SPED 221
Introduction to Audiology
3 chs, Fall 2007

 

 

INSTRUCTOR: 

Perry C. Hanavan, Au.D 

CLASS TIME: 

1:00-9:50 am

OFFICE:

MC 219

ROOM:

MC 201

PHONE:

(605) 274-4629

OFFICE HOURS: 

MWF, 9:00 - 9:50 am

E-MAIL:

pchanavan@augie.edu

 

 

COURSE DESCRIPTION:

This course provides a general study of the science of hearing assessment. Instruction emphasis: terminology, physics of sound, anatomical and physiology of the hearing mechanism, audiologic evaluation and screening, and interpretation. Practical experience in hearing assessment is required.

RELATIONSHIP TO THE CIRCLE OF COURAGE:

The mission of the course is to empower participants with the audiological tools necessary to create a learning/working/recreational/communication environment that encourages a sense of belonging, independence, generosity, and mastery for individuals who experience hearing.

Belonging is an integral part of society. Hearing loss can result in a sense of non-participation and not belonging.  Participants will examine the physiologic, etiologic, and audiologic aspects of hearing loss and apply strategies that foster positive communication environments that encourage belonging between individuals with hearing loss and their communication partners.
Independence is a critical component for interacting successfully in society. Participants will examine audiologic, physiologic, and etiologic concepts of hearing loss and apply strategies that foster independence for individuals with hearing loss and their communication partners.
Generosity may be demonstrated through empathy, caring, concern, service, etc. Participants will examine audiologic, physiologic, and etiologic concepts of hearing loss and apply strategies that create positive communication climates between individuals with hearing loss and their communication partners.
Mastery is one of the keys for demonstrating preparedness, responsibility, competence, etc. Participants will examine etiologic, physiologic, and audiologic concepts of hearing loss and develop a mastery of these concepts in preparation to providing professional services to individuals with hearing loss and their communication partners.

PROGRAM COMPETENCIES
 

Competency

Circle 
of Courage

NCATE 
Standard(s)

DECA 
Standard(s)

LEVEL

1.Knowledge of Core

Mastery

IA1,IIA12

24:16:08:46

introduced

8.Global and Multicultural Understandings and Effective Strategies

Independence

IA1,IF3

 

introduced

LEARNING EXPERIENCES:

·  Projects:  Students have several projects to complete.

  • A PowerPoint slide show which will be hosted in your student public_html folder on the J drive.
  • A professional report written in Word from a patient the students have evaluated at the Audiology Clinic at Augustana
  • Mini-project located on Moodle at moodle.augie.edu

·  Case Studies Presentations:  There will be case studies presentations approximately every other week

·  On-campus Clinic Observations (10 hours)

·  Lectures, group learning experiences, discussions, etc.

·  Class discussions, problem solving, critical thinking of issues in audiology

·  Web based learning experiences:  Quia, and the Virtual Tour of the Ear

 

GRADING: There will be four exams, primarily objective in nature, with the last the final.  Projects are equivalent 20%, presentations 10%, and tests 70% of the final grade.

90-100%       = A
80-89%         = B
70-79%         = C
60-69%         = D
Below 60%    = F

 

Suggested Portfolio Outcomes

  • Students will prepare a PowerPoint slide show with all the components listed below.
    • A description of the parts of the peripheral and central hearing mechanism
    • A description of the most common causes of hearing loss
    • A description of the types of hearing loss and samples of audiograms for each
    • A description of the degree of hearing loss as it relates to the audiogram (normal to profound)
    • A description of an audiogram
    • A description of a the various immittance tests (tympanometry, static immittance, acoustic reflexes, ear canal volume, etc.) and interpretation of results
    • A description of the various types of audiological speech threshold tests
    • A description of the various types of audiological speech recognition (supra-threshold) tests
    • A description of the types of electrophysiological audiological tests (ABR, OAE, etc.)
    • A description of the high risk factors of hearing loss in infants
  • A written Case Study Audiological Report from a patient
  • A sample SOAP from the case study

COURSE INFORMATION

TEXT: Introduction to Audiology (with CD-ROM), 9/E, by Frederick N Martin & John Greer N Clark (2006)

  • The text is an excellent introductory resource regarding the audiology profession which includes a CD.
  • The text will be used extensively throughout this course and students are expected to read the material.

 

ATTENDANCE:

  • Students are expected to be in attendance during scheduled class periods.  Grades are often a reflection of classroom attendance and participation.
  • Students must be present during scheduled exam periods unless excused by the Dean of Students or the School Health Nurse or Physican provides a written note; otherwise the student will receive a failing grade for that test. Students must take the Final exam during the scheduled time period.  Lack of time to study, too busy, are not acceptable excuses.
  • Schedule transportation arrangements so that you will be present for the Final.
  • The student is responsible to make-up missed material when absent from class.  I would suggest that a student review notes from other students when absent from class.

 

INDIVIDUAL STUDY:

  • If you are experiencing difficulty understanding the course material, please contact me so that I can assist you.
  • There are no make-up tests or make-up assignments to raise grades. Students are encouraged to study well in advance for exams. Students perform much better on exams when students review material periodically rather than a day or two before the exam.  When assignments are late, the grade will be reduced by 10 points each day.
  • It is recommended that students re-write class notes each day. This helps retain information and prepares one for the exams.
  • Please read the text prior to class discussion. Do not delay in reading the assigned material well in advance of the exam. Students should review course material periodically throughout the semester rather than several days before an exam.  Assignments and exam dates are posted on the calendar so students can prepare in advance for exams and class discussion.
  • The Virtual Tour of the Ear (http://www.augie.edu/perry/ear/ear.htm) has been developed as a resource and tool for this course.  Access and utilize the Virtual Tour of the Ear resources routinely throughout the course.

 

COMPUTER COMPETENCIES:

  • access OLE, read mail, compose mail, forward mail, reply, delete mail, spell check mail, justify, create mailing lists, etc.
  • access the Web, search, add bookmarks, view book marks, utilize the Augustana College Web online services and the Virtual Tour of the Ear, etc.
  • access PowerPoint to complete course assignments
  • access Moodle at augie.edu to complete course assignments

 

CLINIC:

  • Students are required to obtain a minimum of 10 clock hours in the Diagnostic Rehabilitation Center or other appropriate settings approved by the instructor. These hours are supervised directly by ASHA certified personnel. These hours are necessary for students seeking certification for CED and ASHA.

 

COURSE OBJECTIVES:

 

RELATED WEB LINKS:

 

AUDIOLOGIC LINKS:

 

Week: Chapter:         Topic

1          1.                     The Profession of Audiology.  PowerPoint

The Evolution of Audiology
Licensing and Certification
Prevalence and Impact of Hearing Loss
A Blending of Art and Science
Audiology Specialties
Employment SettingsProfessional Societies

2          8.                     The Outer Ear.  PowerPoint

Anatomy and Physiology of the Outer Ear
Development of the Outer Ear
Hearing Loss and the Outer Ear
Disorders of the Outer Ear and Their Treatments

2          9.                     The Middle Ear.

Anatomy and Physiology of the Middle Ear
Development of the Middle Ear
Hearing Loss and the Middle Ear
Disorders of the Middle Ear and Their Treatments
Other Causes of Middle Ear Hearing Loss

3          10.                   The Inner Ear.

Anatomy and Physiology of the Inner Ear
Development of the Inner Ear
Hearing Loss and Disorders of the Inner Ear
Causes of Inner-Ear Disorders

3          11.                   The Auditory Nerve and Central Auditory Pathways.

Anatomy and Physiology of the Auditory Nerve and Ascending Auditory Pathways
The Descending Auditory Pathways
Development of the Auditory Nerve and Central Auditory Nervous System
Summary of the Auditory Pathways
Hearing Loss and the Auditory Nerve and Central Auditory Pathways
Disorders of the Auditory Nerve
Disorders of the Cochlear Nuclei
Disorders of the Higher Auditory Pathways
Tests of the Higher Auditory Pathways
Tests for Auditory Processing Disorders

4          12.                   Nonorganic Hearing Loss.

Terminology
Patients with Nonorganic Hearing Loss
Indications of Nonorganic Hearing Loss
Performance on Routine Hearing Tests
Tests for Nonorganic Hearing Loss
Management of Patients with Nonorganic Hearing Loss

5:         3.                     Sound and Its Measurement.  PowerPoint

Sound
Waves
Vibrations
Frequency
Resonance
Sound Velocity
Wavelength
Phase
Complex Sounds
Intensity
The Decibel
Environmental Sounds
Psychoacoustics
Impedance
Sound Measurement

5          Test 1:  Over above chapters

5          2.                     The Human Ear and Simple Tests of Hearing.   PowerPoint

Anatomy and Physiology of the Ear
Pathways of Sound
Types of Hearing Loss
Hearing Tests  
Tuning Fork Tests

6-7       4.                     Pure-Tone Audiometry.  PowerPoint

The Pure-Tone Audiometer
Test Environment
The Patient’s Role in Manual Pure-Tone Audiometry
The Clinician’s Role in Manual Pure-Tone Audiometry
Air-Conduction Audiometry
Bone-Conduction Audiometry
Audiogram Interpretation
Masking
The Audiometric Weber Test
Automatic Audiometry
Computerized Audiometry

8-9       5.                     Speech Audiometry.

The Diagnostic Audiometer
Test Environment
The Patient’s Role in Speech Audiometry
The Clinician’s Role in Speech Audiometry
Speech-Threshold Testing
Masking for SRT
Bone-Conduction SRT
Most Comfortable Loudness Level
Uncomfortable Loudness Level
Range of Comfortable Loudness
Speech-Recognition Testing
Computerized Speech Audiometry

10        Test 2:  Over above chapters

11-12   6.                     Diagnostic Hearing Tests.   PowerPoint

Acoustic Immittance
Acoustic Reflexes
Otoacoustic Emissions (OAE)
Auditory Evoked Potentials
An Historical Note

12-13   7.                     Hearing Tests for Children.

Auditory Responses
Identifying Hearing Loss in Infants under 3 Months of Age
Objective Testing in Routine Pediatric Hearing Evaluation
Behavioral Testing of Children from Birth to Approximately 2 years of Age
Behavioral Testing of Children Approximately 2 to 5 Years of Age
Language Disorders
Auditory Processing Disorders
Psychological Disorders
Developmental Disabilities
Identifying Hearing Loss in the Schools
Nonorganic Hearing Loss in Children

14        14.                   Audiologic Treatment.

Patient Histories
Referral to Other Specialists
Audiologic Counseling
Management of Adult Hearing Impairment
Management of Childhood Hearing Impairment
The Deaf Community
Management of Auditory Processing Disorders
Management of Tinnitus
Hyperacusis
Vestibular Rehabilitation
Multicultural Considerations
Evidence-Based Practice
Outcome Measures

14        Reports: (Case Studies)(PowerPoint Slide Show)

15        Final                Chapters above

 

Last modified 9/1/2007 by PCHanavan
Send comments to pchanavan@augie.edu