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Maximizing the provision of appropriate technology services and devices for students in schools--executive summary. Ad Hoc Committee on Maximizing the Provision of Appropriate Technology Services and Devices for Students in Schools. 最大限度地为学校学生提供适当的技术服务和设备-执行摘要。为学校学生尽量提供适当的科技服务及设备特设委员会。
Pub Date : 1998-01-01
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引用次数: 0
Position statement and guidelines on support personnel in audiology. American Speech-Language Hearing Association. 听力学支持人员的立场声明和指导方针。美国语言听力协会。
Pub Date : 1998-01-01

This policy document of the American Speech-Language-Hearing Association (ASHA) reflects the Association's position that the Certificate of Clinical Competence-Audiology (CCC-A) is a nationally recognized quality indicator and education standard for the profession. The following statement includes the CCC-A as the appropriate credential for audiologists supervising support personnel. The consensus panel document's exclusion of the CCC-A conflicts with ASHA's policy. Member organizations that composed the consensus panel on support personnel in audiology included: Academy of Dispensing Audiologists (ADA), American Academy of Audiology (AAA), ASHA, Educational Audiology Association (EAA), Military Audiology Association (MAA), and the National Hearing Conservation Association (NHCA). Representatives to the panel included Donald Bender (AAA) and Evelyn Cherow (ASHA), co-chairs; James McDonald and Meredy Hase (ADA); Albert deChiccis and Cheryl deConde Johnson (AAA); Chris Halpin and Deborah Price (ASHA); Peggy Benson (EAA); James Jerome (MAA); and Lloyd Bowling and Richard Danielson (NHCA). ASHA's Legislative Council and Executive Board elected not to adopt the consensus panel document because it excluded the CCC-A. In all others aspects, the documents remain similar. This position statement and guidelines supersede the audiology sections of the Guidelines for the Employment and Utilization of Supportive Personnel (LC 32-80).

美国言语语言听力协会(ASHA)的政策文件反映了协会的立场,即临床听力学能力证书(CCC-A)是国家认可的专业质量指标和教育标准。以下声明包括CCC-A作为监督支持人员的听力学家的适当证书。共识小组文件排除了CCC-A,这与ASHA的政策相冲突。组成听力学支持人员共识小组的成员组织包括:配剂听力学家学会(ADA)、美国听力学学会(AAA)、ASHA、教育听力学协会(EAA)、军事听力学协会(MAA)和国家听力保护协会(NHCA)。小组代表包括联合主席Donald Bender (AAA)和Evelyn Cherow (ASHA);詹姆斯·麦克唐纳和梅雷迪·哈斯(ADA);Albert deChiccis和Cheryl deConde Johnson (AAA);克里斯·哈尔平和黛博拉·普莱斯(《ASHA》);佩吉·本森(EAA);詹姆斯·杰罗姆(MAA);以及劳埃德·鲍灵和理查德·丹尼尔森(NHCA)。民政事务局立法会及执行局选择不采纳协商一致小组文件,因为该文件排除了行政协调会。在所有其他方面,文件保持相似。本立场声明和指导方针取代了支持人员雇用和利用指导方针(LC 32-80)的听力学部分。
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引用次数: 0
Students and professionals who speak English with accents and nonstandard dialects: issues and recommendations. ASHA Joint Subcommittee of the Executive Board on English Language Proficiency. 讲英语带有口音和非标准方言的学生和专业人士:问题和建议。执行委员会英语语文能力联合小组委员会。
Pub Date : 1998-01-01 DOI: 10.1044/policy.ps1998-00117
A. Joint
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引用次数: 7
Hearing loss: terminology and classification. Joint Committee of the American Speech-Language-Hearing Association and the Council on Education of the Deaf. 听力损失:术语和分类。美国语言听力协会联合委员会和聋人教育委员会。
Pub Date : 1998-01-01

The following position statement and technical report were developed by the Joint Committee of the American Speech-Language-Hearing Association (ASHA) and the Council on Education of the Deaf (CED) and approved as Association policy by the ASHA Legislative Council in November 1997 (LC 6-97). CED member organizations are reviewing the document for approval in 1998. Joint Committee members responsible for the development of this document include (from ASHA) Joan Marttila, chair 1996-97; Linda Seestedt-Stanford, chair 1994-95; Evelyn Cherow, ex official; Donald Goldberg; Dawna Lewis; Leslie Ann McMillian; Jane Seaton; Alicia Stewart; and Larry Higdon, vice president for professional practices in audiology and monitoring vice president; and (from CED) Kathee Christensen; Steve Nover; Marilyn Sass-Lehrer; and Patrick Stone. This document supersedes ASHA policy: Definitions of Communication Disorders and Variations: Hearing Disorders section.

以下的立场声明和技术报告由美国言语语言听力协会(ASHA)和聋人教育委员会(CED)联合委员会制定,并于1997年11月由聋人教育协会立法会通过为协会政策(立法会6-97)。本署成员机构现正检讨该文件,以便在一九九八年批准。负责制定本文件的联合委员会成员包括(来自ASHA) 1996-97年主席Joan Marttila;Linda Seestedt-Stanford, 1994-95年主席;Evelyn Cherow,前官员;唐纳德·戈德堡;刘易斯情况;莱斯利·安·麦克米兰;简Seaton;艾丽西亚·斯图尔特;拉里·希格顿,听力学专业实践副总裁和监测副总裁;以及(来自CED)凯西·克里斯滕森;史蒂夫也不要;玛丽莲Sass-Lehrer;还有帕特里克·斯通。本文件取代ASHA政策:沟通障碍和变化的定义:听力障碍部分。
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引用次数: 0
Maximizing the provision of appropriate technology services and devices for students in schools--executive summary. Ad Hoc Committee on Maximizing the Provision of Appropriate Technology Services and Devices for Students in Schools. 最大限度地为学校学生提供适当的技术服务和设备-执行摘要。为学校学生尽量提供适当的科技服务及设备特设委员会。
Pub Date : 1998-01-01 DOI: 10.1044/policy.rp1997-00210
Barbara L. Loeding, Deborah Parker-Wolfenden, Kathy I. Privratsky, S. Karr
Reference this material as: American Speech-LanguageHearing Association. (1997). Maximizing the provision of appropriate technology services and devices for students in schools: Technical report. Rockville, MD: Author.
参考本材料:美国语言听力协会。(1997)。最大限度地为学校学生提供适当的技术服务和设备:技术报告。洛克维尔,马里兰州:作者。
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引用次数: 1
Guidelines for audiology service delivery in nursing homes. Ad Hoc Committee on Audiology Service Delivery in Home Care and Institutional Settings. American Speech-Language-Hearing Association. 疗养院听力学服务提供指南。在家庭护理和机构环境中提供听力学服务特设委员会。美国语言听力协会。
Pub Date : 1997-01-01 DOI: 10.1044/policy.gl1997-00004
The increasing number of older adults in society as well as changing consumer preference and health care delivery systems have led to more frequent activity of audiologists in the delivery of services in nursing homes. The nursing home setting presents a number of challenges for the audiologist. It is anticipated that this document will provide audiologists with a comprehensive hearing management protocol and facilitate audiologists to confront the numerous challenges of the nursing home setting and provide quality audiology services.
社会上老年人数量的增加以及消费者偏好和医疗保健服务系统的变化导致听力学家在养老院提供服务的活动更加频繁。疗养院的环境对听力学家提出了许多挑战。期望本文件能为听力学家提供全面的听力管理方案,帮助听力学家面对养老院环境的诸多挑战,提供优质的听力学服务。
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引用次数: 6
Guidelines for audiology service delivery in nursing homes. Ad Hoc Committee on Audiology Service Delivery in Home Care and Institutional Settings. American Speech-Language-Hearing Association. 疗养院听力学服务提供指南。在家庭护理和机构环境中提供听力学服务特设委员会。美国语言听力协会。
Pub Date : 1997-01-01

The increasing number of older adults in society as well as changing consumer preference and health care delivery systems have led to more frequent activity of audiologists in the delivery of services in nursing homes. The nursing home setting presents a number of challenges for the audiologist. It is anticipated that this document will provide audiologists with a comprehensive hearing management protocol and facilitate audiologists to confront the numerous challenges of the nursing home setting and provide quality audiology services.

社会上老年人数量的增加以及消费者偏好和医疗保健服务系统的变化导致听力学家在养老院提供服务的活动更加频繁。疗养院的环境对听力学家提出了许多挑战。期望本文件能为听力学家提供全面的听力管理方案,帮助听力学家面对养老院环境的诸多挑战,提供优质的听力学服务。
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引用次数: 0
Guidelines on the audiologist's role in occupational and environmental hearing conservation. Ad Hoc Committee on Occupational and Environmental Hearing Conservation. 听力专家在职业和环境听力保护中的作用指南。职业和环境听力保护特设委员会。
Pub Date : 1996-01-01

This position statement is a policy of the American Speech-Language-Hearing Association (ASHA). The document was developed by the Ad Hoc Committee on Occupational and Environmental Hearing Conservation and adopted by the American Speech-Language-Hearing Association (ASHA) Legislative Council in December 1995. Members of the Ad Hoc Committee on Occupational and Environmental Hearing Conservation include Derek Dunn, Rena H. Glaser, Theresa Schulz (chair), Andrew Stewart, Maureen E. Thompson (ex officio), and Vickie Tuten. Lawrence Higdon, ASHA vice president for professional practices in audiology, served as monitoring vice president. This position statement supersedes the 1985 position statement, "The Audiologist's Role in Occupational Hearing Conservation" (LC7-84).

这一立场声明是美国语言听力协会(ASHA)的政策。该文件由职业及环境听力保护特设委员会拟定,并于1995年12月获美国言语听力协会立法会通过。职业和环境听力保护特设委员会的成员包括德里克·邓恩、雷娜·h·格拉泽、特蕾莎·舒尔茨(主席)、安德鲁·斯图尔特、莫林·e·汤普森(当然成员)和维姬·图滕。负责听力学专业实践的ASHA副总裁Lawrence Higdon担任监督副总裁。这一立场声明取代了1985年的立场声明,“听力学家在职业听力保护中的作用”(LC7-84)。
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引用次数: 0
Reference list. Position statements, guidelines, and other relevant papers. 参考清单。立场声明、指导方针和其他相关文件。
Pub Date : 1996-01-01
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引用次数: 0
Inclusive practices for children and youths with communication disorders. Ad Hoc Committee on Inclusion for students with Communication Disorders. 为有沟通障碍的儿童和青少年提供包容性做法。沟通障碍学生融合特设委员会。
Pub Date : 1996-01-01 DOI: 10.1044/policy.ps1996-00223
An array of inclusive service delivery models is recommended for the implementation of services to children and youths with communication disorders. Inclusive practices are intervention services that are based on the unique and specific needs of the individual, and provided in a context that is least restrictive. There are a variety of models through which inclusive practices can be provided, including a direct (pull-out) program, in classroom-based service delivery, community-based models, and consultative interventions. These models should be seen as flexible options that may change depending on student needs. The speech-language pathologist, in collaboration with parents, the student, teachers, support personnel, and administrators, is in the ideal position to decide the model or combination of models that best serves each individual student's communication needs. Implementation of inclusive practices requires consideration of multiple issues, including general education reform, cost effectiveness, and program efficacy. In addition, administrative and school system support, personnel qualifications, staff development, flexible scheduling, and the effects of inclusive practices on all learners need to be considered. At present, available research suggests guarded optimism for the effectiveness of inclusive practices. However, many critical questions have not yet been addressed and additional research is needed to assess the full impact of inclusive practices for students with communication disorders.
为向有沟通障碍的儿童和青少年提供服务,建议采用一系列包容性服务提供模式。包容性做法是基于个人独特和具体需求的干预服务,并在限制最少的情况下提供。提供包容性实践的模式多种多样,包括直接(退出)项目、以课堂为基础的服务提供、以社区为基础的模式和咨询干预。这些模式应该被视为灵活的选择,可以根据学生的需要而改变。语言病理学家与家长、学生、教师、辅助人员和管理人员合作,是决定最能满足每个学生交流需求的模式或模式组合的理想人选。实施包容性实践需要考虑多个问题,包括普通教育改革、成本效益和项目效率。此外,还需要考虑行政和学校系统支持、人员资格、员工发展、灵活的时间安排以及包容性实践对所有学习者的影响。目前,现有的研究表明,对包容性实践的有效性持谨慎乐观态度。然而,许多关键问题尚未得到解决,需要进一步的研究来评估包容性实践对沟通障碍学生的全面影响。
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引用次数: 5
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ASHA. Supplement
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