Department of Speech-Language Pathology College of Health Professions Sacred Heart University

Transcription

1 SLP 520 Aural Rehabilitation Department of Speech-Language Pathology College of Health Professions Sacred Heart University Place of Course in Program: This course is designed to study methods of pediatric aural rehabilitation and related hearing technologies available to help children with hearing impairment and to learn about the impact of these new technologies in therapy and teaching environments. It prepares students to work with students with hearing impairments in educational and medical settings, and to understand the impact of hearing impairments on communicative development and functioning. Course Description: This course provides an overview of the rehabilitation available for adults and children with hearing impairment and the impact of new technologies on therapy and teaching. Hearing loss adversely affects many adults and children in the United States. It is estimated that 17 out of 1000 children have significant hearing loss and many of these children and adults are benefiting from aural rehabilitation/habilitation services and new hearing technologies used at home and in school settings. Current research and theory in aural rehabilitation and counseling will be presented. Course Objectives Upon completion of this course, students will be able to: Summarize various pathologies that put infants at risk for hearing loss. ASHA Standard Learning Activities Evaluation Approximate Time Commitment IV-B Basic Human Mid-Term 5 hours IV- Describe the medical conditions and etiologies most often associated with hearing impairment/deafness Compare and contrast the various instruments and measurements used to assess hearing and hearing loss List the types of speech, language, and literacy disorders typically IV-B Basic Human IV-B Basic Human Lectures, readings Mid-Term 3 hours demonstrations Mid-Term 5 hours Lectures, readings Mid-term 5 hours

2 associated with hearing impairment. Describe the strategies and devices used to assist listening and language comprehension in school and community settings Define the roles of the audiologist and speech-language pathologist in the management of children with hearing impairments IV-D Diverse Backgrounds IV-E Ethics IV-G Professional issues IV-H Professional credentials demonstrations class activities, role playing Mid-Term and Instructor grade on group presentation Mid-Term List the candidacy requirements currently utilized for cochlear implantation (CI) children and adults with special reference to children from culturally and linguistically different backgrounds. Discuss the counseling and ethical issues in working with families whose children are potential CI candidates, with reference to children from culturally and linguistically different backgrounds, particularly Deaf culture. IV-E Ethics IV-D Diverse Backgrounds IV-E Ethics IV-D Diverse Backgrounds case study class discussion, role play Instructor grade on CI rehab portfolio Final Exam 5 hours Summarize the roles and strategies employed by SLPs working with children with cochlear Readings, lecture, cooperative learning groups Final Exam 3 hours

3 implants Describe the evidence-based strategies for addressing speechlanguage and literacy in children with CI IV-F Evidencebased practice Readings, lecture, cooperative learning groups, CI portfolio Instructor grade on poster presentation Readings Tye-Murray, N. (2015). Foundations of Aural Rehabilitation: Children, Adults, and Their Family Members 4 th Edition. Clifton Park, NY: Delmar Cengage Learning Suggested supplements Northern, J. & Downs, M. (2002). Hearing in Children, 5 th Edition. Boston: Lippincott Williams and Wilkins. Eisenberg, L. (2009). Clinical management of children with cochlear implants. San Diego: Plural Publishing. Assignments Cochlear Implant Aural Rehabilitation Portfolio: Create a portfolio of aural rehabilitation materials that you can use to develop language while working with children with cochlear implants in a school setting. This portofolio should be designed to help enhance a child s entry into a mainstream classroom, including suggestions for the classroom teacher. Due: Lesson Plans: Students will be put into groups of three or four and develop two lesson plans, one for a toddler and one for a school-age child. After developing a description of the both children (including degree and onset of hearing loss, current skill levels, current listening devices if any), students will develop a lesson plan that includes objectives, goals, materials, and procedures. Each group will present a 15-minute PowerPoint presentation about their two children and the corresponding lesson plans. Due: Aural Rehabilitation Group Presentation: Design an aural rehabilitation group program, complete with handouts and other supplements to facilitate an effective aural rehabilitation group. Students will then be required to lead a mock aural rehabilitation group in class; classmates will comprise the group. Due: Course Outline Week 1: Introduction; What is Aural Rehabilitation? (Chapter 1). Introduction to hearing impairment. Hearing loss vs. Hearing handicap; self report procedures, measures of hearing aid benefit. Pyschosocial, Educational and Occupational Impact of Hearing Impairment. Prevalence data, patient s journey (Chapter 2).

4 Week 2: Assessing Hearing Acuity (Chapter 3). Listening Devices and related technology (Chapter 4). Week3: Speech Training for Adults & Assessment of Conversation Fluency (Chapters 5, 6, 8). Development of Aural Rehabilitation plans for Adults (Chapter 11). Week 4: Strategies Training (Chapter 9), Counseling (Chapter 10). Discussion of David Luterman s techniques. In-class role playing. Aural Rehabilitation Presentations Mid-Term Examination Week 6: Overview of the medical conditions and etiologies most often associated with hearing impairment. Detection and Confirmation of hearing loss in Children (Chapter 13). Week 7: Development of Listening/Language in Children with Hearing Impairment. Discussion of infants and Toddlers (Chapter 14) and school-age Children (Chapter 15) Week 8: Speechreading Training for Children (Chapter 16). Speech, Language and Literacy (Chapter 17). In class exercises; working with hearing impaired children in the classroom. Lesson Plans Assignment presented and due Week 9: Introduction to Cochlear Implantation. Discussion of CI candidacy, evaluation and AR needs for the child with a CI. Sound & Fury movie. Week 10: Visit from Cochlear Americas Representative and Advanced Bionics (AB) representative. Final discussion and current research needs. CI Portfolio Assignment presented and due Final Examination Course Requirements and Grading Criteria Assignments Points Mid-Term 20 Final Examination 20 Aural Rehabilitation Group Presentation 20 CI Aural Rehabilitation portfolio 20 Lesson Plans 20 Total Possible Points 100 SHU Grade Criteria

5 Letter Grade Grade Range Grade Points A A B B B C C* C-* D+* D* F *Note: the following grades are not available for Graduate Courses: C-, D+, D Course Policies Academic Honesty: A standard of honesty, fairly applied to all students, is essential to a learning environment. Students abridging a standard of honesty must accept the consequences; penalties are assessed by appropriate classroom instructors or other designated people. Serious cases may result in discipline at the college or University level and may result in suspension or dismissal. Dismissal from a college for academic dishonesty, constitutes dismissal from the University.(University Student Handbook) Attendance and Class Participation: Students are expected to attend each class-attendance will be taken. Each student is expected to read assigned material prior to class and participate in class discussions. Students may be called on to answer questions and provide opinions during discussions. Students who miss class are responsible for content. Any student who misses a class has the responsibility for obtaining copies of notes, handouts, assignments, etc. If additional assistance is still necessary, an appointment should be scheduled with the instructor. Class time is not to be used to go over material with students who have missed class. Submission of work taken directly from another source (e.g. lesson plan copied from a book, the internet, or material developed by another student) will be considered plagiarism and grounds for no credit on the assignment. Students are encouraged, however, to use a variety of resources in obtaining ideas and illustrations that will help them complete assignments independently. See the APA Guide for the correct method to cite other authors' work. University policy dictates that students must seek the instructor's permission to record class lectures. All cell phones/pages must be turned off during class time. Students are required to show conduct consistent with professional standards as discussed in class when conducting on-site observations. Work done outside of class must be reasonably correct in mechanics (e.g. spelling, grammar, punctuation, etc.). Points will be deducted for inadequate work. All typed assignments completed outside of class must be double-spaced, using Times, Times New Roman, or Arial font. All font sizes for typed

6 assignments must be size Any font size less than 11 or larger than 12 will be returned for re-typing to required font size. APA style is required for written papers, including table, figure, and graph formats, references and citations, and appropriate professional language use. In ALL work, use person-first language to be consistent with IDEA. Emphasize the person more than the disability (i.e., a child with Down syndrome, NOT a Down syndrome child). Student work will be returned as promptly as possible. All assigned work is due at the beginning of class on the due date designated in the course syllabus. Work submitted late will receive an automatic 5-point reduction from the earned grade after one day; work submitted later will be accepted only at the discretion of the instructor. Competency: In this course, your knowledge will be assessed on the appropriate portions of the exams, or other assignments. The American Speech- Language Hearing Association has set a competency of 80% or better on these assessments to meet certification standards. Students failing to attain the set criteria on a required competency assessment will be provided a remediation plan and an additional attempt to pass the competency. If students do not pass the competency a second time, one additional remediation will be provided. For students failing to attain the set criteria on a required competency assessment after the third attempt, the department and university are not able to recommend their application for ASHA certification and state licensure, even though they may receive an acceptable course/clinic grade or exceed the minimum GPA. ADA Policy Students with disabilities needing academic accommodation should register with and provide documentation to Jandersevits Learning Center; no accommodations can be provided without written recommendations from the JLC.