Listening and Spoken Language Therapy for Children With Hearing Loss: A Practical Auditory-Based Guide

Second Edition

Sylvia Rotfleisch, Maura Martindale

Details: 352 pages, Full Color, Softcover, 7" x 10"

ISBN13: 978-1-63550-783-6

Release Date: 04/24/2026

Companion Website

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Available for purchase starting 04/08/2026

Print Book: $114.95

About

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 Ancillaries

For 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

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

Authors

Sylvia Rotfleisch

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.

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Maura Martindale

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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Resources

Listening and Spoken Language Therapy for Children with Hearing Loss, Second Edition comes with access to supplementary student and instructor resources on a PluralPlus companion website.

The companion website is located at: https://www.pluralpublishing.com/publication/lsltchl2e

STUDENTS:

The student resources include:

Videos on Content and Stages & Guiding Questions
Downloadable Content: Tables, Figures, eFlashcards, Parent Handouts, Work Sheets
Links to Related Organizations, Assessments, Activities, Resources

To access the student resources, you must register on the companion website and log in using the access code located in the front of your textbook.

INSTRUCTORS:

The instructor resources include:

Instructional PowerPoint Slides Covering Chapter Content
Test Bank and Answer Key
Videos and Case Studies with Guidance for Instructional Implementation
Class Activities
Discussion Questions

Instructors also have access to all of the student resources.

To access the instructor resources, you must contact Plural Publishing, Inc. to be verified as an instructor and receive your access code.

Email: instructormaterials@pluralpublishing.com

Tel: 866-758-7251 (toll free) or 858-492-1555

*Note for students: If you have purchased this textbook used or have rented it, your access code will not work if it was already redeemed by the original buyer of the book. Plural Publishing does not offer replacement access codes for used or rented textbooks.