AURAL HABILITATION OF CHILDREN WITH HEARING IMPAIRMENTS
AUD 7326
Spring 2007
Mondays 5:30-8:15 pm
Callier Richardson 1.508
Instructor:
Linda Thibodeau, Ph.D.
Audiologist, CCC/Speech-Language Pathologist, CCC
Office: AHRC J210, UTD-Green 4.820
Phone: 214-905-3108
Email: thib@utdallas.edu
Web Site: http://www.utdallas.edu/~thib/
Office Hours (in person or via email): Wed 11-12 (at AHRC) and by appointment
UTD Aural Habilitation Lab: Thursdays, 1-4 pm at the Advanced Hearing Research Center
Instructor: Staff
AH Methods II: Wednesdays, 12-12:50 at Callier in J204 (attendance is required for PAH specialization)
Instructor: Jessica Sullivan, M.S.
COURSE TOPICS: To understand and apply knowledge about the following topics, as they relate to hearing-impaired children:
1) interpretation of an audiogram re: aural habilitation needs
2) speech acoustics in relation to hearing loss and speech development
3) individual and group amplification including types, set-up and maintenance, and
troubleshooting
4) measurement of room acoustics and effects on speech perception
5) assessment and intervention for auditory training
6) integration of speech/language/academics with auditory training
7) educational considerations for mainstreamed children
8) psychosocial issues in relation to parents and children
9) management of special populations (unilateral loss, cochlear implant)
COURSE OBJECTIVES: After completing the course, students should be able to:
1) given three audiograms, determine the aural habilitation needs for infants, toddlers, and school-aged children,
2) develop a table to compare speech features across frequencies and the impact of three types of hearing loss,
3) create a spreadsheet of amplification types, setup, maintenance, and troubleshooting for children in,
4) given acoustic features of a room, calculate the reverberation and describe three possible effects on,
5) given a case study, determine the appropriate auditory training assessment and intervention and outline the steps required to implement the program.
ASHA STANDARDS ADDRESSED IN THIS CLASS:
ASHA Standard IV:
B13. Physical
characteristics and measurement of acoustic stimuli
C1. Interact effectively with patients, families, other appropriate individuals,
and professionals
E7. Perform hearing aid, assistive listening device, and sensory aid assessment
E8. Recommend, dispense, and service prosthetic and assistive devices
E9. Provide hearing aid, assistive listening device, and sensory aid orientation
E14. Serve as an advocate for patients, families, and other appropriate
individuals
E15. Document treatment procedures and results
E16. Maintain records in a manner consistent with legal and professional
standards
E17. Communicate results, recommendations, and progress to appropriate
individual(s)
E18. Use instrumentation according to manufacturer’s specifications and
recommendations
COURSE REQUIREMENTS:
1) Prerequisites-
a) Basic understanding of individual amplification systems.
A Basic Competency in Amplification Test must be passed.
b) Knowledge of differential diagnostic audiological evaluation.
c) Graduate standing.
2) Readings-
TEXTBOOKS:
1) Johnson, C., Benson, P.,
Seaton, J. (2001). Educational Audiology Handbook, 1st Edition. San
Diego: Singular Publishing Group, Inc.
2) Roeser, R., Valente, M., & Hosford-Dunn, H. Eds. (2000). Audiology:
Diagnosis. New York:
Thieme.
3) Valente, M., Hosford-Dunn, H., & Roeser, R. Eds. (2000). Audiology:
Treatment. New York: Thieme.
Other readings from the Aural Habilitation Bibliography will also be assigned. Several readings will be available ONLINE at www.utdallas.edu/~thib or www.phonak.com
3) Controlled notes and information regarding assignments will be available on the website
4) You will have two formal opportunities to evaluate this course, once near the middle of the
semester and once at the end. However, you are invited to make suggestions or ask
questions at any time in person or via email.
5) Additional Information-Extensions, make-up exams, and incompletes will be given only in
extenuating circumstances. They must be requested in writing prior to the due dates.
6) Evaluation Procedure-Requirements for each letter grade are indicated below:
Requirements for a C: Acquire a minimum of 180 pts on the final and a total of 700-799 pts
Requirements for a B: Acquire a minimum of 210 pts on the final and a total of 800-899 pts.
Requirements for an A: Acquire a minimum of 240 pts on the final and a total of 900-1000 pts.
Explanations of Requirements
Comprehensive Final Exam will be given on the regularly scheduled day. This will be all short answer and designed to integrate information acquired across the semester in real-world situations.
Specific instructions for each experience will be provided prior to the due date.
AH Case Study-To complete these assignments you will be assigned a child with a hearing loss to study and hopefully observe on at least two occasions. Throughout the semester you will respond to questions in class using your case information as follows:
150 pts 1) Audiological Case- You will write a summary report of your case that includes background
information, and interpretation and representation of audiological results
according to another dB reference. You will describe the unaided and aided hearing
relative to the long-term speech spectrum and make two recommendations
regarding further testing.
150 pts 2) FM Fitting Case- You will write an FM recommendation for your case that includes the pertinent
background information regarding current amplification use, school factors, and proposed FM
evaluation.
150 pts 3) Auditory Training Case-From the audiometric and case history information on your case
you will predict speech and auditory perceptual performance and develop two auditory training goals
and objectives.
AH Tutorial Project-200 pts total
You will develop a powerpoint tutorial with a partner. These are resources for parents/teachers/administrators who are working with children with hearing loss. Resources will be provided to include sound, photos, and video demonstrations. Projects must be approved by the instructor. All submissions must include content on a CD ROM. This will be due April 10. Possible topics:
Troubleshooting FM Systems
Interfacing FM Systems with cochlear implants
Home activities to enhance auditory skills
Coping strategies for teens with impaired hearing
Selecting auditory toys/games for children with hearing loss
Interfacing FM equipment with other audio equipment (computers, VCR, etc)
AH Resources-50 pts
You will present a web-based AH resource to the class in a 5 minute presentation including online
demonstration and a 1 page summary (copies provided for the class). Web sites must be extensive
and judged to be of high quality.
UTD Syllabus Policies
Field Trip Policies / Off-Campus Instruction and Course Activities
Off-campus, out-of-state, and foreign instruction and activities are subject to state law and University policies and procedures regarding travel and risk-related activities. Information regarding these rules and regulations may be found at the website address http://www.utdallas.edu/BusinessAffairs/Travel_Risk_Activities.htm. Additional information is available from the office of the school dean. Below is a description of any travel and/or risk-related activity associated with this course.
Student Conduct & Discipline
The University of Texas System and The University of Texas at Dallas have rules and regulations for the orderly and efficient conduct of their business. It is the responsibility of each student and each student organization to be knowledgeable about the rules and regulations which govern student conduct and activities. General information on student conduct and discipline is contained in the UTD publication, A to Z Guide, which is provided to all registered students each academic year.
The University of Texas at Dallas administers student discipline within the procedures of recognized and established due process. Procedures are defined and described in the Rules and Regulations, Board of Regents, The University of Texas System, Part 1, Chapter VI, Section 3, and in Title V, Rules on Student Services and Activities of the university’s Handbook of Operating Procedures. Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations (SU 1.602, 972/883-6391).
A student at the university neither loses the rights nor escapes the responsibilities of citizenship. He or she is expected to obey federal, state, and local laws as well as the Regents’ Rules, university regulations, and administrative rules. Students are subject to discipline for violating the standards of conduct whether such conduct takes place on or off campus, or whether civil or criminal penalties are also imposed for such conduct.
Academic Integrity
The faculty expects from its students a high level of responsibility and academic honesty. Because the value of an academic degree depends upon the absolute integrity of the work done by the student for that degree, it is imperative that a student demonstrate a high standard of individual honor in his or her scholastic work.
Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related to applications for enrollment or the award of a degree, and/or the submission as one’s own work or material that is not one’s own. As a general rule, scholastic dishonesty involves one of the following acts: cheating, plagiarism, collusion and/or falsifying academic records. Students suspected of academic dishonesty are subject to disciplinary proceedings.
Plagiarism, especially from the web, from portions of papers for other classes, and from any other source is unacceptable and will be dealt with under the university’s policy on plagiarism (see general catalog for details). This course will use the resources of turnitin.com, which searches the web for possible plagiarism and is over 90% effective.
Email Use
The University of Texas at Dallas recognizes the value and efficiency of communication between faculty/staff and students through electronic mail. At the same time, email raises some issues concerning security and the identity of each individual in an email exchange. The university encourages all official student email correspondence be sent only to a student’s U.T. Dallas email address and that faculty and staff consider email from students official only if it originates from a UTD student account. This allows the university to maintain a high degree of confidence in the identity of all individual corresponding and the security of the transmitted information. UTD furnishes each student with a free email account that is to be used in all communication with university personnel. The Department of Information Resources at U.T. Dallas provides a method for students to have their U.T. Dallas mail forwarded to other accounts.
Withdrawal from Class
The administration of this institution has set deadlines for withdrawal of any college-level courses. These dates and times are published in that semester's course catalog. Administration procedures must be followed. It is the student's responsibility to handle withdrawal requirements from any class. In other words, I cannot drop or withdraw any student. You must do the proper paperwork to ensure that you will not receive a final grade of "F" in a course if you choose not to attend the class once you are enrolled.
Student Grievance Procedures
Procedures for student grievances are found in Title V, Rules on Student Services and Activities, of the university’s Handbook of Operating Procedures.
In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments of academic responsibility, it is the obligation of the student first to make a serious effort to resolve the matter with the instructor, supervisor, administrator, or committee with whom the grievance originates (hereafter called “the respondent”). Individual faculty members retain primary responsibility for assigning grades and evaluations. If the matter cannot be resolved at that level, the grievance must be submitted in writing to the respondent with a copy of the respondent’s School Dean. If the matter is not resolved by the written response provided by the respondent, the student may submit a written appeal to the School Dean. If the grievance is not resolved by the School Dean’s decision, the student may make a written appeal to the Dean of Graduate or Undergraduate Education, and the deal will appoint and convene an Academic Appeals Panel. The decision of the Academic Appeals Panel is final. The results of the academic appeals process will be distributed to all involved parties.
Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations.
Incomplete Grade Policy
As per university policy, incomplete grades will be granted only for work unavoidably missed at the semester’s end and only if 70% of the course work has been completed. An incomplete grade must be resolved within eight (8) weeks from the first day of the subsequent long semester. If the required work to complete the course and to remove the incomplete grade is not submitted by the specified deadline, the incomplete grade is changed automatically to a grade of F.
Disability Services
The goal of Disability Services is to provide students with disabilities educational opportunities equal to those of their non-disabled peers. Disability Services is located in room 1.610 in the Student Union. Office hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30 p.m.
The contact information for the Office of Disability Services is:
The University of Texas at Dallas, SU 22
PO Box 830688
Richardson, Texas 75083-0688
(972) 883-2098 (voice or TTY)
Essentially, the law requires that colleges and universities make those reasonable adjustments necessary to eliminate discrimination on the basis of disability. For example, it may be necessary to remove classroom prohibitions against tape recorders or animals (in the case of dog guides) for students who are blind. Occasionally an assignment requirement may be substituted (for example, a research paper versus an oral presentation for a student who is hearing impaired). Classes enrolled students with mobility impairments may have to be rescheduled in accessible facilities. The college or university may need to provide special services such as registration, note-taking, or mobility assistance.
It is the student’s responsibility to notify his or her professors of the need for such an accommodation. Disability Services provides students with letters to present to faculty members to verify that the student has a disability and needs accommodations. Individuals requiring special accommodation should contact the professor after class or during office hours.
Religious Holy Days
The University of Texas at Dallas will excuse a student from class or other required activities for the travel to and observance of a religious holy day for a religion whose places of worship are exempt from property tax under Section 11.20, Tax Code, Texas Code Annotated.
The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding the absence, preferably in advance of the assignment. The student, so excused, will be allowed to take the exam or complete the assignment within a reasonable time after the absence: a period equal to the length of the absence, up to a maximum of one week. A student who notifies the instructor and completes any missed exam or assignment may not be penalized for the absence. A student who fails to complete the exam or assignment within the prescribed period may receive a failing grade for that exam or assignment.
If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of observing a religious holy day] or if there is similar disagreement about whether the student has been given a reasonable time to complete any missed assignments or examinations, either the student or the instructor may request a ruling from the chief executive officer of the institution, or his or her designee. The chief executive officer or designee must take into account the legislative intent of TEC 51.911(b), and the student and instructor will abide by the decision of the chief executive officer or designee.
Off-Campus Instruction and Course Activities
Off-campus, out-of-state, and foreign instruction and activities are subject to state law and University policies and procedures regarding travel and risk-related activities. Information regarding these rules and regulations may be found at the website address given below. Additional information is available from the office of the school dean. (http://www.utdallas.edu/Business Affairs/Travel_Risk_Activities.htm)
These descriptions and timelines are subject to change at the discretion of the Professor.
CLASS SEQUENCE
AUDIOLOGICAL ASSESSMENT
-dB Revisited
-Case studies
INDIVIDUAL AMPLIFICATION
-Optimal Aids
-Aid Characteristics
-Consumer Aspects
-Hearing Aid Selection
-Aid/Loss Mixup
GROUP AMPLIFICATION
-Types
-Options for HAs and for CIs
-Evaluation of FM Systems
-Selection
-Soundfield /Loop Systems
- Care and Use of Group Sys
-ALD's for Children
Maintenance of Amplification
-Rationale
-Process
-Troubleshooting
AUDITORY TRAINING
-Room Acoustics
-Assessment of Noise and Reverberation
-Reverberation and Noise Measures
-Speech Acoustics & Perc.
-Hierarchy of Auditory Skills
-Assessment Materials
-Intervention
-Training Activities
-Goals and Objectives
EDUCATIONAL MANAGEMENT
-Family Assessment
-Ind. Family Service Plan
-Comm. Modes
-Signed English
-Programming
-Placement Options
-Resolving Placement Issues
PSYCHOSOCIAL ISSUES-HI child.
-Counseling re: amplification
-Families-Theory
-Families-Parents
Case Studies
-Parental Decisions
-Grandparents' Role
SPECIAL POPULATIONS
- Cochlear Implants
-Unilateral HL & Chronic OME
STUDENT INFORMATION
Name:_______________________________________Phone:___________________
Major:______________________________# of graduate hours to date:_____________
Expected Semester of Graduation:________________
Courses:
When did you take Advanced Audiological Assessment?___________________
Have you taken a graduate course in Aural Rehabilitation? _________________
Have you had an undergraduate course aural habilitation that included information on
amplification? ___________________
Practicum:
Have you had any experience with hearing-impaired children? Briefly describe.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
General:
Are you working in addition to taking classes? If so, where and how many hours per week?
___________________________________________________________________
Where was the majority of your lower-division coursework completed?
___________________________________________________________________
Have you worked with or known any hearing-impaired persons? Briefly describe.
___________________________________________________________________
___________________________________________________________________
What do you particularly hope to learn in this course about hearing-impaired children?
___________________________________________________________________
___________________________________________________________________