Aural Habilitation of the Hearing Impaired Child
AUD 7326-001 Spring 2002
Monday, 4 - 6:45 p.m. J204

Instructor:
Linda Thibodeau, Ph.D.
Audiologist, CCC/Speech Pathologist, CCC
Office: Callier- 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): Mon 11-12 and by appointment
Chat: http://pipeline.utdallas.edu - Thurs, 9:30 pm alternate weeks

UTD Aural Habilitation Supervisor:
Diana Terry, M.S.
Speech Pathologist, CCC
Office: C.127
Phone: 214-905-3023
Email: dterry@callier.utdallas.edu
Office Hours: by appointment

UTD Teaching Assistant:
Jack Scott, M.A.
Audiologist, CCC
Email: jack3@utdallas.edu
Web Site: http://www.utdallas.edu/~jack3/
Office Hours: TBA
Office: GR 4.402

AH Methods 2: Tuesdays 12-1 (attendance is required for PAH specialization but highly recommended for all students)

COURSE OBJECTIVES:
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 REQUIREMENTS:
1) Prerequisites:

2) Readings - Chapters will be assigned the following texts:

a) REQUIRED:
Johnson, C., Benson, P., Seaton, J. (1997). Educational Audiology Handbook, 1st Edition. San Diego: Singular Publishing Group, Inc.
ISBN/ISSN 1-56593-823-2

Seewald, R. (2000). A Sound Foundation Through Early Amplification
Proceedings of an International Conference.
Phonak AG
ISBN 3-9522009-0-5

b) RECOMMENDED:
Johnson, C., Benson, P., Seaton, J. (2001). Educational Audiology Handbook: CD-ROM, 1st Edition. San Diego: Singular Publishing Group, Inc.
ISBN/ISSN 0-7693-0119-3

c) TEXT FOR READINGS
Ad Hoc Committee on FM Systems and Auditory Traning, ASHA. (1999). Guidelines for fitting and monitoring FM systems. ASHA webpage - Click for the PDF.

Bess, F., Gravel, J., & Tharpe, A., Eds. (1996). Amplification for Children with Auditory Deficits. Nashville: Bill Wilkerson Center Press.

Clark, J. & Martin, F. (1994). Effective Counseling in Audiology: Perspectives and Practice. NJ: Prentice Hall.

Flexer, C. (1999). Facilitating Hearing And Listening In Young Children. San Diego: Singular Publishing Group, Inc.

Roeser, R., Valente, M., & Hosford-Dunn, H. Eds. (2000). Audiology: Diagnosis. New York: Thieme.

Ross, M., Ed. (1992). FM Auditory Training Systems: Characteristics, Selection and Use. Maryland: York Press.

Valente, M., Hosford-Dunn, H., & Roeser, R. Eds. (2000). Audiology: Treatment. New York: Thieme.

Other supplemental readings will be assigned.

Controlled notes for most lectures will be available on the website (www.utdallas.edu/~thib/ahclass). Ideally you will print out the notes before coming to class to facilitate note taking. Other information regarding class assignments will also be available there.

3) 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.

4) 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.

5) Evaluation Procedure-You will complete a contract indicating the learning activities that best suit your needs. 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: 600 pts are required, 400 points are optional.

Required Exam: (300 pts)
Comprehensive Final Exam on the regularly scheduled day 100 pts of this exam may be credited for notes from 5 chat sessions turned in at the time of the exam. To receive this credit, 5 questions from the readings must be proposed one week for the class to discuss during the chat.

Required AH Experiences:
Specific instructions for each experience will be provided. Due dates will be set at the time the instructions are provided but will be at least one week following the introduction of the assignment.

AH Case Study:
To complete these assignments you will be assigned a child with a hearing loss to study and contact on at least two occasions (hopefully one school visit and one parent contact). Throughout the semester you will respond to questions in class using your case information as follows:

100 pts 1) Audiological Case- You will interpret and replot audiological results of your case 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.

100 pts 2) 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.

100 pts 3) School Visit/Parent Interview- You will make a school visit or conduct a parent interview with your case and submit a 3-4 page report reviewing information relative to course content on room acoustics, instructional arrangement, or family dynamics, etc.

Optional Midterm Exam - 200 pts

Optional Auditory Training Project - 200 pts total
Auditory Training in Elementary Classroom, Conducted with a partner.
     This project will involve working with the computerized training program called Foundations of Speech Perception with children in elementary classrooms. You will be working with the teachers to monitor the children's progress and making suggestions for carryover activities in the classroom. Two or more students will be assigned to a class to work as a team. You will meet with the teacher, determine functioning levels of the students, and assist in introduction of the training program with the students. This will require approximately six visits to the classroom, ideally not with your partner. The final project will be a written report, including a description of the children in your class, their progress on the program, a log of your visits, and suggested activities for the classroom teacher.

Optional Aural Habilitation Project - 200 pts total
Conducted with a partner

Develop a resource for teachers or parents of children with hearing loss. Proposed projects must be approved by the instructor but may include:

TENTATIVE CLASS SEQUENCE
AUDIOLOGICAL ASSESSMENT
(Readings: Roeser et al., Ch. 13; Johnson et al., Ch. 3 & 4; Seewald, Ch. 3 & 4)
-dB Revisited --
-Case studies Pediatric Protocol --

INDIVIDUAL AMPLIFICATION
(Readings: Valente et al., Ch. 4; Johnson et al., Ch. 6; Seewald, Ch. 7, 9, 10, 11)
-Optimal Aids --
-Aid Characteristics --
-Consumer Aspects --
-Hearing Aid Selection --

GROUP AMPLIFICATION
(Readings: ASHA FM guidelines, Seewald, Ch. 5; Thibodeau & Saucedo, 1991; Thibodeau & Schafer, 2002; Thibodeau, Schafer, & Matthews, 2001; Bess et al., Ch. 13; Ross, Ch. 3)
-Types --
-Options --
-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
(Readings: Valente et al., Ch. 20; Flexer, Ch. 7; Bess et al., Ch. 18 & 19)
-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
(Readings: Johnson et al., Ch. 7, 9, 10, 11, 12, 13, 14)
-Family Assessment --
-Ind. Family Service Plan
-Comm. Modes
-Programming
-Placement Options
-Resolving Placement Issues

PSYCHOSOCIAL ISSUES-HI child.
(Readings: Luterman, Chapters to be announced)
-Counseling re: amplification -- (Readings: Clark & Martin, Ch. 7)
-Families-Theory --
-Families-Parents
-Case Studies
-Parental Decisions
-Grandparents' Role

SPECIAL POPULATIONS
-Cochlear Implants -- (Readings: Valente et al., Ch. 16)
-Unilateral HL & Chronic OME --
-Auditory Processing Disorder -- (Readings: Johnson et al., Ch. 5)
-Auditory Neuropathy -- (Readings: Seewald, Ch. 21)

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