WESTERN UNIVERISTY SCHOOL OF COMMUNICATION SCIENCES & DISORDERS CSD 9634 AURAL HABILITATION/REHABILITATION FOR THE SLP WINTER 2018

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1 WESTERN UNIVERISTY SCHOOL OF COMMUNICATION SCIENCES & DISORDERS CSD 9634 AURAL HABILITATION/REHABILITATION FOR THE SLP WINTER Instructor: Dave, M.Cl.Sc. LSLS Cert. AVT Lectures: s, 9:00-12:00 Beginning February 8 Mondays: 10:00-13:00 April 2, 9, 16 Elborn Room Description : In this course, students examine issues in habilitation and rehabilitation of speech and language problems associated with hearing impairments. The topics entail the integration of material from previous coursework in speech-language pathology as they relate to the communication impairments of individuals with hearing impairments across the life span. In particular those issues that speech-language pathologists are mostly likely to encounter in their general practices are highlighted, such as the impact of recurrent middle ear infection and other forms of mild hearing loss on speech and language development, auditory verbal therapy, and the interaction of hearing loss with language and cognitive deficits among older adults. Additionally, Deaf culture, its representatives position on the rehabilitation efforts by speech-language pathologists and audiologists, and the impact of its position on those with hearing impairments is examined. Because habilitation and rehabilitation approaches to hearing loss and their impact on speech and language development and function are multidisciplinary endeavours, the roles and contributions of speech-language pathologists to teamwork are examined. Required Readings: Assigned readings for each are detailed in the schedule below. Copies of these readings are available for download from the course OWL website. Course Components/Evaluation: The course readings and resources have been selected to prepare you for active participation in class discussions, to inform your course assignments, and to provide resources to you for your upcoming practice as SLPs. In addition to the assignments, students are expected to attend and to participate in all s. A final grade of at least 60% is necessary to pass this course. Late assignments will be docked 2% for every day past the stated deadline (this includes weekend days).

2 Grading (Individual) Listening hierarchy assignment 25% (Assigned March 8 Due March 29) (Individual) Speech teaching assignment 25% (Assigned April 9 Due April 18) (Group) Aural Habilitation Recorded Inservice - 20% (Assigned Feb 15 Due April 12) (Individual) Oral presentation of Inservice with your group 10% (April 5 th ) Group case study assignment 20% (Assigned Feb 22 Due April 18) SCHEDULE Lectu re/ Date 1 / Feb 8, Room Topics Required readings The audiology students Course Overview Variables affecting outcomes of children who have hearing loss Chapters 16 and 17 of the NCHAM ebook: 2/ Feb 15, 3/ Feb 22, Moodie Components of a successful early habilitation program The impact of parent to parent support. Inservice assignment introduced. Parents as partners in the habilitation process Four ages: introduction to case examples Principles of AVT handout JCIH Moeller et al Ontario or BC communication development guidelines Canadian report card (SAC website, CIHTF). Henderson, R. J., Johnson, A., & Moodie, S. (2014). Parent-to-parent support for parents with children who are deaf or hard of hearing: A conceptual framework. American Journal of Audiology (Online), 23(4), Case Study pdfs from Estabrooks et al Reading week

3 4/ Mar 1, TBA Group case assignment introduced Teams and roles within the IHP TBA 5/ Mar 8, Hierarchies of auditory skill development -Ling 6 Sounds packet by -Judy Simser article (2001) 6/ Mar 15, 7/ Mar 22, 1547 Key strategies and techniques in Aural Habilitation Treatment critiques in Aural Habilitation Review Mentors Guide to Auditory- Verbal Competencies onnect/intl/home/support/rehabilitati on-resources/professionalresources/10-observation-lessons 8/ Mar 29, 9/ Apr 2, LaRocque, Louwerse, Hlady- MacDonal d Monday 1-4 Mainstream support of school age children Inservice Prep for the SLPs This is the site that hosts the cases we will review. 10/ Apr 5, AUD & SLP students Live presentation for inservices from both Audiology and SLP student groups

4 11/ Apr 9, Monday 1-4 Assessment of Speech and Language for children with hearing loss. Speech teaching through residual hearing. 12/ Apr 12, Speech teaching assignment introduced. Decisions for Treatment Content. Best choices for engaging client AND addressing goals. 13/ Apr 16, Monday 1-4 Telepractice AVT Working with older clients Chapter 23 EHDI Using Telepractice By Houston Pilot Study of Telepractice for Auditory-Verbal Therapy by Dornan Listening Hierarchy Assignment (scored as individual) 25% Your task is to write a detailed description of an activity that could be used in a treatment session that would address a specific auditory or language goal for one of the following age groups: toddler, schoolage, or teen. You must relate how that activity fits into the listening hierarchy (by ) presented in class in terms of context, context and presentation variables. Finally, you must show how a practitioner might adapt this activity in each of the three variables to make the activity more challenging and also how they might adapt this activity in each of the three variables to make the activity less challenging. You must either choose from a provided list of listening activities provided through listeningtree.ca (you will receive a free account to this site as part of your course) or you can clear an activity of your own with the instructor. More details regarding this assignment will be given in class. (Assigned March 8 Due March 29) Speech Teaching Assignment (scored as individual) 25% Your task is to select goals and strategies to achieve those goals based on a provide Goldman Fristoe assessment reflecting common errors of a child at a particular age with a particular degree of hearing loss. You must show how the goals were chosen and describe steps for achieving each through strategies that emphasize auditory self-monitoring of speech. More details regarding this assignment will be given in class. (Assigned April 9 Due April 18)

5 Team Inservice Recorded Presentation (scored as part of group) 20% Oral Presentation (scored as individual) 10% Your small group s task (5 members} will be to create a professional looking recorded presentation on an assigned topic related to aural habilitation. The topic will be one that you may as a professional have to explain to a parent or to another colleague from a different discipline. This inservice presentation should consist of a clear verbal explanation of your topic no longer than ten minutes in lenght. Your presentation will be graded on clarity, use of visuals, and ability to make the concept, test or term clear to both parents and other professionals. If you can use and include references to support your information, please do. There is also the expectation that each team member participates in presenting the topic live to the whole group, which will be scored for each individual, worth 10% of their grade. More details regarding this assignment will be given in class. (Recorded Presentation: Assigned Feb 15 Due April 12) (Live Presentation: April 5) Group Case Study Assignment (scored as part of group) 20% Your group will be acting as the current Auditory-Verbal Practitioner for a given child (from case study lesson plans from Estabrooks et al. 2016). Your task is to utilize the case history, audiological informations and current goals and in light of performance in the session described, plan a full hour s treatment session for the next time you see this child and his/her caregiver. Your group will then write an indepth reporting on how that prepared session went. You are to imagine difficulties and how you would have best responded during the session. There should be clear condideration for parent learning and follow through suggestions. More details regarding this assignment will be given in class. References/ Resources ***Required readings are in listed beside s above and are available through OWL. All other readings (below) are for your reference only*** Introductory Class Duchan, J. F. (2005) The phonetically-based speech therapy methods of Alexander Graham Bell. Journal of Speech Language Pathology and Audiology, 29 (2), Heavner, K. (2008). Therapy Guidepost 2: Exploring Auditory-Verbal Therapy: History and Theory. Hyde, M., Friedberg, J., Price, D., Weber, S. (2004) Ontario Infant Hearing Program: Program overview, implications for physicians, Ontario Medical Review,

6 Joint Commitee on Infant Hearing. (2007). Year 2007 position statement: Principles and guidelines for early hearing detection and intervention programs. Pediatrics, 120, doi: /peds Schow, R.L. and Nerbonne, M. A. Overview of Audiologic Rehabilitation. In Schow & Nerbonne (Eds). Introduction to Audiologic Rehabilitation, p Socio-emotional Impact of Hearing Loss Clark, J.G. and English, K.M. Emotional Responses to Hearing Loss. In Clark & English (Eds.) Counseling in Audiologic Practice, 2004, p Eriks-Brophy, A., Durieux Smith, A., Olds, J., Duquette, C. & Whittingham, J. (2006). Facilitators and Barriers to the Inclusion of Orally Educated Children and Youth with Hearing Loss. The Volta Review, 106(1), Luterman, D. (2004). Counseling Families of Children with Hearing Loss and Special Needs. The Volta Review, 104 (4), Developmental Impact of Hearing Loss Robertson, L. (2009). Literacy and Deafness Listening and Spoken Language. San Diego: Plural Publishing Inc. Werker, J.F. & Tees, R.C. (2005). Speech perception as a window for understanding plasticity and commitment in language systems of the brain. Developmental Psychobiology, 46 (3) Yoshinaga-Itano, C. (2004). Levels of evidence: universal newborn hearing screening (UNHS) and early detection and intervention systems (EHDI). Journal of Communication Disorders, 37 (5): Early Intervention Henderson, R. J., Johnson, A., & Moodie, S. (2014). Parent-to-parent support for parents with children who are deaf or hard of hearing: A conceptual framework. American Journal of Audiology (Online), 23(4), Moeller MP, Carr G, Seaver L, Stredler-Brown A, Holzinger D. Best practices in Family-Centered Early Intervention for children who are deaf or hard of hearing: An international consensus statement. J Deaf Stud Deaf Edu 2013;18(4): Muñoz, K., Olson, W. A., Twohig, M. P., Preston, E., Blaiser, K., & White, K. R. (2015). Pediatric hearing aid use: Parent reported challenges. Ear and Hearing, 36(2), Weisleder, A., & Fernald, A. (2013). Talking to children matters: Early language experience strengthens processing and builds vocabulary. Psychological Science. Retrieved from:

7 Yoshinaga-Itano, C. (1997). The challenge of assessing language in children with hearing loss. Language, Speech & Hearing Services in Schools, 28: Yoshinaga-Itano, C., & Gravel, J. (2001). Evidence for universal newborn hearing screening, American Journal of Audiology, 10: Auditory-Verbal Therapy Principles of LSLS Auditory-Verbal Therapy. (n.d.), Ambrose, S. E., Walker, E. A., Unflat-Berry, L. M., Oleson, J. J., & Moeller, M. P. (2015). Quantity and Quality of Caregivers Linguistic Input to 18-month and 3-year-old Children who are Hard of Hearing. Ear and Hearing, Barton, C. (2010). Music, Spoken Language, and Children with Hearing Loss: Using Music to Develop Spoken Language. Constantinescu, G., Waite, M., Dornan, D., Rushbrooke, E., Brown, J., McGovern, J., Hill, A. (2014). A pilot study of telepractice delivery for teaching listening and spoken language to children with hearing loss. Journal of Telemedicine and Telecare, 20(3), C. L., Morrison, H. M., & Jones, M. B. (2013). The Mentor s Guide to Auditory-Verbal Competencies, 25. Dornan, D., Th, B. S., Avt, L. C., Constantinescu, G., Hons, B. S. P., & Ph, D. (2010). Is Auditory-Verbal Therapy Effective for Children with Hearing Loss?, 110(3), Dornan, D., Hickson, L., Murdoch, B., & Huston, T. (2009). Longitudinal study of speech perception, speech, and language for children with hearling loss in an AVT program, Eriks-Brophy, A. (2004). Outcomes of auditory-verbal therapy: A review of the evidence and a call for action. The Volta Review, 104 (1), Estabrooks, W. (ed.) (2016) Auditory-Verbal Therapy: For Young Children with Hearing Loss and Their Families, and the Practitioners Who Guide Them, Plural Publishing, Estabrooks, W. (Ed.) (2012) 101 Frequently Asked Questions about Auditory-Verbal Practice: Promoting Listening and Spoken Language for Children who are Deaf and Hard of Hearing and Their Families. A. G. Bell, Publ. Permanent Childhood Hearing Loss Communication Treatment: General Findings (2014). In ASHA's Evidence Maps. Retrieved from

8 Permanent Childhood Hearing Loss Hearing Aid Treatment: Auditory/Oral Approaches (2014). In ASHA's Evidence Maps. Retrieved from NCHAM ebook Chapter 23 : Using Telepractice to Improve Outcomes for Children Who Are Deaf or Hard of Hearing & Their Families (Houston et al.) Robertson, L. & Flexer, C. (1993). Reading Development: A parent survey of children with hearing impairment who developed speech and language through the Auditory-Verbal method. The Volta Review, 95 (3), Simser, J. (2001). Auditory-Verbal Techniques and Hierarchies, 3(1991). The Canadian Hearing Society (2010). The Canadian Hearing Society position on access to language and language acquisition for children who are deaf and hard of hearing. Auditory Neuropathy Northern, J. (Ed). (2008). Guidelines for identification and management of infants and young children with auditory neuropathy spectrum disorder. NHS, Como, Italy. Cochlear Implants Advanced Bionics: and Ceh, K.M., Bervinchak, D.M., & Francis, H.W. (2013). Early literacy gains in children with cochlear implants. Otology & Neurotology, 34: Cochlear Americas: Coletti, (2009). Long term follow up of infants fitted with cochlear implants. Acta- Otolayngologica, 129, Compton, M. V., Tucker, D.A. & Flynn, P.F. (2009). Preparation and perceptions of Speech- Language Pathologists working with children with cochlear implants. Communication Disorders Quarterly, 30 (3) Dettman, S., Wall, E., Constantinescu, G., & Dowell, R. (2013). Communication outcomes for groups of children using cochlear implants enrolled in auditory-verbla, aural-oral, and bilingualbicultural early intervention programs. Otology & Neurotology, 34: Fitzpatrick, E. & Brewster, L. (2010). Adult cochlear implantation in Canada: Results of a survey. Canadian Journal of Speech-Language Pathology and Audiology, 34 (4),

9 Leign, J., Dettman, S., Dowell, R., & Briggs, R. (2013). Communication development in children who receive a cochlear implant by 12 months of age. Otology & Neurotology, 34: McConkey Robbins, A. (2007). Clinical Management of Bilingual Families and Children with Cochlear Implants. Loud and Clear (available on Advanced Bionics Listening Room Website). Vincenti, V., Bacciu, A., Guida, M., Marra, F., Bertoldi, B., Bacciu, S., & Pasanisi, E. (2014). Pediatric cochlear implantation: an update. Italian Journal of Pediatrics, 40, Gilkerson, J., & Richards, J. (2009) The power of talk, 2 nd edition. Impact of adult talk, conversational turns and tv during the critical 0-4 years of child development. LENA Foundation Technical ReportITR Minimal, Unilateral and Fluctuating Hearing Loss Tharpe, A.M. (2008). Unilateral and mild bilateral hearing loss in children: Past and current perspectives. Trends in Amplification 12 (1), Hearing Accessibility and Hearing Conservation Permanent Childhood Hearing Loss Hearing Aid Treatment: General Findings (2014). In ASHA's Evidence Maps. Retrieved from Civility in the Classroom You are expected to maintain the same high standards of conduct and moral judgment in the classroom as expected of speech language pathologists who are practicing members of their professional associations and licensing/regulatory agencies. Therefore, you are asked to comply with the following reasonable expectations for classroom conduct: Students and the instructors will behave in a manner that is welcoming, supportive, and respectful of cultural and individual differences at all times. Students are expected to participate in the course by asking questions and contributing comments during s. Conduct that could distract fellow students or the instructor during a must be

10 avoided. This includes but is not limited to talking when others are speaking, passing notes, sleeping and overt inattention. Please arrive on time for class. If you are unavoidably late, please enter quietly and take the nearest seat. Cell phones and other devices should be turned off during class. Receiving and sending text messages should not be undertaken during the. Computers may be used solely for course purposes, e.g., taking notes. Students must not browse the web, shop on-line, use or engage in instant messaging etc. during class. Accessibility: Please contact the course coordinator if you require material in an alternate format or if any other arrangements can make this course more accessible to you. You may also wish to contact Services for Students with Disabilities (SSD) at or ext for any specific question regarding an accommodation. Support Services: Office of the Registrar, Student Development Centre, USC Student Support Services, Health and Wellness As part of a successful graduate student experience at Western, we encourage students to make their health and wellness a priority. Western provides several on campus health-related services to help you achieve optimum health and engage in healthy living while pursuing your graduate degree. For example, to support physical activity, all students, as part of their registration, receive membership in Western s Campus Recreation Centre. Numerous cultural events are offered throughout the year. Please check out the Faculty of Music web page and our own McIntosh Gallery Information regarding health- and wellness-related services available to students may be found at Students seeking help regarding mental health concerns are advised to speak to someone they feel comfortable confiding in, such as their faculty supervisor, their program director (graduate chair), or other relevant administrators in their unit. Campus mental health resources may be found at To help you learn more about mental health, Western has developed an interactive mental health learning module, found here: This module is 30 minutes in length and provides participants with a basic understanding of mental health issues and of available campus and community resources. Topics include stress, anxiety, depression, suicide and eating disorders. After successful completion of the module, participants receive a certificate confirming their participation.