Course Descriptor: Course Code: Course Co-ordinator: SCOTCAT rating: Course tutors: Audiology and Audiometry EDUA11238 Rachel O Neill 20 Scottish Master Credits Brian Shannan, Barbara Burns Short description of course This course aims to equip the teacher with sufficient knowledge and skills to be able to interpret audiological information and assess the provision of audiological support to the deaf child. The course places value on the views of Deaf consumers and aims to provide the teacher with an understanding of how audiological practice can be located within a linguistic access framework. Prior requirements The course members will need to have regular contact with an educational audiologist or an audiology department within the NHS. The Programme co-ordinator can assist students with making these links as they start the programme. Learning outcomes By the end of the course, course members should be able to: 1. Demonstrate an understanding of the process of hearing and the nature of sound. 2. Have an understanding of the key causes of deafness. 3. Have a critical understanding of the procedures used to diagnose and assess hearing loss. 4. Be able to interpret and evaluate audiological information. 5. Be able to evaluate the appropriateness of hearing aids. 6. Have an awareness of key issues, including professional and ethical issues with regard to cochlear implantation. 7. Be familiar with and able to evaluate critically research in this field. 8. Be able to critically evaluate the traditional model of audiology and to place presentday audiological practice within a broader context. 9. Be aware of the differing roles played by audiologists within different authorities and have an understanding of the possible approaches to collaboration between audiology professionals and teachers of deaf children. Learning and Teaching Approaches Class Contact 24 hours on campus This will involve lectures, seminars and workshops, which will include presentations from visiting d/deaf and hearing presenters, such as educational audiologists, ENT specialists; members of Cochlear Implant teams; parents of deaf children and/or representatives from parents organisations; members of d/deaf communities and organisations. Opportunities for practising practical skills are also provided. 1
Self-directed Study (176 hours) Critical viewing of websites and DVDs relating to audiological assessment, cochlear implantation etc; Visits to ENT/Audiology clinics; observations of audiological assessment; discussions with audiology professionals; Exploration of internet resources in relation to audiology. Practising audiological skills and completing the Audiology Log. Indicative content The anatomy and physiology of deafness and causes and types of deafness; The nature of sound; Diagnostic and assessment procedures in assessing hearing; The nature and practical implications of Newborn Hearing Screening; Principles and practice of audiometry, including interpretation of audiograms, tympanometry, speech audiometry and free-field speech testing; Aids to hearing, including hearing aids, cochlear implants, radio systems and assistive listening devices; Current research for example in relation to cochlear implantation and effectiveness of digital hearing aids; Audiology in context: viewing audiology from different perspectives, including Deaf perspectives and taking into account the linguistic access framework. Assessment tasks and contexts Course members will: Complete an Audiology Log. This will involve tasks relating to: understanding the anatomy and physiology of the ear, interpreting audiological evidence, assessing the function of hearing aids, testing, and where possible repairing hearing aids, using of a range of audiological equipment and evaluating own effectiveness in interaction with parents (50%); Produce a written case study of 2,000 words, in which research literature is critically reviewed, about the application of audiology / audiometry within deaf education (50% of final mark). This written assignment will be supported by appropriate reference to theoretical perspectives and principles identified in research and literature. Course members are expected to access research and literature beyond the given course reading in relation to their chosen assessment topic/focus. If one part of the assessment is failed, only that part is to be re-submitted. 2
Assessment performance criteria Course Members will comply with the Postgraduate Common Marking Scheme criteria. In addition course members will demonstrate: a sufficient knowledge and understanding of audiological content to be able to interpret and evaluate audiological assessments and provision; sufficient knowledge and understanding of audiological content and the broader requirements of deaf pupils to be able to advise parents appropriately and to be able to liaise in an informed way with other professionals; an ability to place Audiology within a broader framework and to recognise the possibility of reviewing the traditional medical model of Audiology. Recommended reading As you are on a Master s level course you are expected to find your own readings for assignments. The key readings for this course are starred with the number showing the day of the course and am / pm indicating which session you should read this for as preparation. Archbold & Mayer (2012) Archbold, S. & Mayer, C. (2012) Deaf Education: The Impact of Cochlear Implantation? Deafness and Education International (14) 1, pp. 2-15 [ * 3 am] Auriemmo, J., Keenan, D., Passerieux, D. & Kuk, F. 2005. Assessing FM transparency, FM / HA ratio with digital aids. The Hearing Journal, 58, 30-32. [* 5 am] Boothroyd (2012) Speech Perception in the Classroom, In J. Smaldino & C. Flexer Handbook of acoustic accessibility: best practices for listening, learning, and literacy in the classroom, New York: Thieme. [ *4 pm] Borders, C., Barnett, D. & Bauer, A. (2010) How Are They Really Doing? Observation of Inclusionary Classroom Participation for Children With Mild-to- Moderate Deafness J. Deaf Stud. Deaf Educ. 15(4): 348-357 De Raeve, L., Archbold, S. & Diller, G. (2013) Maximising the Benefits from Bilateral Implantation, in Therapy, at Home and at School. Deafness and Education International 15 (1) 52-68. Dockrell, J.; Shield, B; Bacon, S; Lansing, C. (2012) The Impact of Sound-Field Systems on Learning and Attention in Elementary School Classrooms Journal of Speech, Language & Hearing Research. Vol. 55 Issue 4, p1163-1176. Ear Foundation (2012) The Views and Experiences of Young People using FM Technology: a study by interviews. [*4 pm] http://www.earfoundation.org.uk/files/download/479 Fitzpatrick,E., Olds, J., Gaboury, I., McCrae, R.Schramm, D. & Durieux-Smith, A. (2012) Comparision of outcomes in children with hearing aids and cochlear implants, Cochlear Implants International, Vol. 13 (1), pp. 5-15. 3
Flexer,C. (2011) Cochlear implants and neuroplasticity: linking auditory exposure and practice. Cochlear Implants International. Vol. 12 Supplement 1, pp S19-21 [*1 am] Flexer, C. (2004) Soundfield technology: enhancing listening, literacy and learning for all children. Hearing Loss Sept / Oct. [*4 pm] Gordon et al (2011) What is the optimal timing for bilateral cochlear implantation in children? Cochlear Implants International. Vol. 12 S 2. Keogh, T., Kei, J.,Driscoll, C. & Khan, A. (2010) Children with minimal conductive hearing impairment: speech comprehension in noise. Audiology & Neuro-otology. 15: 27 35 [*4 am] Lyness, C., Woll, B., Campbell, R. & Cardin, V. (2013) How does visual language affect cross modal plasticity and cochlear implant success? Neuroscience & Biobheavioural Reviews, 37 (10) 2621-2630 Maltby, M. & Knight, P. (2000) Audiology: an Introduction for Teachers and other Professionals : Chapter 2 the Physics of Hearing. London: David Fulton [* 2 am] McCracken, W. and Laoide-Kemp, S. (1997) Audiology in Education. London: Whurr. Appendix B Speech Perception; Appendix C Hearing Aid Check. [*2 pm] McCracken, W. & Turner, O. (2012) Deaf Children with Complex Needs: Parental Experience of Access to Cochlear Implants and Ongoing Support, Deafness and Education International. 14 (1) pp. 22-35 [ * 3 am] McCormick, B. (Ed.) Paediatric Audiology (1993) (3 rd edition), London: Whurr Moord, B. C. 2003. An introduction to the psychology of hearing, Academic press San Diego. [*1pm] Scottish Government (2009) Quality Standards for Paediatric Audiology [* 4 am] Scottish Sensory Centre (2011) Scottish Standards for Deaf Children (0-3) [*3 pm] Sillon, M., Vieu, a., Piron, J., Rougier, R., Broche, M., Artieres-Reuillard, F., Mondain, M. & Uziel, A. (1996) The management of cochlear implant children, In: Dianne Allum (ed.) Cochlear implant rehabilitation in children and adults. London: Whurr. Stiles, D; Bentler, R.; McGregor, K. (2012) The Speech Intelligibility Index and the Pure-Tone Average as Predictors of Lexical Ability in Children Fit With Hearing Aids Journal of Speech, Language & Hearing Research. Vol. 55 Issue 3, p764-778. Thoutenhoofd, E., Archbold, S.,Gregory, S.,Lutman, M., Nikolopoulos, T. & Sach,T. (2005), Paediatric Cochlear Implantation, evaluating outcomes. London: Whurr. 4
Wood, S. (1993) Chapter 6: Pure Tone Audiometry, In: Barry McCormick (Ed.) Paediatric Audiology 0 5 years. London: Whurr. [* 2 pm] Woll, B. (2012) Speechreading revisited. Deafness and Education International. 14 (1) 16 21, [*1 am] Wright, A (1993) Chapter 2: Structure of the ear, In: John Ballantyne, M. Martin & A. Martin. Deafness. London: Whurr [*1 pm] Yoshinago-Itano, C. (2003) From Screening to Early Identification and Intervention: Discovering Predictors to Successful Outcomes for Children With Significant Hearing Loss, Journal of Deaf Studies and Deaf Education 8:1 pp. 11-30. Yosinaga-Itano, C. (2014) Principles and Guidelines for Early Intervention After Confirmation That a Child Is Deaf or Hard of Hearing. Journal of Deaf Studies and Deaf Education, 19(2): 143-175. [*3 pm] Young et al (2005) Informed Choice, deaf children and families. Electronic journal of research into educational psychology. No. 7. Vol 3 (3) pp 253-273 [*4 am] Zupan, B. (2013) The role of audition in audiovisual perception of speech and emotion in children with hearing loss. In: P. Belin, S. Campanella & T. Ethafer, Integrating Face and Voice in Person Perception, NY: Springer. E-book. Online journals for this course American Annals of the Deaf American Journal of Audiology Audiology and neuro-otology Cochlear Implants International Deafness and Education International Ear and hearing (only till 2003) European Archives of Oto-Rhino-Laryngology Hearing Journal Hearing Research International Journal of Audiology Journal of Deaf Studies and Deaf Education Journal of Speech, language and hearing research Language, speech and hearing services in schools O.R.L. Journal for oto-rhino-laryngology Updated 12.8.14 5