearing aids? What
    can schools do to meet the unique needs of these
    students? What should your expectations be for a
    kid with "high-tech" ears?
  • By viewing this video, you can follow the
    experiences of a large metropolitan school
    district that studied and implemented an
    innovative program for this population. What they
    learned can help not only kids with implants, but
    all students who are deaf or hard-of-hearing in
    mainstream classrooms.

28
Educator Tools
  • Multi- Message Talking Speech Mirror
  • 12x16 side by side with student
  • Records message up to 32 seconds
  • Message squares can hold own icons/pics

29
Educator Tools
  • Whisper Phone
  • acoustical voice feedback headset
  • 10x more clear hearing of phonemes

30
Educator Tools
  • Listening Games for Littles 5 and Under
  • CD and book
  • Has games, crafts
  • Organized into levels to move progressively along
    with listening skills

31
Educator Tools
  • Lip Sync
  • Photo cards used to teach mouth position and
    phonics. The mouth position moves when the card
    is tilted

32
Educator Tools
  • No Glamour Sets
  • Articulation book (348 pages) and CD K-6
  • Picture cards, scenes, word lists, sentences,
    activities, tracking sheet, can use with
    individual or group. There is an entire series of
    No Glamour speech tools

33
Educator Tools
  • Speech Assessment System for Students who are
    Deaf and Hard of Hearing
  • BY Julie A. Hanks John L. Luckner
  • Easy assessment, clear defined goals
  • ages 2-10

34
Educator Tools
  • Speech Ways Home Therapy Program

35
Catalogs
  • LinguiSystems
  • Superduper publications
  • Butte publications
  • Nasco Special Education
  • Adco
  • Dawn Sign
  • Harris Communications
  • Special Education Learning Differences at Risk

36
Websites
  • Includes websites for deaf associations,
    captioning services, clinics, and parent support

37
Websites
  • www.juniorsweb.com- online activities for speech
    articulation

38
Websites
  • www.deafhomeschool.com - good information for
    parents even if not home schooling

39
Websites
  • www.listenup.org -speech activities

40
Websites
  • www.oraldeafed.org - can order kits of
    information for parents, educators, health care
    professionals

41
Websites
  • www.asha.org -American Speech and Language
    Hearing Association. The American
    Speech-Language-Hearing Association (ASHA) is the
    professional, scientific, and credentialing
    association for 140,000 members and affiliates
    who are audiologists, speech-language
    pathologists and speech, language, and hearing
    scientists.

42
Websites
  • www.jtc.org -John Tracy Clinic. In southern CA.
    Offers free of charge parent centered service,
    available on line as well. Has a great resources
    and links to other organizations

43
Websites
  • www.readcaptionsacrossamerica.org
  • Read Captions Across America provides loaned
    captioned media for teachers and parents on a
    wide variety of subjects. Is part of Described
    and Captioned Media Project

44
Websites
  • www.ncbegin.org
  • Beginnings for Parents of Children Who are Deaf
    and Hard of Hearing

45
Websites
  • www.agbell.org
  • Alexander Graham Bell Association
  • Provides education and support and resources for
    parents of and children who are deaf and hard of
    hearing

46
Websites
  • www.nad.org
  • National Association for the Deaf
  • Mostly sign but really good for special education
    laws and civil rights

47
Websites
  • http//www.deaflibrary.org
  • MANY lists of resources for people with a hearing
    loss, organizations, schools, media, support
    groups, culture, kids sites

48
Research
  • Various articles about education, hearing loss
    and type and age of hearing loss

49
Research
  • Auditory-Oral Education Teaching Deaf Children
    To Talk Jean Sachar Moog, M.S., Director, Moog
    Center for Deaf Education, St. Louis, MO
  • https//www.audiologyonline.com/articles/article_d
    etail.asp?article_id266

50
Research
  • The Seven Habits of Highly Effective Audiologists
    Who Serve Children Linda M. Thibodeau, Ph.D., UT
    Dallas/Callier Center, Audiology Online
    Contributing Editor Pediatric Amplification
  • http//www.audiologyonline.com/articles/article_de
    tail.asp?article_id1627

51
Research
  • Technology-Enhanced Shared Reading With Deaf and
    Hard-of-Hearing Children The Role of a Fluent
    Signing Narrator
  • Vannesa Mueller Richard Hurtig
  • Early shared reading experiences have been shown
    to benefit normally hearing children. It has been
    hypothesized that hearing parents of deaf or
    hard-of-hearing children may be uncomfortable or
    may lack adequate skills to engage in shared
    reading activities. A factor that may contribute
    to the widely cited reading difficulties seen in
    the majority of deaf children is a lack of early
    linguistic and literacy exposure that come from
    early shared reading experiences with an adult
    who is competent in the language of the child. A
    single-subject-design research study is
    described, which uses technology along with
    parent training in an attempt to enhance the
    shared reading experiences in this population of
    children. The results indicate that our
    technology-enhanced shared reading led to a
    greater time spent in shared reading activities
    and sign vocabulary acquisition. In addition,
    analysis of the shared reading has identified the
    specific aspects of the technology and the
    components of the parent training that were used
    most often.
  • Journal Of Deaf Studies and Deaf Education 2010

52
Research
  • The Nature and Efficiency of the Word Reading
    Strategies of Orally Raised Deaf Students
  • Paul Miller
  • The main objective of this study was to unveil
    similarities and differences in the word reading
    strategies of orally raised individuals with
    prelingual deafness and hearing individuals.
    Relevant data were gathered by a computerized
    research paradigm asking participants to make
    rapid same/different judgments for words. There
    were three distinct study conditions (a) a
    visual condition manipulating the
    visualperceptional properties of the target word
    pairs, (b) a phonological condition manipulating
    their phonological properties, and (c) a control
    condition. Participants were 31 high school and
    postgraduate students with prelingual deafness
    and 59 hearing students (the control group).
    Analysis of response latencies and accuracy in
    the three study conditions suggests that the word
    reading strategies the groups relied upon to
    process the stimulus materials were of the same
    nature. Evidence further suggests that prelingual
    deafness does not undermine the efficiency with
    which readers use these strategies. To gain a
    broader understanding of the obtained evidence,
    participants performance in the word processing
    experiment was correlated with their phonemic
    awarenessthe hypothesized hallmark of proficient
    word readingand their reading comprehension
    skills. Findings are discussed with reference to
    a reading theory that assigns phonology a central
    role in proficient word reading.
  • Journal Of Deaf Studies and Deaf Education 2009

53
Research
  • Phonological Awareness, Vocabulary, and Reading
    in Deaf Children With Cochlear Implants
  • Carol Johnson Usha Goswami
  • Purpose To explore the phonological awareness
    skills of deaf children with cochlear implants
    (CIs) and relationships with vocabulary and
    reading development.
  • Method Forty-three deaf children with implants
    who were between 5 and 15 years of age were
    tested 21 had been implanted at around 2.5 years
    of age (Early CI group), and 22 had been
    implanted at around 5 years of age (Late CI
    group). Two control groupsa deaf hearing aided
    group (16 children) and a typically developing
    group of hearing children (19 children)were also
    tested. All children received a battery of
    phonological processing tasks along with measures
    of reading, vocabulary, and speechreading.
    Analyses focus on deaf children within the normal
    IQ range (n 53).
  • Results Age at cochlear implantation had a
    significant effect on vocabulary and reading
    outcomes when quotient scores were calculated.
    Individual differences in age at implant,
    duration of fit, phonological development,
    vocabulary development, auditory memory, visual
    memory, and speech intelligibility were all
    strongly associated with progress in reading for
    the deaf implanted children. Patterns differed
    somewhat depending on whether quotient scores or
    standard scores were used.
  • Conclusions Cochlear implantation is associated
    with development of the oral language, auditory
    memory, and phonological awareness skills
    necessary for developing efficient word
    recognition skills. There is a benefit of earlier
    implantation.

54
Research
  • The Development of Proto-Performative Utterances
    in Deaf Toddlers
  • Guido F. Lichtert Filip T. Loncke
  • PURPOSE The purpose of this study was to examine
    and compare the development of proto-imperative
    and proto-declarative utterances in normally
    developing, non-neonatally screened, profoundly
    deaf toddlers.
  • METHOD Both types of proto-declarative are
    considered to be the most basic prelinguistic and
    early linguistic communicative functions.
    Eighteen normally developing, non-neonatally
    screened, profoundly deaf toddlers participated
    in a longitudinal study. All children were
    enrolled in the same oralaural home guidance
    program. At the time of the study, none of the
    children had received a cochlear implant. At the
    ages of 18, 24, and 30 months, proto-imperative
    utterances were elicited using an adapted version
    of M. Casby and J. A. Cumpata's (1986) Protocol
    for the Assessment of Prelinguistic Intentional
    Communication. For eliciting proto-declarative
    intentions, a video clip was used.
  • RESULTS Results revealed a significant increase
    in both frequency and level of utterances for
    both types of proto-performatives. Although there
    was a clear development from nonlinguistic toward
    linguistic communication, utterances remained
    predominantly deicticgestural for the imperative
    intentions and referentialgestural for
    declaratives.
  • CONCLUSIONS The data support the notion from the
    literature that both types of performatives are
    susceptible to elicitation. Results also suggest
    that after neonatal screening, both total
    communication and oralaural approaches might
    accelerate conventionalization of the earliest
    communicative utterances of profoundly deaf
    toddlers.
  • Journal of Speech, Language, and Hearing Research
    Vol.49 486-499 June 2006

55
Research
  • Speech Production in 12-Month-Old Children With
    and Without Hearing Loss
  • Richard S. McGowan Susan Nittrouer Karen
    Chenausky
  • Purpose The purpose of this study was to compare
    speech production at 12 months of age for
    children with hearing loss (HL) who were
    identified and received intervention before 6
    months of age with those of children with normal
    hearing (NH).
  • Method The speech production of 10 children with
    NH was compared with that of 10 children with HL
    whose losses were identified (better ear
    pure-tone average at 0.5, 1, and 2 kHz poorer
    than 50 dB HL) and whose intervention started
    before 6 months of age. These children were
    recorded at 12 months of age interacting with a
    parent. Three properties of speech production
    were analyzed (a) syllable shape, (b) consonant
    type, and (c) vowel formant frequencies.
  • Results Children with HL had (a) fewer
    multisyllable utterances with consonants, (b)
    fewer fricatives and fewer stops with
    alveolar-velar stop place, and (c) more
    restricted front-back tongue positions for vowels
    than did the children with NH.
  • Conclusion Even when hearing loss is identified
    shortly after birth, children with HL do not
    develop speech production skills as their peers
    with NH do at 12 months of age. This suggests
    that researchers need to consider their
    approaches to early intervention carefully.
  • Journal of Speech, Language, and Hearing Research
    Vol.51 879-888 August 2008

56
Research
  • Beginning to Communicate After Cochlear
    Implantation -Oral Language Development in a
    Young Child
  • David J. Ertmer Lynette M. Strong Neeraja
    Sadagopan
  • This longitudinal case study examined the
    emergence of a wide range of oral language skills
    in a deaf child whose cochlear implant was
    activated at 20 months. The main purposes of this
    study were to determine "Hannah's" rate of spoken
    language development during her second to fourth
    year of implant experience and to estimate the
    efficiency of her progress by comparing her
    performance to that of typically developing
    children. Mother-child interactions were also
    examined to determine changes in Hannah's
    communication competence. Normal or above-normal
    rates of development were observed in the
    following areas (a) decreased production of
    nonwords, (b) increased receptive vocabulary, (c)
    type-token ratio, (d) regular use of word
    combinations, and (e) comprehension of phrases.
    Below-normal rates of development were observed
    in the following areas (a) speech
    intelligibility, (b) number of word types and
    tokens, and (c) mean length of utterance in
    morphemes. Analysis of parent-child interactions
    showed a large increase in responses to questions
    during the third year of implant use. Data from
    Hannah's first post-implantation year (D. J.
    Ertmer J. A. Mellon, 2001) indicated that some
    early language milestones were attained quite
    rapidly (e.g., canonical vocalizations and
    emergence of first word combinations). In
    contrast, the current study revealed that
    progress had slowed for related, but more
    advanced skills (e.g., production of intelligible
    speech and consistent use of word combinations).
    These changes in rate of development suggest that
    any advantages for language learning due to
    Hannah's advanced maturity (or other unknown
    factors) decreased with time and
    increasing-linguistic complexity.
  • Journal of Speech, Language, and Hearing Research
    Vol.46 328-340 April 2003

57
Research
  • Analogous and Distinctive Patterns of
    Prelinguistic Communication in Toddlers With and
    Without Hearing Loss
  • Anat Zaidman-Zait Esther Dromi
  • Purpose This study was conducted to compare the
    prelinguistic communicative abilities of toddlers
    with hearing loss and without hearing loss during
    the 2nd year of life and shortly before the
    emergence of productive single-word lexicons.
  • Method The participants were 28 toddlers with
    hearing loss who participated in an early
    intervention program and 92 toddlers with normal
    hearing at similar language levels and close
    chronological ages. The assessment consisted of
    the Hebrew Parent QuestionnaireCommunication and
    Early Language (HPQ-CEL E. Dromi, H.
    Ben-Shahar-Treitel, E. Guralnik, D.
    Ringwald-Frimerman, 1992) that guided parents'
    observations of their toddlers in 6 contexts at
    home. Parents reported on a range of
    prelinguistic communicative abilities.
  • Results Profile analysis indicated that the 2
    groups used a remarkably similar overall profile
    of prelinguistic behaviors. Interrelationships
    among behaviors were noticeably similar, too. Two
    communication properties unique to toddlers with
    hearing loss were relatively lower spontaneous
    use of words and reduced involvement in triadic
    book reading interactions. In addition, the
    associations between use of words and gestures in
    toddlers with hearing loss were slightly
    different from the toddlers with normal hearing,
    and the range of innovative gestures that they
    produced was greater.
  • Conclusion The remarkable similarity between the
    2 groups support the feasibility of adopting
    goals and principles known to hold true in
    typical development for fostering communication
    in toddlers with hearing loss.
  • Journal of Speech, Language, and Hearing Research
    Vol.50 1166-1180 October 2007

58
Research
  • Quality of Life for Children With Cochlear
    Implants Perceived Benefits and Problems and the
    Perception of Single Words and Emotional Sounds
  • Efrat A. SchorrFroma P. Roth Nathan A. Fox
  • Purpose This study examined children's
    self-reported quality of life with a cochlear
    implant as related to children's actual
    perceptions of speech and the emotional
    information conveyed by sound. Effects of age at
    amplification with hearing aids and fitting of
    cochlear implants on perceived quality of life
    were also investigated.
  • Method A self-reported quality of life
    questionnaire and assessments of speech
    perception (single words) and emotion
    identification were administered to a sample of
    37 children with cochlear implants who were
    congenitally deaf, who were 514 years of age,
    and who all used spoken language.
  • Results The children reported significant
    improvement in quality of life because of their
    cochlear implants, and they also reported low
    levels of concern about typical problems
    associated with wearing an implant. The
    children's perceived quality of life did not
    significantly predict speech perception
    performance at the single word level. In
    contrast, increased quality of life predicted
    better performance on the emotion identification
    task. Age at first use of amplification predicted
    perceived quality of life.
  • Conclusions The findings regarding age reinforce
    the importance of early detection and
    intervention for children's positive quality of
    life with cochlear implants later in childhood.
  • Journal of Speech, Language, and Hearing Research
    Vol.52 141-152 February 2009

59
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