SEMINAR ON COCHLEAR IMPLANTS AND TECHNOLOGY FOR PERSONS WITH HEARING IMPAIRMENTS AUD 7324, FALL, 2014

Transcription

1 SEMINAR ON COCHLEAR IMPLANTS AND TECHNOLOGY FOR PERSONS WITH HEARING IMPAIRMENTS AUD 7324, FALL, 2014 Course Information Time: Thursdays, 1:15 p.m. 4:00 p.m. Location: Callier Richardson, Room Course Credits: 3 Professor Contact Information Instructor: Andrea Warner-Czyz, Ph.D. Telephone: warnerczyz@utdallas.edu Office Hours: Wednesday, 10:00 a.m. 12:00 p.m., or by appointment Course Description This course will explore the many different areas and issues related to cochlear implantation. Topics to be covered include signal processing, candidacy determination, medical considerations, steps in programming, audiologic (re)habilitation techniques, ethical issues, and speech perception and speech production outcomes in children and adults. Information will be presented and learned through lectures, guest speakers, video presentations, hands-on activities, assignments, and interactions with users of cochlear implants. Future technologies and assistive devices will be discussed. This course is intended to be an interactive course, with regular student participation. This course is designed with an emphasis on independent critical thinking and learning activities. Student Learning Objectives/Outcomes 1. Students will be able to list the criteria for consideration for cochlear implantation in both adults and children. They will demonstrate ability to perform pre- and post-cochlear implantation evaluations and select appropriate test batteries, rehabilitative, and treatment options 2. Students will discuss the types and use of FDA-approved cochlear implant devices 3. Students will analyze controversial issues such as Deaf Culture and their role in cochlear implantations For Doctorate of Audiology students, this class will provide knowledge relevant to your certification in audiology in the following areas: A6. Phonologic, morphologic, syntactic, and pragmatic aspects of human communication associated with hearing impairment A7. Effects of hearing loss on communication and educational, vocational, social, and psychological functioning A15. Assistive technology D1. The provision of intervention services (treatment) to individuals with hearing loss, balance disorders, and other auditory dysfunction that compromises receptive and expressive communication D2. Development of a culturally appropriate, audiologic rehabilitative management plan that includes, when appropriate, the following: b. Determination of candidacy of persons with hearing loss for cochlear implants and other implantable sensory devices and provision of fitting, mapping, and audiologic rehabilitation to optimize device use D5. Provision of treatment services for infants and children with hearing loss; collaboration/consultation with early interventionists, school based professionals, and other service providers regarding Course Syllabus AUD7364 Page 1

2 development of intervention plans (i.e., individualized education programs and/or individualized family service plans) D6. Management of the selection, purchase, installation, and evaluation of large-area amplification systems D7. Evaluation of the efficacy of intervention (treatment) services E1. Educating and advocating for communication needs of all individuals that may include advocating for the programmatic needs, rights, and funding of services for those with hearing loss, other auditory dysfunction, or vestibular disorders F1. Measuring functional outcomes, consumer satisfaction, efficacy, effectiveness, and efficiency of practices and programs to maintain and improve the quality of audiologic services F5. Identifying internal programmatic needs and developing new programs Required Textbooks and Materials Required and supplemental readings will be posted online at elearning or made available for students to photocopy or print online. The readings are meant to supplement and expand upon information presented in class and must be read to complete the course s annotated bibliography requirement. Required Course Materials Wolfe, J., & Schafer, E. (2010). Programming cochlear implants. Plural Publishing: San Diego, CA.. ISBN Recommended Course Materials Gifford, R. (2013). Cochlear Implant Patient Assessment: Evaluation of Candidacy, Performance, and Outcomes. Plural Publishing. ISBN Assignments & Academic Calendar Date Topic 8/28/2014 History of cochlear implants (CI); Deaf culture 9/4/2014 CI candidacy; CI anatomy and function 9/11/2014 CI equipment and signal processing 9/18/2014 Programming and follow-up in CI 9/25/2014 Surgical Considerations; Social work and psychology CMC team 10/2/2014 Speech perception outcomes; Advanced Bionics Clinical Specialist 10/9/2014 Speech perception (continued); Binaural hearing and CI 10/16/2014 Speech and language outcomes; Take-home midterm due 10/23/2014 Music perception and appreciation; Med El Clinical Specialist 10/30/2014 Quality of life; Vestibular and CI; Cochlear, BAHA, and ABI Specialist 11/6/2014 Audiologic (re) habilitation and Auditory-Verbal Therapy; Coupling the CI with external devices 11/13/2014 Different applications of CI technology Course Syllabus AUD7364 Page 2

3 11/20/2014 No class ASHA convention; Counseling (Audiology online course) 11/27/2014 No class Thanksgiving 12/4/2014 Case studies, research, and future directions TBD Final exam* Readings History of cochlear implants Loizou, P. (1998). Mimicking the human ear. IEEE Processing magazine, Wolfe, J., & Schafer, E. (2010). Programming cochlear implants. Plural Publishing: San Diego, CA. Chapter 1. Deaf Culture Levy, N. (2002). Deafness, culture, and choice. Journal of Medical Ethics, NAD position statement on cochlear implants (2000). Ramsey, C.L. (2000). Ethics and culture in the Deaf Community response to cochlear implants. Seminars in Hearing, 21(1), Cochlear implant candidacy Gifford, R. (2011). Who is a cochlear implant candidate? The Hearing Journal, 64(6), Leigh, J., Dettman, S., Dowell, R., & Sarant, J. (2011). Evidence-based approach for making cochlear implant recommendations for infants with residual hearing. Ear & Hearing, 32(3), Arnoldner C. & Lin V.Y. (2013). Expanded selection criteria in adult cochlear implantation. Cochlear implants international, 14 (S4), S Cochlear implant equipment and signal processing Wolfe, J., & Schafer, E. (2010). Programming cochlear implants. Plural Publishing: San Diego, CA. Chapters 2 & 3. Rubinstein, J. (2004). How cochlear implants encode speech. Curr Opin Otolaryngol Head Neck Surg 12: Programming and follow-up Shapiro, W.H., & Bradham, T.S. (2012). Cochlear implant programming. Otolaryngologic Clinics of North America, 45(1), Wolfe, J., & Schafer, E. (2010). Programming cochlear implants. Plural Publishing: San Diego, CA. Chapters 5. Warner-Czyz, A.D. (2009). Initial stimulation and mapping: What to expect. In B. Loy & P. Roland (Eds.) Cochlear Implants: What Parents Should Know (pp ). Plural Publishing: San Diego. Surgical considerations Francis, Buchman, Visaya, Wang, Zwolan, Fink, The CDaCI Investigative Team, and Niparko (2008). Surgical Factors in Pediatric Cochlear Implantation and Their Early Effects on Electrode Activation and Functional Outcomes. Otology & Neurotology, 29, Lorry G. Rubin, MD, Blake Papsin, MD et al. (2010). Policy Statement Cochlear Implants in Children: Surgical Site Infections and Prevention and Treatment of Acute Otitis Media and Meningitis. PEDIATRICS Volume 126, Number 2, Speech perception outcomes Course Syllabus AUD7364 Page 3

4 Green, K.M.J., Bhatt, Y.M., Mawman, D.J., O'Driscoll, M.P., Saeed, S.R., Ramsden, R.T., & Green, M.W. (2007). Predictors of audiological outcome following cochlear implantation in adults. Cochlear Implants International, 8(1), Tobey, E.A., Warner-Czyz, A.D., Britt, L., Peskova, O., and Pugh. K.C. (2012). Evidence about the Effectiveness of Cochlear Implants for Children: Open-Set Speech Recognition. Invited book chapter for L. Hickson and L.L.N. Wong (Eds.), Evidence Based Practice in Audiology: Evaluating Interventions for Children and Adults with Hearing Impairment (pp ), Plural Publishing: San Diego. Speech and language outcomes add Houston and Bergeson Leigh J.; Dettman S.; Dowell R ; Briggs R (2014). Communication development in children who receive a cochlear implant by 12 months of age. Otology & Neurotology, 34 (3), Geers, A.E. & Sedey, A. Language and verbal reasoning skills in adolescents with 10 or more years of cochlear implant experience. Ear and Hearing, 32 (1 Suppl), 39S-48S. Geers, A.E. & Hayes, H. Reading, writing, and phonological processing skills of adolescents with 10 or more years of cochlear implant experience. Ear and Hearing, 32 (1 Suppl), 49S-59S. Binaural hearing Dowell, R.C., Galvin, D.K., Dettman, S.J., Leigh, J.R., Hughes, K.C., van Hoesel, R. (2011). Bilateral Cochlear Implants in Children. Seminars in Hearing, 32(1), Litovsky, R. (2011). Review of recent work on spatial hearing skills in children with bilateral cochlear implants. Cochlear Implants International, 12, SupplementS1, p Dorman, M. Yost, W.A., Wilson, B., & Gifford, R.H.(2011). Speech Perception and Sound Localization by Adults with Bilateral Cochlear Implants. Seminars in Hearing, 32(1), Gordon, K.A., Wong, D.D.E., & Papsin, B.C. (2013). Bilateral input protects the cortex from unilaterallydriven reorganization in children who are deaf. Brain, 136, Music perception and appreciation Limb & Rubinstein (2012). Current Research on Music Perception in Cochlear Implant Users. Otolaryngol Clin N Am, 45, Drennan & Rubinstein. (2008). Music perception in cochlear implant users and its relationship with psychophysical capabilities. J Rehabil Res Dev., 45(5): Looi, V., Gfeller, K., & Driscoll, V.D. (2012). Music Appreciation and Training for Cochlear Implant Recipients: A Review. Seminars in Hearing, 33 (4), Quality of Life Warner-Czyz, A.D., Loy, B., Tobey, E.A., Nakonezy, P., & Roland, P.S. (2011). Exploring quality of life in children and adolescents using cochlear implants. International Journal of Pediatric Otorhinolaryngology, 75(1), Archbold, S. M., Sach, T. H., O'Neill, C., Lutman, M. E., & Gregory, S. (2008). Outcomes from cochlear implantation for child and family: Parental Perspectives. Deafness Education International, 10, Looi V ; Mackenzie M ; Bird P ; Lawrenson R. (2011). Quality-of-life outcomes for adult cochlear implant recipients in New Zealand. The New Zealand Medical Journal, 124 (1340), Vestibular and CI Katsiari, E., Balatsouras, D., Sengas, J., Riga, M., Korres, G., & Xenelis, J. (2014). Influence of cochlear implantation on the vestibular function. European Archives of Oto-Rhino-Laryngology, 270 (2), FM Course Syllabus AUD7364 Page 4

5 Thibodeau, L. (2010). Interfacing FM Systems with Implantable hearing devices. Seminars in Hearing, 31, Wolfe et al. (2009). Evaluation of Speech Recognition in Noise with Cochlear Implants and Dynamic FM. Journal of the American Academy of Audiology, 20, Counseling Fadda, S. (2011). Psychological aspects when counseling families who have children with cochlear implants. The Journal of Maternal-Fetal and Neonatal Medicine, 24(S1), Counseling considerations: Factoring in the family (Course #24669) Live webinar on audiologyonline.com. Grading Policy Exams (40%) The real value of a test is the preparation, learning, and critical thinking ability that develops out of preparing for a test. The tests are designed with an eye toward everyday clinical decision making. There will be two exams. The format will be a combination of the following: Multiple choice, true/false, matching, labeling diagrams, fill-in-the-blank, short answer, short essay, and application (i.e., case studies). The midterm exam will be a take-home test; the final exam will be an in-class exam. * The Registrar s office determines final exam dates and schedules. Exam schedules will be available after census day and will posted in Orion and announced in class and on the course elearning page. Individual projects (30%) The purpose of these assignments is to allow students to think critically and independently on cochlear implants outside of class and to share this information with others. Each project should be the original work of the student. Copying and pasting large amounts of information from other sources will not be accepted. Small quotes from other sources of information, with proper citations, are acceptable. All postings must include proper grammar, spelling, punctuation, language, and a clear organization of thoughts. Links to outside sources and images may be included. Complete 3 recorded, live, or text-based courses on Audiology Online ( related to cochlear implants. Complete the multiple choice tests at the end of each course. Print and submit these tests to show completion and passing scores. Also, please write a summary of the course and your experience/impressions. If you are unsure as to whether an offering on the Audiology Online website meets the criteria for the assignment, please the instructor before you begin the assignment. Due 09/25/2014. Observe a cochlear implant-related session. This could include watching cochlear implant surgery; observing speech-language therapy; viewing audiological testing and MAPping; attending a CI support group; etc. Write a one-page summary about your experience. Due 10/30/2014. Discuss case studies in class. This project will help you think on your feet and function as an audiologist making real-time decisions while providing counseling to the patient. I will provide information about a hypothetical patient. Evaluation will be based on the following areas: Case history, test selection, counseling regarding device selection, realistic expectations based on patient history and goals, recommendations, and professionalism, appropriate external referrals, and prognosis. Come prepared to talk about this on the last day of class. Due 12/04/2014. Group projects and presentation (20%) The class will be divided into small groups (2-4 students each) to select a topic to research. Create a handout, brochure, or newsletter including information about candidacy, considerations, expectations for speech perception, speech and language, quality of life, etc., and resources for one of the age groups listed below. Present it as experts in a 15-minute class lecture with a 5-minute question and answer Course Syllabus AUD7364 Page 5

6 period. The group should choose three recent (within the past 10 years) and relevant publications for the entire class to read to prepare for their class presentation. All documents must be made available one week prior to the presentation. Infants (<24 months) Children (2-11 years) Teenagers (12-18 years) Adults (18-50 years) Older adults (>60 years) Participation (10%) Your participation grade will be based upon in-class participation, minute papers, summaries, etc. Active participation includes but is not limited to contributions to topic discussions, asking questions, answering questions, giving presentations, and making connections to other topics within the class, in other classes, or within the field. In addition, students will write a summary for some classes (determined by the instructor) and submit it by the following Tuesday. These summaries vary in style (chart, summary, list, etc.) and enhance understanding of topics by allowing students to explain ideas or concepts in their own words. These summaries also allow the instructor to determine topics requiring additional explanation. Course & Instructor Policies No make-up assignments or additional assignments for extra credit will be given in the event of student absence from the class that cannot be documented as an emergency or death in the family. Regular attendance and active participation in discussion are strongly encouraged. UT Dallas Syllabus Policies and Procedures The information contained in the following link constitutes the University s policies and procedures segment of the course syllabus. Please go to for these policies. The descriptions and timelines contained in this syllabus are subject to change at the discretion of the Professor. Course Syllabus AUD7364 Page 6