Murray State University

Course Syllabus Outline

DEPARTMENT:

Wellness and Therapeutic Sciences
Division of Communication Disorders

 

COURSE NUMBER:

CDI 656

CREDIT HOURS: 3

Class Schedule

 

INSTRUCTOR:

Creighton Miller
   mick.miller@murraystate.edu

 

Office Hours

 

TITLE:

Advanced Audiology
   mick.miller@murraystate.edu/cdi656

 

CATALOG DESCRIPTION:

An in-depth study of audiology and hearing science as they relate to speech communication. Emphasis will be on clinical theory and application for special problems in audiology

PURPOSE:

This course is designed to acquaint the student with audiology and hearing science as they relate to speech communication and communication disorders.

COURSE OBJECTIVES:

After completion of this course the student will be able to demonstrate 1 ;

A.

knowledge of auditory anatomy and physiology (8),

B.

understanding of the concepts and terminology of physical acoustics (8),

C.

ability to relate the basic principles of audiology to normal and abnormal auditory behavior (1,3,4),

D.

understanding of the interrelationships among physical, physiological and psychological aspects of audition and their interactions in hearing disorders (1,2,3,4,5,6),

E.

understanding of the effects of noise exposure upon anatomical and physiological characteristics of the human auditory mechanism (4,5,8),

F.

knowledge of current standards and time limits for noise exposure as well as requirements for protective devices, and the influence each of these can have upon hearing conservation (4,5,8).

CONTENT OUTLINE:

             Topics                                                           

Introduction, syllabus, pretest
Sound level measurement; equipment, procedures and reporting    protocols
Review; elements of hearing and sound
Anatomy and physiology of the auditory mechanism
   Outer ear
   Middle ear
   Inner ear
Auditory nerve and central auditory pathways
Introduction to Hearing Conservation
Field experience; industrial noise hazards (attendance required)

[AUDIOLOGY]
Brief Review; Pure tone audiometry, speech audiometry and
auditory tests for site of lesion
Auditory screening procedures
Case Study: Special problems with adult testing
Case Study: Testing infants and children
Aural habilitation/rehabilitation

[HEARING CONSERVATION]
Psychoacoustics
Noise and overstimulation
TTS and PTS; physiological effects
Speech discrimination and recruitment
Hearing conservation, review/summary. posttest

COURSE EXAMINATION
 

INSTRUCTIONAL ACTIVITIES:

The class format will be lecture/discussion with extensive laboratory and field activities designed to encourage students' integration of prior knowledge on auditory anatomy/physiology and audiological assessment with clinical research skills through application to real problems and reflection upon the principles underlying hearing conservation. Emphasis on extension and refinement of the physical/physiological knowledge base to go beyond information and skills provided in the undergraduate curriculum. The goal of these activities is the enhancement of students' professionalism in clinical practice. Audiovisual materials, anatomic models and laboratory instrumentation will be used to enhance students' learning.

FIELD, CLINICAL AND/OR LABORATORY EXPERIENCES:

Field visits to at least one industrial or public facility to evaluate potential noise hazards and the procedures and rules employed at the site to minimize the audiological impacts of those hazards.

RESOURCES:

Text and assigned readings, facilities of the MSU Diagnostic and Remediation Center, audio, video and textual resources in the Department of Special Education materials room and the Waterfield Library, College of Education ATCOM Laboratory and the speech science laboratories of the Department of Special Education.

GRADING PROCEDURES:

Student learning will be evaluated through a series of scheduled assessments as follows: (1) one Essay Examination (33%), (2) Class participation (33%): During the term students will participate in several on-demand classroom activities and group problem-solving sessions. In addition, each student must conduct both (a) pure tone audiometry (conventional or play assessments) and (b) tympanometry on (c) two adults and (d) two children. Written reports on these procedures, including hearing assessments of the subjects must be submitted before the end of the term. (3) Term project (33%): Each student will use sound level measuring equipment to conduct a survey of environmental noise hazards at a pre-approved site. Based upon information obtained from this survey the student will submit a written report which documents the survey procedures and the severity of the hazard(s), and proposes solutions which are consistent with national standards for hearing conservation.

The hearing assessment and noise survey assignments from (2) and (3) are expected to be of appropriate quality and complexity as to meet Portfolio Expectations for the CDI program, and must be submitted during the last class period of the term.

Points earned in course assessments will be transformed to percentage values and the departmental grading scale will be used to determine the student's final grade.

     A=90%-100%, B=80-89%, C=70-79%, D=60-69%, E=0-59%

The division of Communication Disorders uses a Pretest/Posttest system to evaluate course effectiveness only; scores on these tests have no bearing upon student grades.

ATTENDANCE POLICY:

Class attendance and participation in all activities are required, and course grades may be adjusted to reflect noncompliance. Students are expected to discuss any absences with the instructor as soon as possible; preferably in advance.This course is a scheduled activity: Students are expected to schedule other activities outside of class times.

ACADEMIC HONESTY POLICY:

Any instance of academic dishonesty will result in a failing grade for the course and may result in further disciplinary action by Murray State University

TEXT AND REFERENCES:

 

TEXT:

Martin, F. N. (1994). Introduction to audiology (5th ed.). Englewood Cliffs, NJ: Prentice-Hall.

REFERENCES:

American Speech-Language-Hearing Association. (1978). Guidelines for manual pure-tone audiometry. Asha, 20, 297-301.

American Speech-Language-Hearing Association. (1978). Guidelines for acoustic immittance screening of middle ear effusion. Asha, 20, 550-555.

American Speech-Language-Hearing Association. (1985). Identification audiometry. Asha, 27, 49-52.

American Speech-Language-Hearing Association. (1988). Guidelines for determining the threshold level for speech. Asha, 30, 85-89.

American Speech-Language-Hearing Association. (1990). Guidelines for audiometric symbols. Asha, 32 (Supplement 2), 25-30.

American Speech-Language-Hearing Association. (1990). Guidelines for screening for hearing impairments and middle ear disorders Asha, 32 (Supplement 2), 17-24.

American Speech-Language-Hearing Association. (1993). Guidelines for audiology services in the schools. Asha, 35 (Supplement 10), 24-32.

PREREQUISITES:

Graduate standing in Communication disorders and permission.