Audiologic Rehabilitation for Children

SPA 6324 - Fall 2004

Patricia B. Kricos, Ph.D.Office Hours: TBA

Dauer 337And by appointment

392-2113 ext. 246

Texts:

Alpiner, JG, & McCarthy, PA (2000). Rehabilitative Audiology: Children and Adults (3rd edition). Philadelphia: Lippincott Williams & Wilkins.

Johnson, CE, & Danhauer, JL (2002). Handbook of outcome measures in audiology. Clifton Park, NY: Thomson.

Course Objectives:

  1. The student will describe the prevalence/incidence of hearing impairment in children and the effects of childhood hearing loss on auditory speech perception skills, educational achievement, and psychosocial skills.
  1. The student will list assessment techniques and auditory/linguistic training techniques for children of various ages and degrees of hearing loss.
  1. The student will define an hierarchical approach to auditory/linguistic training and will list ways to manipulate the difficulty level within each part of the hierarchy.
  1. The student will identify the role of the family in audiologic habilitation with children, and will delineate culturally sensitive management strategies.
  1. The student will outline items to consider when counseling families regarding prognosis and treatment options for children with varying degrees and types of hearing loss.
  1. The student will delineate the roles, responsibilities, cross-disciplinary interactions, and importance of educational audiologists.
  1. The student will identify appropriate outcomes measures for documenting the effectiveness of audiologic intervention for children and their families.

Critical Course Dates:

Topics and reading assignments that will be covered in this course are listed below in the order they will be presented. Specific dates for topics have not been assigned to allow us some flexibility although typically we will spend 1-2 weeks on each topic.

Midterm Examination – October 20

Project due – December 8

Final Exam (comprehensive) – December 16, 12:30 PM – 2:30 PM

Course Syllabus:

Review syllabus and course requirements

Videos:

Do You Hear That?

Introduction to the SPICE program

Overview of children with hearing impairment

Oral Quiz:

  1. A & M, Ch 6, pp 140-162; Ch 7, pp 178-183
  2. Wake, et. al (2004). Outcomes of children with mild-profound congenital hearing loss at 7 to 8 years: A population study. Ear & Hearing, 25, 1-8.

Children with Unilateral Hearing Losses

Oral Quiz:

  1. Bess, F., Dodd-Murphy, J., & Parker, R. (1998). Children with minimal sensorineural hearing loss: Prevalence, educational performance, and functional status. Ear & Hearing, 19, 339-354.
  2. English, K., & Church, G. (1999). Unilateral hearing loss in children: An update for the 1990s. Language, Speech, and Hearing Services in Schools, 30, 26-31.
  3. McKay, S. (2002). To aid or not to aid: Children with unilateral hearing loss. Audiologyonline article

Hierarchy of auditory skills for children

Oral Quiz:

A & M, Ch 7, pp 183-201

Assessment of auditory speech perception

Oral Quiz:

A & M, Ch 6, pp 165-174

J & D, Ch 9

Auditory-linguistic training techniques

Oral Quiz:

A & M, Ch 7, pp 216-221

Review of audiologic habilitation curriculum and programs

Oral Quiz:

A & M, Ch 19, 595-600

AR in a Universal Newborn Hearing Screening Setting

Oral Quiz:

Moeller, M.P. (2000). Early intervention and language outcomes in children who are deaf and hard of hearing. Pediatrics, 106, 1-9.

Technology for auditory-linguistic training

Oral Quiz:

  1. A & M, Ch 5, pp 121-140; Ch 16, pp 501-521
  2. Iglehart, F. (2004). Speech perception by students with cochlear implants using sound-field systems in classrooms. American Journal of Audiology, 13, 62-72.

Family-centered audiologic habilitation services

A & M, Ch 9

Educational audiology

1. A & M, Ch 7, 212-216; A & M, Ch 8

2. J & D, Ch 13

Grading Criteria:

Exam 1=30%93-100=A

Oral quizzes=10%88-92=B+

Project=20%80-87=B

Final Exam=40%<80=C or worse

Related Internet Sites:

Alexander Graham Bell Association for the Deaf

American Society for Deaf Children

Auditory Verbal International

Boys Town Center for Hearing Loss in Children

And

Classroom Acoustics: A Resource for Creating Environments with Desirable Listening Conditions, 16-page guide available from the Acoustical Society of America

Cochlear Implant Association, Inc

Educational Audiology Association

Impact of Hearing Loss on Children in Typical School Environments

Excellent ASA lay paper by Peggy Nelson with audio clips illustrating the effects of hearing loss and poor classroom acoustics

Jeff’s CI website (has simulated hearing through an implant)

John Tracy Clinic

Learning to Listen Foundation (Warren Estabrooke’s website)

Listen Up Web

Marion Downs National Center for Infant Hearing -

Pop Up IEP – e.g., “We’re not convinced your child needs that” or “Sorry, we don’t have the money.”

Time Out! I Didn’t Hear You

Where Do We Go From Hear?

PROJECT FOR Audiologic Rehabilitation for Children:

Project ahead to ten years from now. Imagine that children with hearing impairment are on your caseload. In what setting will you be practicing? Private dispensing office? Director of a cochlear implant program? School for the deaf (oral or total communication)? Multi-service audiology clinic within a medical center? Public school? University clinic? Private center or practice specializing in audiologic habilitation? Universal newborn screening program?

For the setting in which you envision yourself practicing as a Doctor of Audiology, prepare a “Quality Assurance” notebook to guide your offering of the highest quality audiologic habilitation program. This notebook should include checklists for various major areas outlined on the syllabus. It should be designed as a sort of “Don’t forget to consider______in your audiologic habilitation program.” For example, how will you ensure that the technology aspect of your program is topnotch? What technology should be considered for the population of children with whom you project yourself working? What guidelines do you currently have in selecting appropriate state-of-the-art technology? How will your program ensure that the technology used by children on your caseload is fully functioning and worn appropriately? How will your program support parents’ knowledge and use of amplification? What guidelines will you use to prepare the child’s auditory/linguistic program? How will you assess the effectiveness of the program? ETC!

In preparing your notebook, you may include handouts distributed in class, information downloaded from the Internet, brochures/information obtained from various professional and/or consumer organizations, as well as original checklists and materials.

The purposes of this project are:

  1. To encourage you to approach lectures using an active learning style, rather than just passively assimilating information from lectures and the textbooks. At all times, you should be asking yourself, “How am I going to apply this information in my own practice in the future so that the children and families with whom I am in contact receive the highest quality services?”, and
  2. To provide you with an organized resource book to guide your future work with children who are hearing impaired.

PROJECT GRADING

The content of your project will differ according to the projected setting in which you expect to find yourself ultimately practicing. Likewise, the actual format will vary according to your own individual styles and preferences. Your project will be graded on the following areas:

25 pointsMaterials included from the following four major topic areas:

  1. Assessment
  2. Auditory/linguistic training techniques
  3. Technology for auditory/linguistic training
  4. Family intervention

25 pointsNeatness and organization, including notebook dividers and a Table of Contents

25 pointsThoroughness of information within each category (your notebook should reflect a high degree of dedication on your part)

25 pointsPotential usefulness of information for the setting described

UNIVERSITY OF FLORIDA ACADEMIC HONESTY POLICY:

“It is expected that you will exhibit ethical behavior concerning your work in this class. Students are expected to do their own work, use their own words in papers, and to reference outside sources appropriately. Failure to uphold the standards of academic honesty will result in the appropriate disciplinary action.”

STUDENTS WITH DISABILITIES:

“Students requesting classroom accommodation must first register with the Dean of Students Office. The Dean of Students Office will provide documentation to the student who must then provide this documentation to the Instructor when requesting accommodation.”