CMDS/EDHH 224
Introduction to Aural Rehabilitation
3 chs, Spring 2008

 

INSTRUCTOR: 

Perry C. Hanavan, Au.D.

CLASS TIME: 

MWF 8:00-8:50 am

OFFICE:

MC 219

ROOM:

MC 254

PHONE:

(605) 336-4629

OFFICE HOURS: 

MWF - 10:00 - 11:00 am

E-MAIL:

pchanavan@augie.edu

CLINIC

Tue -- MC 156

 

COURSE DESCRIPTION:

A study of the principles and techniques used in aural (re)habilitation for persons possessing a hearing impairment. Practical experience is required.

 

MISSION:

The mission of the course is to empower participants with the audiologic rehabilitation 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 loss and their communication partners.


Belonging is an integral part of society. Hearing loss can result in a sense of non participation.  Participants will examine concepts and strategies that foster communication environments that encourages a sense of belonging for individuals with hearing loss and their communication partners.
Independence is a critical component for interacting successfully in society.  Participants will examine audiologic rehabilitation concepts and 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 rehabilitation concepts and strategies that create positive communication climates that foster generosity within individuals with hearing loss and their communication partners.
Mastery is one of the keys for demonstrating preparedness, responsibility, competence, etc.  Participants will examine audiologic rehabilitation concepts and strategies that foster understanding of communication for individuals with hearing loss and their communication partners.

 

ASSESSMENT OF CANDIDATE DISPOSITIONS: 

The Assessment of Candidate Dispositions form will be used to assess Teacher Education/EDHH/CMDS Candidates and will help to determine if candidates demonstrate the dispositions necessary to help all students learn.  Decisions regarding Program Entrance and Acceptance to Student Teaching will be informed by this and other assessment criteria.  The Assessment of Candidate Disposition form is built around the Education Department’s conceptual framework, the Circle of Courage, and its four core values.  Teacher Education/EDHH/CMDS receiving a rating of AREA OF CONCERN on any criteria will conference with the evaluator to discuss the concern(s).  If necessary, a staffing may be scheduled to discuss the Teacher Education/EDHH/CMDS Candidate’s program status and to further address the area(s) of concern.  Students in this course will be assessed by their course instructor late in the semester and will be provided a copy of the assessment results for their own records.  Candidates will be rated on the following areas:

 

 

SATISFACTORY

AREA OF CONCERN

N/A

EXEMPLARY

PERFORMANCE

 

3

EXPECTED PERFORMANCE

 

2

BELOW EXPECTED

PERFORMANCE

1

NOT

OBSERVED

BELONGING

Relates easily, positively, and tactfully with others, is friendly, courteous, professional; Actively seeks opportunities for personal and professional growth; Appropriate professional appearance and personal hygiene

 

 

 

 

MASTERY

Demonstrates a commitment to continuous learning and reflection; Exhibits an interest in and a commitment to teaching and learning; Responds with a positive attitude when receiving feedback

 

 

 

 

INDEPENDENCE

Demonstrates initiative and positive attitude; Is responsible, reliable, dependable, & well-organized (meets deadlines, reliable, prompt, attends classes, appointments, meetings, etc.); Demonstrates flexibility and adaptability

 

 

 

 

GENEROSITY

Willingly, actively and cooperatively participates in collaborative situations; Shares ideas and concerns; Appreciates multiple perspectives

 

 

 

 

 

 

ACCOMMODATIONS: 

 

Students with identified special needs should meet with the course instructor within the first week of class to coordinate and finalize arrangements for appropriate accommodations.

 

ACADEMIC INTEGRITY: 

 

Policies related to issues of academic integrity/academic dishonesty as outlined in the college’s Student Handbook will be observed.

 

PROGRAM COMPETENCIES
 

Course Objectives and related theorists.

Level

Related program Competency

DECA    Standard

Assessment tools

1.  The student will understand and be able to demonstrate an understanding ability to teach the fundamental skills speechreading/lipreading and have a knowledge of the major theorists.

2

1

24:16:08:46.1d

Classroom simulation, tests, practicum, projects*

2.  The student will comprehend the tools necessary to assess and implement auditory training.

3

8

24:16:08:46.1e

Classroom simulation, tests, practicum, projects*

3.  Students will be able to write IEP and IFSP goals and objectives specific to aural (re)habilitation for individuals who are deaf or hard of hearing.

3

3

24:16:08:46.1e

Classroom simulation, tests, practicum, projects*

4.  Students will understand the  various types, care and maintenance of hearing aids, assistive listening devices and cochlear implants

3

1

24:16:08:46.1e

Practicum with clients, projects*

 

LEARNING EXPERIENCES:

·                     Projects:  There are projects due throughout the semester as indicated on the schedule. The projects must be generated with PowerPoint and posted to your personal Augustana public_html web hosting space.

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

·                     On-campus Clinic Observations

·                     Lectures, group learning experiences, discussions, etc.

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

·                     Technology Projects: Create Microsoft Word documents, scan images, create images with digital camera, and publish (ftp) to the student's public_html folder.

·                     Case Studies Presentations: Periodic case studies presentations

·                     Classroom:  Lecture, guest lectures, group and individual learning experiences, discussions, etc.

·                     Web Based Learning Experiences:  Extensive use of the Virtual Tour of the Ear web site, practice exercises (www.quia,.com/pages/audiology.html), www.quia.com/pages/audiologicrehab.html, etc.

·                     Clinical:   On-campus clinical audiologic and rehabilitative observations, hearing screening, etc.

·                     Professional Experiences:  Off-campus attendance of  at least one Tristate Hearing Loss Association of America meeting, local, or state professional meeting

STUDENT EVALUATION:

There will be three/four exams, primarily objective in nature including the final.  Project are equivalent 10%, case study (10%) attendance at off-campus professional meetings and service learning project (bonus 5 points per approved activity), and 10 hours of on campus audiology clinic (5%), and tests 75% of the final grade.

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

 

SUGGESTED ePORTFOLIO OUTCOMES:

The Word document created as outlined in the project assignment is an appropriate document for inclusion in the student portfolio.

·         Describe the types of hearing assistance technologies (HAT) (formerly ALDs).

·         Describe the various types of hearing aids (including ITE, CIC, BTE, etc.)

·         Describe the major parts of a cochlear implant device

·         Develop a check-list procedure for trouble-shooting malfunctioning hearing aid

·         Develop a maintenance and care form for checking hearing aids in the classroom, hospital, or nursing home

·         Describe the four components of aural rehabilitation (detection, discrimination, identification and comprehension) and create a table with levels of communication

·         Describe facilitative strategies for individuals with hearing loss

·         Describe repair strategies for individuals with hearing loss

·         Create a Monosyllabic-Trochee-Spondee test with picture board and response sheet

·         Create an aural rehabilitative lesson based one of the four components of aural rehabilitation

·         Describe the conversational styles (assertive, aggressive, passive) with examples

COURSE INFORMATION:

Text:   Foundations of Aural Rehabilitation, Second Edition, Tye-Murray, N. Singular Publishing Group, Inc., 2004
Attendance:  Students are expected to be in attendance during scheduled class periods.   Schedule travel arrangements so that you will be present for the final.  The student is responsible to make-up missed material when absent from class.  I suggest that a student review notes from other students when absent from class.
Scheduled Test Periods:  Students must be present during scheduled exam periods unless excused by the Dean of Students, the School Health Nurse or Physician 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 from scheduled test times. Students whose Plan of Care indicates exams will be administered outside the classroom will be responsible for scheduling the exam with the Social Studies Division Secretaries and will take the exam at the scheduled day and time as other students.  If this is unacceptable, the student will be responsible for coordinating with the Coordinator of Services, supervision of tests.
Individual Study:  If students are experiencing difficulty understanding the course material, please contact the course instructor.  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 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.
Clinic:  Students will observe a minimum of 10 clock hours in the Diagnostic Rehabilitation Center or other appropriate settings approved by the instructor.  These hours are necessary for students seeking certification for CED and ASHA.

Web Based Projects:  The following projects will be completed during the first week of the course:  Create a web based project using Microsoft Word and posted to your personal public_html web space. (http://student.augie.edu/~login/ar.htm)

·                     Visit http://www.quia.com/pages/audiology.htmlto begin practicing course material

·                     Visit the Virtual Tour of the Ear web site

Professional Experiences:  Attend at least one Tristate HLAA meeting (held the last Thursday of each month at Augustana College)

MAJOR RESEARCH/WRITERS/THEORISTS ADDRESSED IN THIS COURSE:

The major theorists of the course include:  Alpiner, JA, McCarthy, PA, Erber, NP, Tye-Murray, N

COURSE OBJECTIVES:

               I.      Introduction to Audiologic Rehabilitation

a.       Introduction

                                                               i.      define speechreading, auditory training, aural rehabilitation, audiologic rehabilitation, residual hearing, etc.

                                                             ii.      state the needs for aural rehabilitation

                                                            iii.      describe a communication model used in aural rehabilitation

                                                           iv.      identify the traditional variables of hearing impairment and other contributing variables associated with hearing impairments and other variables that may impact aural rehabilitation (time of onset, degree of loss, etiology, type of loss)

                                                             v.      list and describe the various settings for aural rehabilitation

                                                           vi.      describe the role and responsibilities of the audiologist, educator of the deaf, physician, etc., in the aural rehabilitation process

                                                          vii.      explain the competencies required of professionals providing aural rehabilitation (Appendix 1.1)

                                                        viii.      describe the current educational definitions of students with hearing loss, identification criteria, and prevalence figures

                                                           ix.      Other required readings:

1.      Jerger, J. (1991). Milestones and Boundaries. American Journal of Audiology.

2.      Committee on Children with Handicaps. (1973). The physician and the deaf child. Pediatrics. 51:1100-1101.

3.      ASHA Scope of Practice

4.      AAA Scope of Practice

5.      What is in a Name?

b.      Communication Strategies and Conversational Styles

                                                               i.      define communication training

                                                             ii.      Identify the communication rules behaviors described by Erber that may occur when an individual has a hearing loss

                                                            iii.      Identify the communication strategies used to modify conversational interactions

                                                           iv.      Identify the factors that influence reception of spoken language

                                                             v.      Identify and describe facilitative communication strategies

                                                           vi.      Identify maladaptive communication strategies

                                                          vii.      Identify and describe repair strategies

                                                        viii.      Identify and describe the stages in repairing communication breakdown

                                                           ix.      Identify and describe the various conversational styles and behaviors

c.       Visual and other Sensory Aspects of Communication (2:10)

                                                               i.      describe the factors which influence visibility of speech in the speechreading process

                                                             ii.      describe the various categories of visible stimuli available to the listener

                                                            iii.      describe visual cues the listener may use in communication

                                                           iv.      describe the interaction of audition and vision in speech perception

                                                             v.      describe the interaction of audition and other senses in speech perception

                                                           vi.      list and describe factors related to speechreading

                                                          vii.      list and describe evaluation materials used to assess speechreading and other sensory abilities

                                                        viii.      list and describe the components of speechreading intervention

                                                           ix.      demonstrate use of the Functional Listening Evaluation

                                                             x.      0ther Reading Assignments:

1.      Killon, Mueller, Pavlovic & Humes. (1993) A is for audibility. The Hearing Journal Vol 46, p 29.

d.      Amplification/Assistive Listening Devices/Hearing Assistance Technology/Implants (1:2)(2:10)(2:17)(3:20)(5:47)

                                                               i.      define the types and categories of assistive listening devices

                                                             ii.      identify, define and describe the components of hearing aids and auditory trainers 

                                                            iii.      given a hearing aid performance summary, identify some of the electroacoustic measurements

                                                           iv.      define and describe output limiting devices

                                                             v.      describe methods for measuring and validating gain for hearing aids

                                                           vi.      list and describe a daily hearing aid check procedure for parents, children, adults and teachers.

                                                          vii.      list and describe hearing aid "trouble shooting" techniques

                                                        viii.      state the procedures that are useful for helping infants adjust to amplification

                                                           ix.      identify helpful strategies for adults adjusting to amplification

                                                             x.      describe the audiologic hearing aid evaluation procedures

                                                           xi.      describe the characteristics of classroom amplification systems for learning environments

                                                          xii.      define and describe the types of educational amplification systems, and the advantages and disadvantages of each

                                                        xiii.      describe the qualities of personal hearing aids compatible with classroom amplification systems

                                                        xiv.      list and describe criteria for assessing classroom performance of amplification systems

                                                         xv.      identify, describe and categorize the assistive listening devices (ALDs/HAT) (ppt slide show)

                                                        xvi.      identify, describe and categorize the various types of implants (cochlear and middle ear)

                                                      xvii.      identify IEP accommodations and recommendations for amplification

                                                     xviii.      other Required Readings or Videos:

1.      Williams, G.I. (1984). Hearing assistance systems technology. Sound and Video Contractor.

e.       Auditory Aspects of Aural Rehabilitation (2:10)(3:20)(3:24)(3:25)(4:24)(4:29)(4:33)(4:34)(4:38)(4:40)

                                                               i.      identify and describe the components of auditory training

                                                             ii.      identify and describe tests which assess the auditory abilities of any age group

                                                            iii.      identify, describe coping strategies

                                                           iv.      describe aural rehabilitation strategies for cochlear implant individuals

                                                             v.      describe hearing aid orientation instructions for the person with a hearing loss and family members

                                                           vi.      describe the role of aural rehab in language development and speech activities

                                                          vii.      describe and demonstrate the Ling five-sound hearing test

                                                        viii.      describe the Glendonald Auditory Screening Procedure!, and other tests for evaluating severely and profoundly hearing impaired young children

                                                           ix.      describe  the models and theories of auditory training (1:2)

                                                             x.      describe methods of integrating speech, language, and auditory training goals

                                                           xi.      design and describe classroom environment that maximizes acoustics and implications for individuals with a hearing loss (5:49)

                                                          xii.      discuss strategies for improving communication in various settings