Department of Speech and Hearing Sciences
University of NorthTexas
Fall, 2012
Instructor:Jeffrey A. Cokely, Ph.D.Class Time:Monday, 2:00 to 4:50 p.m.
Office:Speech and HearingCenterOffice Hours:Monday, 11:30 a.m. to 1:30 p.m.
Telephone:565-2481By appointment
Email:Office:SPHS, Room 108
Teaching Assistant:Elisabeth Hyland ()
". . . the natural critical learning environment engages students in some higher-order intellectual activity; encouraging
them to compare, apply, evaluate, analyze, and synthesize, but never to only listen andremember (Bain, 2004)."
Description
The course introduces students to the fundamentals of aural (re)habilitation. In doing such, the course contributes to the department's efforts at preparing undergraduate-level students who have knowledge and skills in the areas of aural habilitation and rehabilitation and the university's efforts at achieving excellence in student-centered education. To facilitate learning, the instructor will use a variety of teaching strategies and activities (e.g., active and collaborative learning, case studies, writing exercises, and required readings).Upon completion of the course, students will be able to describe evidence-based approaches for identifying, evaluating, and remediating communication needs of adults and children who have or function as though they have hearing loss. Also, students will be able to integrate diagnostic and treatment data for purposes of case management and clinical-outcomes assessment. Students' competence will be measured via course examinations. The instructor's performance will be evaluated using student feedback, self-assessment, and self-reflection.
Aim
The course introduces students to approaches for evaluating and remediating the communication needs of adults and children who have hearing loss.
Objectives
1. The instructor will introducemodels, concepts, and terms relevant to aural rehabilitation.
2. The instructor will review the speech and hearing sciences underlying aural (re)habilitation.
3. The instructor will describe evidence-based approaches for evaluating listeners' communication needs.
4. The instructor will describe devices used to amplify sound for people who have hearing loss.
5. The instructor will describe evidenced-based approaches for remediating the communication needs of people who
have hearing loss.
6. The instructor will provide forums for students to engage in critical reading, thinking, and writing.
Learner Outcomes
1. Students will be able to relate Denes and Pinson's model of human communication to models of aural rehabilitation.
2. Students will be able to define anddescribe aural (re)habilitation, including its components, processes, and practices.
3. Students will be able to discuss the science and theory that underlie aural (re)habilitation.
4. Students will be able to use data provided by the case-history, interview, communication scales/inventories, and
hearing testing to determine listeners' communication needs.
5. Students will be able to describe personal and group amplification devices, to include cochlear implants and bone-
anchored hearing aids.
6. Students will be able to describe the principles of operation and electroacoustic characteristics of amplification
devices.
7. Students will be able to describe prescriptive approaches for selecting hearing aids and real-ear probe-tube
approaches for verifying hearing-aid fit.
8. Students will be able to use data provided by a communication needs assessment to develop individual and group
intervention plans.
9. Students will be able to integrate diagnostic and treatment data for purposes of evaluating the effectiveness of case
management.
Format
The course consists of class discussions, lectures, active and collaborative learning exercises, laboratory exercises, case studies, writing exercises, and required readings. My teaching style stresses active and equal contributions from the instructor and students. I will facilitate learning through course content and structure and classroom activities. I expect students to contribute through class participation, required readings, and class attendance.
Required Course Text
Tye-Murray, N. (2009). Foundations of Aural Rehabilitation. Children, Adults, and Their Families, 3rd ed.Clifton Park, NY: Delmar.
Requirements and Grading Policies
Course requirements include a midterm and final examination anda one-page paper. The weighting of course requirements and guidelines for grade assignments follow.
Examination#130%A90 to 100%
Examination#230%B80 to 89.9%
Comprehensive Final Examination40%C70 to 79.9%
D60 to 69.9%
F<60%
Relation to Professional Certification and State Licensure
The course helps students fulfill academic requirements for professional certification nationally and licensure in the State of Texas as an audiologist and speech-language pathologist.
Disabilities AccommodationThe Department of Speech and Hearing Sciences cooperates with the Office of Disability Accommodations (ODA) to make reasonable accommodations for qualified students with disabilities (cf. American with Disabilities Act and section 504, Rehabilitation Act). We encourage all students with disabilities to register with ODA. If you need any accommodation for a disability, present a written request to the instructor on or before the 12th class day. If you experience any problems in getting reasonable accommodation, contact the department chair or ODA.
Course Content, Sequence, and Assignments
Fall, 2012
Week / Content Areas / Assignments / Dates
1 / No Class—Labor Day / 9.3.12
2 / Introduction to Course
Denes and Pinson: The Speech Chain
Introduction to Aural (Re)habilitation / Tye-Murray. Chapter 1. Introduction / 9.10.12
3 / Speech and Hearing Sciences: Review / 9.17.12
4 / Routine Hearing Testing / Tye-Murray. Chapter 2. Assessing hearing acuity and speech
recognition / 9.24.12
5 / Case History and Interview / Tye-Murray. Chapter 11. Adults who have hearing loss. / 10.1.12
6 / Examination #1 / 10.8.12
7 / Communication Scales and Inventories
Communication Strategies / Tye-Murray. Chapter 7. Communication strategies and
conversational styles.
Tye-Murray. Chapter 8. Assessment of conversational fluency and
communication difficulties.
Tye-Murray. Chapter 9. Communication strategies training. / 10.15.12
8 / Hearing Aids, Cochlear Implants / Tye-Murray. Chapter 3. Listening devices and related technology . / 10.22.12
9 / Electroacoustic Characteristics of
Hearing Aids
Hearing Aid Selections and Fittings / Tye-Murray. Chapter 12. Aural rehabilitation plans for adults / 10.29.12
10 / Assistive Listening Devices / Cox, R. (2005). Evidence-based practice in provision of
amplification, Journal of the American Academy of
Audiology, 16: 419-438. / 11.5.12
11 / Examination #2 / 11.12.12
12 / Tinnitus
Auditory Processing Disorders / Tye-Murray. Chapter 13. Aural rehabilitation plans for older adults
Tye-Murray. Chapter 15. School-age children who have hearing loss / 11.19.12
13 / Counseling / Tye-Murray. Chapter 10. Counseling, psychosocial support, and
assertiveness training.
Tye-Murray. Chapter 14. Infants and toddlers who have hearing loss. / 11.26.12
14 / Auditory Training and Speechreading
Case Studies / Tye-Murray. Chapter 4. Auditory training.
Tye-Murray. Chapter 5. Speechreading
Tye-Murray. Chapter 6. Speechreading training. / 12.3.12
15 / Final Examination / 12.10.12
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