Transcript Audiology – CD 420

CD 491: Audiology
Lecture 1
Outline
 Intro
 Baseline Quiz
 Review syllabus
 Discussion about Learning
 Overview of Audiology
What you will learn, How you will learn it, How I will
evaluate learning
Course objective
ASHA
standard
addressed
Standard IV
– D and V-B
Knowledge
conveyed by
Identify etiologies of common disorders
related to the outer, middle and inner ear
and auditory system and their correlates.
Standards
IV- C, IV D
Exam, audiology notebook,
observation
Describe and perform basic hearing
screening procedures including nondiagnostic otoscopy, pure tone air,
immitance screening and Otoacoustic
Emission (OAE)
Describe audiometric findings in terms of
degree, type and configuration of hearing
loss and perception of speech and
underlying etiologies
Standard VB
Class lectures,
readings,
assignments
and
discussion
Class lectures,
readings,
discussion,
lab
assignments
Class lectures,
readings,
discuss,
assignments
Discuss the role of prevention programs in
various settings (school, hospital,
community center, etc).
Standards
IV-D and VB
Class lectures,
readings,
discussion,
assignments
Group presentations
Describe assessment audiometric
procedures including how and why they
are conducted.
Standards
IV-C, IV-D
and V-B
Class lectures,
readings,
discussion
and labs
Knowledge and skill
acquisition demonstrated
by
Exam, Lab checkout,
audiology notebook,
observation
Audiometric skills check
out
Quiz, HW, exam, audiology
notebook , observation
Assignments
 4 HW assignments
 4 quizzes
 1 final exam
 Audiology Notebook
 Labs
 Skills check out
Audiology Notebook
 Future resource that reflects key topics in
audiology
 Create to use in your future work with
counseling/education of patients and their
families.
 See syllabus for minimum specific items
required
Labs
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5 labs practiced throughout semester
Will require outside of class time for practice
Sign up sheets available
Location of Labs: Audiometric Sound booth in
CTW 110
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Split into groups
Sign up for additional lab time to practice and
complete labs
Check out Audiometric Skills
 Sign up to complete with partner
 30 minutes each
 DATES: TBD
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Wednesday Nov 19
Thursday Nov 20
Friday Nov 21
 Skills checked
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Pure tone AC and BC one ear
OAE, tymapanogram
Explanation of results obtained
Why do you need to take this
course?
How Learning Occurs

Concrete
Experience
(doing)
Application/Active
Experimentation
Reflection
(Review)
Abstract
Conceptualization
Taxonomy of Learning
How I think about Teaching
 Knowledge about Process
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Preparation
Presentation
Application
Review and Evaluate
Improvement
 Knowledge about Goals for Students
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Goals and rationales for courses or programs
and why they matter
How I hope to implement teaching
and learning
Teaching Strategies
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Learning Strategies
Lecture (F2F and online)
 Re-organize information
BB
 Chunking
videos
Outside reading and HW
 Notecards
assignments – with feedback
 Note taking – (review,
Active Learning
recite, reflect)
 Observation
 Participation
 Think Pair Share
 Peer Instruction
 Active reading
 Team based questions
 Mnemonics
 Opportunity for Practice
 Flow charts
 Demonstration
 Labs- Practice by doing
 Self -Assessment
Ground Rules for Class
 Use of electronics in class
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Cells
Other devices
 Contact me if you need to leave early or
arrive late
 Ask questions if you are confused
 Keep cross talk to a minimum
 Discussions - avoid monopolizing
SERVING PERSONS WITH
HEARING LOSS: PROFESSION
OF AUDIOLOGY
Profession of Audiology
 Audiology: a branch of science related to the
study of hearing, its disorders, and the
measurement and non medical management
of those disorders.
History of Audiology
 1940’s: during WWII
 1950’s: Services moved to private sector
 1979: ASHA expanded Code of Ethics to
allow audiologists to dispense HA’s
 1990: Americans with Disabilities Act (ADA)
 2006-2009: one of the top 10 jobs in the
future (US News & World Report)
What do audiologists do?
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Evaluate and diagnose _______________
Prescribe, fit and dispense ________
Specialize in _________________work
Perform _________________related surgical
monitoring
Design and implement hearing _________ programs
to prevent hearing loss (children – adults)
Design and implement ________ hearing screenings
Provide hearing _____________training
Assess and treat individuals with
____________________disorders
Assess and treat individuals with ___________
Professional Interactions
 Physicians
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ENT
Otolaryngologist
Otologist
 Educators
 SLP
 Hearing Instrument
Dispensers
 Multidisciplinary teams
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Psychologist
Counselors – school, VR,
genetic
Lawyers
Social workers
Allied Health Professionals
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PT
OT
The humanistic components to
audiology (and SLP)
 Communication skills:
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Important when communicating diagnostic test results, diagnoses, and
treatment options or obtaining case history
 Objectivity:
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must be able to approach problems objectively
Analytical skills important for differential diagnosis
 Compassion:
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Must have good listening skills, patience, and compassion because need to
provide support to patients and families
 Collaboration:
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Most have to work on a team and share information especially with children
 Self Awareness:
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understanding own beliefs, values and traditions, realizing your own biases
and how those may affect what you do.
Current trends
 Entry level AuD
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Typically 3 or 4 year programs
Available at 75 different universities
51% hold an Aud
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40% Master’s
9% PhD
83% are clinical service providers
Median # years worked = 17
35% work in private practice
Entry Requirements
 Current Credentialing: Clinical doctorate (AuD) is
now entry-level degree (began 2007)
 All states have licensing requirements to practice
audiology.
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Kentucky
 ASHA certification of clinical competence
requirements vary depending on work setting.
Audiology employment Settings
(AAA, 2010)
 Non Res
Health care
e.g. ENT
office, private
practice
Earnings
 Varies w/ background/geographical
setting/type of setting and experience, some
receive commissions, and or bonuses
Future Outlook of Audiology
 Anticipated to grow faster than average
through 2020
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Rapid growth of 55+ age group
Increased survivability of premature infants,
stroke victims, and trauma victims
Mandatory Newborn Hearing screening
programs
Improving technology and expanded
candidacy: Cochlear implants
Glimpse at HL
Prevalence
By age group
 In infants:
By ethnicity
 Caucasian 47%
 Severe to profound 1/1000
 Hispanic/Latino 28%
 All HL (mild, unilat ) 2-3/1000
 Black/AA
15%
 In school age: 5/1000
 Asian/Pacific Isla. 4.2%
 In teenagers: 20/100
 American Indian/Alaskan
 In adults > 65: 33/100
Native
.7%
>75: 50/100
Impact of HL
 Communication
 Socially
 Emotionally
 Vocationally
 Educationally
But we observe
variable outcomes in
2 people with the
same degree and
type of hearing loss
Two case stories and the impact of
variables that affect HL
Glimpse at factors affecting HL
Timing Issue Magnitude of Loss
 Age of onset of HL
 Congenital
 Late onset
 Acquired HL
“Prelingual vs postlingual”
 Age of Intervention
 Degree of HL
 Mild
 Moderate
 Severe
 Profound
1 minute evaluation
 What can you apply
What was the most
important thing you
remember learning
today?
What one question
would you like
reviewed related to
what was discussed ?
when you leave this
room?