Overview

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

Full Product Details

Author:   Sylvia Rotfleisch ,  Maura Martindale
Publisher:   Plural Publishing Inc
Imprint:   Plural Publishing Inc
Edition:   2nd New edition
Dimensions:   Width: 17.80cm , Height: 1.70cm , Length: 25.40cm
ISBN:  

9781635507836

ISBN 10:   1635507839
Pages:   352
Publication Date:   24 April 2026
Audience:   College/higher education ,  Professional and scholarly ,  Professional and scholarly ,  Postgraduate, Research & Scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Forthcoming
Availability:   Not yet available  
This item is yet to be released. You can pre-order this item and we will dispatch it to you upon its release.

Table of Contents

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 Child’s 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 Child’s 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 Don’t 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 6–3)     Auditory Feedback and Development of the Speech Production System, Auditory Retrieval, and Expressive Communication (Tables 6–4 and 6–6)     Language Comprehension Development of Auditory Recognition, Sequencing, and Comprehension (Table 6–5) 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 7–3 and 7–5)     Auditory Feedback and Development of the Speech Production System, Auditory Retrieval, and Expressive Communication (Tables 7–4 and 7–6) 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 8–3 and 8–5)     Auditory Feedback and Development of the Speech Production System, Auditory Retrieval, and Expressive Communication (Tables 8–4 and 8–6) 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 9–3 and 9–5)     Auditory Retrieval and Expressive Communication (Tables 9–4 and 9–6) 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 10–3 and 10–5)     Auditory Retrieval and Expressive Communication (Tables 10–4 and 10–6) 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 11–3 and 11–5)     Auditory Retrieval and Expressive Communication (Tables 11–4 and 11–6) 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

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Author Information

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 Master’s 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.

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