Download Introduction to Audiology (Hanavan)

CMDS 221
Introduction to Audiology
3 chs, Fall 2013
INSTRUCTOR:
OFFICE:
PHONE:
E-MAIL:
Perry C. Hanavan, Au.D. CLASS TIME:
MC 219
ROOM:
(605) 274-4629
LAB/CLINIC:
[email protected] OFFICE HOURS:
MWF, 8:00-8:50 am
MC 161
T, 9:00, 10:00, 11:00 am
MWF, 9:00-10:00 am
COURSE DESCRIPTION:
This course provides a general study of the science of hearing assessment. Instruction emphasis:
terminology, physics of sound, anatomical and physiology of the hearing mechanism, audiologic
evaluation and screening, and interpretation. Practical experience in hearing assessment is
required.
RELATIONSHIP TO THE CIRCLE OF COURAGE:
The mission of the course is to empower participants with the audiological tools necessary to
create a learning/working/recreational/communication environment that encourages a sense of
belonging, independence, generosity, and mastery for individuals who experience hearing.
Belonging is an integral part of society. Hearing loss can result in a sense of nonparticipation and not belonging. Participants will examine the physiologic,
etiologic, and audiologic aspects of hearing loss and apply strategies that foster
positive communication environments that encourage belonging between
individuals with hearing loss and their communication partners.
Independence is a critical component for interacting successfully in society.
Participants will examine audiologic, physiologic, and etiologic concepts of
hearing loss and apply strategies that foster independence for individuals with
hearing loss and their communication partners.
Generosity may be demonstrated through empathy, caring, concern, service, etc.
Participants will examine audiologic, physiologic, and etiologic concepts of
hearing loss and apply strategies that create positive communication climates
between individuals with hearing loss and their communication partners.
Mastery is one of the keys for demonstrating preparedness, responsibility,
competence, etc. Participants will examine etiologic, physiologic, and audiologic
concepts of hearing loss and develop a mastery of these concepts in preparation to
providing professional services to individuals with hearing loss and their
communication partners.
ACCOMMODATIONS:
Students with identified special needs should meet with the course instructor within the
first week of class to coordinate and finalize arrangements for appropriate
accommodations.
DISABILITY
Please address any special needs or reasonable accommodations with me at the beginning
of the semester or as soon as you become aware of your needs. Those seeking
accommodations based on documented disabilities should contact Student Academic
Support Services located in the Career Center Suite in the Edith Mortenson Building,
room 100. Email [email protected] or call 274-5503 with your questions on
documentation of a disability and reasonable accommodations.
HONOR CODE
As a community of scholars, the students and faculty at Augustana College commit to the
highest standards of excellence by mutually embracing an Honor Code. The Honor Code
requires that examinations and selected assignments contain the following pledge
statement to which students are expected to sign: “On my honor, I pledge that I have
upheld the Honor Code, and that the work I have done on this assignment has been
honest, and that the work of others in this class has, to the best of my knowledge, been
honest as well.” Faculty members are responsible for investigating all instances involving
any student who does not sign the Honor Pledge or who bring forward an academic
integrity concern. The complete Honor Code can be found at www.augie.edu/honor.
CELL PHONES/SMARTPHONES
Cell phones/smart phones may be used in class when part of the learning
experiences/activities. BYOD/BYOT is encouraged throughout the course
PROGRAM COMPETENCIES
Competency
1.Knowledge of Core
8.Global and Multicultural
Understandings and Effective
Strategies
Circle
of Courage
NCATE
DECA
LEVEL
Standard(s) Standard(s)
Mastery
IA1,IIA12
Independence
IA1,IF3
24:16:08:46
introduced
introduced
LEARNING EXPERIENCES:
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Projects: Students have a major project to complete.
Case Study Presentations: There will be case studies presentations approximately every
other week…each student will select an etiology and present as a case study following
approval of the course instructor.
On/Off-campus Clinic Observations (10 clock hours)
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Lectures, group learning activities, discussions, etc.
Class discussions, problem solving, critical thinking regarding issues in audiology
Web based learning experiences: Quia, Moodle, and the Virtual Tour of the Ear
GRADING:
There will be three or four exams, primarily objective in nature, with the last the final.
Projects are equivalent 20%, presentations 5%, clinic attendance 5%, and tests 70% of the
final grade.
90-100%
80-89%
70-79%
60-69%
Below 60%
=A
=B
=C
=D
=F
CASE STUDY:
Each student will prepare a case study in a Google Drive Document format of one of the
following cases.
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A description of the prevalence
A description of the etiology (causes of hearing loss)
A description of the types of hearing loss and sample audiogram for cause
A description of the degree of hearing loss as it relates to the audiogram (normal to
profound)
A description of the immittance tests (tympanometry, static immittance, acoustic reflexes,
ear canal volume, etc.)
A description of the speech threshold tests
A description of the various audiological speech recognition (supra-threshold) tests
A description of the types of electrophysiological audiological tests (ABR, OAE, etc.)
A written Case Study Audiological Report from a
A sample SOAP from the case study
TEXT:
Clinical Audiology: An Introduction, Stach BA., 2nd Edition, Delmar Cengage Learning.
The Introduction to Audiology text emphasizes the technical and scientific aspects of
audiology, blended with other essential humanistic skills–active listening, empathy,
client/family-centered protocols, and collaboration with family members and other
professionals. This book helps students develop the skills needed to address the needs of
clients as human beings and as individuals who have communication disorders.
PARTICIPATION: EXPLANATION & SCALE
Daily participation and attendance in this course is expected. It is not necessarily important
that you always give a correct answer, but rather that you strive to participate actively during
each class period. Students are expected to be prepared to volunteer answers, to participate
actively during class, and to ask questions. Student's participation efforts will be assessed
weekly according to the scale below.
CLASS PARTICIPATION RUBRIC
Evaluated Weekly: 4 points maximum per week x 15 weeks = 60 points total for semester
Class Participation
4
3
A: Excellent
B: Good
participation;
participation,
frequently
volunteered
volunteered
answers several
answers, shared times, shared
many opinions
several opinions
and observations, and observations,
stayed entirely
stayed focused
focused and on and on task (use
task (use of
of technology
technology
related to course
related to course discussion in
discussion in
class) during
class) during
group/pair work
group/pair work and discussions,
and discussions, homework was
homework was
most always
consistently
prepared before
prepared before class.
class.
2
1
C: Average
D: Below
average
participation,
volunteered some participation,
answers, shared volunteered a few
a few opinions
answers, shared
and observations, almost no
was not always opinions or
focused or on
observations,
task (use of
rarely stayed
technology
focused or on
unrelated to
task (use of
course activity in technology
class), sometimes unrelated to
talked about non- course activity in
course issues
class), often
during group/pair talked about nonwork and
course issues
discussions,
during group/pair
homework was
work and
mostly prepared discussions,
before class.
homework was
often not
prepared before
class.
0
Points
F: Unacceptable
participation,
volunteered fewto-no answers,
shared few-to-no
opinions or
observations,
unfocused and
not on task
(profuse use of
technology
unrelated to
course activity in
class), usually
talked about noncourse issues
during group/pair
work and
discussions,
homework was
usually or
consistently not
prepared before
class.
ATTENDANCE:
Punctual and regular attendance as well as classroom participation is expected for all class
meetings. Punctual and regular attendance is a reflection of your commitment to the course
and the profession. Students who display a pattern of poor attendance, participation and/or
commitment including but not limited to habitual tardiness, excessive absences, late work,
etc., should be aware that this will have an impact upon the final course grade. Scheduling of
medical appointments, meetings, and other events etc., during the scheduled class time does
not constitute an excused absence. Schedule travel arrangements AFTER the final. The
student is responsible to make-up missed material when absent from class. Student are
encouraged to review notes from other students when absent from class.
Students are expected to arrive in class on time.
STUDENT CLASS ATTENDANCE CHECKLIST
Date of each class with unexcused absence: (60 – classes missed X) * 2 = __
INDIVIDUAL STUDY:
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If you are experiencing difficulty understanding the course material, please contact me so
that I can assist you well in advance of an exam.
Students are encouraged to study well in advance for exams. Students perform much
better on exams when students review material periodically rather than a day or two
before the exam.
It is recommended that students re-write class notes each day. This helps retain
information and prepares one for the exams.
Please read the text prior to class discussion. Do not delay in reading the assigned
material well in advance of the exam. Students should review course material
periodically throughout the semester rather than several days before an exam.
Assignments and exam dates are posted on the calendar so students can prepare in
advance for exams and class discussion.
Daily check moodle.augie.edu for assignments that may be due. Materials and
assignments on Moodle will be included on exams.
The Virtual Tour of the Ear (http://www.augie.edu/perry/ear/ear.htm) has been developed
as a resource and tool for this course. Access and utilize the Virtual Tour of the Ear
resources routinely throughout the course.
COMPUTER COMPETENCIES:
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Access and utilize modules and assignments in Moodle, a learning management system
(LMS)
Access the Web, search tools, bookmark, utilize the Augustana College Google Apps for
Education and the Virtual Tour of the Ear, etc.
BELIEFS/VALUES/ATTITUDES:
Appropriate professional audiologic information and services play a vital role in the lives of
individuals with hearing loss. It is essential that professionals who provide services for
individuals with hearing loss and their communication partners understand audiologic
concepts and principles.
CLINIC/LAB:
Students are required to obtain a minimum of 10 clock hours in the Diagnostic Rehabilitation
Center or other appropriate settings approved by the instructor. These hours are necessary for
students seeking certification for CED and ASHA.
COURSE OBJECTIVES:
Introduction to Audiology
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Identify, define and describe the role of the audiologist (IDEA and early childhood),
otologist, hearing aid dispenser, educator of the deaf, and other hearing health care
related personnel
Compare and contrast the scope of practice for audiologists (AAA and ASHA).
Compare and contrast Jerger to Kilney and Shepard mission statements of audiology
State the certification/registration/licensure standards for audiologists: (AAA
certification, ASHA certification)
Identify audiology professional organizations and journals
Identify and describe the various tests of the audiologist and otologist including
audiologic, otoscopic, imaging, medical lab tests, etc.
Describe various procedures for screening hearing and hearing function to identify
persons and populations with hearing loss
Identify issues in prevention of transfer of disease (hand washing, infection control,
Universal Precautions of the Center for Disease Control (CDC), diversity, etc.)
Describe and use the problem oriented record system (PORS) for managing clients
Sound
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Define acoustics of sound terminology such as sound, intensity, decibel, frequency,
Hertz, duration, etc.
Define and describe the standardized references for intensity, frequency, duration, etc.
The Hearing Mechanism
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Anatomy and Physiology
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identify, label, describe the anatomical structures and physiological processes of the
outer, middle ear, inner ear, auditory nerve, and central auditory mechanism
Etiology
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identify and describe the etiologies of the outer, middle ear, inner ear, auditory nerve,
and central auditory mechanism for individuals
identify etiologies that can result in additional sensory, motor and/or learning
differences
Assessment
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Identify, describe and interpret the following audiologic evaluations:
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Observations
Case Histories and Questionnaires
Tuning fork
Pure tone audiometry
Speech audiometry
Immittance
OAE
Evoked potentials
Reports/Referrals
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Write basic reports summarizing audiological test results
Management
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Identify and describe the audiological management strategies with respect to type of loss
(conductive, sensorineural, mixed, central, and functional hearing loss), time of onset,
degree of loss, and etiology
Web Case Studies and Web Links
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Case #5, Audiology Info Web Site
Case #10, Audiology Info Web Site
Case #9, Audiology Info Web Site
Case #12, Audiology Info Web Site
CASE STUDY (AIDAN1): ACQUIRED CHOLESTEATOMA
CASE STUDY (BARR0812)
CASE STUDY (PRYB0713): HYPERTROPHIC MALLEUS /INCUS
CASE STUDY (PONS1): MURAL CHOLESTEATOMA IN 13 YEAR FEMALE
PATIENT
Case #6, Audiology Info Web Site
Case #3, Audiology Info Web Site
Case #8, Audiology Info Web Site
Acoustic Neuroma (Schwannoma) Cases
Right-Sided Acoustic Neuroma
CENTRAL AUDITORY PROCESSING DISORDERS WEB PAGES
Case #1, Audiology Info Web Site
Case #11, Audiology Info Web Site
AUDIOLOGIC LINKS:
Week
1
Chapter/Pages
1
Topic/Discussion
The Profession of Audiology
2-43
What Is an Audiologist?
What Is an Audiologist’s Role?
2
2/3/4
55-59
101-134
2
136-143
2/3/4
55-59
101-134
3
143-153
2/3/4
55-59
101-134
153-176
4
1/3/4
55-59
Anatomy and Physiology of the Outer Ear
Development of the Outer Ear
Hearing Loss and the Outer Ear
Disorders of the Outer Ear and Their Treatments
The Middle Ear
Anatomy and Physiology of the Middle Ear
Development of the Middle Ear
Hearing Loss and the Middle Ear
Disorders of the Middle Ear and Their Treatments
Other Causes of Middle Ear Hearing Loss
The Inner Ear.
Anatomy and Physiology of the Inner Ear
Development of the Inner Ear
Hearing Loss and Disorders of the Inner Ear
Causes of Inner-Ear Disorders
The Auditory Nerve and Central Auditory Pathways.
2/3/4
Anatomy and Physiology of the Auditory Nerve and Ascending
Auditory Pathways
The Descending Auditory Pathways
Development of the Auditory Nerve and Central Auditory
Nervous System
Summary of the Auditory Pathways
Hearing Loss and the Auditory Nerve and Central Auditory
Pathways
Disorders of the Auditory Nerve
Disorders of the Cochlear Nuclei
Disorders of the Higher Auditory Pathways
Tests of the Higher Auditory Pathways
Tests for Auditory Processing Disorders
Nonorganic Hearing Loss.
101
116-117
343-345
Terminology
Patients with Nonorganic Hearing Loss
Indicators of Nonorganic Hearing Loss
101-134
176-183
5
Where Do Audiologists Practice?
Relation to Other Professions
The Evolution of Audiology
Professional Requirements
Summary
Resources
Organizations
The Outer Ear.
462-475
5
2
41-35
5
6
Test 1
5
197-232
7
6
237-271
8-9
7
274-310
9
10
Test 2
8/9
Performance on Routine Hearing Tests
Tests for Nonorganic Hearing Loss
Management of Patients with Nonorganic Hearing Loss
Acoustics of Sound.
Nature of Sound
The Decibel
Psychoacoustics
Sound Measurement
Test 1: Chapters 1-4
The Human Ear and Simple Tests of Hearing.
Anatomy and Physiology of the Ear
Pathways of Sound
Types of Hearing Loss
Hearing Tests
Tuning Fork Tests
Pure-Tone Assessment.
The Pure-Tone Audiometer
Test Environment
The Patient’s Role in Manual Pure-Tone Audiometry
The Clinician’s Role in Manual Pure-Tone Audiometry
Air-Conduction Audiometry
Bone-Conduction Audiometry
Audiogram Interpretation
Masking
The Audiometric Weber Test
Automatic Audiometry
Computerized Audiometry
Speech Testing.
The Diagnostic Audiometer
Test Environment
The Patient’s Role in Speech Audiometry
The Clinician’s Role in Speech Audiometry
Speech-Threshold Testing
Masking for SRT
Bone-Conduction SRT
Most Comfortable Loudness Level
Uncomfortable Loudness Level
Range of Comfortable Loudness
Speech-Recognition Testing
Computerized Speech Audiometry
Chapters 5-9
Physiologic Assessment of the Auditory System.
314-354
399-478
9
Acoustic Immittance
Acoustic Reflexes
Otoacoustic Emissions (OAE)
Auditory Evoked Potentials
An Historical Note
Birth to 6
11
Auditory Responses
Identifying Hearing Loss in Infants under 3 Months of Age
Objective Testing in Routine Pediatric Hearing Evaluation
Behavioral Testing of Children from Birth to Approximately 2
years of Age
Behavioral Testing of Children Approximately 2 to 5 Years of
Age
Language Disorders
Auditory Processing Disorders
Psychological Disorders
Developmental Disabilities
Identifying Hearing Loss in the Schools
Nonorganic Hearing Loss in Children
Audiologic Treatment
Final: Test 3
Patient Histories
Referral to Other Specialists
Audiologic Counseling
Management of Adult Hearing Impairment
Management of Childhood Hearing Impairment
The Deaf Community
Management of Auditory Processing Disorders
Management of Tinnitus
Hyperacusis
Vestibular Rehabilitation
Multicultural Considerations
Evidence-Based Practice
Outcome Measures
Reports: Case Study
Final
357-396
11
12
14
15
Last modified 9/5/2013 by pchanavan