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: cokely@utdallas.edu
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.

• 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:

• 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
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D10. Perform aural rehabilitation assessment

D12. Interpret results of evaluation to establish type and severity of disorder
D13. Generate recommendations and referrals resulting from the evaluation process
D14. 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
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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.
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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:

• 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

• 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.
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AUD 6316 PROJECTED SCHEDULE – Spring 2005

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]

Date Week Readings
Jan. 13 Week 1 Listening/Counseling Luterman, Ch. 1,2, 4
Jan 20 Week 2 Counseling/HAO 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 Week Abrams; McArdle;

Jan. 27 Week 2 Why AR? Prendergrast

Jan 27 Week 3, 4, 5 Impairment, Tye-Murray, Ch 1, 10

Feb 3 Handicap, Disability Valente, pp 562-568
Feb 10 ASHA; WHO,
(Hogan, Ch 3)

Feb. 10 Week 5 Screening for IDH TBA

Feb. 17 Week 6 Using Speech Tye-Murray, Ch 5; Killion;

Measures Nilsson;

Feb 24 Week 7,8 Inventories & Hosford-Dunn, Ch 5; Cox

March 3 Outcome Measures www.ausp.memphis.edu/harl;
Demorest; Dillon; Donabedian;
Gatehouse; Humes; Ventry

March 10 Week 9 –Spring Break

MODULE III - Aural Rehabilitation Intervention

Date Week 10 Readings

Mar. 17 CI2005

Mar. 24 Week 11,12 ADA/ALDs Tye-Murray, Ch 6

Mar. 31 College and the Workplace Valente, Ch 19
(Hogan, Ch 8)
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Apr 7 Week 13,14 Tye-Murray, Ch 7; Valente,

Apr 15 Auditory/VisualTraining
Communication Skills/Coping
Strategies
Special Considerations for
Elderly
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 Readings

Week 15 Overview of Tye-Murray, Ch. 11
Intervention Models and Erdman; Tye-Murray
Service Delivery (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 Content/ Confirmation/ Affect/
(Record patient’s statements verbatim) Information Affirmation Pers. Adjus

Information Gathering

Indicate which
type of comment was made
Adult Aural Rehabilitation – AuD6316

Clinician Request for Information Open Closed Neutral Leading Student

(Record clinician’s comments verbatim) Ended Comments