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Adult Aural Rehabilitation – AuD6316

Adult Aural Rehabilitation- Spring 2005 AUD 6316 Thursday 1:00 – 3:45 p.m.
Instructor: Carol Cokely, Ph.D. Office: A.238 Phone: x 3125 E-mail: Office Hours: Mon 1 -2 p.m.; Thurs 10 – 11 am; & by appointment Teaching Assistant: Laura Cantu Lab Instructor: Amanda Labue Course Objectives: Course content will be presented via learning modules listed below. This course is designed to foster active participation in the preparation and learning of content material. Directed activities and assigned experiences are intended to facilitate learning of course content. Development of written and oral communication skills commensurate with a doctoral degree is emphasized in all assignments.
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Effective Counseling Identification of Rehabilitation Needs Rehabilitation Intervention Models of Service Delivery

Course Grades: Students' grades will be determined based upon works completed for each content area. Each student will need to establish a goal based upon a menu of options. Each student will prepare a course contract that outlines the intended works and the point values. Contract forms must be agreed upon by January 27, 2005. Grades will be assigned as follows:
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A 900-1000 points B 800-899 points C 700-799 points F <700 points

Pending ASHA Standards: AUD 6316 provides academic and practical preparation towards the acquisition of the following required knowledge and skills: Standard IV-A- Prerequisite Knowledge and Skills A1. Oral and written or other forms of communication Standard IV-B – Foundations of Practice D2. Evaluate information from appropriate sources to facilitate assessment planning D3. Obtain Case History D6. Administer clinically appropriate and culturally sensitive assessment measures

Adult Aural Rehabilitation – AuD6316 D10. D12. D13. D14. Perform aural rehabilitation assessment Interpret results of evaluation to establish type and severity of disorder Generate recommendations and referrals resulting from the evaluation process Provide counseling to facilitate understanding of the auditory or balance disorder

Standard IV-E- Treatment E1. Interact effectively with patients, families, other appropriate individuals, and professionals. E2. Develop and implement treatment plan using appropriate data E3. Discuss prognosis and treatment options with appropriate individuals E6. Collaborate with other service providers in case coordination E7. Perform hearing aid, assistive device and sensory aid assessment E8. Recommend, dispense and service prosthetic and assistive devices E9. Provide hearing aid, assistive listening device and sensory aid orientation E10. Conduct aural rehabilitation E11. Monitor and summarize treatment progress and outcome E12. Assess efficacy of intervention for auditory and balance disorders E13. Establish treatment admission and discharge criteria E14. Serve as an advocate for patients, families and other appropriate individuals

Adult Aural Rehabilitation – AuD6316 Independent Learning Opportunities: The learning opportunities below will provide potential to investigate, observe and participate in activities that will enhance your knowledge and skills in rehabilitative audiology. With the exception of opportunity #6, all work should be completed independently. Independent learning opportunities must total 1000 points. ASHA standards denoted in brackets [ ] Grading for all written assignments will follow the following criteria. Expected content is described for each Independent Learning Opportunity: Content: 60 points Writing Style: 20 points Grammar/spelling: 20 points 1) Counseling Module – Total 200 points [A1, E14, D13, D14] A. Essay Questions: (100 points) Due January 27, 2005 Answers to each question should not exceed 2 pages, double spaced. 1. Compare and contrast the behavioral, cognitive, humanistic, and existential approaches to counseling. How might each be used in the field of communication disorders? Defend your answer. 2. Describe the various emotions that a clinician might encounter in a person with a communication disorder or a family member. For each emotion, provide an example of a behavior that might interfere with the client-clinician relationship. Be sure to discuss denial and its role in the coping mechanism.

B Learning to Listen (100 points) Due March 3, 2005 Observe a hearing evaluation or hearing aid fitting appointment. [You must obtain permission of the supervisor prior to the exercise; observation may be accomplished from a remote site with use of an FM system.] You may use an appointment during your regularly scheduled clinic assignment BUT you must not participate in the case history or patient feedback. Complete the following exercises adapted from Clark and English (2004). 1. Case history/Information Gathering Audiologists’ interviewing style may have a profound impact not only on the type of information gathered but on the patient-clinician relationship as well. A clinician’s requests for information may be categorized in a number of ways: open-ended; closed; neutral; leading. For this part of the exercise, record only the supervisor’s statements as close to verbatim as possible. Indicate whether the example reflects an open-ended or closed inquiry and is neutral or leading. Support your choices. If you are unable to categorize a statement, state the reason.

Adult Aural Rehabilitation – AuD6316 2. Differentiating Patient’s Comments Audiologists must learn to recognize the true nature of a patient’s concern. Whereas the patient’s intent is not always easily understood, the true nature of the inquiry becomes easier to discern with listening practice and observation. Patient’s inquiry may be related to: Content (Information); Confirmation (affirm a preexisting belief); Affect - (pertains to an emotional need) For this part of the assignment, gather only patient comments. Briefly justify each designation. 2) Case history and activities/participation assessment of an adult with hearing loss(100 points) - [A1, D2, D3, D6, D10, D13, D14, E1, E3] -due March 24, 2005 Complete a comprehensive assessment of communication handicap and disability for an adult with suspected (or confirmed) hearing loss. A confirming audiogram is NOT necessary. You must choose self-assessment tool(s) that adequately address the individual’s needs without substantial redundancy. Your completed assessment, placed securely in a folder, must include the following: • • • • • • original history forms, scales and inventories clear, concise and appropriate summary of the case history evidence of interpretation/scoring where appropriate clear and concise summary of patient’s self assessment(s) at least three recommendations for further action; support your plan of action adherence to patient privacy

3. Resources and Accommodations for individuals with hearing loss –Total 200 points A) Review of Internet Resources (100 points) - due April 7, 2005- [A1, B2, E9, E14] Review 10 internet resources intended for individuals with hearing loss. Create a rating system that addresses at least: • • • appropriateness of the information for patients and their families accuracy of the information presented ease of access for information

Prepare information in form of a patient handout. B) Public Accomodations in Metroplex (100 points) - due April 7, 2005- [A1, E2, E8, E9, E14] Select a public venue where listening/hearing is expected [e.g. places of worship, theatres, movies, hotels, medical facilities, federal/state services, etc]. Coordinate your choice with your classmates to avoid duplication. For selected venue, investigate at least 10 sites within the metroplex as regards to communication access for individuals with hearing loss (investigation may be by phone call). For each facility, determine: • type(s) of technology available for individuals with hearing loss

Adult Aural Rehabilitation – AuD6316 • • • • Indicate if/how device may be coupled with hearing aid how target population is informed about its availability whether a staff member has appropriate training/knowledge of device(s) whether facility adheres to ADA

Prepare information in form of patient handout. 4) Adult Hearing Loss Support Group (100 points) due one week after visit. [A1, D14, E1, E6, E9, E14] Attend one SHHH or Hearing Loss Support Group meeting. Provide a summary no longer than 2 pages, double-spaced, in which you: • • • summarize the content of the meeting indicate how the information might be beneficial in counseling and managing your patients discuss how meeting content and/or experience is related to you have learned/observed in this course

5) Annotated Bibliography (100 points) [A1; other standard varies w/ topic] Due-date dependent upon topic and agreed upon by student and instructor. Provide a review of 2 journal articles related to one of the topics selected below or a topic agreed upon by student and instructor. One of the articles may be an assigned reading. Discussion for each article should be double spaced and annotation for each article, including reference and abstract, should not exceed 2 pages. Provide copy of bibliography for each classmate. You will be given 5 – 10 minutes to summarize your topic to the class. See below. For each article: • Provide complete reference and a copy of the article abstract at the top of the page • How the work is relevant to aural rehabilitation • Include important information not provided in the abstract • Critique the article: Do methods seem sound? Were methods and results clearly presented? Did the work adequately address the research question? (If article did not present research, did it have a point of view? Was the topic covered from more than one perspective?) • Discuss similarities and differences with the other articles you selected. • Provide further research needs that stem from the completion of this work? Suggested Topics: Cost Benefit Analysis of Rehabilitation Utilizing nontraditional speech measures Self-assessment inventories in management of adults with hearing loss – choose one inventory

Adult Aural Rehabilitation – AuD6316


Outcome measures –(objective, subjective, benefit, satisfaction) Auditory/Visual Training for adults with hearing loss - synthetic, analytic, Tracking – Communication Strategies Coping Strategies/Assertiveness Training Rehabilitation for Adults with Cochlear Implants

6) Adult Aural Rehabilitation Practical Experience (300 points) – TBA April, 2005 [A1, D3,D6,D10,D14,E2,E9,E10,E14] You will participate in the development and implementation of small group aural rehabilitation services in one of a number of possible venues. You will prepare:
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A 1 ½ hour program with clearly delineated goals and methods Patient handouts. (Copy materials only w/ author permission) Patient resources. Program evaluation tool Two page summary of your experience

7) Comprehensive Final Examination (200 points)- Thursday April 28, 2005, 1 – 3 p.m. Required Texts: Copies of pertinent chapters are on reserve at the Callier library. Required readings are indicated by an
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I. Luterman, D.M. (2001) Counseling Persons with Communication Disorders, 4th Ed. Austin: Pro Ed. II. Tye-Murray, N. (1998). Foundations of Aural Rehabilitation. San Diego: Singular Publishing Group, Inc. III. Valente, M., Hosford-Dunn, H., and Roeser, R. (2000). Audiology: Treatment. New York: Thieme. IV Hosford-Dunn, H, Roeser, R and Valente, M. (2000). Audiology: Practice Management, New York: Thieme. Clark, J.G. and English, K.M. (2004). Counseling in Audiologic Practice, Boston: Pearson Education, Inc.

Optional: Hogan, A. (2001). Hearing Rehabilitation for Deafened Adults, Philadelphia: Whurr Publishers Supplementary readings will be assigned for each module. Access to items on reserve is obtained by going to the UTD library catalog, selecting "Course Reserves" and then filling out as many drop down boxes as one wishes. Students trying to

Adult Aural Rehabilitation – AuD6316 access from home should be advised that some things cannot be gotten to without first going through the library's proxy server (those articles that require this have been noted). Access to the proxy server requires a valid Comet Card and is obtained through either the home page of McDermott or Callier Libraries.

Additional Information: 1) You will have a formal opportunity to evaluate the course but feel free to stop by to discuss any concerns regarding this course. 2) Additional Information - Incompletes will be given only in extenuating circumstances and must be requested in writing. Late assignments WILL NOT BE ACCEPTED and evidence of academic dishonesty will result in no credit for the exam or assignment. Academic dishonesty includes cheating, plagiarism, collusion, and falsifying academic records. Please consult the course schedule and catalogue for information on withdrawals, incompletes, and academic dishonesty. 3) Accommodations - If you require any modification to the class activities including lectures, discussions, exams, and assignments in order to accommodate specific learning needs, please notify me by the end of the first week of class in person or by e-mail and provide appropriate documentation. I will be happy to make whatever arrangements are needed to facilitate learning and participation in the class.

Adult Aural Rehabilitation – AuD6316

The course content outlined below contributes to development of knowledge and skills outlined in the ASHA standards denoted in brackets [ ].

MODULE I - Counseling [D13, D14, E14] Week Date Jan. 13 Week 1 Listening/Counseling Jan 20 Week 2 Counseling/HAO

Readings Luterman, Ch. 1,2, 4 Clark & English Ch 1- 4, Margolis, Valente, Ch 7,14 (Hogan Ch 1,6)

MODULE II - Identifying Rehabilitation Needs [D2, D3,D6,D10,D12, D13, D14] Date Jan. 27 Jan 27 Feb 3 Feb 10 Week Week 2 Why AR? Week 3, 4, 5 Impairment, Handicap, Disability Abrams; McArdle; Prendergrast Tye-Murray, Ch 1, 10 Valente, pp 562-568 ASHA; WHO, (Hogan, Ch 3) TBA

Feb. 10

Week 5 Screening for IDH

Feb. 17

Week 6 Using Speech Measures Week 7,8 Inventories & Outcome Measures

Tye-Murray, Ch 5; Killion; Nilsson; Hosford-Dunn, Ch 5; Cox; Demorest; Dillon; Donabedian; Gatehouse; Humes; Ventry

Feb 24 March 3

March 10

Week 9 –Spring Break

MODULE III - Aural Rehabilitation Intervention Date Mar. 17 Mar. 24 Mar. 31 Week 10 CI2005 Week 11,12 ADA/ALDs College and the Workplace Readings

Tye-Murray, Ch 6 Valente, Ch 19 (Hogan, Ch 8)

Adult Aural Rehabilitation – AuD6316 Apr 7 Apr 15 Week 13,14 Auditory/VisualTraining Communication Skills/Coping Strategies Special Considerations for Elderly Tye-Murray, Ch 7; Valente, Ch. 14 ;Tye-Murray, Ch. 8, 9 Bradlow; Owens; Preminger, Rubinstein; Walden Tye-Murray, Ch. 4; Abrahamson, (Hogan, Ch 6, 6, 9, 10) TBA

MODULE IV - Models of Aural Rehabilitation Service Delivery April 21 Week Week 15 Overview of Intervention Models and Service Delivery Readings Tye-Murray, Ch. 11 Erdman; Tye-Murray (Hogan, Ch 7)

April 28

Final Exam

1 – 3 p.m.

Adult Aural Rehabilitation – AuD6316 Differentiating Patient’s Comments Indicate which type of comment was made

Patient Comment/Statement
(Record patient’s statements verbatim)

Content/ Confirmation/ Information Affirmation

Affect/ Pers. Adjus

Information Gathering

Indicate which type of comment was made

Adult Aural Rehabilitation – AuD6316

Clinician Request for Information
(Record clinician’s comments verbatim)

Open Closed Ended


Leading Student Comments