Course Syllabus

Course Information
Course Number/Section AUD 7353-001
Course Title Clinical Electrophysiology
Term Spring, 2007
Class Times/Dates Tuesday 1:00 – 3:45 p.m., J.204 (lecture)
Thursday 1:00 – 3:45 p.m., (lab section)

Professor Contact Information

Instructor: Jeffrey S. Martin, Ph.D.
Email Address: jsm016600@utdallas.edu
Office Room: To be announced
Office Phone: To be announced
Office Hours: To be announced

Lab Instructor: Jenifer Carlock, Au.D.

Email Address: carlock@callier.utdallas.edu
Office Room: A.217
Office Phone: 214-905-3038
Office Hours: To be announced

Course Pre-requisites, Co-requisites, and/or Other Restrictions

1) Graduate standing
2) Knowledge of basic audiological evaluation (behavioral) procedures

Course Description
This course focuses on the electrophysiological evaluation of the auditory system and its applications to
clinical practice and research in audiology. This course provides in-depth instruction on the underlying
neurophysiology, principles of measurement, instrumentation, and interpretation of auditory evoked
potentials in normal and clinical populations. Instruction gained from class lecture and readings will be
complemented by hands on laboratory exercises. Assigned readings come from the text listed below.
Additional readings will be made available to students. Students are encouraged to be active participants in
class discussions. Students will be required to keep an organized notebook encompassing lecture notes and
class handouts according to separate topic areas covered in the course.

This course has been designed to ensure that students demonstrate required Knowledge and Skills
(Standard IV) as outlined in the Standards and Implementation Guidelines for the Certificate of
Clinical Competence in Audiology. The specific standards addressed in this class are:
· IV-B (Foundations of Practice)
· IV-C (Prevention and Identification)
· IV-D (Evaluation)
· IV-E (Treatment)

Note: Individual description of ASHA standards can be obtained at web address:

http://www.asha.org/about/membership-certification/certification/aud_standards_new.htm

Course Syllabus Page 1

Student Learning Objectives
Students will:
· Be able to identify patient characteristics (e.g., age, medical history, cognitive status, physical and
sensory abilities) and how these relate to the appropriate selection and administration of AEP
procedures and subsequent interpretation of results. (IV-B: B2, B3; IV-D: D2, D6, D7; IV-E: E12).
· Obtain instruction concerning the underlying anatomy and physiology associated with the various
types of AEP measurements. (IV-B: B4, B8)
· Obtain instruction concerning the handling and care of AEP instrumentation (and clinical service
delivery) and manipulation of the physical characteristics of the evoking acoustic and electric stimuli
used in AEP generation. (IV-B: B11, B12, B13, B14; IV-D: D17).
· Be able to identify individuals at risk for hearing impairment and other auditory disorders through
appropriate AEP screening and diagnostic procedures. (IV-C: C1, C3, C4)
· Be able to express AEP assessment findings effectively to patients, family members, and other
professionals via effective report writing and counseling (IV-D: D1, D11, D12, D13, D14, D16; IV-E:
E1, E4, E6, E14).
· Obtain instruction and training to perform routinely administered AEP procedures (e.g., ECochG,
ABR, MLR). (IV-D: D8)

Required Textbooks and Materials

Hall, James W. (2006). New Handboook of Auditory Evoked Responses. Pearson Education, Inc. Boston,
MA. ISBN # 0-205-36104-8

This instructor assumes that all students have read the assigned readings before coming to class.
Additional readings on certain topic areas may be required. These readings will be made available to
you throughout the course.

Assignments & Academic Calendar

**These descriptions and timelines are subject to change at the discretion of the instructor

Date Topics Covered Reading Assignments

Review of Syllabus/Lab Section
January 9
Overview of AEPs/ Anatomy & Physiology Hall: Chapters 1, 2
General AEP Measurement
January 16 Hall: Chapter 3
Signal Processing and Analysis
Electrocochleography (ECochG)
Background and Acquisition Parameters
January 23 Hall: Chapter 4, 5
Analysis and Interpretation
Clinical Applications
Auditory Brainstem Response (ABR)
Background and Acquisition Parameters
January 30 Hall: Chapters 6, 7
Analysis and Interpretation
Band-derived (stacked) ABR
February 6 Frequency-Specific Measurement (ABR & ASSR) Hall: Chapter 8
Pediatric Assessment (ABR)
1. Auditory Disorders
February 13 Hall: Chapter 9
2. Newborn Screening/Protocols
3. Report Writing

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 Adult Assessment (ABR)
1. Auditory Disorders
February 20 Hall: Chapter 10
2. Neurodiagnostic Protocols/Intraoperative
3. Report Writing
February 27 Midterm Examination

March 6 No Class – Spring Break

Auditory Middle Latency Response (AMLR)
1. Background and Acquisition Parameters
March 13 Hall: Chapter 11
2. Analysis and Interpretation
3. Clinical Applications
Auditory Late Response (ALR)
1. Background and Acquisition Parameters
March 20 Hall: Chapter 12
2. Analysis and Interpretation
3. Clinical Applications
Mismatch Negativity and Cognitive Potentials (P3)
1. Background
March 27 Hall: Chapters 13, 14
2. Analysis and Interpretation
3. Clinical Applications
April 3 Electrically evoked responses (EABR, ENoG) Hall: Chapter 15

Aril 10 Review of Selected Case Studies

1. Selected Topic in AEP Research
April 17 2. Review for Final Exam
3. Turn-in Course Folders for Review
April 24 (Tues) Final Examination

Grading Policy
Acquired knowledge and proficiency of the material presented in this course will be assessed via two
examinations (midterm and comprehensive final exams), laboratory assignments, and review of student
lecture/laboratory folders. Description and grade assignments are as follows:

1. Midterm Examination – This exam will consist of multiple choice, short answer, and essay questions.
This exam is worth150 points and contributes to 30% of the final grade in the course.

2. Comprehensive Final Examination – This exam will consist of multiple choice, short answer, and
essay questions. This exam is worth200 points and contributes to 40% of the final grade in the course.

3. Lab Assignments: Students will be evaluated on lab assignments by the lab instructor for the course.
Specific grading criterion and grading policies for the lab section of the course are detailed in the
syllabus under Lab-Section. The laboratory grade is worth 100 points and contributes to 20% of the
final grade in the course.

4. Student Lecture/Laboratory Folders (Binders): Students will be asked to keep a folder (binder) for
the course containing their lecture notes and hand outs. Folders should take the form of a large 3-ring
binder and contain labeled section dividers that identify the different topic areas discussed throughout
the course. A similar binder will be kept for the lab section of the course, and will contribute to the
student’s laboratory grade. Student folders will not only enhance preparation for the exams but will
serve as a valuable resource for future reference and study for their Comprehensive Examinations at

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 the end of graduate school. On the last class day, the student’s binder for the lecture-section of the
course will be reviewed by the course instructor for completeness. The folder is worth 50 points and
contributes to 10% of the final grade in the course. Completeness will be graded as follows:
a. All notes/handouts firmly contained in binder (10 points).
b. Topic areas discussed in the course are identified with labeled section dividers (15 points).
c. Topic areas discussed in the course are organized in the appropriate sequence (as discussed in
lecture) (15 points).

Grading: Requirements for each letter grade are indicated below:

450 – 500 points = A
400 – 449 points = B
350 – 399 points = C

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 ___________________________________________________________________________________________

CLINICAL ELECTROPHYSIOLOGY (LAB-SECTION)

Overview:
Students will participate in laboratory exercises throughout the course. These assignments are designed to facilitate
the lecture material by providing students with “hands on” instruction of AEP measurement and analysis.

Lab Policies:
1. Individual lab exercises will be explained and demonstrated during assigned lab times by the lab instructor.
2. Although no official attendance will be taken, it is in the student’s best interest to attend each session. The
lab instructor will not repeat demonstrations for students who miss a lab session.
3. Each student will be responsible for completing and submitting individual lab assignments on the due date
assigned by the lab instructor.
4. Each student will be responsible for keeping a laboratory notebook/binder containing the lab assignments.
5. Lab assignments will be submitted to the lab instructor on their respective due dates. Assignments
submitted late to the lab instructor will be subject to a late penalty (see below).
6. Students are asked to handle all lab equipment carefully and professionally. All lab equipment and lab
space should be left neat and organized. Student professionalism will be taken into account in the grading
process.

Lab Assignments:

Date (Demonstration) Lab Topic Due Date

January 11 Overview of Lab Equipment, Procedures, Supplies and Grading -------------
January 18 1. Electrocochleography Monday Jan 29
January 25 2. Suprathreshold ABR + polarity reversal Monday Feb 5
February 1 3. Assessment of hearing thresholds using click ABR Monday Feb 12
February 8 4. Assessment of high frequency thresholds using 2K & 4K tones Monday Feb 19
February 15 5. Neurological Assessment using ABR Monday Feb 26
February 22 6. Low frequency (250-500 Hz) using tone ABR Monday Mar 12
March 1 7. Bone Conduction ABR Monday Mar 19
March 8 Spring Break (no meeting)
March 15 8. Auditory Steady State Response (ASSR) Monday Mar 26
March 22 9. Hearing Assessment using MLR Monday Apr 2
March 29 10. Neurological Assessment using MLR Monday Apr 9
April 5 11. Cortical AEPs (P1, N1, P2, and P3) Monday Apr 16
April 19 12. EABR/Selected Demo (demonstration only – tentative)
Students turn in lab folders to lab instructor

Grading Policy:
Lab assignments: worth 90% of final lab grade (180 points total, 15 points per lab). Each lab assignment will be
graded as follows:
1. Assignment submitted to lab instructor on due date (2 points deducted for every date late)
2. Assignment carried out correctly (10 points)
3. Assignment submitted in organized and professional manner (5 points)
Overall Professionalism: worth 5% of final lab grade (10 points total)
Student Lab Notebook: worth 5% of final lab grade (10 points total)

Lab Grade Assignments:

180 – 200 points = A
160 – 179 points = B
140 – 159 points = C

*Note: Point total for lab section/2 = score used for computation of the student’s grade for the entire course.*

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ASHA STANDARDS ADDRESSED IN THIS CLASS: How knowledge is conveyed and how knowledge and
skill acquisition will be demonstrated.

B2. Patient characteristics (e.g., age, demographics, cultural and linguistic diversity, medical history and status,
cognitive status, and physical and sensory abilities) and how they relate to clinical services. Knowledge will be
conveyed via class lectures and readings. Acquisition will be demonstrated via class exams.

B4. Anatomy and physiology, pathophysiology and embryology, and development of the auditory and vestibular
systems. Knowledge will be conveyed via class lectures and readings. Acquisition will be demonstrated via class
exams.

B8. Normal aspects of auditory physiology and behavior over the life span. Knowledge will be conveyed via class
lectures and readings. Acquisition will be demonstrated via class exams.

B11. Instrumentation and bioelectrical hazards. Knowledge will be conveyed via class lectures, readings, and
laboratory exercises. Acquisition will be demonstrated via class exams and laboratory assignments.

B13. Physical characteristics and measurement of acoustic stimuli. Knowledge will be conveyed via class lectures,
readings, and laboratory exercises. Acquisition will be demonstrated via class exams and laboratory assignments.

B14. Physical characteristics and measurement of electric and other nonacoustic stimuli. Knowledge will be
conveyed via class lectures, readings, and laboratory exercises. Acquisition will be demonstrated via class exams
and laboratory assignments.

C1. Interact effectively with patients, families, other appropriate individuals, and professionals. Knowledge will be
conveyed via class lectures and readings. Acquisition will be demonstrated via class exams.

C3. Identify individuals at risk for hearing impairment. Knowledge will be conveyed via class lectures and readings.
Acquisition will be demonstrated via class exams.

C4. Screen individuals for hearing impairment and disability/handicap using clinically appropriate and culturally
sensitive screening measures. Knowledge will be conveyed via class lectures and readings. Acquisition will be
demonstrated via class exams.

D1. Interact effectively with patients, families, other appropriate individuals and professionals. Knowledge will be
conveyed via class lectures and readings. Acquisition will be demonstrated via class exams.

D2. Evaluate information from appropriate sources to facilitate assessment planning. Knowledge will be conveyed
via class lectures and readings. Acquisition will be demonstrated via class exams.

D3. Obtain a case history. Knowledge will be conveyed via class lectures and readings. Acquisition will be
demonstrated via class exams.

D6. Administer clinically appropriate and culturally sensitive assessment measures. Knowledge will be conveyed via
class lectures and readings. Acquisition will be demonstrated via class exams.

D7. Perform audiologic assessment using physiologic, psychophysical and self-assessment measures. Knowledge
will be conveyed via class lectures, readings, and laboratory exercises. Acquisition will be demonstrated via class
exams and laboratory assignments.

D8. Perform electrodiagnostic test procedures. Knowledge will be conveyed via class lectures, readings, and
laboratory exercises. Acquisition will be demonstrated via class exams and laboratory assignments.

D11. Document evaluation procedures and results. Knowledge will be conveyed via class lectures, readings, and
laboratory exercises. Acquisition will be demonstrated via class exams and laboratory assignments.

Course Syllabus Page 6

D12. Interpret results of the evaluation to establish type and severity of disorder. Knowledge will be conveyed via
class lectures, readings, and laboratory exercises. Acquisition will be demonstrated via class exams and laboratory
assignments.

D13. Generate recommendations and referrals resulting from the evaluation process. Knowledge will be conveyed
via class lectures, readings, and laboratory exercises. Acquisition will be demonstrated via class exams and
laboratory assignments.
D14. Provide counseling to facilitate understanding of the auditory or balance disorder. Knowledge will be conveyed
via class lectures and readings. Acquisition will be demonstrated via class exams.

D16. Communicate results and recommendations orally and in writing to the patient and other appropriate
individual(s). Knowledge will be conveyed via class lectures, readings, and laboratory exercises. Acquisition will
be demonstrated via class exams and laboratory assignments.

D17. Use instrumentation according to manufacturer’s specifications and recommendations. Knowledge will be
conveyed via class lectures, readings, and laboratory exercises. Acquisition will be demonstrated via class exams
and laboratory assignments.

E1. Interact effectively with patients, families, other appropriate individuals, and professionals. Knowledge will be
conveyed via class lectures and readings. Acquisition will be demonstrated via class exams.

E4. Counsel patients, families, and other appropriate individuals. Knowledge will be conveyed via class lectures and
readings. Acquisition will be demonstrated via class exams.

E6. Collaborate with other service providers in case coordination. Knowledge will be conveyed via class lectures
and readings. Acquisition will be demonstrated via class exams.

E11. Monitor and summarize treatment progress and outcomes. Knowledge will be conveyed via class lectures and
readings. Acquisition will be demonstrated via class exams.

E12. Assess efficacy of interventions for auditory and balance disorders. Knowledge will be conveyed via class
lectures and readings. Acquisition will be demonstrated via class exams.

E13. Establish treatment admission and discharge criteria. Knowledge will be conveyed via class lectures and
readings. Acquisition will be demonstrated via class exams.

E14. Serve as an advocate for patients, families, and other appropriate individuals. Knowledge will be conveyed via
class lectures and readings. Acquisition will be demonstrated via class exams.

Course & Instructor Policies

• While class attendance will not be monitored, it should be noted that regular attendance is required to
do well in the course. Material covered on exams will be stressed in lectures.
• Two exams will be given throughout the semester. Students are expected to arrive for the exams on
time. Students arriving late for the exam and after any student that has turned in their exam and exited
the test room will not be permitted to take the exam.
• MAKE-UP EXAMS are only given in extreme cases with appropriate written documentation and at
least 12 hours notification. In case of emergency or illness, it is the student’s responsibility to notify
the instructor before the scheduled exam. If the student is given a chance to take a make-up exam, it
will be in a different format and must be completed within a week of the original test date.
• In the event that the student misses a lecture, it is the student’s responsibility to get the
material/notes/handouts from a classmate. It is not necessary to inform the instructor of an absence.

Course Syllabus Page 7

 • If accommodations are required by the student for class activities (lectures, exams, assignments), the
student should contact the instructor by email or in person by the end of the first week of class. See
Disability Services (below) for more details.

Professional Dispositions
Professional dispositions refer to the values, commitments, and professional ethics that influence behaviors toward
instructors, peers, and those in the community. Dispositions are guided by beliefs and attitudes related to values such
as caring, fairness, honesty, responsibility, and social justice. Students will demonstrate professional dispositions by
exhibiting the following professional behaviors:
1. Arriving at class at the designated class start time.
2. Turning off/muting all cell phones and pagers prior to entering the classroom.
3. Preparing for class by reading the assigned materials.
4. Participating in class discussions in a constructive manner.
5. Interacting in a professional manner (verbally and nonverbally) with the instructor and other students.
6. Taking responsibility for his/her professional learning.

Field Trip Policies

Off-campus Instruction and Course Activities

Off-campus, out-of-state, and foreign instruction and activities are subject to state law and University
policies and procedures regarding travel and risk-related activities. Information regarding these rules and
regulations may be found at the website address
http://www.utdallas.edu/BusinessAffairs/Travel_Risk_Activities.htm. Additional information is available
from the office of the school dean. Below is a description of any travel and/or risk-related activity
associated with this course.

Student Conduct & Discipline

The University of Texas System and The University of Texas at Dallas have rules and regulations for the
orderly and efficient conduct of their business. It is the responsibility of each student and each student
organization to be knowledgeable about the rules and regulations which govern student conduct and
activities. General information on student conduct and discipline is contained in the UTD publication, A to
Z Guide, which is provided to all registered students each academic year.

The University of Texas at Dallas administers student discipline within the procedures of recognized and
established due process. Procedures are defined and described in the Rules and Regulations, Board of
Regents, The University of Texas System, Part 1, Chapter VI, Section 3, and in Title V, Rules on Student
Services and Activities of the university’s Handbook of Operating Procedures. Copies of these rules and
regulations are available to students in the Office of the Dean of Students, where staff members are
available to assist students in interpreting the rules and regulations (SU 1.602, 972/883-6391).

A student at the university neither loses the rights nor escapes the responsibilities of citizenship. He or she
is expected to obey federal, state, and local laws as well as the Regents’ Rules, university regulations, and
administrative rules. Students are subject to discipline for violating the standards of conduct whether such
conduct takes place on or off campus, or whether civil or criminal penalties are also imposed for such
conduct.

Academic Integrity

The faculty expects from its students a high level of responsibility and academic honesty. Because the
value of an academic degree depends upon the absolute integrity of the work done by the student for that

Course Syllabus Page 8

 degree, it is imperative that a student demonstrate a high standard of individual honor in his or her
scholastic work.

Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related to applications for
enrollment or the award of a degree, and/or the submission as one’s own work or material that is not one’s
own. As a general rule, scholastic dishonesty involves one of the following acts: cheating, plagiarism,
collusion and/or falsifying academic records. Students suspected of academic dishonesty are subject to
disciplinary proceedings.

Plagiarism, especially from the web, from portions of papers for other classes, and from any other source is
unacceptable and will be dealt with under the university’s policy on plagiarism (see general catalog for
details). This course will use the resources of turnitin.com, which searches the web for possible plagiarism
and is over 90% effective.

Email Use

The University of Texas at Dallas recognizes the value and efficiency of communication between
faculty/staff and students through electronic mail. At the same time, email raises some issues concerning
security and the identity of each individual in an email exchange. The university encourages all official
student email correspondence be sent only to a student’s U.T. Dallas email address and that faculty and
staff consider email from students official only if it originates from a UTD student account. This allows the
university to maintain a high degree of confidence in the identity of all individual corresponding and the
security of the transmitted information. UTD furnishes each student with a free email account that is to be
used in all communication with university personnel. The Department of Information Resources at U.T.
Dallas provides a method for students to have their U.T. Dallas mail forwarded to other accounts.

Withdrawal from Class

The administration of this institution has set deadlines for withdrawal of any college-level courses. These
dates and times are published in that semester's course catalog. Administration procedures must be
followed. It is the student's responsibility to handle withdrawal requirements from any class. In other
words, I cannot drop or withdraw any student. You must do the proper paperwork to ensure that you will
not receive a final grade of "F" in a course if you choose not to attend the class once you are enrolled.

Student Grievance Procedures

Procedures for student grievances are found in Title V, Rules on Student Services and Activities, of the
university’s Handbook of Operating Procedures.

In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments of
academic responsibility, it is the obligation of the student first to make a serious effort to resolve the matter
with the instructor, supervisor, administrator, or committee with whom the grievance originates (hereafter
called “the respondent”). Individual faculty members retain primary responsibility for assigning grades and
evaluations. If the matter cannot be resolved at that level, the grievance must be submitted in writing to the
respondent with a copy of the respondent’s School Dean. If the matter is not resolved by the written
response provided by the respondent, the student may submit a written appeal to the School Dean. If the
grievance is not resolved by the School Dean’s decision, the student may make a written appeal to the Dean
of Graduate or Undergraduate Education, and the deal will appoint and convene an Academic Appeals
Panel. The decision of the Academic Appeals Panel is final. The results of the academic appeals process
will be distributed to all involved parties.

Copies of these rules and regulations are available to students in the Office of the Dean of Students, where
staff members are available to assist students in interpreting the rules and regulations.

Incomplete Grade Policy

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 As per university policy, incomplete grades will be granted only for work unavoidably missed at the
semester’s end and only if 70% of the course work has been completed. An incomplete grade must be
resolved within eight (8) weeks from the first day of the subsequent long semester. If the required work to
complete the course and to remove the incomplete grade is not submitted by the specified deadline, the
incomplete grade is changed automatically to a grade of F.

Disability Services

The goal of Disability Services is to provide students with disabilities educational opportunities equal to
those of their non-disabled peers. Disability Services is located in room 1.610 in the Student Union. Office
hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and Wednesday, 8:30 a.m. to 7:30 p.m.;
and Friday, 8:30 a.m. to 5:30 p.m.

The contact information for the Office of Disability Services is:

The University of Texas at Dallas, SU 22
PO Box 830688
Richardson, Texas 75083-0688
(972) 883-2098 (voice or TTY)

Essentially, the law requires that colleges and universities make those reasonable adjustments necessary to
eliminate discrimination on the basis of disability. For example, it may be necessary to remove classroom
prohibitions against tape recorders or animals (in the case of dog guides) for students who are blind.
Occasionally an assignment requirement may be substituted (for example, a research paper versus an oral
presentation for a student who is hearing impaired). Classes enrolled students with mobility impairments
may have to be rescheduled in accessible facilities. The college or university may need to provide special
services such as registration, note-taking, or mobility assistance.

It is the student’s responsibility to notify his or her professors of the need for such an accommodation.
Disability Services provides students with letters to present to faculty members to verify that the student
has a disability and needs accommodations. Individuals requiring special accommodation should contact
the professor after class or during office hours.

Religious Holy Days

The University of Texas at Dallas will excuse a student from class or other required activities for the travel
to and observance of a religious holy day for a religion whose places of worship are exempt from property
tax under Section 11.20, Tax Code, Texas Code Annotated.

The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding the
absence, preferably in advance of the assignment. The student, so excused, will be allowed to take the
exam or complete the assignment within a reasonable time after the absence: a period equal to the length of
the absence, up to a maximum of one week. A student who notifies the instructor and completes any missed
exam or assignment may not be penalized for the absence. A student who fails to complete the exam or
assignment within the prescribed period may receive a failing grade for that exam or assignment.

If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of observing a
religious holy day] or if there is similar disagreement about whether the student has been given a
reasonable time to complete any missed assignments or examinations, either the student or the instructor
may request a ruling from the chief executive officer of the institution, or his or her designee. The chief
executive officer or designee must take into account the legislative intent of TEC 51.911(b), and the student
and instructor will abide by the decision of the chief executive officer or designee.

Course Syllabus Page 10