Audiology 2012 Recorded Sessions
Unless noted otherwise, all sessions have an instructional level of intermediate.
Opening Plenary
Targeting Improved Educational Outcomes for School-Aged Students With Hearing Loss
Jane B. Seaton, MS, CCC-A/SLP
Run-time: 69 minutes
Legislative mandates for serving students who are deaf or hard-of-hearing have not changed dramatically over the past few years; however, when interpreting and implementing these regulations there continues to be variability between and within states. In addition, changing demographics, universal newborn hearing screening, and improved technologies are increasing the variety of student needs that impact how, where, and who receives services and supports. In this session, we'll provide an overview of educational legislation that's relevant for students with hearing loss and an update on student and provider demographics. Finally, we'll discuss potential service delivery designs and the current and future impact of early identification and increasing technology options that may present challenges and demands for creative service provision.
After completing this session, you will be able to:
- identify specific legislation that can support your services to students with hearing loss in educational settings
- compare legislative mandates and possible service delivery and support options for students with hearing loss in both general and special education settings
- list three factors that may impact future educational services to students with hearing challenges and discuss the potential ramifications for your professional practice
Basic Genetics of Auditory Disorders
Fern Tsien, PhD
Run-time: 37 minutes
The rapid advancement in the genetics field impacts a number of medical disciplines, including audiology. Audiologists should be familiar with both the basic concepts of genetics and some of the latest clinical advances regarding inherited hearing disorders. In this presentation, we'll focus on patterns of genetic inheritance and some of the gene mutations that lead to hearing impairment (e.g, Connexin 26 related non-syndromic hearing loss, autosomal and X-linked disorders such as Waardenberg and Usher syndrome, and mitochondrial DNA mutations). Finally, we'll discuss recent developments in diagnosis and genetic counseling, the current and future treatment of these disorders, and relevant resources to enhance your clinical practice.
After completing this session, you will be able to:
- discuss the various modes of inheritance that lead to hearing loss
- discuss the genetic mechanisms including gene mutations and chromosome rearrangements that can result in hearing impairment
- describe current and future techniques in diagnosing and treating hearing disorders
Bridging the Gap From the Clinic to the Classroom
Donna F. Smiley, PhD, CCC-A
Run-time: 65 minutes
As school-aged clients leave the audiology clinic and return to their classrooms, a clinical audiologist may wonder if school personnel know how to use hearing aids and other hearing assistive technology to benefit the student in his or her educational environment—especially if there's not a school-based audiologist in the school district. In this session, we'll focus on the essential collaboration between clinical audiologists, school-based audiologists, school-based SLPs, and school personnel as it relates to children with hearing loss and other auditory disorders. We'll discuss what to consider when recommending and/or dispensing hearing assistive technology to school-aged clients in the clinic, and what type of information schools and clinics need to exchange about students who are deaf or hard of hearing.
After completing this session, you will be able to:
- list ways that educational and clinical audiologists as well as SLPs and teachers can collaborate to improve services for students
- determine compatibility of personal amplification devices with hearing assistance technology for school-aged clients
- describe the unique audiological needs of school-aged clients
Children with Minimal/Mild Hearing Loss in Educational Settings
Dawna E. Lewis, PhD, CCC-A
Run-time: 83 minutes
Numerous studies have shown that school-age children with minimal/mild hearing loss (MMHL) may experience difficulties in a variety of areas; however, other studies reveal performance levels similar to those of peers with normal-hearing on some measures; while other studies suggest that children with MMHL may "catch-up" in specific areas as they get older. Because findings across studies are not straightforward, children with MMHL may be overlooked and/or the difficulties related to their hearing loss may be minimized, potentially influencing expectations, behaviors, and progress in a number of developmental areas. In this presentation, we'll address the difficulties children with MMHL experience in complex listening environments. We'll also discuss our lab studies that examine the performance of children with MMHL and peers with normal hearing in conditions designed to represent real-world learning environments.
After completing this session, you will be able to:
- identify potential difficulties experienced by children with MMHL
- discuss the impact of MMHL can have on understanding in complex listening environments
- describe new research about managing children with MMHL
Classroom Acoustics and the Use of Classroom Audio Distribution Systems
Linda M. Thibodeau, CCC-A/SLP
Run-time: 66 minutes
Poor classroom acoustics may significantly reduce speech recognition of children with normal and impaired hearing. To facilitate learning, wireless assistive technology is often provided for students with hearing loss. Classroom audio distribution systems may also add significant benefits, particularly for those with learning challenges. We'll discuss the special considerations for interfacing personal assistive technology with classroom technology, ensuring the desired signal is not compromised. We'll also discuss the tools used to document the benefits students receive from these types of assistive technologies, including rating scales and assessments of speech recognition in noise.
After completing this session, you will be able to:
- describe factors that contribute to poor classroom acoustics and how to reduce the negative effects
- discuss optimal arrangements for students with personal assistive technology in classrooms with audio distribution systems
- list the three advantages and disadvantages of classroom audio distribution systems
- summarize research that supports the benefits of classroom audio distribution systems
Comprehensive Intervention for Central Auditory Processing Disorders
Teri James Bellis, PhD, CCC-A
Run-time: 76 minutes
In this presentation, we'll focus on treatment and management approaches for individuals with central auditory processing disorders [(C)APD]. We'll provide practical, clinically applicable information about the underlying rationale for deficit-specific intervention, as well as specific environmental accommodations, compensatory strategies, and direct remediation techniques that are effective with various types of (C)APD. By using a case study approach, you'll be guided through diagnosing to selecting and implementing treatment and management activities.
After completing this session, you will be able to:
- discuss the rationale behind deficit-specific intervention for (C)APD
- identify the three critical components of any (C)APD intervention program
- identify several intervention strategies appropriate for individuals with auditory processing disorders
FM Technology for Cochlear Implant Users: Reaching for the Stars
Jace A. Wolfe, PhD, CCC-A
Run-time: 74 minutes
In this presentation we'll discuss a protocol for optimizing a CI user's performance with FM technology. We'll discuss current information based on recent research studies and personal clinical experience that includes: 1) the benefits of dynamic FM with contemporary CI systems, 2) the benefits and limitations of directly-coupled and induction neckloop personal FM systems (from different manufacturers) for recipients using contemporary CI systems, 3) the pros and cons of personal FM versus soundfield FM technology, and 4) real-world, practical recommendations for enhancing success with FM technology in educational settings.
After completing this session, you will be able to:
- describe the difference between dynamic and fixed-gain FM systems
- compare and contrast performance CI users may obtain with directly coupled and induction neckloop personal FM systems
- describe at least three important programming adjustments to optimize performance of CI recipients using FM technology
From Content Standards to IEP Goals
Karen Anderson, PhD, CCC-A
Cheryl DeConde Johnson, EdD
Run-time: 65 minutes
Many students who are deaf and hard of hearing require habilitation or special instruction in language, communication, social, and self-advocacy skills. But removing these students from class to address these supplemental areas reduces class instruction time. By assuring that IEP activities are linked to content standards, students are provided additional opportunities for learning that are relevant to both the required content standards as well as the current content being addressed in class. In this session, we'll demonstrate how to develop goals and activities that link to the Common Core State Standards.
After completing this session, you will be able to:
- discuss Common Core State Standards
- discuss the importance of aligning habilitation activities with Common Core State Standards to maximize and reinforce student learning of academic content
- describe how the Common Core State Standards can be aligned to habilitation goals and activities
Literacy in Students With Cochlear Implants
Emily A. Tobey, PhD, CCC-SLP
Run-time: 66 minutes
Cochlear implants and the rehabilitation processes associated with them positively influence the development of speech perception and literacy skills in many children with severe-to-profound hearing losses. In this presentation, we'll review data and communication outcomes associated with pediatric users of cochlear implants as they approach young adulthood, while discussing implications for therapy and educational systems. We'll review speech perception, speech production, language, and literacy development in this population. To round out the session, we'll discuss the influence of age of implantation and hearing history, changes in performance over time, and the factors that influence language and literacy performance.
After completing this session, you will be able to:
- differentiate how demographic and hearing history influence literacy development in children using cochlear implants
- outline how reading performance changes over time between elementary and high school years in children using cochlear implants
- describe how early elementary school performance influences later high school performance
- discuss the communication expectations families should know about cochlear implants
Managing School-Aged Children With Cochlear Implants
Erin C. Schafer, PhD, CCC-A
Run-time: 95 minutes
Despite the fact that many students with cochlear implants are mainstreamed in general education classrooms, these children still require classroom adaptations and special considerations. In this presentation, we'll discuss evidence-based tools and strategies for managing these students. We'll also outline expectations and special needs of children with unilateral or bilateral cochlear implants, including: measuring the expected performance, modifying classroom acoustics/arrangements, monitoring equipment, providing hearing assistance technology, adapting instructional techniques, establishing teams between a school and cochlear implant center, and getting special support from school personnel. We'll also make additional recommendations for students who are receiving a second cochlear implant or who are diagnosed with additional disabilities.
After completing this session, you will be able to:
- describe appropriate expectations for a child with a cochlear implant
- list strategies to facilitate effective teaming between school-based personnel and cochlear implant centers
- describe modifications to classroom environments to accommodate the needs of students with cochlear implants
- discuss strategies for helping students who are receiving a second cochlear implant
Managing Students With Auditory Neuropathy/Dys-synchrony
Linda J. Hood, CCC-A
Run-time: 75 minutes
Individuals with auditory neuropathy/dys-synchrony (AN/AD, ANSD) demonstrate variation in auditory and other characteristics. While speech understanding, particularly in noise, is generally affected, physiologic responses are key to appropriate identification and monitoring over time. Various mechanisms underlie AN/AD and several areas of discovery provide insight into the observed variation. The wide range of auditory capabilities found in persons with AN/AD impacts evaluation, management, and educational planning. Thus management approaches are generally individualized with consideration of individual variation and the possibility of change over time. This presentation will focus on considerations in evaluation, management, and educational planning for individuals with AN/AD with illustrations of major points through presentation of case studies.
After completing this session, you will be able to:
- identify and evaluate individuals with AN/AD
- apply and discuss auditory physiologic test results
- describe appropriate methods in managing AN/AD
Response to Intervention: A Model for Supporting Students with Auditory Disorders
Cheryl DeConde Johnson, EdD
Run-time: 68 minutes
Response to Intervention (RTI) applies to all students in the public education system and is designed to improve performance by ensuring that students receive effective instruction and educational practices. Although RTI was not designed for students with sensory impairments, its principals do benefit these students. In this session, we will focus on the components of RTI, how they apply to students with auditory sensitivity and processing problems, and how to adapt the three-tiered RTI model for these students.
After completing this session, you will be able to:
- describe three basic principles of RTI
- describe how RTI applies to students with hearing disorders
- identify an example of audiology support for each level of the three-tiered model
Successful Transitions to the Real World: Using GAP and Apps to Connect
Carrie Spangler, AuD, CCC-A
Run-time: 63 minutes
Success in the "real world" and being an effective self-advocate are key outcomes of transition planning; however, teens and young adults who are deaf or hard of hearing may have difficulty with self-advocacy and success because of communication barriers. In this presentation, we'll explore tools and activities that will help a student with hearing loss plan for employment, education, and independent living following graduation, thus becoming a stronger self-advocate.
After completing this session, you will be able to:
- describe the GAP program and resources that are designed to help teens who are deaf and hard of hearing, their parents, and professionals who serve this population
- prepare a transition activity that addresses a key provision in the IDEA 2004 transition planning requirements
- identify and access two free or low-cost apps that will benefit a teen with hearing loss and explain how they can be used to assist the student in his or her environment
- select different technological connectivity options for students with hearing loss