About The Book

Assessing Listening and Spoken Language in Children with Hearing Loss is a comprehensive guide to assessments for professionals who provide intervention to infants, toddlers, preschoolers, and school-age children with hearing loss. The combined knowledge of the editors–an audiologist and a speech-language pathologist, both with 20 years of experience working with children with hearing loss and their families as well as extensive publications and presentations on the topic–brings valuable insights, experience, and research to this text.

This text provides information on assessing the whole child, what measures to consider, and how to communicate the findings. It is the distinct source for practical information on how to develop a test protocol, select appropriate tests, ensure a comprehensive assessment, and integrate the findings into an appropriate treatment plan.

As a unique resource that focuses on a relevant topic in today’s accountability culture, this text will appeal to undergraduate and graduate students in deaf education and communication sciences and disorders; practicing professionals such as speech-language pathologists, audiologists, and psychologists; professionals studying for advanced certifications; as well as teachers of the deaf and hard of hearing, professors of aural (re)habilitation, special educators, school administrators, and early intervention service coordinators.

About The Authors

Tamala S. Bradham, PhD, CCC-A, is a quality consultant in the Center for Quality, Safety & Risk Prevention at Vanderbilt University Medical Center, where she is at the forefront of healthcare reform, evidence-based practices, and population health and practice management. She has taught numerous courses on the topics of aural (re)habilitation, cochlear implants, introduction to audiology, speech and hearing sciences, science of auditory processing, and quality improvement. Her research interests include auditory, speech, and language outcomes in children with hearing loss; cochlear implants; discharge practices; and family-centered practices in health care. Formerly, she was on faculty at the Vanderbilt Bill Wilkerson Center, where she was the Associate Director of Services at the National Center for Childhood Deafness and Family Communication. In this role, she developed and managed services for children with hearing loss, which included the pediatric cochlear implant team, audiological (re)habilitation services, speech-language services, and the Mama Lere Hearing School. Dr. Bradham believes in continuous learning and shares lessons learned as a frequent blogger on ASHAsphere and leanhcare. She is a multitalented and multifaceted leader who inspires those around her to deliver best practices based on the current state of knowledge, explore opportunities to improve service delivery, and innovate solutions for the tomorrow.

K. Todd Houston, PhD, CCC-SLP, LSLS Cert. AVT, is a professor in the School of Speech-Language Pathology and Audiology at The University of Akron. His primary areas of research include spoken language acquisition in children with hearing loss, enhancing parent engagement in the intervention process, Auditory-Verbal Therapy, cochlear implantation in children and adults, adult aural rehabilitation, the use of social media and social networking to support clinical services, and telepractice. He directs the Telepractice and eLearning Laboratory (TeLL), an initiative to evaluate clinical practices in the area of distance service delivery in speech-language pathology and audiology. Dr. Houston also is the author/editor of Telepractice in Speech-Language Pathology (2014, Plural Publishing), one of the first texts in the field addressing the topic of telepractice as a service delivery model. Dr. Houston is a widely published author and a sought-after presenter, and he continues to deliver keynote addresses, conference presentations, and workshops on topics such as telepractice, listening and spoken language outcomes in children with hearing loss, parent engagement, and social media/networking.

Table Of Contents

Part I. Foundations in Assessments
Chapter 1. Assessing a Child With Hearing Loss: Past, Present, and Future

Tamala S. Bradham, K. Todd Houston, and Allan O. Diefendorf

Chapter 2. Assessment Tools: Evaluating Our Measurements

Stephen Camarata, Hope Lancaster, and Dana Kan

Part II. Assessments
Chapter 3. Medical Assessment

Pon Trairatvorakul and Susan Wiley

Chapter 4. Auditory Assessments

Allan O. Diefendorf, Donna Fisher Smiley, and Tamala S. Bradham

Chapter 5. Speech Production Assessment

Marietta M. Paterson and Christina Barris Perigoe

Chapter 6. Language Assessment of Children With Hearing Loss

Hannah Eskridge and Kathryn Wilson

Chapter 7. Psychoeducational Assessment

Susan Randich

Chapter 8. Literacy Assessment

Krystal L. Werfel

Chapter 9. Assessment of the Listening Environment

Carrie Spangler and Carol Flexer

Chapter 10. Hearing Aid Assessment

Ryan McCreery

Chapter 11. Cochlear Implant Assessment

Tamala S. Bradham and K. Todd Houston

Part III. Beyond the Assessments: Components to Consider
Chapter 12. Supporting Families Through the Assessment Process and Beyond

Joni Alberg, Janet DesGeorges, Patti Martin, and Tamala S. Bradham

Chapter 13. Assessment Considerations for Children With Hearing Loss Who Are Culturally and Linguistically Diverse

Michael Douglas

Chapter 14. From Assessment to Intervention

K. Todd Houston, Tamala S. Bradham, and Andrea Bell

Appendix A. OPTIONSchools: Assessment Reference Guide (2014)
Appendix B. Resources


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