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COMD 750: INTRODUCTION TO AUDIOLOGY AND AURAL HABILITATION
WENDY B. POTTS, Au.D., CCC-A
Clinical Assistant Professor, Audiology
E-MAIL: [email protected]
Phone: 803-956-9618
INSTRUCTOR INTRODUCTION I have specialized in cochlear implant audiology for 10 years and am the Coordinator of the USC Cochlear Implant Program. I instruct the audiology courses taught through COMD and am a faculty sponsor of the auditory-verbal specialization program at USC. I received my Doctorate of Audiology from the University of Florida. I work a full time schedule at the USC Speech & Hearing Research Center as a Cochlear Implant and Hearing Aid Audiologist. I teach COMD 540, J540, and 760 at USC in the evenings. I enjoy sharing my knowledge and enthusiasm for audiology and the clients I serve and I am really looking forward to this semester with you. OFFICE HOURS AND CONTACT I will periodically check Blackboard and email during the work week. If you have not heard back from me in 24 hours, please email again and/or call my class phone number. Please contact me via email at [email protected] or call 803-956-9618
and leave a message. Please make an appointment with me if you would like to meet in person at my office.
Prior to asking questions about assignments or the course, please review the syllabus and other course materials carefully for the answer. I will not respond to/answer questions where answer is already written in the syllabus, posted to “Announcements” on blackboard, or posted to the discussion board. Please post questions and other information that other students may know the answer to or need information on to the Discussion Board “For Student Use”. Other students may have similar questions and gain from the information shared. COURSE DESCRIPTION Basic anatomy and psychophysics of hearing, the pathologies of hearing loss, introduction to identification procedures including hearing screening and pure-tone audiometry, impact of hearing loss on preschool and school-aged children, and educational, psychological, and medical aspects of auditory (re)habilitation. ATTENDANCE POLICY Students are expected to attend all classes and take exams at their scheduled times. Make-up exams will not be given except in the case of documented emergency or medical care. Each unexcused absence will result in the reduction of ½ a letter grade for the course. COURSE LEARNING OUTCOMES To develop an understanding of the practice of audiology and knowledge in identifying, referring, and treating hearing impaired individuals, the student will be able to:
1. (Knowledge of Basic Human Communication and Swallowing Processes)
a. This relates to theory and knowledge of hearing loss
Demonstrate ability to analyze, synthesize, and evaluate information for biological, neurological, acoustic, psychological, developmental, and linguistic and cultural bases. Standard: III-B
2. (Nature of Speech, Language, Hearing, and Communication Disorders and Differences and
Swallowing Disorders)
a. This relates to theory and knowledge of hearing loss
Demonstrate ability to analyze, synthesize, and evaluate information for etiologies, characteristics, anatomical/physiological, neurophysiological, acoustic, psychological, developmental, and linguistic/cultural correlates of hearing loss and its potential impact on oral language, written language, and speech. Standard: III-C.
3. (Principles and Methods of Prevention and Assessment, and Intervention for People with
Communication and Swallowing Disorders)
a. This relates to application of prevention and treatment of hearing loss
Demonstrate ability to analyze, synthesize, and evaluate information for etiologies, characteristics, anatomical/physiological, neurophysiological, acoustic, psychological, developmental, and linguistic/cultural correlates of hearing loss and its potential impact on oral language, written language, and speech. Standard: III-D.
4. (Prevention: Principles and Methods/Skills Outcomes)
a. This relates to application of prevention and treatment of hearing loss
Perform puretone air conduction hearing screening accurately for initial identification and/or referral purposes. Standard: IV-G.1.a.
5. (Prevention: Principles and Methods/Skills Outcomes)
a. This relates to application of prevention and treatment of hearing loss
Perform screening tympanometry accurately under supervision of audiologist for initial identification and/or referral purposes. Standard: IV-G.1.a.
6. (Augmentative/Alternative Communication; Assistive Technology)
a. This relates to application of prevention and treatment of hearing loss
Evaluate the need for alternative communication modalities and makes recommendations for referrals or appropriate augmentative/alternative devices to enhance communications. Standard: IV-G.1
7. (Aural (Re)habilitation)
a. This relates to application of prevention and treatment of hearing loss
Accurately interpret and use data from audiograms/audiologic evaluations especially in relation to degree of hearing loss and its potential effects upon oral language, written language, speech and voice. Standard: IV-G.1
8. (Aural (Re)habilitation)
a. This relates to application of prevention and treatment of hearing loss
Develop aural rehabilitation treatment plans that facilitate receptive and expressive communication of individuals with hearing loss while remaining sensitive to the communication modality and cultural preferences of the client and their family. Standard: IV-G.2
9. (Aural (Re)habilitation)
a. This relates to application of prevention and treatment of hearing loss
Perform hearing aid listening checks accurately with client or in lab situation. Makes referrals for repair as needed. Standard: IV-G.2
Competencies #1-9 will partially be assessed via Exams. Exams are given via Blackboard. If the student misses a question, remediation occurs when provided feedback and/or the correct answer for that question after completion of the test. The Discussion Board assignment encompasses broad topics (competencies #1-9) and the student will need to provide an accurate and complete answer as deemed appropriate by the instructor. If not, the student will have to re-submit until appropriate. The Audiogram project correlates directly with competency #7 and the student will receive feedback upon completion of the project on Blackboard as remediation. The Case History project is assessing competencies #1-9. The student will need to achieve at least 75% on the project to achieve competency. Remediation will occur in class discussion and review of the project. COURSE POLICY AND EXPECTATIONS Students are expected to review the course materials posted to Blackboard for each week. Materials include Announcements, PowerPoint lectures, Project Descriptions, Discussion Board, and assigned readings on Blackboard on the schedule for that week. Attendance is required in class. Students are expected to log onto Blackboard at least 1-2 times per week and review Announcements, Course Information, Course Documents, Assignments, and Discussion Board. The student is expected to complete the requirements of the course by the date and time specified in this syllabus. The instructor feels that adequate time is allotted to complete all exams, assignments, and other requirements and there is no need for extensions if the student properly utilizes time management. If, however, a student has a medical or other emergency that prevents completion of a course requirement in the time specified, a doctor’s excuse or police report is required. TEXT(S) Highly Suggested
1. Busacco, D. (2010). Audiologic Interpretation across the Lifespan. Pearson Publishing. :
a. ISBN-10: 0205463983
Optional2. Kramer, S. (2008). Audiology: Science to Practice. Plural Publishing.
:
a. ISBN-10: 1597560332
COURSE OUTLINE AND SCHEDULE (Subject to Change)
DATE TOPIC MATERIALS
WEEK 1
Introduction; Profession of Audiology;
Effects of Hearing Loss Discussion Board Topic 1
Lecture Materials : Post your name, where you are from, and previous
courses or practicum or personal experience in audiology or hearing loss. Be sure to update VIP/Bb to have your correct email address. Please use your university email address as correspondence will be through Bb.
Articles on Bb Busacco: P. 1,
130-140 Kramer: Ch. 10,
11
WEEK 2
Nature of Sound & Psychoacoustics;
The Basic Human Ear, Basic Hearing Loss, Hearing Screening, & Tympanometry Discussion Board Topic 2
: What is the difference between a license to practice one’s profession and professional certification? What do you need to practice as an SLP? Discussion Board Topic 3
: Summarize complex sounds.
Discussion Board Topic 4
: Summarize filtering. Discussion Board Topic 5
: Describe the possible results of four tuning-fork tests in terms of disorders in different parts of the auditory system. Discussion Board Topic 6
: What is non-organic hearing loss? How do you test non-organic hearing loss in children? In adults? Discussion Board Topic 7:
Describe the acoustic reflex and possible interpretations. Discussion Board Topic 8:
Lecture Materials
Describe the acoustic reflex decay and possible interpretations.
Articles on Bb http://www.infa
nthearing.org/ Busacco: P. 2-9,
26-31, 73-76 Kramer: Ch. 2,
Ch. 7 (p. 211-236
WEEK 3
Hearing Assessment & Audiograms Discussion Board Topic 9
: How do headphones work? What are the advantages of insert earphones over supra-aural TDH-49 headphones? Discussion Board Topic 10
: When determining the pure-tone average, which audiometric frequencies are used and why? How is the PTA used? Discussion Board Topic 11
Lecture Materials
: In speech audiometry, what exactly does it mean to peak at zero on the VU meter? Why should it peak at zero? How does it affect the test if it is not at zero?
Articles on Bb Busacco: P. 9-
26, 35-63, 76-90, 93-119, 129, 141-163
Kramer: Ch. 4, 5, 6
WEEK 4
Anatomy & Physiology;
Etiologies of Hearing Loss Discussion Board Topic 12
: Describe the production of earwax and give instructions on how to keep ears free of occluding wax. Discussion Board Topic 13
: How does a faulty Eustachian tube lead to middle-ear problems? Discussion Board Topic 14
: Describe Tinnitus including possible etiologies and treatments. Discussion Board Topic 15
: What is Recruitment? How does it affect hearing and fitting of hearing aids? Discussion Board Topic 16
Lecture Materials
: What's the difference between a sensory hearing loss and a neural hearing loss? Can we test for each? How can we determine if a hearing loss is sensory or neural?
Articles on Bb Kramer: Ch. 1,
3, 8
WEEK 5
Electrophysiology Discussion Board Topic 17
: How does an ABR correlate with an audiogram? Describe how ABR thresholds can be used to infer hearing thresholds on an audiogram. Discussion Board Topic 18
AUDIOGRAM PROJECT due by
: How does an OAE correlate with an audiogram? Can you plot OAE thresholds on an audiogram? What does an OAE test tell about someone’s hearing?
Lecture Materials
XXX
Articles on Bb Kramer: Ch. 7 p.
236-252
WEEK 6
MIDTERM EXAM due on Covers information from Week 1 through Week 6
XXX
WEEK 7
Vestibular System;
Audiological Case History Discussion Board Topic 19
: What are the exercises usually performed during vestibular therapy by a physical therapist? Discussion Board Topic 20
Lecture Materials
: You, the audiologist, are about to interview the parents of a two-year-old child who has been referred to you for a hearing evaluation with the comment “No speech.” What are the first five questions you will ask and how might you interpret the answers to help you in your diagnosis?
Articles on Bb SCEDP
http://www.scsdb.org/outreach/SCTEDP_2007.htm
WEEK 8
Hearing Aids Discussion Board Topic 21
: Why are probe-microphone/Real Ear measures of hearing-aid performance superior to comparative measures of aided and unaided hearing in the soundfield? Discussion Board Topic 22:
Lecture Materials
Discuss the benefits and drawbacks of fitting hearing aids binaurally vs. monaurally.
Articles on Bb Busacco: P. 90-
93 Kramer: Ch. 9
WEEK 9
Cochlear Implants Discussion Board Topic 23
: Discuss current events of the Deaf Culture and Cochlear Implants. Discussion Board Topic 24:
Lecture Materials
What is the role of the audiologist on the CI Team? What is the role of the SLP on the CI Team? What major changes have occurred over the past 10 years in pediatric cochlear implants in terms of candidacy, assessment, and management?
Articles on Bb
WEEK 10
FM & Assistive Listening Devices;
Troubleshooting Devices Discussion Board Topic 25:
Describe how a working professional adult might use an “FM” system at work and at home as well as 3 other different types of assistive listening devices. Discussion Board Topic 26:
How can different assistive listening devices (only use “FM” system” once) be used in a nursing home? Please describe 4 ways. Discussion Board Topic 27
: How can you use different assistive listening devices in speech therapy sessions for your hearing impaired child? Hearing impaired adult? Non-hearing impaired child? Non-hearing impaired adult? Discussion Board Topic 28:
Lecture Materials
Define what tools, supplies, resources and knowledge are needed for a school teacher or SLP to put together and use successfully as a troubleshooting kit for CI speech processors and for Hearing Aids and for FM systems.
Articles on Bb
WEEK 11
Modes of Communication (Therapeutic Approaches to Hearing Loss) Discussion Board Topic 29
: Summarize the recommendations put forth by the most recent position statement by the Joint Committee on Infant Hearing: Principles and Guidelines for Early Hearing Detection and Intervention Programs. Discussion Board Topic 30:
Lecture Materials
Perform a review of 5-7 credible websites/Internet sources that address hearing loss in children, the different modes of communication, and early intervention information. Describe the pros and cons of each source. Your websites should cover various aspects of hearing loss in children so as to give parents sources that cover all of their questions.
Articles on Bb
WEEK 12
Aural Rehabilitation and Auditory Verbal Therapy Discussion Board Topic 31
: List and define a minimum of three different educational placements for children with hearing loss. Discussion Board Topic 32
: Discuss the relationship between hearing loss, depression, and quality of life issues in the elderly.
WEEK 13
Auditory Processing Disorders Discussion Board Topic 33
: The audiologist might work in concert with what other professionals for the enhanced management of the effects of childhood hearing loss? Please define a minimum of 5 and why they are important. Discussion Board Topic 34:
CASE HISTORY PROJECT due by
Describe the signs to look for in a child with APD so that the teacher and SLP will know when to refer for testing.
Lecture Materials
XXX
Articles on Bb
WEEK 14
Case History Discussion – Putting it All Together
FINALS WEEK
• FINAL EXAM due on Covers information from Week 7 through Week 14 as well as some from the first part of the semester
XXX
COURSE REQUIREMENTS, TESTING PROCEDURES, AND STUDENT EVALUATION Assignments will be completed by the due date. Discussion Board Topic Summary All students will complete their introduction (Topic #1) during the first week of the course. You will be assigned to one of the remaining Discussion Board Topics (Topics #2-34) due at different times during the semester. The assignments will be posted by the instructor to Announcements on Blackboard during the first week of the course. Some discussion topics will have more than one student submitting a summary but no collaboration is allowed. A thorough summary of your Topic will be researched (use 2-3 credible
sources), written up, and submitted on Bb by the assigned due date during the semester (see above course outline and schedule for particular dates). The summary should address all aspects of the topic or questions asked in the topic and should be easy to read and understand. Do not plagiarize or copy directly from your sources. Use your own words to write it up.
Your assigned topic summary is to be posted by the last day of the week in which it is assigned (Sunday). You are responsible for posting your assigned discussion board topic summary, as well as reading all other posted summaries. Information from Topics #2-34 will be tested/assessed on either the midterm or the final depending on when the topics occurred in the semester. Your summary needs to be a minimum of 450 words (approximately 1 page single spaced) and the sources of information for the answer must be cited
. Some discussion topics will have more than one student answering. Each student will post an independent summary with no collaboration between students. The summary will be graded on 1) accuracy-10 points, 2) length-5 points, 3) timeliness-5 points, and 4) citing of sources-5 points.
If your summary is not posted by the last day of the assigned week, then you will be given a zero. However, the posting will still have to be put up onto the Board. If not posted at all, then you will receive a letter grade off of the midterm or final depending on when the topic occurs. (25 points) Audiogram Project The audiogram project will be available as an “exam” on Blackboard under the Assignments folder. Print out the word document “Audio and Tymp Project”. This contains the audiograms and tympanograms that are referenced in the assignment. Please have these audiograms and tympanograms handy and reviewed before beginning this assignment. Pictures/audiograms are not included in Bb. You must have a copy of the audiograms and tympanograms in order to accurately complete the assignment.
This project is “fill in multiple blanks”. You must type in your answer. Here are some guidelines for you to follow:
o When putting in numbers for percentage, frequency, or intensity, type in only the number without any identifiers. For percentage use “100” (not "100%"); for frequency use “500”(not "500 Hz"); for intensity use “5”(not "5 dB"). If you don't use the correct formatting, your answer will be marked wrong.
o When describing configuration of the audiogram, use terms such as rising, sloping, steeply sloping, gently sloping. Make sure you pay attention to the degree of hearing loss - normal, mild, moderate, severe, profound. Types are conductive, sensorineural, or mixed. You must describe the entire audiogram, not just a portion of it. For example, “mild sloping to moderate sensorineural hearing loss”.
o Transducers include headphones, bone conductor, and soundfield. Techniques include standard, play audiometry, VRA, and behavioral observation. Reliability includes good, fair, poor.
o Sometimes the question will require a simple "yes" or "no". Please make sure to just put "yes" or "no" and do not elaborate.
o Make sure you really look at the entire audiogram before answering the questions
Once you open the project you will have to complete it
, so make sure you allow enough time to complete it and that you have reviewed how to interpret audiograms and tympanograms as well as reviewed the audiograms and tympanograms in the word document for the assignment. If you have a technical problem, you may exit and return to the project. It will pick up where you left off. To prevent technical problems, please close all applications on your computer before beginning. You cannot navigate from the project to check something on Bb or you will be exited from the project.
You will get a score and feedback once you have completed the project. However, this is not your final score. I will review all projects once all students have completed the project and give credit for spelling or formatting errors, etc. (85 points) Midterm Exam The midterm will cover lectures, videos, readings, audiograms/tympanograms, and blackboard topic postings. The exam will be administered via Blackboard. You will have 3 hours to complete the exam. Once you open the exam you must complete it in 3 hours. If you go over 3 hours, 5 points will be docked from the test. If you have a technical problem, you may exit and return to the exam. It will pick up where you left off. To prevent technical problems, please close all applications on your computer before beginning. You cannot navigate from the exam to check something on Bb or you will be exited from the exam. You will see one question at a time and backtracking is not allowed. You cannot skip questions and go back to them. You must answer the questions as you go. You may use your notes from class as a resource if needed. Be sure you have organized your sources ahead of time and that they are accessible - but not via Bb. At the end of the test you will receive your score and any feedback from incorrect answers. However, this is not your final score. I will review all midterms once all students have completed the midterm and give credit for spelling or formatting errors, etc. (~100 points) Case History Project Review the document “Case History Project” at the beginning of the semester. It contains a brief history, audiogram, and questions assessed for each case. After each lecture think about how the information you just learned will contribute to solving these cases. The case history project will be available as an “exam” on Blackboard under the Assignments folder. For this project, you will answer multiple choice and multiple answer questions on Blackboard pertaining to each of the 8 cases. You will get the brief history and audiogram in the exam. Please answer each question completely and thoughtfully. Although this is an objective test, you still have to do critical thinking to determine the correct answers. For some questions, multiple answers will be the right ones. Think of each case as a real person standing in front of you in your office. Think of all the possible reasons for the hearing loss, all the reasons to perform further diagnostics, all the ways they need help in many aspects of their lives, and a reasonable prognosis for developing communication that will be functional in everyday life. The prognosis is based on age, prior speech/language skills, type/degree of hearing loss, and family. We will discuss these cases and more in class.
(104 points)+ Final Exam The final will cover lectures, videos, readings, audiograms/tympanograms, and blackboard topic postings. The exam will be administered via Blackboard. You will have 3 hours to complete the exam. Once you open the exam you must complete it in 3 hours. If you go over 3 hours, 10 points will be docked from the test. If you have a technical problem, you may exit and return to the exam. It will pick up where you left off. To prevent technical problems, please close all applications on your computer before beginning. You cannot navigate from the exam to check something on Bb or you will be exited from the exam. You will see one question at a time and backtracking is not allowed. You cannot skip questions and go back to them. You must answer the questions as you go. You may use your notes from class as a resource if needed. Be sure you have organized your sources ahead of time and that they are accessible but not via Bb. At the end of the test you will receive your score and any feedback from incorrect answers. However, this is not your final score. I will review all finals once all students have completed the final and give credit for spelling or formatting errors, etc. (~100 points) GRADING
1. Scale for determining grades of tests and final grades is as follows:
A 93%+ B+ 90-92% B 85-89% C+ 80-84% C 75-79% D+ 70-74% D 65-69% F <65%
SOFTWARE/TECHNOLOGY REQUIREMENTS Microsoft Word Microsoft PowerPoint Blackboard PDF
