CMDS 221
Introduction to Audiology
3 chs, Fall 2011

 

INSTRUCTOR: 

Perry C. Hanavan, Au.D.

CLASS TIME: 

MWF, 8:00-8:50 am

OFFICE:

MC 219

ROOM:

MC 102

PHONE:

(605) 274-4629

LAB/CLINIC:

T, 9:00, 10:00, 11:00 am

E-MAIL:

pchanavan@augie.edu

OFFICE HOURS: 

MWF, 10:00-11:00 am

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.

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/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 Augustana College commit to the highest standards of excellence by mutually embracing an Honor Code.  The Honor Code requires that examinations and selected assignments contain the following pledge statement to which students are expected to sign:

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."


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 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

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

GRADING:

*      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.

90-100%       = A
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

TEXT:

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.

 ATTENDANCE:

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.

INDIVIDUAL STUDY:

*      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.


COMPUTER COMPETENCIES:

*      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.

BELIEFS/VALUES/ATTITUDES:

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.

CLINIC/LAB:

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 necessary for students seeking certification for CED and ASHA.

COURSE OBJECTIVES:

Introduction to Audiology

*      Identify, define and describe the role of the audiologist (IDEA and early childhood), otologist, hearing aid dispenser, educator of the deaf, and other hearing health care related personnel

*      Compare and contrast the scope of practice for audiologists (AAA and ASHA).

*      Compare and contrast Jerger to Kilney and Shepard mission statements of audiology

*      State the certification/registration/licensure standards for audiologists:  (AAA certification, ASHA certification)

*      Identify audiology professional organizations and journals

*      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.)

*      Describe and use the problem oriented record system (PORS) for managing clients

Sound

*      Define acoustics of sound terminology such as sound, intensity, decibel, frequency, Hertz, duration, etc.

*      Define and describe the standardized references for intensity, frequency, duration, etc.

The Hearing Mechanism

*      Anatomy and Physiology

o   identify, label, describe the anatomical structures and physiological processes of the outer, middle ear, inner ear, auditory nerve, and central auditory mechanism

*      Etiology

o   identify and describe the etiologies of the outer, middle ear, inner ear, auditory nerve, and central auditory mechanism for individuals

o   identify etiologies that can result in additional sensory, motor and/or learning differences

Assessment

*      Identify, describe and interpret the following audiologic evaluations:

o   Observations

o   Case Histories and Questionnaires

o   Tuning fork

o   Pure tone audiometry

o   Speech audiometry

o   Immittance

o   OAE

o   Evoked potentials

 Reports/Referrals

*      Write basic reports summarizing audiological test results

Management

*      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

Web Case Studies and Web Links

*      Case #5, Audiology Info Web Site

*      Case #10, Audiology Info Web Site

*      Case #9, Audiology Info Web Site

*      Case #12, Audiology Info Web Site

*      CASE STUDY (AIDAN1): ACQUIRED CHOLESTEATOMA

*      CASE STUDY (BARR0812)

*      CASE STUDY (PRYB0713): HYPERTROPHIC MALLEUS /INCUS

*      CASE STUDY (PONS1): MURAL CHOLESTEATOMA IN 13 YEAR FEMALE PATIENT

*      Case #6, Audiology Info Web Site

*      Case #3, Audiology Info Web Site

*      Case #8, Audiology Info Web Site

*      Acoustic Neuroma (Schwannoma) Cases

*      Right-Sided Acoustic Neuroma

*      CENTRAL AUDITORY PROCESSING DISORDERS WEB PAGES

*      Case #1, Audiology Info Web Site

*      Case #11, Audiology Info Web Site

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 Settings Professional Societies

2          3/7.                  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          3/7.                  The Middle Ear.  PowerPoint

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          3/7.                   The Inner Ear.  PowerPoint

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          3/10.                The Auditory Nerve and Central Auditory Pathways.  PowerPoint

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          3/9.                  Nonorganic Hearing Loss.  PowerPoint

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:         2.                     Acoustics of Sound.  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

5-7          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 Assessment.   PowerPoint 1 PowerPoint 2

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 Testing.  PowerPoint 2

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.                     Physiologic Assessment of the Auditory System.   PowerPoint  PowerPoint2

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

12-13   11.                   Hearing Screening.   PowerPoint

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)

Final                           Chapters above

 

Last modified 8/31/2011 by pchanavan

pchanavan@augie.edu