1
35-CSD-819-001
Fall Quarter, 2011
Pediatric Audiology: Intervention
& Management
Tuesdays, 9-11:50
Texts:
Marschark, M. (2007) Raising and Educating a Deaf Child, Second edition, Oxford University Press
Schwartz, S. Choices in Deafness, (2006) 3rd edition, Woodbine Press
Madell, J. & Flexer, C. (2011) Pediatric Audiology Casebook, Thieme Press
I have copies of all these books for you and will be providing them to you at least a week before the first class. As noted in the email I sent you may pay me immediately, or decide if you want to purchase any of these books. If so, pay me when you have the money, or just return the book at the end of the term if you decide you do not want to own one or more of them.
If you will be testing or working exclusively with children, or only on occasion, you will be identifying hearing loss but more importantly, you will be helping to set parents/families on the road to obtaining the best management for their early identified infant, toddler or child. Early onset deafness is an educational problem, and really should not be seen as primarily a medical or technological one.
To become a good consultant in this area, you must be aware of the variety of educational programs available, of attitudes, opinions and biases that characterize both early intervention and subsequent educational experiences for children with hearing loss. Everyone has an opinion and a bias about early intervention and certainly about the choice of communication modes. Do you know what your own opinions and biases are and how those opinions may influence counseling?
Hearing aids and cochlear implants are supportive technology to the process of developing a competent communicator. In my opinion, any pediatric audiologist who will be working with infants, toddlers or children of any age and their families should have an educational and family counseling focus, but, of course, know technology well.
1) The first objective for this course is to allow you to engage in a comprehensive, quarter long case study with planning for a child with a hearing loss. I am asking you to try to find the client yourself (age birth to 16 years) but if you are not having luck, I will certainly assist you. As the quarter progresses, we will examine what kinds of assessments other than audiological would need to be done with any case; what kind of information and support you might need to provide for the family of this child; what kind of management should be provided to the child, in the family and/or educational context, etc.
As part of this process, I want to help you sharpen, or reawaken your ability to understand the communication/language status of a child with hearing loss in an authentic context. As a pediatric audiologist, you may not be involved directly in intervention; it may be left to special educators and/or SLPs to choose a course of action with regard to language intervention. Still, audiologists need to consult with parents and others about approaches to language development and educational experiences, regardless of mode of expression. This will be an important component of your case study. Since evidence-based practice is the watch word, you will need to include (literature) evidence regarding the decisions you make in the case study.
2) The second objective is for you to hear the stories of parents whose children with hearing loss are older, or the stories of adults with early onset hearing loss with regard to the identification process and the educational process for them. I will help you find a parent of an older person who is deaf or to locate an adult with significant hearing loss to interview about their experiences in coping and in living with hearing loss. If you have a resource, go ahead and contact them when you have your interview form ready. You know that parent counseling (whether informational or adjustment) must be culturally sensitive and effective if successful intervention is to be initiated as soon after identification as possible. Part of being successful is being able to understand from parents themselves how their child’s hearing loss, or if adults, how their own hearing loss has shaped their perspectives.
3) The third course objective is to increase your awareness of early intervention programs/approaches in order to understand which resources might be appropriate for your particular family and child. This will require you to critically evaluate a program/curriculum for early intervention. This is a small group activity.
4) The final objective is to provide you with experience in reflecting on weekly discussion assignments or mini-case studies on issues you might encounter if you seek a 4th year experience or subsequent employment in a school or pediatric setting or even if you will only occasionally be evaluating children.
All written materials for the case study and assignments should be submitted on the due dates and appropriately referenced. Of course, spelling and grammar should be impeccable since these assignments simulate professional communications.
September 21: Readings to be completed before the first week of class:
Readings: For consideration next week:
Marschark, Chapter 1 (text)
Kurtzer-White and Luterman, Chapter 1 (by Mark Ross) (BB)
September 27 – Week 1: Some materials and this syllabus will be sent to you via Blackboard before our first class meeting so that we can have a discussion; We will be establishing interview assignments and discussing sources for cases. Selection of early intervention materials to review will be made as well. Selection of 5 cases for in-depth study from Pediatric Case Book will be made in the 3rd hour, with majority rules.
Readings:
All the above for September 21
Westby, 1990 (BB)
Wiley et al, 2011 (BB)
Assignments:
a. Your answer to Discussion Board 1 should be submitted to Blackboard by midnight, Monday, October 3.
October 4 – Week 2 Getting familiar with your responsibilities when interacting with parents and families around early identification, coping and stress, early intervention that is family centered. Be prepared to discuss the readings as part of this class.
Readings:
Be familiar with the following guidelines:
ASHA Guidelines on Audiologists providing counseling (BB)
ASHA Service Provision for Children who are Deaf (BB)
Joint Committee on Infant Hearing (BB)
Luterman, Chapter 2 (BB)
Luterman, 2006 (BB)
Kurtzer-White & Luterman, Ch. 2 (BB)
Luckner & Velaski, 2004 (BB)
Burger et al, 2005 (BB)
Assignments:
a. Bring a copy of your case if you have one to begin discussion during the 3rd hour of class.
b. Submit your answer to Discussion Board 2 by midnight
Monday, October 10.
October 11 - Week 3 Issues of unilateral or minimal hearing loss; Issues in Language and Communication and other effects of significant hearing loss on vocal/speech and on language development and use; relation to cognitive development.
Readings:
Lieu, 2010 (BB)
Goldberg & Richburg, 2004 (BB)
McKay, 2010 (BB)
Oller and Eilers, 1988 (BB)
**Moeller et al 2007a (BB)
**Moeller et al 2007b (BB
Marschark, Chapters 5, 8 (text)
Luterman, Chapter 4 (BB)
**refers to suggested readings on effects of hearing loss on vocalizations
Assignments:
a. Bring the diagnostic report for your case study to class, including
recommendations you think you want to make about management. If
your case has severe or profound hearing loss, be ready to explain
what you are thinking about with regard to mode of communication.
b. Submit your answer to Discussion Board 3 by midnight,
Monday, October 17.
October 18, 25 -Week 4,5 Helping parents decide what will work for them, with emphasis on auditory/verbal or auditory-oral and Cued Speech approaches; Discussion of other communication options available to parents and children, including ASL, Total, Bi-lingual/Bicultural
Readings:
Luterman, Chapter 1 (BB)
Li, Bain & Steinberg, 2003, (BB)
Schwartz, Chapters 9, 10, 12 (text)
Schwartz, S., Chapters 11, 13, 4 (text)
Marschark, Chapters 3, 4, (text)
Assignments:
a. Submit your answer to Discussion Board 4 by midnight, Monday October 24.
b. Mini-case 1 will be considered during the first 30 minutes of Week 5, October 25
c. Preliminary oral summary of your parent and/or adult interviews are
due on Week 5 or 6 October 19 or 26 during the 3rd hours
c. Progress reports on case study during 3rd hour of October 26.
November 1, 8 - Weeks 6,7- Issues with CIs and other technology. What’s the available evidence on implanting young, middle and older students or adults with congenital deafness? perspectives of the Deaf Community, professionals and parents; ethics and choices.
Readings:
Marschark, portions of Chapter 2 (text)
Schwartz, Chapters 7, 8 (text)
Christiansen and Leigh, 2004 (BB)
Boston Children’s guidelines for children with CI who sign, 2003 (BB)
Assignments:
a. Mini-case 2 will be considered during the first 30 minutes, week 6
b. Mini-case 3 will be considered during the 1st 30 minutes of week 7
November 15 - Week 8- Language assessment and early intervention with children with and without a CI. Be familiar with various rating scales on BB including ABEL, LIFE, Pediatric Hearing Demands, MAIS, IT-MAIS, MUSS, Developmental Index of Audition and Listening (DIAL), FAPI, functional listening evaluation, Pre-School Sifter, SIFTER, preschool evaluation chart, parent checklist for Pre-K placement. what audiologists need to know about assessing language performance and planning for intervention; Forms, scales and tests of language for parents and professionals.
Assignments:
a. Mini-case 4 will be considered during the 1st 30 minutes of week 8
November 22, 29 - Weeks 9, 10 Class members’ presentations of pre-school programs/curricula need to be accomplished.
Assignments:
a. Mini-case 5 will be considered during the first 30 minutes of week 9.
b. Presentation of pre-school programs/curricula during 2nd and 3rd
hours of Week 9 and 10 as needed.
c. Written summary of parent and/or adult interviews due by midnight, November 29, Week 10
d. Rehearsal of a staffing will occur during the 3rd hour of Week 10
with review of a video of a child and his parents and discussion of intervention issues that will constitute the final examination.
December 6, Finals Week:
Assignments:
a. The complete case study of your child will be due by 1;00 PM Friday December 9
. b. You will have an opportunity to view the final exam video tape from last week again ON TUESDAY DECEMBER 6 (Final is scheduled
for 10:30-12:30 if needed) at which time your recommendations and goals for that child will be due.
Course Requirements:
1. Locate 1 case of a young child with a significant hearing loss to be the basis for a comprehensive case study that you will develop over the course of the quarter. If you will not have access to a young child for this case study, please notify the instructor immediately at the beginning of the term. Bring the basic information on the child for discussion on Week 2, October 4; further discussion will occur during the 3rd hours of Weeks 4, 5 October 18, 25 as needed. A comprehensive report, with early intervention, audiologic and communication recommendations will be due by 1;00 PM on December 10. (160 points possible) If you have questions about content or recommendations before the case study is due, and would like me to review your writing, please ask. I am always happy to help. Rubric for the case study follows:
Rubric for Grading Case Study
a. Comprehensive case history in terms of age of identification and
and etiological information that is known. 10 points
B. Comprehensive audiological assessment information, including
hearing test results (audiogram, special tests including immittance, OAEs, ABR results, speech audiometry, aided performance and information on types of amplification recommended and presently utilizing. If there is missing information, please recommend best
practice that should be done. 50 points possible
C. All additional evaluation data including: 1. Medical data;
2. Speech/Language/Communication status; 3. Motor, psycho/social
including intellectual developmental status of child; 4. Family information including cultural, home language, family composition, number and status of siblings; 5. Intervention and educational status
and recommendations, including communication mode currently used
and programs involved in. 50 points possible
D. Recommendations for further testing, counseling, family and child
support services, communication mode that best practices suggest
would be appropriate 40 points possible
E. Editing, spelling, style, appearance of case study 10 points possible
2. Provide answers to 4 weekly discussion boards that will focus on issues
and problems that you might encounter in educational settings or in
pediatric practice. Your contribution must be made by the date and time
indicated on the syllabus. Your answers should be uploaded to the
appropriate discussion board folder on Blackboard. The questions can
also be found at the end of this syllabus. The grading rubric follows.
(40 points possible)
Rubric for grading discussion board questions: (40 points possible)
a. Clear complete, thoughtful answer, taking the information provided and relating it to clinical experience or appropriate literature. Editing and spelling give a professional appearance 9 or 10 points
b. Good answer with very satisfactory application of clinical experience and reference material. Very few editing or spelling errors. 7 or 8 points
c. Satisfactory answer without recourse to clinical evidence or experience but still accurate. Errors in editing and spelling noted. 4, 5, 6 points
d. Questions not answered accurately or only in a limited way. No references or evidence provided to support the answer. Lack of editing gives an unprofessional appearance. 1, 2, 3 points
e. Inaccurate answer or second late submission 0 points
3. Conduct an interview with a) parent(s) of an older child or adult with
early onset hearing loss or b) an adult with significant congenital or early
onset hearing loss. The interviews may be conducted face to face, over
the telephone, via videophone or the internet. You should base your
interview questions on class discussion, readings or suggestions from
existing questionnaires and techniques of ethnographic interviewing.
The instructor will assist you in locating subjects if you do not have
contacts. Brief oral summaries of your interviews will be presented in