Introduction to Audiologic Rehabilitation, 6/E Schow & Nerbonne instructor manual with test bank

Introduction to Audiologic Rehabilitation, 6/E Schow & Nerbonne instructor manual with test bank

Instructor’s Resource Manual and Test Bank

for

Schow and Nerbonne

Introduction to Audiologic Rehabilitation

Sixth Edition

prepared by

Jeff Brockett

Idaho State University

Boston Columbus Indianapolis New York San Francisco Upper Saddle River

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Copyright © 2013, 2007, 2002, by Pearson Education, Inc. All rights reserved. The contents, or parts thereof, may be reproduced with Introduction to Audiologic Rehabilitation, Sixth Edition, by Ronald L. Schow and Michael A. Nerbonne, provided such reproductions bear copyright notice, but may not be reproduced in any form for any other purpose without written permission from the copyright owner.

To obtain permission(s) to use the material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, One Lake Street, Upper Saddle River, NJ 07458, or fax your request to 201-236-3290.

ISBN-10: 0-13-256431-9

www.pearsonhighered.com ISBN-13: 978-0-13-256431-1

Table of Contents

Chapter 1: Overview of Audiologic Rehabilitation 1

Chapter 2: Hearing Aids and Hearing Assistive Technologies 9

Chapter 3: Cochlear Implants and Vestibular/Tinnitus Rehabilitation 20

Chapter 4: Auditory Stimulation in Communication 26

Chapter 5: Visual Stimuli in Communication 32

Chapter 6: Language and Speech of the Deaf and Hard of Hearing 37

Chapter 7: Psychosocial Aspects of Hearing Loss and Counseling Basics 42

Chapter 8: Audiologic Rehabilitation Services in the School Setting 47

Chapter 9: Audiologic Rehabilitation for Children: Assessment and Management 53

Chapter 10: Audiologic Rehabilitation for Adults and Elderly Adults: Assessment and management 61

Preface

Much of the time involved in developing and teaching a course involves tasks other than the delivery (lecture) of the material. Creating a syllabus, establishing learning outcomes, outlining chapters, addressing accreditation standards, and formulating test questions collectively consumes a great deal of time. The intent of this resource is to provide these materials to instructors ready to cut-and-paste so that the instructor can save preparation time and focus on the classroom activities with the student.

The Instructor Manual document contains the following:

● learning objectives for the chapter;

● relevant Knowledge and Skills Acquisition (KASA) Standards;

● a concise, two-level outline of the chapter;

● a chapter summary either in paragraph or bulleted format;

● a test question bank in multiple choice, true/false, and short answer formats;

Chapters 11 and 12 are excluded. These chapters contain case-study examples and as such can provide a template for questions of a similar nature (see the companion website).

Companion Website

The companion website for this text is located at http://www.isu.edu/csed/rehab and contains a variety of resources for both the student and the instructor. The website contains web links to other Internet-based resources; printed resources in pdf format; and interactive Shockwave activities that highlight many of the key principles described in the chapters. Below is a summary of some of the activities available on the companion website and the chapters in which they are assigned are shown but may be adjusted by the instructor.

Hearing Loss Simulations - Three digital audio samples are filtered to simulate 1) normal hearing, 2) a high frequency hearing loss, and 3) a low frequency hearing loss. Audiograms representing each hearing pattern are also displayed. (Chapter 1)
Hearing Loss Classification – To help understand the process of categorizing hearing loss in terms of type, degree, and configuration, this activity provides the learner with sample audiograms and asks you to categorize the loss in all three ways. The activity also helps the learner check the agreement between SRT and PTA (+ or - 5 or less= Excellent; + or - 6 to 10= Good, + or - 11 or more = Poor). Finally, students can decide if word recognition scores are appropriate as related to the bone conduction results on the audiogram. (Chapter 1)

More Hearing Loss Classification - This activity is similar to the one above but in a different form. You will need to make sure you have the FLASH plug-in for your browser (you probably already have it installed). (Chapter 1)
Hearing Loss Configuration Profile – This activity allows the learner to input a hearing loss and see what type of communication difficulties that type of hearing loss would exhibit. (Chapter 1)

dB Reference Levels – In fitting hearing aids and measuring outcomes from amplification, it is important to understand the difference between dB SPL, dB HL, and dB SL. This activity on the website will help you learn how these dB levels relate to each other. (Chapter 1)

Hearing Aid Experience - Hearing Aid Experience: This activity provides the student with an experience with a hearing aid under two options. Option One involves wearing a hearing aid under controlled conditions. Using the information related to this chapter found on the book’s website, the student is directed on the correct way to place an instructor-supplied BTE hearing aid (programmed for minimal gain/output) in his or her ear. After using the hearing aid in three or four different listening situations (watching TV, taking a walk, socializing, attending class), the student might write a one- to two--page paper describing his or her experiences. For Option Two, the student wears a non-functioning behind-the-ear hearing aid in three or four situations, noting the reactions he or she observes (from others as well as his or her own reactions as a hearing aid user). Again, students may be asked by the instructor to write a brief summary of the experience. (Chapter 2)

Linguistic Constraints -To demonstrate the concept of linguistic constraint, this activity shows a sentence with four words. Learners begin by guessing what one of the words might be. When a correct word is found, it is displayed. From this, the learner can begin to figure out the other words. The number of tries each word requires is displayed under the word. Common results show many guesses for the first word, less for the next and very few for the last two. A second, and much harder activity has double the number of words. (Chapter 4)
Cloze Procedure - To demonstrate a listener’s ability to “fill in” missing information, two different activities are presented. One activity is a visual-only task displaying a paragraph of information with some words removed. Learners are to figure out the missing information and then check to see if they have the correct words. The second activity is similar except it brings in the auditory component. The learner will hear a paragraph with some words removed. They can then fill in the missing words and check to see if they have the correct information. (Chapter 4)

Tracking Activity - Tracking is a way of measuring how many words are recognized over a given time frame. This activity requires two people, one to read the material and one to repeat the material back. The activity computes the tracking score in terms of words per minute. (Chapter 4)
Articulation vs Filtered Speech - This activity allows you to hear what speech might sound like when different speech acoustic information has been filtered out. It will demonstrate the relationship of power vs clarity. (Chapter 4)

Hearing Loss Experience - This activity directs the learner on how to properly insert an instructor-supplied earplug through a brief slide show. It then instructs them to use it for at least four hours of their day and provides an outline for writing a summary of their experience. (Chapter 7)

Ideas for Using This Material

● If a printed resource is desired, each chapter document can be printed and placed in a binder for quick access.

● Test bank questions can be copy-and-pasted into a word processor to make hard copy examinations; or pasted into online examination software.

○ A “*” has been used to indicate the correct answer for the multiple choice and true/false questions. After the selected questions are pasted into a document, save that document as an answer key. Then, using the find/replace tool in your word processor, remove all “*” in the document as it indicates the correct answer. Save this new document as the hard-copy examination.

○ If topic-specific questions are desired for a comprehensive examination, for example, you may use the “find” tool in your software to find all the questions that relate to the topic.

● Create simple study guides by using chapter summary points as a guide. For example, consider the summary point “Audiologic rehabilitation (AR) is defined as those professional processes performed in collaboration with a client who has hearing loss to achieve better communication and minimize the resulting difficulties .” This could easily be changed to “Be able to define audiologic rehabilitation as described in Chapter One.”

Chapter 1: Overview of Audiologic Rehabilitation

Learning Outcomes

Upon completion of this chapter, readers should be able to:

● recognize and understand common vocabulary used in habilitation and rehabilitation;

● synthesize the components of an audiometric evaluation;

● analyze audiometric test findings and predict the secondary communication difficulties;

● diagram and apply a model for audiologic rehabilitation;

● describe a variety of audiologic rehabilitation settings for children, adults, and elderly adults.

Relevant Knowledge and Skills Acquisition (KASA) Standards

B1, B17, D2, D7, D10, D12, E12

Outline

Introduction

Definitions and Synonyms

Providers of Audiologic Rehabilitation

Education Needs of Providers

Hearing Loss Characteristics

Degree of Hearing Loss and Configuration

Time of Onset

Type of Loss

Auditory Speech Recognition Ability

Consequences of Hearing Loss: Primary and Secondary

Communication Difficulties

Variable Hearing Disorder/Disability

Rehabilitative Alternatives

Historical Background

Contemporary Issues

Professional Issues

Evidence-Based Practice

Multicultural Issues

Current Status

Procedures in Audiologic Rehabilitation: An AR Model-CORE and CARE

Rehabilitation Assessment Procedures

Management Procedures

Settings for Audiologic Rehabilitation

Children

Adults

Elderly Adults

Summary U M Y

Audiologic habilitation and rehabilitation involve a variety of assessment and management efforts for the person who is deaf or hard of hearing, coordinated by a professional with audiologic training. Audiologists are the professionals at the center of these efforts even though other professionals can and do play a significant supportive role. Recent developments in the past decade have been fostered by technological advances like open fit hearing aids and cochlear implants along with improved methods of out-come measurement and internet software innovations. However, these new devices and methods must be used consistently if those with hearing loss are to be well served.

A model of rehabilitation has been presented here to provide a framework for assessment and management procedures in audiologic rehabilitation as described in the remaining chapters of this book. Professionals who intend to engage in AR must be familiar with the characteristics of hearing loss reviewed in this chapter if they are to perform effective rehabilitation.