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Libros sobre el tema "Auditory impairments"

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Publicado: 7 de diciembre de 2024

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1

Subtelny, Joanne D. Speech and auditory training: A program for adolescents with hearing impairments and language disorders. Tucson, Ariz: Communication Skill Builders, 1985.

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2

Guyer, Evelyn A. From the hand to heart: Bonding and relaxation techniques (B.A.R.T.) for individuals with combined auditory and visual impairments. [New York?]: E.A. Guyer, 1992.

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3

Bamford, John. Hearing impairment, auditory perception and language disability. 2a ed. San Diego, Calif: Singular Pub. Group, 1991.

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4

Bamford, John. Hearing impairment, auditory perception and language disability. 2a ed. San Diego, Calif: Singular Pub. Group, 1991.

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5

Bamford, John. Hearing impairment, auditory perception and language disability. London: Edwars Arnold, 1985.

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6

Elaine, Saunders, ed. Hearing impairment, auditory perception, and language disability. London: E. Arnold, 1985.

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7

Tonnquist-Uhlén, Inger. Topography of auditory evoked cortical potentials in children with severe language impairment. Oslo: Scandinavian University Press, 1996.

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8

Michael, Goldberg Donald y Caleffe-Schenck Nancy, eds. Educational audiology for the limited-hearing infant and preschooler: An auditory-verbal program. 3a ed. Springfield, Ill: C.C. Thomas, 1997.

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9

Brennfleck, Shannon Joyce, ed. Learning disabilities sourcebook: Basic consumer health information about dyslexia, auditory and visual processing disorders, communication disorders, dyscalculia, dysgraphia, and other conditions that impede learning, including attention deficit/hyperactivity disorder, autism spectrum disorders, hearing and visual impairments, chromosome-based disorders, and brain injury; along with facts about brain function, assessment, therapy and remediation, accommodations, assistive technology, legal protections, and tips about family life, school transitions, and employment strategies, a glossary of related terms, and directories of additional resources. 3a ed. Detroit, MI: Omnigraphics, 2009.

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10

Nazarova, L. P. The Technique of Auditory Perception in Children with Hearing Impairments. Book on Demand Ltd., 2018.

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11

Raymer, Anastasia M. y Leslie J. Gonzalez Rothi. Aphasia Syndromes: Introduction and Value in Clinical Practice. Editado por Anastasia M. Raymer y Leslie J. Gonzalez Rothi. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199772391.013.20.

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Neurologic damage affecting the left cerebral hemisphere leads to impairments in comprehension and expression of language in the verbal modality (aphasia) and in the written modality (dyslexia and dysgraphia). Impairment patterns take various forms, differing in the fluency/nonfluency of verbal output and integrity of auditory comprehension, repetition, and word retrieval abilities. The divergent classifications of aphasia allow reflection on neural and psychological correlates of specific aspects of language processing in verbal and written modalities. Neurologic damage affecting the right cerebral hemisphere can lead to changes in social and prosodic communication, speaking to the role of the right hemisphere in language processing. Patterns of language breakdown following neurologic injury have implications for assessment and intervention for affected individuals. Whereas perspectives vary on interpretation of the language breakdown across disciplines, this volume’s purpose is to facilitate interactions across disciplines to improve the lives of those with aphasia and related communication disorders.
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12

van Wingerden, Evelien, Arjan van Tilborg y Hans van Balkom. Cognitive Constraints on Learning to Read in Children with an Intellectual Disability Who Are Deaf and Hard of Hearing. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0012.

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Learning to read is challenging for children who have hearing impairments and concurrent intellectual disabilities because they face barriers due to both conditions. In many developmental domains, including executive functioning and language development, auditory and intellectual disabilities mutually influence each other; a deficit in one domain hinders coping mechanisms to compensate for distortions in the other. The resulting impact is more than the sum of the parts. It affects the way students learn to read and the way they process written text in many ways. Little is known about the key factors in literacy development for children with both hearing impairments and intellectual disabilities. This chapter integrates recent findings on reading development in children with both of these conditions to define a research base for two exploratory studies on literacy attainment in these learners. Recommendations for literacy education are based on these studies.
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13

Williams, Angela L. Auditory Impairment and Assistive Hearing. Omnigraphics, Incorporated, 2020.

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14

Williams, Angela L. Auditory Impairment and Assistive Hearing. Omnigraphics, Incorporated, 2020.

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15

Eggermont, Jos J. Auditory Brain and Age-Related Hearing Impairment. Elsevier Science & Technology, 2019.

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16

Eggermont, Jos. Auditory Brain and Age-Related Hearing Impairment. Elsevier Science & Technology Books, 2019.

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17

Hearing Impairment, Auditory Perception and Language Disability. 2a ed. Wiley, 1991.

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18

The Auditory Brain and Age-Related Hearing Impairment. Elsevier, 2019. http://dx.doi.org/10.1016/c2017-0-02811-2.

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19

Bogdashina, Olga. Communication Issues in Autism and Asperger Syndrome. 2a ed. Jessica Kingsley Publishers, 2022. http://dx.doi.org/10.5040/9781805016038.

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In this updated edition, Olga Bogdashina provides a theoretical foundation for understanding communication and language impairments specific to autism. She explores the effects of different perceptual and cognitive styles on the communication and language development of autistic children. She also stresses the importance of identifying each individual’s nonverbal language – which can be visual, tactile, kinaesthetic, auditory, olfactory or gustatory – to establish verbal communication. Reflecting recent research and changes in terminology, the book explains why some approaches may work for some autistic children but not for others, and the ‘What They Say’ sections allow the reader to see through the eyes of autistic individuals and understand their language differences first-hand. ‘What We Can Do to Help’ sections throughout the book give practical recommendations for helping autistic individuals use their natural mechanisms to learn and develop social and communicative skills. The final chapters are devoted to assessment and intervention issues with recommendations for selecting appropriate methods and techniques to enhance communication, based on the specific mode of communication a person uses.
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20

Martin, Jeffrey J. Environmental Barriers. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190638054.003.0033.

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In addition to individual and social barriers to physical activity (PA), people with impairments also face a physical or built environment that is often not conducive to PA. The purpose of this chapter is to survey the most common, and some idiosyncratic, environmental barriers to PA and protections intended via the Americans with Disabilities Act. While opportunity barriers are often under people’s control, other barriers such as inclement weather are outside of human control. However, sidewalks and wheelchair ramps that are not shoveled free of snow are examples of where uncontrollable and controllable barriers merge. Other examples include transportation barriers: Often entrances to public transportation are inaccessible, and waiting for public transportation and carrying equipment on public transportation are seen as barriers to PA. Ramps too steep for wheelchairs, bathroom and locker room doors too narrow for wheelchairs, no grab bars in showers, lack of lifts into a pool, and pools that are too cold also make it hard for people to use exercise facilities. Other environmental obstacles to PA include a lack of auditory signals at crosswalks, and uneven and unkempt paved walking and jogging paths.
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21

Popper, Arthur N., Fan-Gang Zeng y Richard R. Fay. Cochlear implants: Auditory prostheses and electric hearing. 2004.

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22

(Editor), R. J. Roeser y M. P. Downs (Editor), eds. Auditory Disorders in School Children. 3a ed. Thieme Publishing Group, 1995.

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23

Bamford, John y Elaine Saunders. Hearing Impairment, Auditory Perception, and Language Disability: Studies in Disorders of Communication. 2a ed. Singular Publishing Group, 1991.

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24

Downs, Marion P. y Ross J. Roeser. Auditory Disorders in School Children: Identification, Remediation. 2a ed. Thieme Medical Pub, 1988.

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25

Downs, Marion P. y Ross J. Roeser. Auditory Disorders in School Children: The Law, Identification, Remediation. 4a ed. Thieme Medical Publishers, 2004.

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26

Wilshire, Carolyn E. Conduction Aphasia: Impaired Phonological Processing. Editado por Anastasia M. Raymer y Leslie J. Gonzalez Rothi. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199772391.013.8.

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Conduction aphasia is a syndrome characterized by impaired repetition in the context of relatively preserved auditory comprehension and fluent speech. The classical conceptualization of conduction aphasia as a disconnection syndrome has been undermined in recent years. Nevertheless, this diagnosis delineates a small subset of individuals with aphasia who have many common cognitive and anatomical characteristics. Conduction aphasia is associated with damage to a relatively narrow and well-defined group of left hemisphere brain structures, which may include the posterior superior temporal lobe, the inferior parietal lobe, and the insula. According to current cognitive neuropsychological frameworks, an impairment in phonological planning for speech production is the common underlying cognitive dysfunction in the majority of cases, which may sometimes be accompanied by an analogous impairment in receptive phonology. Other common features, such as sentence repetition problems and reduced short-term memory span, may be a secondary consequence of the primary phonological impairment. Current approaches to the treatment of conduction aphasia target the underlying impairment in phonological planning. It is argued that the diagnosis of conduction aphasia can be a useful first step toward understanding a person’s language difficulties and planning effective treatment interventions.
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27

Nuwer, Marc R. Evoked Potentials. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199341016.003.0009.

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Visual evoked potentials, brainstem auditory evoked potentials, and somatosensory evoked potentials are established clinical tests that are useful for the diagnosis of multiple sclerosis. Motor evoked potentials, cognitive event-related potentials, and vestibular evoked potentials also are used clinically to test additional pathways and functions. These objective, reproducible tools can identify clinically silent lesions, predict clinical deterioration risk, and localize levels of impairment. They differ from magnetic resonance imaging in that they assess function rather than anatomy and thereby fill a complementary role in clinical care. They also are useful in therapeutic trials because they can predict outcomes in parallel with, or earlier than, clinical examinations.
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28

Department of Veterans Affairs. 21st Century VA Independent Study Course: Hearing Impairment, Ototoxic and Noise-Induced Hearing Loss, Audiology, Auditory Problems, Balance Disorders, Ear Pathologies, Tinnitus, Deafness. Independently Published, 2017.

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29

Grimaldi, Stephanie J. y Emily R. Stern. Sensory Processing and Intolerance in OCD. Editado por Christopher Pittenger. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190228163.003.0011.

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Patients with obsessive-compulsive disorder (OCD) often exhibit abnormal sensitivity to sensory stimuli and a reduced ability to screen out stimuli that most do not find bothersome. This chapter reviews evidence documenting increased sensitivity to external sensory stimuli (auditory, olfactory, tactile) and reduced sensory gating in patients with OCD. In some individuals such sensitivity can present as a primary symptom. Many patients with OCD also experience sensations that appear to be “internally generated,” including not-just-right experiences, incompleteness, and physical urges; this is the focus of the second half of the chapter. These sensations, termed “sensory phenomena,” cause significant distress and impairment in daily functioning and may require different treatments than fear-based obsessions. The chapter concludes with a brief discussion of directions for future research that may provide further insight into the nature of sensory symptoms as well as potential treatments.
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30

Harnish, Stacy M. Anomia and Anomic Aphasia: Implications for Lexical Processing. Editado por Anastasia M. Raymer y Leslie J. Gonzalez Rothi. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199772391.013.7.

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Anomia is a term that describes the inability to retrieve a desired word, and is the most common deficit present across different aphasia syndromes. Anomic aphasia is a specific aphasia syndrome characterized by a primary deficit of word retrieval with relatively spared performance in other language domains, such as auditory comprehension and sentence production. Damage to a number of cognitive and motor systems can produce errors in word retrieval tasks, only subsets of which are language deficits. In the cognitive and neuropsychological underpinnings section, we discuss the major processing steps that occur in lexical retrieval and outline how deficits at each of the stages may produce anomia. The neuroanatomical correlates section will include a review of lesion and neuroimaging studies of language processing to examine anomia and anomia recovery in the acute and chronic stages. The assessment section will highlight how discrepancies in performance between tasks contrasting output modes and input modalities may provide insight into the locus of impairment in anomia. Finally, the treatment section will outline some of the rehabilitation techniques for forms of anomia, and take a closer look at the evidence base for different aspects of treatment.
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31

Learning disabilities sourcebook: Basic consumer health information about dyslexia, dyscalculia, dysgraphia, speech and communication disorders, auditory and visual processing disorders, and other conditions that make learning difficult, including attention deficit hyperactivity disorder, down syndrome and other chromosomal disorders, fetal alcohol spectrum disorders, hearing and visual impairment, autism and other pervasive developmental disorders, and traumatic brain Injury; along with facts about diagnosing learning disabilities, early intervention, the special education process, legal protections, assistive technology, and accommodations, and guidelines for life-stage transitions, suggestions for coping with daily challenges, a glossary of related terms, and a directory of additional resources. 4a ed. Detroit, MI: Omnigraphics, 2012.

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32

Lee, James, James Mahshie, Mary June Moseley y Susanne M. Scott. Enhancing Communication Skills of Deaf and Hard of Hearing Children in the Mainstream. Singular, 2005.

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33

Enhancing communication skills of deaf & hard of hearing children in the mainstream. Clifton Park, NY: Thomson Delmar Learning, 2006.

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