CMDS 8410: AURAL HABILITATION FALL, 2015

Transcription

1 Faculty: Office: Office Hours: CMDS 8410: AURAL HABILITATION FALL, 2015 Alisha Jones, Au.D., Ph.D., CCC-A 1139-B Haley Center Tuesdays 1:30pm-2:30pm and Thursdays 9am-11pm or available by appointment Phone: (334) (response within 24 hours) Course Credit: Course Time: 3 hours M 2:00pm-4:30pm Haley Center 3187 Text: Johnson, C.D., & Seaton, J. B. (2012). Educational Audiology Handbook Second Edition. Delmar Cengage Learning: Clifton Park, N.Y. Schwartz, S. (2007). Choices in Deafness: A Parent s Guide to Communication Options Third Edition. Woodbine House: Bethesda, M.D. Course Description: Welcome to Aural Habilitation. This class is about serving children with hearing loss and their families. This course will focus heavily on early intervention, children with hearing loss in the school, impact on families of hearing impaired children, and YOUR role as audiologist in their habilitation! Course Objectives and Knowledge and Skills Covered and How Assessed: Knowledge of normal anatomy, physiology, and bases of human communication provide a foundation for appreciating, assessing, and treating disordered communication and thus the material learned in this course is also a foundation for further study relevant to ASHA standards IV-B, IV-C, IV-D, IV-E and various clinical skills. Behavioral Definition: The student will be able to demonstrate acquisition of the knowledge sets enumerated below within acceptable levels. Success is defined as achieving a minimum of 60 percent accuracy per knowledge set (60% equivalent to D average on a 10-percent assessment scale; this is a minimal passing grade.) Assessment Methods: The learning outcomes will be measured by examinations (E), projects/homework (P), and classroom participation (C) per knowledge subset. Remediation: The student not achieving a minimum of 60% in any of the knowledge subsets listed below must address that particular inadequacy before the professor signs compliance. This typically is to be done shortly after an exam or conclusion of the topic. Remediation may involve any of the following: retesting in that area, study session with the GTA, oral quiz, brief research with written explanation.

2 KASA compliance is separate from the course grade and passing one does not necessarily indicate passage of the other (e.g., the exam grade will not be improved by remediation methods but your knowledge will). A6. Phonologic, morphologic, syntactic, and pragmatic aspects of human communication associated with hearing impairment (E) (P) (C) A7. Effects of hearing loss on communication and educational, vocational, social, and physiological functioning. (E) (P) (C) A26. Principles and application of counseling. (E) (P) (C) A29. Consultation with professionals in related and/or allied service areas. (E) (P) (C) B2. Promote hearing wellness, as well as the prevention of hearing loss and protection of hearing function by designing, implementing, and coordinating universal newborn hearing screening, school screening, community hearing, and occupational conversation and identification programs. (E) (P) (C) D1. The provision of intervention services (treatment) to individuals with hearing loss, balance disorders, and other auditory dysfunction that compromises receptive and expressive communication. (E) (P) (C) D2. Development of a culturally appropriate audiologic rehabilitative management plan that includes, when appropriate, the following: a. Evaluation, selection, verification, validation, and dispensing of hearing aids, sensory aids, hearing assistive devices, and educating consumer and family/caregivers in the use of and adjustment to such technology. b. determining 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. c. Counseling relating to psychosocial aspects of hearing loss and other auditory dysfunction and process to enhance communication competence. d. Provision of comprehensive audiologic treatment for persons with hearing loss or other auditory dysfunction including but not exclusive to communication strategies, auditory training, speech reading, and visual communication systems. Interact effectively with patients, families, other appropriate individuals, and professionals Prevent the onset and minimize the development of communication disorders Identify individuals at risk for hearing impairment Screen individuals for speech and language impairment and other factors affecting communication function using clinically appropriate and culturally sensitive screening measures

3 Administer conservation programs designed to reduce the effects of noise exposure and of agents that are toxic to the auditory and vestibular systems (E) (P) (C) D5. Provision of treatment services for infants and children with hearing loss; collaboration/consultation with early interventionalists, school based, professionals, and other service providers regarding development of intervention plans (ie. Individualized education programs and/or individualized family service plans). (E) (P) (C) D6. Management of the selection, purchase, installation, and evaluation of large-area amplification systems. (E) (P) (C) E2. Consulting about accessibility for persons with hearing loss and other auditory dysfunctions in public and private buildings, programs, and services. (E) (P) (C) F2. Applying research findings in the provision of patient care (evidence bases practice). Interact effectively with patients, families, professionals, and others, as appropriate Evaluate information from appropriate sources to facilitate assessment planning Perform assessment for rehabilitation (E) (P) (C) Sequence of Topics & Schedule: Topics and test dates may change as the professor deems appropriate with a 24-hour notice via in-class announcement or announcement on blackboard. The university s established date for midterm dropping of course without academic penalty is 10/6 and the university s established time of the final exam is 12/7 from 4:00p.m. to 6:30 p.m. DATE TOPIC READINGS AND ASSIGNMENTS 1. AUG. 17 Introduction to the course, requirements, and semester schedule Schwartz, CHAPTER 1: A Medical Approach to Hearing Loss Impacts of Hearing Loss; Contexts for Auditory Habilitation 2. AUG. 24 Impacts of Hearing Loss; Contexts for Auditory Habilitation Ling, CHAPTER 3: Development of Spoken Language. Ling, CHAPTER 4: Speech Sounds, Hearing and the Acoustics of English Early Intervention 3. AUG. 31 Early Intervention

4 Deaf and Hard of Hearing Children in the Educational Arena 5. SEPT. 7 NO CLASS LABOR DAY 8. SEPT. 14 Roles & Responsibilities of Educational Audiologists 10. SEPT. 21 Acoustics in Speech Identification/Assessment 13. SEPT. 28 Identification/Assessment Amplification 14. OCT. 5 MIDTERM 15. OCT. 12 Amplification Cochlear Implants 17. OCT. 19 Pediatric Outcome Measures 18. OCT. 16 NO CLASS-FALL BREAK 19. OCT. 26 Communication Options 22. NOV. 2 Communication Options Classroom Amplification 23. NOV. 9 Classroom Amplification Educational Laws 24. NOV. 6 Educational Laws 26. NOV. 16 Working with Challenging & Special Populations 27. NOV. 18 Counseling 28. NOV. 23 NO CLASS- THANKSGIVING 30. NOV. 30 Counseling LAST CLASS 33. DEC. 7 FINAL EXAM Required Readings: Assigned each week and may consist of, but not limited to scientific articles and book chapters which will be provided to all students at least one week ahead of time. Late Assignment Policy: Students who turn in late assignments should expect some penalty for tardiness. Therefore, students will lose one letter grade of credit for each DAY the assignment is late. This policy includes weekend days as most assignments can be ed to the instructor of the course. Therefore, if the assignment was due on Friday

5 and the student did not turn it in until Monday, he/she would lose 3 letter grades, which would start the student with a C as the highest possible grade on the assignment. Course Requirements & Comments: Read all materials indicated in the text as well as any class handouts and lab worksheets. In keeping with University guidelines found in the Tiger Cub, daily class attendance is important and required. When absent, the student is responsible for obtaining immediately all missed work, lecture notes, and handouts. Classmates may prove useful. Two unexcused absences will result in a letter grade reduction. In order to have an absence excused, you must contact the professor before the missed class or if an emergency happens please contact the professor as soon as possible. You also must provide documentation of the absence (e.g. physician s note). Routine physician exams will not be excused!!! Students are required to attend all class meetings, on time. Every student is allowed one tardy arrival. After that, each late arrival will result in a point taken off the final percentage of points Attend and take the major exams covering the outlined topic areas. The approximate date of each exam was shown above; any alteration of these dates (earlier or later) will be announced at least one class day in advance. No make-up exams or rescheduling of exams will be permitted without a university excuse or written doctor s excuse for personal illness. You must check in the student health center during the exam period and obtain a written excuse. Notify Dr. Jones within 24 hours of a missed exam: a phone call to Heather in the clinic ( ) or a message sent by a classmate will suffice. Unless special arrangements have been made with the professor (and this is done only in rare circumstances), be prepared to take the exam ON the day you return to classes. An exam grade of zero may be assigned otherwise. In any case, you should be aware of the University s five day rule for submitting excuses and taking make-ups which is stated in the Tiger Cub. Graded laboratory assignments are due promptly. Any provisions for accepting late assignments will be stated clearly on the assignment and may include situation ranging from no penalty, to 10% grade reduction per hour late, to grade of zero without university excuse. Do not commit yourself to things such as a job, retreat, airline ticket, or wedding during exams; school is your first priority. No rescheduling of exams will be allowed without an official university excuse issued by the Dean s office (2238 Haley Center). This can be especially problematic during final exam week so be aware now. Exams, quizzes, discussions, and homework will be graded and results made available to you as soon as possible. There is much material to cover this term. Professor office hours also are a good time to seek clarification on any missed items.

6 Re-grading of tests/requests for particular credit only will be considered* in the short timeframe following the test. Re-grading may reveal needed corrections throughout, both positively and negatively impacting the test grade. *End of term is not the time to argue for points from previous tests! Grading: Final grades will be determined using the following percentages: Examinations: Exams 50% Homework/Projects 50% The letter grade you receive for this course will be based on the following scale: 100%-90% - A 89%-80% - B 79%-70% - C 69%-60% - D 59% and below - F Methodology: Class lectures by the professor Opportunities for class discussions and questions by students (these are highly encouraged) Homework/Projects Exams Student Evaluation of Course and Professor: Provided will be the IAS evaluation instrument expected by Auburn University and augmented with anonymous comment sheet to collect further input from students. Academic Honesty: Honesty is expected in this class at all times; violations will be reported to the Academic Honesty Committee according to the procedures outlined in the Tiger Cub. Students With Disabilities: Students with disabilities who may need accommodations in this course should first work through the Program for Students with Disabilities directed by Dr. Kelly Haynes. The eligible student should arrange a meeting with Dr. Pindzola during the first week of class; come during office hours or visit/ for an appointment. Bring the Accommodation Memo and Instructor Verification Form to this meeting so that your needs for this particular class may be discussed. If the students do not have an Accommodation Memo but need special accommodations, make an appointment with The Program for Students with Disabilities, 1244 Haley Center, (V/TT) or haynemd@auburn.edu. Disruptive Behavior:

7 Maintenance of a constructive learning environment is essential in this course. Behaviors cited as disruptive will not be tolerated and will be dealt with according to university policy (see Emergencies: Situations signaled by the university fire alarm, weather siren, or other warning systems may occur during this class period. Instructions issued by the teacher or other university personnel should be followed and may include to shelter, to evacuate, or to barricade in the room (see ).