Introduction to Audiology
3 chs, Fall 2011
Perry C. Hanavan, Au.D.
MWF, 8:00-8:50 am
T, 9:00, 10:00, 11:00 am
MWF, 10:00-11:00 am
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.
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. Independence
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.
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/HONOR CODE:
Policies related to issues of academic integrity/academic dishonesty as outlined in the college’s Student Handbook will be observed.
As a community of scholars, the
students and faculty at
On my honor, I pledge that I have
upheld the Honor Code, and that the work I have done on this assignment has
been honest, and that the work of others in this class has, to the best of my
knowledge, been honest as well.
Faculty members are responsible for investigating all instances involving any student who does not sign the Honor Pledge or who bring forward an academic integrity concern. The complete Honor Code can be found at www.augie.edu/admin/acadaff/ .
"Likely consequences for violating the Honor Code may result in a minimum grade of zero or failure for the assignment in question, or a failing grade on the exam or the entire course. Severity of penalties may depend on whether the violation is a student's first incident of academic dishonesty."
1.Knowledge of Core
8.Global and Multicultural Understandings and Effective Strategies
Projects: Students have a major project to complete.
Case Studies Presentations: There will be case studies presentations approximately every other week…each student will select an etiology and present as a case study following approval of the course instructor.
On/Off-campus Clinic Observations (10 clock hours)
Lectures, group learning experiences, discussions, etc.
Class discussions, problem solving, critical thinking regarding issues in audiology
There will be three or four exams, primarily objective in nature, with the last the final. Projects are equivalent 20%, presentations 5%, clinic attendance 5%, and tests 70% of the final grade.
80-89% = B
70-79% = C
60-69% = D
Below 60% = F
SUGGESTED PORTFOLIO OUTCOMES:
Case Study: Each student will prepare a case study in a Word format of one of the following cases.
A description of the prevalence
A description of the etiology (causes of hearing loss)
A description of the types of hearing loss and sample audiogram for cause
A description of the degree of hearing loss as it relates to the audiogram (normal to profound)
A description of the immittance tests (tympanometry, static immittance, acoustic reflexes, ear canal volume, etc.)
A description of the speech threshold tests
A description of the various audiological speech recognition (supra-threshold) tests
A description of the types of electrophysiological audiological tests (ABR, OAE, etc.)
A written Case Study Audiological Report from a
A sample SOAP from the case study
Survey of Audiology: Fundamentals for Audiologists and Health Professionals, DeBonis and Donohue, 2nd Edition, Allyn and Bacon.
The Introduction to Audiology text emphasizes the technical and scientific aspects of audiology, blended with other essential humanistic skills–active listening, empathy, client/family-centered protocols, and collaboration with family members and other professionals. This book helps students develop the skills needed to address the needs of clients as human beings and as individuals who have communication disorders. The authors specifically address the importance of audiology knowledge for the scope of practice in speech-language pathology, audiology and education of the deaf. This text is written to be a resource for the student of audiology and speech-language pathology long after the course is completed.
Punctual and regular attendance as well as classroom participation is expected for all class meetings. Punctual and regular attendance is a reflection of your commitment to the course and the profession. Students who display a pattern of poor attendance, participation and/or commitment including but not limited to habitual tardiness, excessive absences, late work, etc., should be aware that this will have an impact upon the final course grade. Scheduling of medical appointments, meetings, and other events etc., during the scheduled class time does not constitute an excused absence. Schedule travel arrangements AFTER the final. The student is responsible to make-up missed material when absent from class. 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.
If you are experiencing difficulty understanding the course material, please contact me so that I can assist you well in advance of an exam.
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.
Daily check moodle.augie.edu for assignments that may be due. Materials and assignments on Moodle will be included on exams.
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.
Access and utilize modules and assignments in Moodle, a learning management system (LMS)
Access the Web, search, add bookmarks, view book marks, utilize the Augustana College Web online services and the Virtual Tour of the Ear, etc.
Appropriate professional audiologic information and services play a vital role in the lives of individuals with hearing loss. It is essential that professionals who provide services for individuals with hearing loss and their communication partners understand audiologic concepts and principles.
Students are required to obtain a
minimum of 10 clock hours in the
Introduction to Audiology
Compare and contrast Jerger to Kilney and Shepard mission statements of audiology
Identify and describe the various tests of the audiologist and otologist including audiologic, otoscopic, imaging, medical lab tests, etc.
Describe various procedures for screening hearing and hearing function to identify persons and populations with hearing loss
Identify issues in prevention of transfer of disease (hand washing, infection control, Universal Precautions of the Center for Disease Control (CDC), diversity, etc.)
Identify and describe the audiological management strategies with respect to type of loss (conductive, sensorineural, mixed, central, and functional hearing loss), time of onset, degree of loss, and etiology
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
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
The Patient’s Role in Manual Pure-Tone Audiometry
The Clinician’s Role in Manual Pure-Tone Audiometry
The Audiometric Weber Test
The Patient’s Role in Speech Audiometry
The Clinician’s Role in Speech Audiometry
Masking for SRT
Most Comfortable Loudness Level
Uncomfortable Loudness Level
Range of Comfortable Loudness
Computerized Speech Audiometry
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
Auditory Processing Disorders
Identifying Hearing Loss in the Schools
Nonorganic Hearing Loss in Children
Referral to Other Specialists
Management of Adult Hearing Impairment
Management of Childhood Hearing Impairment
The Deaf Community
Management of Auditory Processing Disorders
Management of Tinnitus