CSD 4368: INTRODUCTION TO AURAL REHABILITATION

SPRING, 2012 (3 SEMESTER HOURS), Room 226

Mondays and Wednesdays, 2:30-3:45 p.m.

Instructor: Jeanne Dodd-Murphy, Ph.D., CCC-A, F-AAA

Office: Neil Morris Hall 256

email:

710-6365 (contact me or leave a message)

Office hours: Mon. 10-11, Tues. 9:30 to 12:00 & 2-5, Wed. 3:45-4:45; Friday, 1:30 to 3:00; also available by appointment outside of office hours

Course Text/Materials:

Schow, R.L. and Nerbonne, M.A. (2007). Introduction to Audiologic Rehabilitation, (5th ed.). Boston: Allyn and Bacon.

•The NXT response card is mandatory: Must bring to class every day; ‘General student instructions’ to register your clicker on Blackboard and ‘NXT response card user guide’ are available from links on the web page at

•The topic sequencetext readings, related internet resources, and class Powerpoint files will be accessible on Blackboard Course Documents. The Powerpoint presentations used ‘live’ in class will vary slightly from those on Blackboard. Powerpoint presentations function only as an outline for class topics, so students are expected to fill in the details by taking notes in class, participating in activities and discussions, and responding to questions using the clicker.

Catalog Description: Methods for rehabilitating persons with hearing impairment: evaluating communication needs, amplification devices, auditory-visual training, and modes of communication for the deaf and hearing impaired.

Class Format:

The teaching plan consists of lectures, class discussion, group activities, and audio/video and some ‘hands-on’ demonstrations. A topic sequence with text readings and internet resources is available on Blackboard Course Documents. The readings are assigned to provide background information and for purposes of in-class discussion. Threeout-of-class assignmentswill allow students to apply course information and to explore some concepts in greater depth. Two online quizzes will assist in preparation for a midterm and a final exam.

Course Outcomes: Students completing the course will

  1. understand the effects of hearing loss on communication skills (ASHA III-C)
  2. explain the characteristics of hearing loss
  3. explain the impact of a specific type, degree, and configuration of hearing loss on auditory speech recognition
  4. explain potential effects of various degrees and configurations of hearing loss on speech/language acquisition, academic achievement, and psychosocial development
  5. understand principles of amplification and other assistive technology for the deaf and hard of hearingand potential communication benefits related to hearing assistive technology (ASHA III-C, III-D)
  6. compare and contrast different types of hearing assistive technology (HAT)
  7. point out features of hearing aids and explain realistic expectations for hearing aid use
  8. describe situations in which assistive listening devices (ALDs) are useful for children and adults
  9. understand how cochlear implants work, compare and contrast candidacy criteria and potential outcomes for children and adults
  10. understand and be able to discuss the aural rehabilitation processused when working with people with hearing lossand their families, including variations according to individual need, culture and age (ASHA III-C, III-D)
  11. explain the process and issues related to early hearing loss detection and intervention
  12. discuss the communication options for individuals with hearing loss, including individual, family and community factors important for successful outcomes
  13. understand the principles of auditory intervention (‘auditory training’) and speechreading therapy

Course Requirements

Participation/Attendance:The attendance policy of the College of Arts & Sciences states: “To earn course credit in the College of Arts and Sciences, a student must attend at least 75% of all scheduled class meetings. Any student who does not meet this minimal standard will automatically receive a grade of “F” in the course. Any University-related activity necessitating an absence from class shall count as an absence when determining whether a student has attended the required 75% of class meetings. Furthermore, departments and individual faculty members may establish more stringent requirements regarding attendance, punctuality, and participation.”NOTE: In this course, 8 absences (excused or unexcused) will result in failure of the course. Online attendance records will be on Blackboard.

CSD Major – Attendance Policy: Students are expected to attend all classes. In the event you are unable to attend a class session, it is your responsibility to obtain (a) class notes and/or handouts from another student, and (b) any class administrative changes (e.g., changes in schedule). You are also expected to take tests on time. If you are ill, it is your responsibility to notify the instructor prior to the time of the test. If you miss a test without prior approval from your instructor, you will be subject to receiving a zero for the test. When returning from the illness, it is the student’s responsibility to take the makeup exam within 3 days or the student will automatically receive a zero for the test.

Instructor expectations for attendance/participation/professionalism: Punctuality and attendance are professional behaviors expected of all clinicians and educators, and I expect these behaviors in the classroom as evidence of your professional commitment. I expect students to attendclass every day and to participate actively and in a professional manner (sharing discussion points with the entire class instead of having side conversations, voicing questions, comments and opinions in a respectful way, and focusing on the information being presented whether it is presented by video, the instructor or guest speaker, or by classmates). Sending text messages during class is not allowed;cellphones should be turned off or silenced and put away out of sight. If it is necessary for you toreceive a call during class time, please step outside the classroom to take the call. Repeated instances ofunprofessional behavior will result in a deduction of point(s) from the final course grade.

A seating chart will be used to assist with tracking attendance. Each student is responsible for signing her or his own name on the sign in sheet before leaving that day’s class. In addition, students will be responding to questions during most class sessions with the NXT response card (clicker). Records of responses for each student will be used to track participation, so it is essential that each student registers her or his clicker on Blackboard within the 1st 2 weeks of class, brings the clicker to class every day, and responds to every question. 15 per cent of the final course grade is based on participation, and student responses to questions in class will provide a majority of the evidence of participation. Arriving late, leaving class early or leaving during class will result in a loss of points from the participation grade.

Please let me know if there are extraordinary circumstances that affect your ability to attend class or participate. I am happy to be flexible when I am given ADVANCED notice by the student in need of accommodations. Late work on assignments will be accepted and makeup exams scheduled only if an extension for the deadline has been arranged in advance. Announcements will be posted throughout the course on Blackboard and important deadlines will be marked on the Blackboard course calendar. Students are responsible for checking Blackboard frequently to keep up-to-date on class announcements. Do not expect to receive an in-class reminder about posted information!!! Resources for the class and grades also will be available through the Blackboard course. Exam Dates and Assignment deadlines are available on the dated syllabus and will be posted on the Blackboard course calendar (link to calendar is on course menu).

Exams/Quizzes:

There will be a midterm and a final exam. The exam formats will be multiple choice and short answer. Sample questions will be provided on Blackboard prior to the exams. Please note the dates for the exams on the syllabus and plan accordingly. In addition, an online quiz before each exam will assist students in checking notes and preparing for the exam. The quizzes should reflect individual effort; resources may be used in completing the quizzes.

Assignments:

Three assignments are required; all deadlines are on the dated syllabus (highlighted in pink). The personal stories assignment and the Sound & Fury video review are each individual assignments. The Hearing Assistive Technology article review assignment will be done in pairs. Guidelines for each assignment will be posted on Blackboard.

Course requirement weighting:

Participation: 15 %

Personal Stories Assignment: 10%

Sound & Fury Video Review: 10 %

HAT Article Review: 20 %

Quiz average: 10 %

Midterm Exam: 15 %

Final Exam: 20 %

Honor Code: Baylor’s Academic Integrity and Honor Code states that ‘BaylorUniversity students, staff, and faculty shall act in academic matters with the utmost honesty and integrity.’ The full policy and procedures may be found at the following: Faculty members are required to report violations of the honor code even when the faculty member handles the matter on her own. Violations of the honor code in this course would include, but not be limited to, using information from an online or print resource in an assignmentwithout citing the original source [representing it as your own work], collaborating with other students on individual out of class assignments or online quizzes or misrepresenting your own or another student’s attendance records.

If you have questions, problems, comments, or concerns about the course, please let me know as soon as possible. Don't wait until the last minute! Your ability to learn the information presented in this course is important to me and I am more than willing to provide help outside of class.

CSD 4368 SYLLABUS (Dates may change depending on the progression of the course)

Day/Date / Topic(s) / Text Reading
(see Topic Outline for other resources)
M Jan 9 / Class Introductions
W Jan 11 / Course Description; Introduction/definitions / Chapter 1
M Jan 16 / No Class (Baylor Holiday)
W Jan 18 / Characteristics of Hearing Loss
M Jan 23 / Deadline to have clicker registered on Blackboard
Characteristics of Hearing Loss/Interpreting Audiograms (review)
W Jan 25 / Communication Model, Environmental Acoustics / Ch. 4, p. 112-116
M Jan 30 / Environmental Acoustics / Ch. 8, p. 283-285, Ch. 9, p. 346-348
W Feb 1 / Speech Acoustics/Effects of Hearing Loss on Auditory Speech Recognition / Ch. 4, p. 117-126
M Feb 6 / Effects of Hearing Loss on Speech Recognition
W Feb 8 / Secondary Effects of Hearing Loss (speech production) / Ch. 6, p. 218-236
M Feb 13 / Secondary Effects of Hearing Loss (language & literacy) / Ch. 6, p. 197-218
W Feb 15 / Secondary Effects of Hearing Loss (socio-emotional)
Personal Stories Assignment Due / Ch. 7, p. 245-258
M Feb 20 / Secondary Effects, continued/Review
W Feb 22 / Quiz 1 due by class time
Hearing Aids / Ch. 2, p. 31-64,
Ch. 9, p. 321-323
M Feb 27 / Hearing Aids / Ch. 10, p. 403-415
W Feb 29 / Midterm Exam
M Mar 5 / Hearing Aids/Assistive Devices / Ch. 2, p. 64-73
W Mar 7 / Assistive Devices
Mar 12-16 / No Class (Spring Break)
M Mar 19 / Cochlear Implants / Ch. 3, p. 77-93
W Mar 21 / Cochlear Implants
M Mar 26 / Identification of Hearing Loss & Early Intervention
Hearing Assistive Technologies Article Review Due / Ch. 9, p. 303-321
W Mar 28 / Communication Methods / Ch. 5, p. 177-182, Ch. 8, p. 255-257, 270-279
M April 2 / Communication Methods
Sound and Fury Discussion Questions due
W April 4 / Communication Methods/Catch-up
M April 9 / No Class (Easter Holiday)
W April 11 / Auditory Training / Ch. 4, p. 126-143, Ch. 9, 323-336
M April 16 / Auditory Training
W April 18 / Speechreading
Quiz 2 due by class time / Ch. 5, p. 151-177
M April 23 / Case Studies/Catch up / Ch 11
W April 25 / Chs. 10 & 12
W May 2 / Final Exam 9-11 a.m.