SLHS 255: Hearing, Health and Society Fall, 2013
James Dean, AuD, MED
School of Mind, Brain & Behavior Dept. Speech, Language & Hearing Sciences
Time: Monday & Wednesday 3:00-4:15 Building and Room: Harvill, 101
Office: SLHS 523 Office hours: TBA Tel: 626-0111
Email: [email protected] TA: Megan Kittleson, MS
Preceptor: Breanna Allaart
The information contained in the course syllabus, other than the grade and absence policies, may be subject to change with reasonable advance notice, as deemed appropriate by the instructor.
Course Overview: The purpose of this course is to introduce students to critical thinking in relation to communication disorders and quality of life issues associated with a disability and aging. Issues concerning hearing loss and its adverse effects on quality of life will be used as the model for increasing student awareness and sensitivity to such clinical and social concerns as general health, communication difficulties, social isolation, negative self-image and limited success in school or on the job. Special topics will include: life course theory, epidemiology, etiology of hearing loss, disability law and technology. The effect of gene and environment interaction on shaping the mind, brain and behavior will a central theme of the course.
Readings:
Required book: Batinovich, Sara Laufer. Sound Sense: Living and learning with hearing loss Gallaudet University Press, Washington D.C.
The book “Sound Sense” was selected for this class because it presents a personal “life course” perspective of a women as she encounters daily challenges of communication, health, self-esteem and personal relationships as she gradually loses her hearing and eventually becoming clinically deaf.
Reading assignments will be drawn from chapters in the required book along with additional required and recommended readings posted on D2L by the instructor. Additional readings will include chapters from: Plante, E. & Beeson, P.M. Communication and communication disorders: a cinical introduction (4th edition). Pearson Education Inc. Upper Saddle River, N.J.
Carmen, R.E. The Consumer Handbook on Hearing Loss and Hearing Aid:s A bridge to healing (3rd Edition). Auricle Ink Publishers, Sedona AZ.
Paul, P.V. & Whitelaw, G.M. Hearing &Deafness. An introduction for health and education professionals. Jones and Bartlett’s Publishers, LLC (2011) Sudbury, MA
General Student Learning Outcomes: Upon completion of this course, students will be able to: 1. Summarize the interaction of gene and environment in the context of Life Course Theory. 2. List and define the causes of non-syndromic and syndromic hearing loss that are most prevalent
among infants, young children and adults.
3. Interpret an audiologic test record with respect to the degree and type of hearing loss.
4. List and define the types of hearing impairment that are most prevalent among infants, young children and adults
5. Interpret an audiologic record with respect to speech audibility and speech unerstanding. 6. Explain the effects of early hearing detection and intervention (EHDI) on speech, and language
outcomes and the impact of hearing loss on educational achievement.
7. Discuss the effects of auditory deprivation on auditory skills development and the relationship between brain plasticity and audiologic habilitation principles.
8. Provide an overview of the distribution of people with hearing impairment in the United States. 9. Define the terms auditory impairment, activities limitations and participation restrictions
according to the World Health Organization
10.Describe the medical home model as it applies to hearing health care.
11.Differentially define the terms neurogenic and neurodevelopmental disabilities. 12.Summarize the principles of family centered intervention
13.Discuss the goals and purpose of interdisciplinary assessment and intervention. 14.Describe social, economic, cultural and age related factors that may affect audiologic
(re)habilitation across the life span.
15.Explain the principles of accessibility and accommodation included in the Americans with Disabilities Act as they relate to hearing loss.
16.Describe the variety of hearing aid styles and their major components. 17.State the types and purpose of an assistive listening technology.
18.Discuss the technologies used in implantable “human interface” devices and candidate selection issues.
Course requirements and grading:
There will be three in class examinations, a final exam and 4 written exercises related to assigned material. The examinations will focus on student synthesis of knowledge and understanding concepts presented through lecture and assigned readings. The four (4) take home written responses to questions posed by instructor will be submitted to D2L by each student according to a deadline date and time provided with each assignment. The written exercises of approximately two (2) pages will allow students to demonstrate their writing ability and apply their accumulated knowledge showing their appreciation of the challenges people with disabilities face and the responsibilities we have in including them as a society. Students will be given the chance to revise one (1) paper, based on constructive feedback
ATTENDANCE: Students are expected to attend class regularly. Attendance will be taken periodically. Anyone with documented unexcused absences of 3 or more may have their grade lowered or be dropped from the class.
There will be NO MAKE-UP Examinations. If you know in advance that you are unable to take an
announced examination, you must notify the Instructor and make special arrangements. The Instructor will make every effort to accommodate any student who has a legitimate reason for missing the examinations or due dates for assignments. Tentative dates for examinations will be listed on the course schedule. Dates are subject to change but in most circumstances, the change will be to a later date than listed.
If you have any difficulties meeting the requirements of this course as scheduled, please contact Dr. Dean. Students and instructors will abide by the academic code of conduct that can be found at
http://w3.arizona.edu/~studpubs/policies/cacaint.htm. It is your responsibility to familiarize yourself with these policies.
Accessibility and Accommodations:
It is the University’s goal that learning experiences be as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, please let me know immediately so that we can discuss options. You are also welcome to contact Disability Resources (520-621-3268) to establish reasonable accommodations. http://drc.arizona.edu/teach/syllabus-statement.html
Please be aware that the accessible table and chairs in this room should remain available for students who find that standard classroom seating is not usable.
Grading and Points: . The three in-class exams will be worth 75 points (25 points each), the final exam will be worth 50 points and the written assignments will be worth 40 points. The final grade will be calculated by dividing total accumulated points by total possible points (165 points). At least 40% of the assignments will be collected and graded before last day for dropping the class in the eighth (8th) week of the semester.
Summary of Grading and Points
Three 3 in-class exam 25 points each. Final exam 50 points.
Four (4) written assignments40 points. Total possible points=165
FINAL GRADING BASED ON TOTAL CLASS POINTS (165 points)
Course schedule: The course schedule is subject to change.
Week Date Topic Topic content (None text reading for each module are posted on D2L)
Section I:
Perspective on hearing, health and disabilities
1. 08/26 Course overview.
Introductory lecture In-class review of rubric for grading writing assignments (10 minutes) Writing Assignment 1 posted on D2L (Stress and the Brain)
08/28 Perspectives on disability. Reading for 08/28
Surgeon General’s Call to Action Disability what it means
Reading for 09/09:Why is Hearing Important in Children (pdf )see Disabliity Facts
2. 09/02 NO CLASS LABOR DAY 09/04 Life course theory
Issues in health Life course theory Sensorydeprivation
Writing Assignment #1 due by 11:55 a.m. in D2L drop box
3. 09/09 Epidemiology
Hearing Loss FAQs TA led In class review of assignment #1 and class discussion on the article “Why is hearing important in Children”. (20-30 min)
Text Book Reading for 09/09: Introduction. A Silent Avalanche, p. 1-25 Prevalence & incidence Hearing loss
Reading charts and tables:
Video for writing assignment 2 posted. (Looking Past Limits)
http://www.ted.com/talks/caroline_casey_looking_past_limits.html 09/11 Challenges in hearing
health and public health Reading text book Ch. 5 : To Your Health Role and responsibilities of health care professionals (audiologist). Promoting Hearing Health.
4 09/16 Exam 1
Section II
Pre natal factors in auditory disorders and the auditory-vestibular system
09/18 Etiology: Genetic
congenital hearing loss Congenital genetic hearing loss. Genotype and phenotype. 5. 09/23 Etiology: Non genetic
congenital Hearing Loss Overview of prenatal extrinsic factors that cause hearing loss. Writing assignment 2 due by 11:55 a.m.D2L Drop Box
9/25 Risk Factors H. Loss
across the lifespan Causes of hearing loss childhood, adolescents, adults, (TBI, NIHL) Otitis Media. Bacterial;& viral Infectious diseases Ototoxicity)
http://www.nlm.nih.gov/medlineplus/earinfections.html
Video for Writing Assignment 3 “The Secret Life of the Brain” posted .Video must be viewed before class on 9/30.
6. 09/30 Brain development Class discussion of video (15 min) Prenatal auditory system development. Neurodevelopment and plasticity
Writing Assignment 3 Posted on D2L
10/02 Guest Lecturer: Alan Bedrick MD, Chief of Neonatology UAMC
Hear it, learn it, say it.
Writing assignment 3 due in D2L Dropbox by 11:55 a.m. 09 10/21 Adverse effects hearing
loss infant child. Improving long term outcomes. Multicultural multi lingual challenges 10/23 Adverse effects of
hearing loss adult and elderly
S Carmen, R. Ch. 1 Emotions of Losing Hearing Self-image Social isolation
Guest Speaker: Nicole. Marrone, PhD, Dept. SLHS,
10 10/28 Age appropriate
audiologic evaluation Physiologic test procedures and anatomical correlates. 10/30 Improving long term
outcome
Early hearing detection and intervention (EHDI): Nurturing auditory skills development. NIH 1,3,6 goals EHDI
11 11/04 Giving bad news Functional assessment
Writing Assignment 4 posted D2L Dropbox Fadyeh Barakat, MA (Counseling), Au.D.
Audiologists, Arizona School for the Deaf and Blind. 11/06 Mulltiple disabilities and
development Eval and treatment of “difficult to test” populations. Meet Mylar 12 11/11 NO CLASS VETERAN’S DAY
11/13 Exam 3
Section IV
Improving Quality of Life: Technology and social responsibility
13 11/18 Improving long term
outcomes. Holistic approach to intervention Family centered plane of care. Tel-intervention
Assignment 4 due in D2L Dropbox by 11:55 a.m.
11/20 Acoustic Amplification Text Book Chpt. 3. Getting a Hearing Aid or a Cochlear Implant, Demystified.
14 11/25 Human Integration
Technology Implantable Auditory Prosthetics Writing Assignment 5 posted in D2L Dropbox
11/27 Communication Assistance Tech
Improving quality of life 15 12/02 Inclusion &
accommodation. Disability Law and Legislation. Leslie Cohen 12/04 Community support and
programs Text Book Chpt. 9. Relationships: The Ecstasy Without the Agony Living well with hearing loss. 16 12/09
Developing public policy Advocating for change: How a bill becomes a law: Public policy at the local, state and national.
Assignment 5 due in D2L Dropbox by 11:55 a.m. 12/11 Class Discussion can science build a better you?
