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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: 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) 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. 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: 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: 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 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 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 Anatomy and Physiology identify, label, describe the anatomical structures and physiological processes of the outer, middle ear, inner ear, auditory nerve, and central auditory mechanism Etiology 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 Identify, describe and interpret the following audiologic evaluations: Observations Case Histories and Questionnaires Tuning fork Pure tone audiometry Speech audiometry Immittance OAE Evoked potentials Reports/Referrals Write basic reports summarizing audiological test results Management 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 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