UNIVERSITY OF MARYLAND, COLLEGE PARK

Department of Hearing and Speech Sciences

HESP 606: BASIC HEARING MEASUREMENT

Fall, 2014

Instructor: Sandra Gordon-SalantOffice Phone: 405-4225

Office: Room 0119L, Lefrak HallDept. Phone: 405-4213

E-mail: ourse Meets: Thursdays, 3:30-6:00, Rm 0135 Lefrak Hall

Internet Course Website: HESP 606

COURSE SYLLABUS

September 4, 2014Introduction; Case History; Cerumen Management, Infection Control

September 11, 2014The Audiometer, Standards and Calibration

September 18, 2014The Audiometer, Standards, and Calibration

*September 25, 2014Puretone and speech threshold assessment

(classre-scheduled to Sept 22: 3:30 – 5:30 in 0135)

October 2, 2014Exam I; Speech Recognition Testing

October 9,2014Speech Recognition Testing

October 16, 2014Speech Recognition Testing

*October 23, 2014Masking

(class re-scheduled to Oct 20: 3:30 – 5:30 in 0135)

October 30, 2014Masking

November 6, 2014Exam II; Classifying Hearing Loss (typed notes handed out)

Identification Audiometry (Part I)

*November 13, 2014Identification Audiometry (Part II)/ Intro to Acoustic Immittance

(class re-scheduled to Nov 10: 3:30 – 5:30 in 0135)

November 20,2014Acoustic Immittance Measures

November 23,2013Thanksgiving Holiday

December 4, 2014Acoustic Immittance Measures

December 11,2014Special Populations, Case Presentations

**December 18, 2014FINAL EXAMINATION (3:30 – 5:30)

Grading System

Grades based on:2 Examinations:25%/each

Labs:15% (total)

Article critiques: 5% (total)

Final: 30%

Summary of point system:

Exams 1 and 2: 100 points/each2 tests x 100 points = 200

Final: 120 points1 final x 120 points = 120

Practical labs: 10 points/each 6 labs x 10 points = 60

Article critiques: 5 points/each4 critiques x 5 pts = 20

Total points 400

______

University of Maryland grade policy:

Course AverageCourse Grade

97 - 100 / A+
93 – 96 / A
90 – 92 / A-
87-89 / B+
83-86 / B
80 – 82 / B-

Learner Outcomes

Students will acquire knowledge in foundations of audiology practice, identification of hearing loss, and evaluation of hearing.

As a result of the knowledge obtained in this course, students will be able to:

  1. Identify a range of patient characteristics (age, demographics, medical history and status, cognitive status, physical and sensory abilities) and determine how they relate to clinical services;
  2. Understand how pathologies of the auditory system are diagnosed and treated;
  3. Apply principles and methods of psychoacoustics and psychometrics to the assessment of hearing in the clinical setting;
  4. Use audiologic instrumentation for routine assessment and according to manufacturer’s specifications;
  5. Take necessary precautions to prevent the spread of infection/contagious diseases in the clinical setting;
  6. Apply principles and methods of acoustics to various environments; measure physical characteristics of acoustic stimuli;
  7. Understand aspects of consultation with professionals in related or allied service areas and referral to other professionals, agencies and/or consumer organizations;
  8. Identify individuals at risk for hearing impairment;
  9. Apply methods of screening individuals for hearing impairment using clinically appropriate screening measures;
  10. Obtain a case history;
  11. Identify normal and abnormal ear canal conditions during an otoscopic examination and remove cerumen;
  12. Administer clinically appropriate and culturally sensitive assessment measures;
  13. Perform an audiologic assessment using psychophysical measures;
  14. Interpret results of an audiologic evaluation to establish type and severity of hearing disorder;
  15. Conduct and interpret acoustic immittance measures;
  16. Generate appropriate recommendations and referrals resulting from the evaluation process; Conduct an electroacoustic calibration of standard audiometric equipment and determine whether instrumentation is in calibration according to accepted standards;
  17. Apply research findings in the provision of patient care and evaluate new techniques based on research evidence; and
  18. Administer clinical programs and provide supervision of professionals and support personnel.

Formative assessment

Each student's knowledge and skills in these areas will be determined by the following assessment procedures:

  1. written examinations (two mid-semester examinations and one final examination);
  2. practical laboratory exercises, for which students will submit written reports throughout the semester and receive feedback;
  3. written critiques of original research articles relevant to the course material, which are part of the required reading.
  4. homework assignment

Class and University Policies

Class Attendance/Lectures

Regular class attendance and participation are highly recommended. Students who are unable to attend a class should inform the instructor as soon as possible. It is the student’s responsibility to obtain information from any missed lecture from classmates.

In accordance with University of Maryland Policy of Intellectual Property, all course materials including power point presentations, study materials, and tests are copyrighted. Persons who publicly distribute or display or help others publicly distribute or display copies or modified copies of an instructor’s course materials may be considered in violation of the University Code of Student Conduct, Part 9 (k).

Canvas Course Website

Students should check Canvas accounts regularly at The class site will include the syllabus, required articles, assignments, lecture outlines, and grades. For assistance on how to login to Canvas, please visit: Computers with internet access are available at open workstation laboratories on campus. For locations and hours of operations, visit: or contact the Office of Information Technology (OIT) Helpdesk at 301-405-1500.

Problems/Questions

Please contact the instructor as soon as possible about any difficulty with course material, assignments, grades, or other problems/issues related to the course. Email is the best way to reach the instructor outside the class.

Academic Integrity

The University administers has a nationally recognized Code of Academic Integrity. The Code and Honor Pledge are available on the web at .The Code prohibits students from cheating on exams, plagiarizing papers, submitting the same paper for credit in two courses without authorization, buying papers, submitting fraudulent documents, and forging signatures. Students are requested to write the following signed statement on each examination or assignment: “I pledge on my honor that I have not given or received any unauthorized assistance on this examination (or assignment).” Compliance with the code is administered by a Student Honor Council, which strives to promote a “community of trust” on the College Park campus. For additional information, see the Office of Judicial Programs and Student Ethical Development website (

Adherence to the University’s Code of Academic Integrity is expected, and there will be a zero tolerance policy for cheating, plagiarism, or other violations. Any suspected violation of University policy will results in Student Honor Council proceedings.

Special Accommodations

Every effort will be made to accommodate students who are registered with the Disability Support Services (DSS) Office and who provide a University of Maryland DSS Accommodation form which has been updated for the current semester. Accommodations can be provided only after registering with DSS and presenting the instructor with appropriate documentation by the last day to add a class, September 15, 2014. Information on evaluation and accommodations can be obtained from DSS, part of the Counseling Center. For more information, see call 301-314-7682 for assistance in determining and implementing appropriate academic accommodations.

Confidentiality-Posting Grades

The University complies with the regulations set forth in the Buckley Amendment. The amendment protects the student from the disclosure of personal and academic information to anyone other than the student, including parents, except under special circumstances. Posting student grades with either student names or social security numbers-in whole or in part-is strictly prohibited.Grades will be available on ELMS (Canvas), UMEG, or directly from the instructor.

Religious Observances

The University System of Maryland policy on religious observances provides that students should not be penalized because of observances of their religious beliefs; students shall be given an opportunity, whenever feasible, to make up within a reasonable time any academic assignment that is missed due to individual participation in religious observances. I will make every feasible effort to accommodate students' requests based on attendance of religious observances. It is the student's responsibility to inform me of any intended absences for religious observances in advance. Notice should be provided as soon as possible but no later than the end of the schedule adjustment period. Prior notification is especially important in connection with final examinations, since failure to reschedule a final examination before the conclusion of the final examination period may result in loss of credits during the semester. To review the University’s policy or view a variety of other religious holidays, see

Online Course Evaluation, Fall 2014

Your participation in the evaluation of courses through CourseEvalUM is a responsibility you hold as a student member of our academic community. Your feedback is confidential and important to the improvement of teaching and learning at the University. CourseEvalUM will be open for you to complete your evaluations for fall semester courses between Tuesday, December 2 and Sunday December 14. Please go directly to the website ( to complete your evaluations starting December 2. By completing all of your evaluations each semester, you will have the privilege of accessing online, at Testudo, the evaluation reports for the thousands of courses for which 70% or more students submitted their evaluations.

Flu and other illnesses

The University of Maryland is concerned for the health of members of theUniversity community. However, we are also concerned about thepossibility that widespread illness could disrupt the academicenterprise of the University. If you are even mildly sick with flu-like symptoms, please stay home andseek medical attention. You should return to classes only after your feverand symptoms have abated for 24 hours. I will follow the same policy. To continue the teaching/learning environment of our class even if you or I are absent, and/or classes are canceled, I plan to implement several contingencies this year:

  1. I will communicate with all of you via Canvas if class is canceled for any reason;
  2. I ask you to communicate with me if you are sick and will miss class;
  3. I will post all ppt presentations to Canvas;
  4. I will post audio versions of a specific lecture to Canvas if any one of us is sick.

Class Cancellations

In the event that class is cancelled due to campus closures or other emergencies, the missed class meeting will be rescheduled in its entirety on another day OR already scheduled classes may be extended. This decision will be made by the instructor in conjunction with the students. Every attempt will be made to arrive at a decision that is agreeable to all members of the class. Some course material may be presented online through the Canvas site for the course.

Classroom Behavior

Students are expected to treat each other with respect. Disruptive behavior of any kind will not be tolerated. Students who are unable to show civility with one another or the instructor will be subject to referral to the Office of Student Conduct or to Campus Police.

Students may bring their laptops to class to take notes only. All other technological devices are prohibited during class, including MP3 devices, smart phones, phones, gaming devices, etc. All technological devices are prohibited during exams (except calculators). If these devices, including laptops, are seen and/or used during and exam, the student will not be allowed to continue taking the exam, and the exam score will be noted as zero.

LABORATORY ASSIGNMENTS

For each lab, type up a summary of the procedures you followed, the results obtained, and conclusions regarding the results. Attach the raw data. Each lab should be a maximum of 2 pages (not including raw data); a cover sheet is unnecessary. The labs are due on the date specified for each. The labs must be typed using a 12-point font. You may turn in the assignments early.

1.Audiometer Calibration. Lab assignment due: September 25, 2014*. (due to the holiday, you may turn this in up until Monday, September 29)

You should work with a partner for this lab, and each of you will calibrate one earphone of the Interacousticspure tone audiometer located in Room 0119M. CHECK THE SCHEDULE FOR THE AVAILABILITY OF THE LAB. I will post hours when I will be available to help you during the calibration if you encounter difficulty. Calibration measures include hearing levels (output levels) across frequency, attenuator linearity, and harmonic distortion. Follow the step-by-step instructions handed out in class. Complete calibration sheet to be submitted with commentary.

2.Pure tone audiometry and speech recognition threshold. Lab assignment due: October 9, 2014.

Test one ear of a subject and obtain air conduction thresholds across frequency, bone conduction thresholds, and the speech recognition thresholds. For speech recognition thresholds, please use the ASHA, 1988 method and another method of your choice.

3.** (DEMO) Speech recognition in noise. Lab assignment due: October 23, 2014*. (can turn this in between 10/20 and 10/27)

Select two speech recognition tests that we have talked about in class, one where you present the noise at a fixed signal-to-noise ratio, and the other where you use an adaptive procedure. Be sure to look at normative data for the test before you conduct the lab to select appropriate signal and noise levels. Conduct the testing under earphones. Present one test in noise, at a fixed signal-to-noise ratio to your subject. Present the other test in noise, using the adaptive technique for deriving the signal-to-noise ratio for 50% correct recognition (we have the HINT available, or you can select another test). Present your findings; compare to available normative data; and discuss your preference for one of these two procedures.

4.Masking. Lab assignment due: November 13, 2014*. (can turn this in between 11/10 – 11/17)

Have your subject put an EAR plug into one ear (as deeply as possible) to simulate a conductive hearing loss. Test hearing by air conduction and bone conduction; use masking where necessary. Submit audiogram and commentary.

5.Identification Audiometry. Lab assignment due: November 20, 2014

Screen the hearing and middle ear function of both ears of one subject, using ASHA recommended procedures for school-age children (pretend your subject is a child). Submit results and indicate if your subject passes each type of screening measure. Also indicate the recommended follow-up procedures, if any.

6.Acoustic Immittance. Lab assignment due: December 11,2014.

Using the Grason-Stadler/TympStar middle ear analyzer, obtain tympanograms for each ear, acoustic reflex thresholds both ipsilaterally and contralaterally, and acoustic reflex adaptation (10 sec). Submit results and commentary.

*note: the earlier you turn in the lab, the earlier I can return them to you, especially before a test.
ARTICLE REVIEWS and CRITIQUES

One goal of this course is to promote your ability to read and critique original research articles. From the original journal articles on the reading list that have an asterisk (*), you are to select any four articles and do the following:

1.Write a brief summary of the article (purpose, methods, results, discussion). This should be NO LONGER than 1-1.25 pages/article, using double spacing and margins of 1" or more on the left and right side of the page. A cover page is not necessary.

2.Critique the article. You should think about every aspect of the article and indicate where there are faults or limitations with the article. (This should be one paragraph of approximately 1/2 page). Some examples are:

a.Is the research question a new and interesting one?

b.Does the author provide a rationale for the research they are proposing to do?

  1. Are the research subjects appropriate in terms of their auditory characteristics, age, education level for the task? Is the number of subjects appropriate?

d.Are the stimuli appropriate; are they calibrated?

e.Are the procedures such that they foster reliable and valid results? Do the authors use appropriate randomization of procedures?

f.Are the procedures confounded in any way?

g.Are the statistical analyses correct for answering the research questions posed?

h.Is the interpretation of the statistical results accurate?

i.Are the conclusions that the authors reach supported by the research that they conducted? Do the results agree with those of other investigators, and if not, have the authors explained why they differ?

3.Suggest ways to improve the research. Describe how you might improve the research, or they next study that should be conducted (1-2 sentences),

4.All summaries and critiques are due by the dates specified below.

  1. Critique #1 due September 18 – should be one article from either pure tone or speech threshold assessment sections
  2. Critique #2 due October 16 – should be an article from speech recognition testing section
  3. Critique #3 due October 30 – should be an article from identification audiometry section
  4. Critique #4 due December 4 – an article from immittance or evaluating special populations

OTHER ASSIGNMENTS

  1. Homework Assignment: you will have one homework assignment to view a DVD on cerumen management and write a brief summary of the information presented (1st week of class)

  1. REQUIRED READINGS

Required Texts:

Katz, J. (Ed.) (2009). Handbook of Clinical Audiology, 6th Edition. Baltimore: Williams and Wilkins.

Review of Basic Principles, Case History, and Cerumen Management

Katz, J."Clinical Audiology," Text, Chapter 1, pp. 3-6.

Hannley, M. (1986). Preliminary Procedures - The Case History.Basic Principles of Auditory Assessment, San Diego: College Hill Press. p. 15-26.

Beck, D. "Case History,” Text, Chapter 7, pp. 116-122.

Vento, B.A., & Durrant, J.D., “Assessing bone conduction thresholds in clinical practice – tuning fork tests,” Text, pp. 55-56.

Roeser, R.J., & Roland, P. (1992). What Audiologists Must Know about Cerumen and Cerumen Management. American Journal of Audiology, 1, 27-35.

Cohen, M.R., & McCollough, T.D. (1996). Infection control protocols for audiologists. American Journal of Audiology, 5, 20-22.

The Audiometer

Wilber, L.A. “Calibration: Pure tone, Speech and Noise Signals,” Text, Chapter 2, p. 7-25; 26-27.

American Speech-language-Hearing Association (1991).Sound Field Measurement Tutorial. Asha, 33 (Suppl.3), 25-37.

Ghent, R.M. (2005). A tutorial on complex sound fields for audiometric testing, Journal of the American Academy of Audiology, 16, 18 – 26.

Pure tone thresholds

*Carhart, R. & Jerger, J.F. (1959). Preferred method for clinical determination of pure-tone thresholds. Journal of Speech and Hearing Disorders, 24, 330-345.