Review Information
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Rehabilitation Class Page
Effects of Hearing Loss
Students will be able to:
1. For a given set of thresholds, plot them in dB HL and dB SPL on audiograms on which
normal thresholds are provided.
2. Know the three main aspects by which we can describe a hearing loss.
3. Describe typical audiometric results for persons with normal hearing, conductive loss,
and sensorineural loss.
4. Discuss two main effects of hearing loss and the extent to which they may occur with
different types of hearing loss.
5. Describe how various factors may affect the degree to which a hearing-impared person
may experience secondary effects from a hearing loss.
Personal Amplification Systems
Students will be able to:
1. Describe basic components of present-day hearing aids.
2. Relate the degree of hearing loss for each type of hearing aid (body, ear-level, I TE,
ITC, CROSS, cochlear implant) is generally appropriate.
3. Distinguish between microphones and telecoil settings on a hearing aid (what they are
used for and what happens to the acoustic signal, etc.)
4. Compared two methods of output limiting in terms of the waveform and the quality of the
signal.
5. Recognize the various types of earmolds to use with various aids (i.e. a standard mold
usually snaps in the receiver of a body aid, an open mold used with a mild gain hearing
aid, etc.)
6. Describe modifications that can be made on earmolds and how they alter the frequency
response.
7. Compare zinc, mercury, and silver batteries in terms cost, composition, usage time and
available power.
8. Give at least two reasons for having standardized procedures for measuring
electroacoustic characteristics on hearing aids.
9. Given electroacoustic results for two hearing aids, determine whether they have typical
values for gain, frequency response, SSPL90, equivalent input noise, and harmonic
distortion.
10. After revealing case history information, determine whether or not a person was
properly informed prior to purchasing a hearing aid.
11. Describe what the follow-up process subsequent to receiving hearing aid might entail.
12. Given a common hearing aid problem, describe
steps one might take to define the source of the problem and the way to eliminate it.
Group Amplification Systems
Students will be able to:
1. Diagram of basic components of four types of group amplification systems.
2. Relate the advantages and disadvantages of each type.
3. Given a particular situation, speculate what would be the most appropriate type of
system to consider purchasing and explain why.
4. Contrast three arrangements for coupling the FM transmitted signal to the ear noting
primarily the differences that may occur with the signal.
5. Given an instructional arrangement, suggest the appropriate settings for an FM system
with earphones, with telecoil, and with direct-input.
6. Describe other situations in which improving the signal-to-noise ratio would be
beneficial besides in the classroom.
7. Given a description of the problem with an FM system, describe steps one might take to
locate the source of the problem and how it might be eliminated.
Assistive Listening Devices
Students will be able to:
1. Describe and give examples of three types of assistive listening devices.
2. Provide an example of when the person might benefit more from an assistive listening
devised than from a hearing aid.
Communication and Perception Mode
Students will be able to:
1. Describe the difference between listening and hearing including how each might be
affected by factors in the environment.
2. Determine what steps are necessary in the communication process besides sending and
receiving the message for effective communication to occur.
3. Relate how emotions might interfere with communication.
4. Relate how sharing equipment experiences facilitates communication.
5. Describe how communication may occur without spoken language.
6. Relate how hearing impairment affects the acquisition of the three components of
linguistic coding (referents, tokens, rules).
7. Describe how sources of noise reduce the dependency of the message.
8. Diagram a model of communication that includes the following concepts: feedback,
source, receiver, channels of transmission, acknowledgement, message.
9. Provide examples of figure/ground and closure aspects of perception in the auditory and
visual modes. Relate how hearing-impairment would interefere with each of these.
10. Explain what influences might occur at each stage in the perception model that would
have a negative impact on the perceptual process. (expectancy, attending, reception, trial
and check, and perception)
Visual Recognition of Speech
Students will be able to:
1. Provide two sentences, one that would be recognized based primarily on visual
information and one with very limited visual information.
2. Relate what information received in the visual model contributes to the perception of
vowels and what the corresponding acoustic information is. (i.e. jaw opening corresponds
to frequency of F1)
3. Describe the ideal environment for maximum receipt of visual information including
lighting, distance from the speaker, angle, distractions, and situation.
4. Describe the visual defects myopia, hyperopia, cataracts, and macular degeneration and
how receipt of visual information may be affected in each case.
5. Describe the factors influencing the visability of speech sounds and how might the
auditory information interact with each of the factors.
Auditory Recognition of Speech
Students will be able to:
1. Describe the long-term characteristics of speech in terms of frequency and intensity.
2. Relate what contributes to the short-term spectral variations of speech.
3. For a given degree of hearing loss, predict the speech recognition performance in terms
of types of errors.
4. Explain why a hearing-impaired person may perceive /ka/ when the stimulus was actually
/kat/. Explain the error /kap/ for /kat/.
5. Relate three ways in which the speech signal may be plotted. Draw the plots and label
the axes.
REVIEW
Aural Rehabilitation of Adults
Students will be able to:
1. Justify why assessment of an individual's functioning in the following areas is necessary and describe what the assessment might involve: medical, communication, educational, vocational, psychological, audiological.
2. Differentiate between measures of hearing handicap and measures of hearing impairment.
3. Propose reasons that hearing impaired adults are not motivated to participate in rehabilitation.
4. Describe how one could assess the home, occupational, and social environments of the hearing impaired adult and how such information relates to aural rehabilitation intervention.
5. Describe two hearing handicap inventories and relate why they are useful.
6. Given an adult case history, determine what additional information is desired and what are the management needs.
7. Discuss typical components of an aural rehabilitation program for middle-aged, working, hearing-impaired adults.
8. Discuss physical changes that occur with aging and how these are relevant to aural rehabilitation.
9. Discuss the perspective one should have when working with elderly persons and why this is important.
10. Describe some of the barriers complicating the delivery of aural rehabilitation services to the elderly.
Topic Objectives
Intervention with Hearing-Impaired Children
Students will be able to:
1. List important information that parents of hearing-impaired children should acquire during the first year after identification.
2. Describe some of the adjustments that parents of hearing-impaired children must make after learning of their child's hearing loss.
3. Discuss the audiologic considerations that must be addressed by professionals involved with the hearing-impaired child.
4. Propose an ideal infant-parent training program in terms of personnel, structure (group/individual, home/school based), and components (therapy?, support groups?, etc.) according to Davis and
Hardick suggestions.
5. Discuss the factors that enter the decision regarding placement in an oral/aural vs. total communication program.
Speech/Language Characteristics of Hearing-Impaired Children
Students will be able to:
1. Describe vocabulary of hearing-impaired children in terms of size, type of words used, associations, and development.
2. Relate characteristics of the language of hearing-impaired children in terms of syntax, semantics, and pragmatics.
3. Discuss disturbances in phonation that result from hearing loss.
4. Describe, including rationale, the typical vowel and consonant errors of hearing-impaired persons.
5. Compare rhythm of the speech of hearing-impaired speakers to that of normal speakers.
Educational Issues
Students will be able to:
1. Compare the academic achievement of severely and moderately hearing-impaired children.
2. Describe educational options in terms of communication mode and placement that are available to hearing-impaired children.
3. How are decisions made regarding the above options?
4. Given a case, determine what factors support a given educational placement and communication mode.
5. Present a rationale for conducting regular inservices in public school including reasons for including certain topics.