Introduction to Aural Rehabilitation
3 chs, Spring 2009



Perry C. Hanavan, Au.D.


MWF 8:00-8:50 am


MC 219


MC 264


(605) 336-4629


MWF - 10:00 - 11:00 am



Tue -- MC 156



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



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.



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 Departmentís 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 Candidateís 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:




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.




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.


Put cell phones on vibration and no text messaging during class unless Augustana Emergency.




Policies related to issues of academic integrity/academic dishonesty as outlined in the collegeís 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


"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."



Course Objectives and related theorists.


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.




Classroom simulation, tests, practicum, projects*

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




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.




Classroom simulation, tests, practicum, projects*

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




Practicum with clients, projects*



         Projects:  There are projects due throughout the semester as indicated in

         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

         Case Studies Presentations: Periodic case studies presentations

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


There will be three or four exams, primarily objective in nature including the final.  There will be weekly quizzes equivalent to 10% of the grade. 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



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


Text:†† Foundations of Aural Rehabilitation, Third Edition, Tye-Murray, N., Delmar, 2009
:  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. (

                     Visit begin practicing course material

                     Visit the Virtual Tour of the Ear web site


The major theorists of the course include:  Boothroyd, A, Erber, NP, Tye-Murray, N


              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

                                                      xiii.      discuss strategies for improving communication with the telephone

f.       Approaches to Audiologic Rehabilitation (1:7)(1:8)(2:10)(3:20)(3:21)(3:22)(4:33)(4:34)(4:38)(4:40)

                                                              i.      identify and describe the AR model proposed by Schow based on the World Health Organization model

                                                            ii.      identify and describe the components of PORS (Data Base, Problems, Plans and Progress Notes)

                                                          iii.      identify and describe the components of the Audiologic Rehabilitation Model

                                                          iv.      describe techniques of aural rehabilitation in group and individual situations for children, adults and the elderly

                                                            v.      identify and describe the various audiologic assessments (audiologic, self-report, inventories, case histories, etc.) for the child, adult and elderly

                                                          vi.      identify and describe the management processes in audiologic rehabilitation for the child, adult and elderly

                                                        vii.      identify and describe facilitative strategies

                                                      viii.      identify and describe repair strategies

                                                          ix.      compare and contrast assertive, passive and aggressive behaviors utilized by individuals with hearing loss

                                                            x.      compare and contrast the types of attitudes discussed by Goldstein and Stephens (1981)

                                                          xi.      identify areas of appropriate counseling (interpretation, hearing aid orientation, etc.)

                                                        xii.      identify and describe the various support organizations, self-help groups, etc.

                                                      xiii.      identify and describe the communication choices for children who are deaf and hard of hearing

                                                      xiv.      identify, describe, and write components of the IEP and IFSP for audiologic rehabilitation for children who are deaf or hard of hearing (1:5)

                                                        xv.      identify and describe the relationship of degree of loss, psychosocial implications, and educational settings

                                                      xvi.      identify diversity, ethnic, and race issues impacting aural rehabilitation

                                                    xvii.      identify the Circle of Courage values and strategies for infusing these values in the aural rehabilitation process

                                                  xviii.      other readings:

1.      Schow, RL. (2001) PAGE TEN:  A standardized AR battery for dispensers. The Hearing Journal, 54(8): 10-20.

g.      Case Studies (Scenarios) Implementing Audiologic Rehabilitation

                                                              i.      Child

                                                            ii.      Adult

                                                          iii.      Elderly

| Class Schedule |

Assignment:  Take the Keirsey (Report the descriptors)

| Phonetics |

| A Walk through the Cochlea |

| Virtual Tour of the Ear |

| I Can See What You Hear |

| IDEA |

Test 1 Review

| Test 2 Review |

| Final Review |

Last modified Feb2008 by PC Hanavan