HAT Process: Determining HAT for a Student

Transcription

1 HAT Process: Determining HAT for a Student (Approved DSR or request Considerations for IEP Team) Audio & HI / TC determine who will be on team to determine HAT Team completes Needs Identification section 1 (HAT Process Worksheet) Is more information needed? YES No Create written action plan (what is needed, who will get it, by when) Complete Areas of Concern / Consideration (HAT Process worksheet) Considerations for IEP Team: * What needs to be shared? * Who will share? * By when? * Who attends IEP? This process will be completed within three weeks of the request. Page 1 Modified November 3, 2010 Maui/brown/audiology/process/HAT for Student

2 Hearing Assistive Technology (HAT) Process Worksheet Name: Date: District: School: NEEDS IDENTIFICATION The goal of this step is to define student need. HAT is known to benefit children with hearing, language, and/or learning problems by enhancing the teachers and /or classmates voices and minimizing background noise. Student Hearing Status Type / Degree of hearing impairment Speech recognition in noise Unilateral Right Left Stability Stable Fluctuating Progressive Bilateral sensorineural Conductive Right Left Auditory neuropathy spectrum disorder Special Consideration Atresia Drainage Middle Ear Problems Current Use of Technology Binaural Monaural Right Left Developmental Considerations Additional Concerns: (Choose all that apply.) Developmental concerns Wearer acceptance / motivation Academic performance Attention / Hyperactivity Sensory Integration Behavior Learning Vision Additional concerns: Fine Motor Cognition Mobility Environment Measurements Ambient Noise Level (unoccupied): Teacher s Voice to Noise ratio (occupied): Exceeds 35dBA (ANSI S ) Less than 15 db Reverberation Time: Exceeds.6 sec (ANSI S )

3 School Learning Environment Lecture Solo Structured Learning Technology (Computer/TV) Staff Experience with HAT Discussion Multiple Talkers Unstructured Learning Reverberation Room Size and Shape School Acoustic Needs Signal Sources (intensity spectrum) Noise Sources (spectrum and time) Student Position Teacher to Student Ratio: Current HAT in use at School Soundfield FM System used in what situations? Other School Locations Library Gymnasium Computer Lab Specials Therapy Areas Cafeteria Auditorium / Theater Extra curricular Activities Tasks Classroom tasks required of student Note taking Social Interaction / Participation Speaking in Front of the Class Listening to Lecture Technology Consideration Academic Level of Student Writing Ability Reading Ability Organizational Skills Centers Problem Solving Abilities Math/Reasoning Social Skills Group Work Reliability Maintenance Ease of Use/Monitoring Signal Interference Concerns Multiple FM Frequencies in Building Compatibility with Current Amplification Compatibility with Phones, Computers, etc. HAT Process Worksheet Page 2 of 4 Modified November 1, 2010

4 AREAS OF CONCERN / CONSIDERATIONS The goal of this step is to identify all possible solutions, including low tech and high tech solutions, and to select those solutions which best meet the student s needs. The outcome of this step is to create a list of possible solutions. To improve student s access to peers Ensure student can see all peers Have teacher repeat what other peers say Write discussion points on board/overhead Eliminate all unnecessary background noise To improve student s access to teacher Seat so student can see teacher at all times Provide written notes/outline Use visual aids whenever possible Use of peer checker (student available for quick clarification questions) Teacher checks for understanding Encourage paraphrasing vs. repeating To improve access to the environment Educate other students about hearing loss Pass around microphone Interpreter Soundfield FM system Ear leve/all in one FM system (i.e. Edulink) FM coupled to personal hearing device Desktop system Teacher speaks slowly and clearly Ensure computer settings include visual clues Consider how student will hear audio from computer Teacher gives visual signal for bells/alarms Closed captioning for TV/Videos/DVDs Patch cable to FM system Direct audio input cable To improve access small groups Preferential seating for hearing/lip reading Repeat discussion question by other students Write key points on board Indicate who is speaking at all times Improve access for evaluation/testing Quiet room for testing Allow to take tests alone Provide written directions Ensure comprehension of any directions Post time prompts in writing Desktop system Pass around microphone (with personal FM) Soundfield FM system FM coupled to personal hearing device Desktop system HAT Process Worksheet Page 3 of 4 Modified November 1, 2010

5 CONSIDERATIONS The purpose of this step is to sequence and prioritize solutions and create a plan for the implementation of HAT. The outcome is a plan of who will do what, when with a clear plan of the validation / verification process. Note: Evidence based guidelines should be followed whenever possible. Solution Selection Student Need Solution Condition for IEP OR Frequency & Duration Student Need Solution Condition for IEP OR Frequency & Duration Student Need Solution Condition for IEP OR Frequency & Duration Student Need Solution Condition for IEP OR Frequency & Duration HAT Process Worksheet Page 4 of 4 Modified November 1, 2010

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7 Hearing Assistive Technology (HAT) Monitoring Worksheet Name: Date: District: School: District Staff Member(s): Technology: ORIENTATION AND TRAINING Student Implications of hearing loss Function of device Self monitoring Care & Maintenance Troubleshooting Appropriate use of device and features Expectations benefits and limitations Teacher/school staff Implications of hearing loss Function of device Appropriate use of device and features Expectations Listening check & troubleshooting Other When will orientation be provided by Oakland Schools staff to district? What Oakland Schools staff will provide orientation to district? TO BE COMPLETED BY OAKLAND SCHOOLS STAFF Verification Does the HAT meet specifications and targets? Listening check for: Yes No Listening check for HA alone Listening check for HA and FM signal Electro acoustic verification: Verification completed using the Phonak Offset Protocol (POP) (see worksheet) Verification completed using another protocol HAT Monitoring Worksheet 1 Modified 11/3/10

8 Validation Does the HAT meet specifications and targets? Yes No Audibility and intelligibility of speech that is commensurate with best speech recognition in ideal listening conditions: What is the evidence? Ideal listening conditions: % Listening in noise with FM: % Validation measures used: Student Performance Self Assessment: Observation: Monitoring Person who will monitor: Location of monitoring: When & how often: Procedures used to Monitor HAT: LING 6 sound test Oakland Schools Staff: HAT Monitoring Worksheet 2 Modified 11/3/10