State University of New York College at Cortland Department of Communication Disorders and Sciences SHH 483 AURAL REHABILITATION

Transcription

1 State University of New York College at Cortland Department of Communication Disorders and Sciences SHH 483 AURAL REHABILITATION Course Information: Professor Information: Credit hours: 3 Michael J. Pitcher, MS, CCC-A Semester: Spring 2011 Phone: Location: Park 1101 Office: PRST 2229 Time: 1:15-2:30 T, Th Office Hours: Mon Wed. 1-4 Or by appointment michael.pitcher@cortland.edu AOL IM: mpitch1 TEXTS (required): Schow, R.L. & Nerbonne, M.A. (2007). Introduction to Audiologic Rehabilitation (5 th ed.), Boston, MA: Allyn & Bacon. Additional readings may be introduced in class and placed on reserve. RESOURCE BIBLIOGRAPHY: Easterbrooks Susan R. and Baker, Sharon. (2002). Language Learning in Children Who are Deaf and Hard of Hearing: Multiple Pathways. Boston, MA. Allyn and Bacon. English, Kristina M. (2002). Counseling Children with Hearing Impairment and Their Families. Boston, MA. Allyn and Bacon. Hull, Raymond. H. (2001). Aural Rehabilitation: Serving Children and Adults. (4 th ed.). San Diego, CA. Singular Scheetz, Nancy A. (2001). Orientation to Deafness (2 nd ed.). Boston, MA, Allyn and Bacon. Tye-Murray, Nancy. (1998). Foundations of Aural Rehabilitation. San Diego, CA. Singular Publishing. Watkins, S., and Clark, T. (1993). SKI-HI resource manual: Family-centered home-based program for infants, toddlers and school-aged children with hearing impairment. Logan, UT: Hope, Inc. COURSE DESCRIPTION: The management principles of hearing impairment are considered across age groups: Auditory perception, speech perception, auditory training, speech reading and psychosocial issues. The nature and accessibility of personal and educational amplification systems and assistive devices are discussed. Case studies are reviewed and critiqued. Prerequisites: SHH270, SHH370 and SHH383. (3 cr. hrs.).

2 COURSE ATTENDANCE POLICY: Attendance and punctuality are necessary for the successful completion of this course. Attendance will be taken on a regular basis with an allowance of one absence. Excessive, unexcused, absences will negatively impact your course grade by 1/3 of a letter grade for each excessive absence. SHH 483 is a quarter course and, as such, a great deal of information is presented in a short period of time. Due to the intensive nature of a quarter course, missed class time is very difficult to makeup. GOALS AND OBJECTIVES OF THE COURSE: LEGEND: CF: SUNY Corltand Conceptual Framework, LO: learning outcome; INTASC: Interstate New Teacher Assessment and Support Consortium; NCATE: National Council for Accreditation of Teacher Education; ASHA KASA: American Speech, Language, Hearing Association Knowledge and Skills Acquisition ASHA KASA Standards (applicable to this course) Standard III-B: Demonstrate knowledge of basic human communication and swallowing processes, including their biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases Standard III-C: Demonstrate knowledge of the nature of speech, language, hearing, and communication disorders and differences and swallowing disorders, including their etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates. Standard III-D: The applicant must possess knowledge of the principles and methods of prevention, assessment, and intervention for people with communication and swallowing disorders, including consideration of anatomical/physiological, psychological, developmental, and linguistic and cultural correlates of the disorders Upon completion of this course, students will: 1. Recognize the acoustic parameters of phonemes in relation to an audiogram. 1, III-C) 2. Understand the impact of hearing loss on language and speech (CF: LO2,3,11; NCATE Standards 1; ASHA III-B, III-C ) 3. Recognize the limitations of visual components of speech 1, III-C;) 4. Recognize the types of and components of hearing aids, cochlear implants, and assistive listening devices (CF: LO 2,13; NCATE Standards 1; ASHA III-B,. 5. Troubleshoot basic hearing aid problems (CF: LO 2,12,13 ; NCATE Standards 1; ASHA 6. Demonstrate knowledge of various communication methodologies. 1, 7. Comprehend the implications of auditory disorders in the classroom (CF: LO2,3,11; NCATE Standards 1, 8. Understand the psycho-social issues related to hearing loss at various ages. (CF: LO2,3,11; NCATE Standards 1, 9. Appreciate and respect the positions of Deaf Culture.

3 EVALUATION OF STUDENT PERFORMANCE: Exams: (80 % of course grade) There will be four exams, including the final exam. Each exam will be weighted 20% toward the final grade. Exam dates are tentative and subject to change. While each exam will cover specific units, units are not mutually exclusive. Knowledge of material presented in earlier units may need to be called upon in examination of later units. Exams will follow an objective format and may consist of multiple choice, true/false, matching questions, short answer. Adherence to the exam schedule is expected. Make-up exams will be considered only in cases of extreme circumstance. A 10 point penalty will be imposed if a scheduled make-up exam is changed by the student without prior consent of the instructor. Project: (20 % of course grade) Each student will prepare a manual of amplification reference materials. Details to be discussed in class. Assignments: Throughout the semester, you will be responsible for completing several individual and group assignments. Participation is expected. Failure to complete assignments as required will result in a 1/3 letter grade deduction in the course grade for each assignment missed. If an inclass assignment is missed because of an absence, make-up work is expected. GRADING: The following guidelines apply in assigning a letter grade for the course. Good attendance and one's level of class participation will be considered when a student's average falls on the "borderline." A A A B B B C C C D D D E 59.9 and below COURSE SCHEDULE AND ACTIVITIES Date Topic Assigned Reading Standards: 1/25 Introduction,Video/ Discussion, assignment 1/27 Assignment Discussion Text, Ch. 1 Audiology / Hearing loss Consequences of Hearing Loss 1, III-C) 1, III-C) 2/1 Core / Care Model Assign Hearing Aid Text, Ch. 1 Project 1, III-C) 2/3 Amplification Text Ch. 2 1, 2/8 Video / discussion 2/10 HA fitting process, pediatric considerations 1, III-C) 2/15 electro acoustic properties / troubleshooting (CF: LO 2,3,11,12; NCATE Standards 1, III-C,

4 2/17 Cochlear Implants Text, Ch. 3 1, III-C) 2/22 Exam #1 2/24 Video: Sound and Fury 1, Discussion Groups/ 3/1 1, Deaf Culture 3/3 Acoustic Aspects of Speech / Auditory Perception Text, Ch. 4 3/8 Unaided / Aided Audiogram exercise (CF: LO 2,3,11,12; NCATE Standards 1, III-C, 3/10 Catch up / review 3/22 Auditory Training / SkiHi SKI-HI Resource Manual 3/24 Exam #2 3/29 Deaf Infant Programming / Lesson Plan assignment SKI-HI Resource Manual (CF: LO 2,3,10,11,12; NCATE Standards 1, III-C, (CF: LO 2,3,10,11,12; NCATE Standards 1, III-C, 3/31 Lesson Plan Presentations (CF: LO 2,3,10,11,12; NCATE Standards 1, 4/5 Visual Aspects of Communication Text, Ch. 5 4/7 Language and Speech of the Hearing Impaired Text, Ch. 6 4/12 Psychosocial Aspects of Hearing Loss Text, Ch. 7 4/14 Video: For a Deaf Son 4/19 Video Discussion / communication methodology HEARING AID MANUALS DUE 4/21 Catch up / review 4/26 Exam # 3 4/28 AR Service in School Setting Text, Ch. 8 5/3 Case Management Infant and Pre-school Children Text, Ch. 9 5/5 Case Management School-aged Children Text, Ch. 9 5/10 Case Management - Adults / Elderly / Wrap Up Final Saturday 5/14 1:00-3:00 Text, Ch. 10

5 Disability Statement: SUNY Cortland is committed to upholding and maintaining all aspects of the federal Americans with Disabilities Act of 1990 (ADA) and Section 504 of the Rehabilitation Act of If you are a student with a disability and wish to request accommodations, please contact the Student Disability Services Office located in B-1, Van Hoesen Hall or call for an appointment. Because many accommodations require early planning, requests for accommodations should be made as soon as possible. Academic Integrity Statement: Students in this course are expected to abide by the guidelines on academic dishonesty that are found in chapter 340 of the SUNY Cortland College Handbook ( As stated in these guidelines, any instance of plagiarism, cheating on examinations or other forms of academic dishonesty will be punished, most likely by the receipt of a failing grade for this course and possible dismissal from the College. Cell Phone Policy Cell phones may be left on vibrate for emergency notification purposes. If you expect an important phone call, please inform me before class and quietly excuse yourself when you receive it. Under no circumstances will text messaging be allowed in class. Anyone caught text messaging in class will automatically receive a 1 point deduction from their final grade for each instance. There will be no warning. Letters of Recommendation: Letters of recommendation from your professors are an important component of your graduate school application. Letters of recommendation should not be assumed or taken for granted. Letters of recommendation require considerable effort and time to write and they represent the professor's confidence in your ability to succeed at the graduate level. Such confidence is earned during your undergraduate experience and takes into consideration your academic performance, professionalism, oral and written communication, personal character and responsibility among other traits. Unfortunately, I am not physically able to grant all requests. To put it all up front and avoid awkward or uncomfortable requests, I have developed the following eligibility criteria. - You must have an overall gpa of 3.0 or better - You must have a major gpa of 3.2 or better - You must have received no worse than a B- in any class that I have taught - You must have received no more than two B- grades in the courses that I have taught. - You must have no negative dispositions placed in your department folder and you must have maintained a professional and respectful attitude in any and all of our interactions. If you meet the above criteria, I am more than willing to write a positive letter of recommendation for you. Upon your formal request, I will provide you with guidelines for how to submit your materials. If you do not meet the above criteria, I regret that I will not be able to write a letter of recommendation to support your graduate school application. Please understand that my refusal is not personal but based solely on the criteria mentioned above. I wish you great success in all future endeavors.