Beruflich Dokumente
Kultur Dokumente
Summary
Dr. Larry Medwetsky graduated with a M. Sc. in Audiology from McGill University and
a Ph.D. in Speech and Hearing Sciences in 1994 from the Graduate Center, City
University of New York. He has served as an educational audiologist, VP of clinical
Services in a large speech and hearing clinic, and is presently an associate professor at
Gallaudet University in the Department of Hearing, Speech and Language Sciences.
Dr. Medwetsky has published and presented on many different topics with a special focus
on the underlying speech processes and deficits in both individuals with normal hearing
and hearing loss.
Academic Achievement
1. 1994 Ph.D. in Speech and Hearing Science:
City University New York, Graduate Center
Publications
1. Medwetsky L (2013) Utilizing Computer Software as a Management Tool for
Addressing CAPD. In: Geffner D and Swain D, eds. Auditory Processing Disorders:
Assessment, Management and Treatment, 2nd edition. San Diego: Plural Publishing
6. Fey ME, Richard GJ, Geffner G. Kamhi AG, Medwetsky L, Paul D, Ross-Swain D,
Wallach G, Frymark T, Schooling T (2011) Auditory processing disorders and
auditory/language interventions: An evidence-based systematic review.
Language, Speech, and Hearing Services in Schools; 42(3): 246-264.
7. Musiek FE, Baran JA, Bellis TJ, Chermak GD, Hall III JW, Keith RW, Medwetsky
L, West KL, Young M (2010) Guidelines for the diagnosis, treatment and
management of children and adults with central auditory processing disorder.
http://www.audiology.org/resources/documentlibrary/Documents/CAPD%20Guideli
nes%208-2010.pdf
8. Medwetsky L (2009) Associate Editor of the Handbook of Clinical Audiology.
Baltimore: Lippincott Williams and Wilkins.
12. Medwetsky L (2007) Rethinking hearing aids Six obsolete objections. Hearing
Health; 23(2): 6-13.
13. Medwetsky L (2007) The impact of hearing loss on peoples lives and effective
management approaches. In Duthrie, Katz, and, Malone, eds. Practice of Geriatrics.
WB Saunders, Elsevier.
16. Medwetsky L (2005) APD, CAPD, or SLPD?: FYI-Tidbits. SSW Reports (27:1).
17. Medwetsky L (2002) Central auditory processing. In: Katz J, ed. Handbook of
Clinical Audiology, 5th edition. Lippincott Williams and Wilkins, Philadelphia; 495-
509.
18. Medwetsky L (2002) Central auditory processing testing: A battery approach. In:
Katz J, ed. Handbook of Clinical Audiology, 5th edition. Lippincott Williams and
Wilkins, Philadelphia; 510-524.
19. Hixson PK, Toleman CF, Benedict LA, Riddle LS (2000) Articulation Severity
Index. Rochester Hearing & Speech Center, Rochester NY.
22. Medwetsky L (1998) Memory and attention processing deficits. In: Masters G,
Stecker NA, and Katz J, eds. Central Auditory Processing Disorders: Mostly
Management. Allyn and Bacon, Boston; 63-88.
23. Boothroyd A, Erickson F, and Medwetsky L (1994) The hearing aid input: A
phonemic approach to assessing the spectral distribution of speech. Ear and
Hearing.
24. Medwetsky, L (1994). Educational audiology. In Katz, J., ed. Handbook of Clinical
Audiology, 4th Edition.
25. Boothroyd A, and Medwetsky L (1992) Spectral distribution of /s/ and the
frequency response of hearing aids. Ear and Hearing.
26. Katz J, Yeung E, and Medwetsky L (1988). SSW C-I-R, a Computer Program to
Calculate, Interpret and Make Recommendations. Jimm Co.; N.Y.
Recent Presentations
1. 2013 Deborah Moncrieff, PhD; Teri James Bellis, PhD;
Jay R. Lucker, PhD; and Larry Medwetsky, PhD. Online
Presentation for American Academy of Audiology. Title:
Grand Rounds on Auditory Processing.
Course Description:
This course will provide knowledge of central auditory processing disorders and how
they are assessed and managed in home, school, work, and therapeutic environments.
Areas to be addressed include differential diagnosis, the collaborative model,
counseling, and advocacy. The course will have an interdisciplinary focus.
This course meets the 2011 ASHA Audiology Certification Standards listed below:
A10. Pathologies related to hearing and balance and their medical diagnosis
and treatment.
Standards IV-B: Prevention and Identification:
B3. Screen individuals for hearing impairment and disability/handicap using clinically
appropriate, culturally sensitive, and age- and site-specific screening measures.
Additional Readings:
In addition to chapters in texts, there will be additional required readings that will
supplement class lectures. The student is responsible for reading all required
materials in preparation for class, with mini-quizzes consisting of a few questions
administered at the start of each class. These readings will be available on
Blackboard.
References
American Academy of Audiology. (August 2010). Practice Guidelines for the
Diagnosis, Treatment, and Management of Children and Adults with Central
Auditory Processing Disorder (CAPD). Available on Blackboard and
http://www.audiology.org/resources/documentlibrary/Pages/
CentralAuditoryProcessingDisorder.aspx
Tremblay, K.L. (2003). Central auditory plasticity: Implications for auditory
rehabilitation. Hearing Journal, 56(1), 10, 12, 14, 15.
Fey ME, Richard GJ, Geffner G. Kamhi AG, Medwetsky L, Paul D, Ross-Swain
D, Wallach G, Frymark T, Schooling T (2011) Auditory processing disorders
and auditory/language interventions: An evidence-based systematic review.
Language, Speech, and Hearing Services in Schools; 42(3): 246-264.
CAPD: Fall 2013
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University Policies: All may be found in the Graduate Catalog or the following
link: http://www.gallaudet.edu/Documents/Grad/Gallaudet-Graduate-Catalog-
2012-2013.pdf
A. Academic Integrity
This course will adhere to all University Academic Integrity policies as
outlined in the Graduate Catalog. These may be found at the above link or
the printed catalog.
Course Requirements:
CAPD: Fall 2013
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A. Attendance Policy:
On time or early attendance is expected at every scheduled class.
Students may have two excused absences during the semester. Excused
indicates that arrangements were made BEFORE the scheduled class
start time. Email and voice mail messages are acceptable in the case of
illness or accident. Recurrent late arrivals or early departures will result in
a drop of your assignment grade.
B. Reading Materials:
As discussed earlier, all students are required to complete assigned
reading materials prior to class sessions. Participation in class
discussions regarding the course materials is expected.
C. Examinations:
Two in class examinations will be given during the semester; material will
cover information presented during class sessions, class discussions,
course readings, and assigned text material. In addition, mini-quizzes
based on that weeks assigned readings will be administered prior to each
class lecture.
D. Assignments
1. Each student will be part of a team of two students and will be the
examiner or subject for all commercially available CAPD and related tests
that are owned by Gallaudet University HSLS. For each test
performed, each team will submit the test results and interpretation of
the results, along with any insights that the students obtained by being an
examiner/subject for the test. Tentative due dates are listed on the
tentative course schedule. (See Bb for the detailed assignment and tests).
3. For a bonus of 1%, each team will prepare two notebooks (one for
each member) that includes all of the CAPD Test reports assigned
throughout the semester. CAPD tests will be organized by each of the six
categories described below, alphabetically within each category. The goal
of this assignment is that each student will have a packet that they can
refer to going forward.
Please note that all written assignments must conform to the APA style, 6th ed.
CAPD: Fall 2013
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CAPD
TESTS
Screening Monaural Dichotic Temporal Binaural
Tests Low- Speech Processing Interaction
Redundancy Tests Tests Tests
Tests
SCAN-3 for Low-Pass DDT FPT MLD
Children Filtered
Speech
SCAN-3 for Time SSW DPT Binaural
Adults Compressed Fusion
Speech
ACPT SSI-ICM SSI-CCM RGDT
Speech-in- DSI GIN
Noise
RELATED TESTS
Test of Auditory Processing Skills- 3
Phonemic Synthesis Test
Grading
A. Weighting System
Final course grades will be based on a calculation of percentage correct out of a
potential 100%. The following grade scale and weighting systems will be used in
determining final course grades.
Exam 1 30%
Exam 2 30%
Assignments 30% (20% for test completion, 10% for
client assessment)
Mini-Quizzes 10%
Bonus 1% Completion of Notebook
CAPD: Fall 2013
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B. Grade Scale
October 16 Temporal Processing/ Rawool- Chapter 10 (Geffner & Readings = 3.5 hours
Patterning & Swain)
Binaural Interaction Lab Assignment/Report =
Tests Bellis Chapter 5 (204-212) and 6 hours
Chapter 6 (249 -253; 258-261)
- Monaural Low-Redundancy
Tests Due
October 30 SSW Test and PST Katz Articles- TBA (Bb) Readings = 3 hours
November Service Delivery: Bellis Chapter 10; Johnson & Readings = 3 hours
28 Schools & Adults Seaton Chapter 5 (Bb)
CAPD Notebook Due
December Final Exam Travel Safely and See you in Study = 10 hours
12 January!!
TOTAL # HOURS =
108.0 HOURS
Multidisciplinary Assessment
Bellis, T.J. and Ferre, J.M. (1999). Multidimensional approach to the differential
diagnosis of central auditory processing disorders.
Chermak, G.D. (2003). Pathways: It takes a team to differentially diagnose
APD. Hearing Journal, 56(4), 71.
Bornstein, S.P., Wilson, R.H. and Cambron, N.K (1994). Low- and high-pass
filtered Northwestern University Auditory Test No. 6 for monaural and binaural
evaluation. Journal of American Academy of Audiology, 5(4), 259-264.
CAPD: Fall 2013
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Hurley, R.M. and Musiek, F.E. (1997). Effectiveness of three central auditory
processing (CAP) tests in identifying cerebral lesions. Journal of American
Academy of Audiology, 8, 257-262.
Lipsky, F.I., & Emanuel, D.C. (2003). College Students with Self-Perceived
Listening Difficulties. Poster presented at the AAA Convention in San Antonio,
TX.
Musiek, F.E. (1994). Frequency (pitch) and duration pattern tests. Journal of
American Academy of Audiology, 5, 265-268.
Musiek, F.E., Baran, J.A. and Pinheiro, M.L. (1990). Duration pattern recognition
in normal subjects and patients with cerebral and cochlear lesions. Audiology,
29, 304-313.
Noffsinger, D., Martinez, C.D. and Wilson, R.H. (1994) Preliminary data for digits,
sentences, and nonsense syllables. Journal of American Academy of Audiology,
5(4), 248-254.
Singer, J., Hurley, R.M. and Preece, J.P. (1998). Effectiveness of central auditory
processing tests with children. American Journal of Audiology, 7(2), 73-84.
Stuart, A. and Phillips, D.P. (1998). Deficits in auditory temporal resolution
revealed by a comparison of word recognition under interrupted and continuous
noise masking. Seminars in Hearing, 19(1), 333-344.
Taylor, B. (2003). Speech-in-noise tests: How and why to include them in your
basic test battery. Hearing Journal, 56(1), 40, 42-46.
Wilson, R.H., Moncrieff, D.W., Townsend, E.A., & Pillion, A.L. (2003).
Development of a 500 Hz masking-level difference protocol for clinical use.
Journal of American Academy of Audiology, 14(1), 1-8.
Wilson, R.H., Preece, J.P., Salamon, D.L., Sperry, J.L., and Bornstein, S.P.
(1994). Effects of time compression and time compression plus reverberation on
the intelligibility of Northwestern University Auditory Test No. 6. Journal of
American Academy of Audiology, 5(4), 269-277.
CAPD: Fall 2013
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Form teams of 2 members each and keep these teams for the remainder of the CAPD
assignments
Because CAP test norms are based on normal hearing individuals, individuals serving as
test subjects must have normal hearing; in the event that one member of the team does
not have normal hearing acuity, then seek normal hearing individual(s) to ensure that the
normal hearing partner also has the opportunity to conduct CAP tests
Divide the assigned test role among the two team members (i.e., serve as tester for equal
# of tests)
For EACH test:
o The person assigned the test is the audiologist
Responsible for setting up audiometer, finds the proper test form, performs
the test correctly, and scores the test according to protocol, scoring the
results, and determining if they are within normal limits or not
(make test copies if needed prior to test session)
Makes a summary of your reactions to the test (including observations of
client behavior) and the testing experience
Submits a copy of the rubric (top part completed, see 3rd page), and the
test score form along with all summaries stapled together to
Dr. Medwetsky (no emails)
o The person who is the client
Cooperates fully, giving true results
Makes a summary of his/her reactions to the test and the testing
experience
Gives that summary to the tester BEFORE it is due in class
o Dr. Medwetsky will score each assignment packet and return it to the team
Rubric for grading is at the end of this instruction sheet.
KEEP THESE IN A SAFE PLACE AS THEY WILL BE NEEDED
LATER!!!
CDs of the tests and the notebook with the test forms will be in the 3rd sound booth.
THEY MUST STAY THERE as we have CAPD clients. Also, remember not to take the
last test form without making copies!!
Keys are available if you need to do this testing outside the clinic hours. They may be
obtained from Vicky.
Plan ahead and communicate with each other so this can be a good experience for all!
There are 21 tests assigned with teams of 2 you would be responsible for @ 10 tests in each
category..
CAPD: Fall 2013
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Grading Rubric
(21 tests)
Test Overview 2 pts
Score sheet correctly 1 pts
completed
Correct test interpretation 2 pts
Observations about the test 2 pts
experience (audiologist)
Observations about the test 2 pts
experience (Client)
Total Available for Each Test 10 pts
Grading Rubric
Turn one of these in (with the top portion completed) for EACH test listed
above
Test:
Audiologist:
Client Name:
Point Totals
Test Overview /2
Audiometric Settings /2
Score sheet correctly completed and correct /2
test interpretation
Observations about the test experience /2
(audiologist)
Observations about the test experience /2
(Client)
Total for this Test /10
CAPD: Fall 2013
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Audiometric Settings:
Include:
# channels used,
whether earphones/loudspeakers,
dB levels each channel *
administered monaurally/diotically/dichotically)*
Client Observations:
ease in understanding test instructions,
description of ease/difficulty in taking test
* Note that for the test that does not use an audiometer (TAPS-3), please indicate administered via live
voice in test suite, and indicate presentation rate/delivery as specified in the manual.
CAPD: Fall 2013
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Students will be provided with the Gallaudet Spoken-Language Processing Report template as
well as Medical History and Spoken-Language Processing Questionnaires. Students will be
expected to complete each the various sections, which generally follows the S.O.A.P format.
Students are expected to provide:
a comprehensive review of the clients relevant medical history, presenting concerns, and
overview of clients perception of processing related issues, social history, use of
compensatory strategies, and academic profile (if adult, the latter when attended school)
clients audiometric results (attach audiogram)
results from each of the spoken-language processing tests and statistical significance
relative to norms
a summary of major auditory and processing related findings and their implications in
everyday life settings
suggested interventions to address any apparent deficits (specific intervention(s)/
recommendation(s) for further testing, environmental strategies/accommodations, general
strategies)
CAPD: Fall 2013
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Grading Rubric
On-site, mini-quizzes will be administered at the onset of each class where readings have been
assigned for that day (commencing with the second lecture). These quizzes will be
approximately 10 minutes in duration, though if more time is needed this will be provided.
Approximately 2-3 questions will be posed. Quiz questions may take the format of multiple-
choice, fill in the blanks, true/false, logical or ordering of choices.
The goal of these quizzes is to prepare you prior to class presentation so that you will be better
prepared to follow the presentation and be an active participant- be it in class discussions or
posing questions based on the material that you have read/been presented.
1
Course Description
This course examines the principles of audiologic evaluation, including consideration of pure-tone
and speech audiometry, clinical masking, acoustic immittance battery, calibration and standards,
behavioral site-of-lesion testing, OAEs, and various pathologies that affect auditory-vestibular
systems.
Prerequisite: Open to HSLS majors only, or permission of the instructor or department chair.
Co-requisites: HSL815, HSL817, HSL840
Upon successful completion of this course, students will fulfill all or a portion of the 2007 ASHA
Audiology Certification Standards listed below:
B16. Medical/surgical procedures for treatment of disorders affecting auditory and vestibular
systems.
Additional Readings:
In addition to chapters in texts, there will be additional required readings that will
supplement class lectures. The student is responsible for reading all required materials in
preparation for class, with mini-quizzes consisting of a few questions administered at the
start of each class. These readings will be available on Blackboard.
References
Blackwell, K.L., Oyler, R.F., Seyfried, D.N. (1991). A clinical comparison of Grason Stadler insert
earphones and TDH-50P standard earphones. Ear and Hearing, 12(5): 361-362.
Braanstrom, K.J., Lantz, J. (2010), Interaural attenuation for Sennheiser HAD 200 circumaural
earphones. International Journal of Audiology, 49(6): 467-471.
Lubinski, R., Golper, L.C., Fratalli, C.M. (2007). Professional Issues in Speech-Language
Pathology and Audiology, 3rd ed. Clifton Park, NJ Delmar/Cengage Learning, Chapter 1.
Martin, F.N., Clark, J.G. (2012). Introduction to Audiology. Upper Saddle, NJ: Allyn & Bacon,
pp 21-25.
Moore, B.C.J. (2010). Testing for Cochlear Dead Regions: Audiometer Implementation of the
TEN(HL) Test. Hearing Review. http://www.hearingreview.com/practice-
management/16935-testing-for-cochlear-dead-regions-audiometer-implementation-of-the-
tenhl-test
Munro, K.J., Agnew, N. (1999). A comparison of interaural attenuation with the Etymotic insert
ER-3A earphone and the Telephonics TDH-39 supra-aural headphone. British Journal of
Audiology, 33: 259-262.
Shabon, S.S., Cohn, E.R. (2011). The Communication Disorders Casebook: Learning by Example.
Upper Saddle, NJ: Allyn & Bacon, pp 1-5.
Sklare, D.A., Denenberg, L.J. (1987). Interaural attenuation for tubephone insert earphones. Ear
and Hearing, 8(5): 298-300.
Stach, B.A. (2009) Clinical Audiology: An Introduction, 2nd ed. Clifton Park, NJ: Delmar/Cengage
Learning, Chapter 1.
Case presentations
2. Accurately interpret diagnostic test Lectures & Class - Exams
results and state recommendations. Discussions - Case Presentation
Rubric
Case-based problem - Assignments
solving exercises
Case presentations
3. Orally communicate clinical - Case Presentation
information. Case presentations Rubric
Exams (50% of the grade) There will be two exams, Midterm (25%) and Final (25%). Final exam
is cumulative. The knowledge and skills tested include the materials covered in class, lab and other
exercises, and your readings. Your ability to synthesize information from various sources will also be
tested. Study guides will not be provided; however, you may refer to the unit objectives.
Assignments (30% of the grade) Several lab, case-based, and virtual patient exercises will be
assigned to reinforce concepts covered in class or readings. All written assignments must conform to
the APA style, 6th ed. Late submissions will generally not be accepted unless professor granted
extension. See Appendices, A & B.
Case Presentation (10% of the grade) Students will be paired and present on a case based on an
assigned pathology. Presentation must be between 30 and 40 minutes (See Appendix C).
Mini-Quizzes (10% of the grade)- Readings are assigned prior to each class. To ensure that students
have read material prior to class, mini-quizzes consisting of a few questions will be administered prior
to the first class for that week. Each mini-quiz will be administered during the first 10 minutes of class
and consist of 2-3 questions, except for the first week of the course when no mini-quizzes will be
administered (See Appendix D).
Attendance A specific percentage is not assigned for attendance; however, poor attendance will
likely lead to a less-than-satisfactory grade. It is each students responsibility to obtain and learn the
materials discussed in each class. Note that there will be no make-up opportunities for missed in-class
exam and exercises, regardless of the reasons for the absence.
Academic Integrity
Academic Integrity Policy can be found in the current Graduate Catalog, and is also posted on Blackboard
under Syllabus. It can also be found at http://aaweb.gallaudet.edu/graduate-catalog.xml (Page 27). All
allegations regarding violations of the Universitys Policy on Academic Integrity will be investigated and
treated with utmost seriousness. Please read the Gallaudet University Policy on Academic Integrity, as you
will be responsible for its content. If you are unsure as to any part of the Policy, please discuss it with the
instructor or your academic advisor. Please familiarize yourself with the concept of due process. Violations
of the Academic Integrity Policy (e.g., cheating, plagiarism, abuse of computers) will result in a failing grade
for the course (i.e., grade of XF on transcript), and/or expulsion from the University.
BE SURE TO READ THE SCHEDULE CAREFULLY FOR TOPICS, TIMES, AND ASSIGNMENTS. DIRECTIONS FOR
ASSIGNMENTS CAN BE DOWNLOADED FROM BLACKBOARD.
Adherence to these professional standards of behavior and communication are essential elements
of professional competence. Failure to meet these standards reflects adversely upon the
individual's suitability for professional service and may be grounds for dismissal from the
Graduate School.
Please note that the schedule may change due to university closure, instructor decision, or student
request. Any changes to this schedule will be documented either via email or by announcements on
BlackBoard.
WEEK DATE TOPIC READING & ASSIGNMENTS DUE OUT OF CLASS TIME
Introductions Bb: Stach Ch1; Katz Ch.1; Readings = 4 HOURS
Scope of Practice Lubinski Ch1 (1-32);
1 8/28 History/Overview of
Audiology
Code of Ethics
Hz & dB; Equipment & Gelfand Ch. 4; Katz Ch. 2 (7-22- Readings = 4.5 hours
Calibration not ancillary eqpt; 26-27 test room
2 9/4 Otoscopy and Visual standards); Gelfand Ch. 2 (38-40) Bb= 1.0 hours
Inspection Bb: reference sites for visual
inspection and otoscopy
Tuning Fork test Gelfand Ch. 5; Katz Ch. 3; Katz Readings = 5 hours
Pure Tone Audiometry Ch. 4 (up to Testing
3 9/11 Air and Bone Considerations- page 52)
Audiogram Bb: Martin and Clark (21-25)
Interpretation- part 1
Audiogram Gelfand Ch.9 (274-278) Readings = 4 hours
Interpretation- contd Bb: Four articles on Interaural
Cross Hearing/ Interaural Attenuation, specifically articles by: Lab/Report = 6 hours
Attenuation (1) Brnnstrm KJ, Lantz J; (2)
Blackwell et al.; (3) Sklare &
4 9/18 Denenberg; and (4) Monro and
Agnew
Other excellent diagnostic Bb: Moore article on TEN test, Bb Readings = 2 hours
tools: Killion article on Quick SIN (to be
Quick SIN/ assigned)
12 11/13 TEN tests Lab/Report = 6 hours
Due 11/17: Otoacoustic
Emissions Assignment
Case Presentations,
Contd
15 12/4 Wrap-Up; Complete
Case-Based Problem
Solving; Review
Finals TBA Final Exam Study = 10 hours
Total Student Contact Total Outside
Time: 56 hours Assignments # = 111.5
hours
Each lab is based on a total of 25 points, which are described in detail below:
Lab Planning/Design (maximum of 10 points)
Lab Reflections (maximum of 10 points)
Data Collection (5 points)
Basics:
- Describe how the lab results answer the lab question(s) posed
- Explain how you determine whether your hypothesis was correct or not
Beyond Basics:
- Thorough analyses
- Absence of any conceptual errors (this does not mean errors of the lab execution, but
rather errors on how you analyze the lab)
- Insightful ideas (such as the implications of the findings for the clinic setting)
- Provision of supporting evidence (i.e., citation from the book or articles)
Lab Title:
Student Name:
Hypothesis (i.e., What do you expect your results to reveal and why- use citations as
appropriate?)
Results (What did you find? Indicate your results in either tables, EXCEL
spreadsheets, whichever can best describe the results)
Conclusions and Discussion: Did the results confirm your hypothesis or did they
reveal different findings? If different, what do you think may explain what may
account for this? What are the implications of these findings for you relative to the
clinic setting?
Cite your sources in APA style. Also, try to write in an organized fashion with well-constructed
sentences, as these Lab Plans will ultimately lead you to be better prepared when you must present
papers on future assignments.
Assignment Specifics: To seek thresholds for any three frequencies in the range 250 -8,000 Hz in
either the right or left ear in two different individuals using both the ascending and descending
techniques. On an EXCEL spreadsheet indicate the (a) Client #; (b) ear chosen; (c) air or bone
conduction; (d) procedure chosen, (e) frequencies presented and (f) levels presented and the listeners
response at each level. For threshold determination, use the ASHA 2005 guideline for the
Descending Approach and ANSI 2005 for the Ascending Approach.
Before proceeding to conduct the experiment, use the Lab Planning/Reporting document to
guide your thought process prior to commencing the lab.
Methodology
1. Three students will collaborate in this assignment (each student will test the other two students).
Please confirm that all of you participating in this project have normal hearing acuity. Note that
two groups will consist of two members and will seek a third individual to serve as a second
subject.
2. You will assess each of your two colleagues by presenting 250 Hz and 3,000 Hz tones to one ear
via (i) supra-aural as well as (ii) insert phones.
4. Once thresholds have been obtained, present narrow band (NB) masking noise to the contralateral
ear. The initial masking level will commence at 10 dB above the threshold obtained in the test
ear. For each increase in masking level (increase in 5 dB steps), reassess if the subject can still
hear the presentation tone in the test ear. Continue to increase the masking level until the subject
is no longer able to hear the test tone. Then decrease noise once more (10 dB down steps) until
the test tone once more and then increase noise once more (5 dB up steps), until ascertain twice
the NB level that just masks out the test tone.
5. Do step # 4 for 250 Hz and 3,000 Hz for both the supra-aural and insert phones for each of your
two subjects.
Results
1. Plot (a) the thresholds, (b) NB noise level that results in overmasking, (c) masking-threshold
difference values for each of the supra-aural and insert phone conditions across all three subjects.
Discussion
Present your conclusions and implications of these findings. Relate these findings to the literature.
2. Materials to be used: (a) 36 spondees used in our clinic and (b) 15 AB-Isophonemic Word
Lists
3. Spondees and AB- Isophonemic words will be presented via live voice with the goal of
ascertaining % correct as a function of dB presentation level. Only normal hearing individuals
(ears) will be used to obtain data in this study.
Spondees:
Prior to carrying out the actual lab, using the 36 spondees, create a total of six randomized, 10
item spondee lists (i.e., 10 spondees per list, total of six lists).
In conducting the lab, first familiarize the subject to all of the 36 spondees. Then obtain the
subjects SRT as you would normally would do. Then, commencing at 5 dB below the SRT,
present 10 spondees and calculate # correct/10 and convert to its corresponding percentage.
Increase in 5 dB steps and present 10 spondees at each level until you get two levels in a row
where the subject gets all 10 spondees correct (i.e., 100%).
For each dB presentation level, write down the corresponding percentage correct score. Then
plot the results on a graph (EXCEL is likely your easiest way to do so) for each of the three
subjects assessed.
To best do this exercise and avoid any learning of the lists, I am asking you to do the
following:
(a) Student #1 evaluates Student #2, while Student #3 is not in the room (note that if the
presenter has used 7 lists and the subject still has not achieved a 92% score, then the presenter
should do lists #1 and #2 again since the subject likely would have repeated very few, if any,
of the items correctly from those lists when presented at 5 dB below or at SRT), ; (2) Student
#2 evaluates Student #3- using the same lists used when Student #2 was evaluated (follow the
same guidelines for when subject #2 was assessed); (3) Student # 3 can present the remaining
7-8 lists to Student #1 (i.e., lists not used in assessing subject #2 and # 3).
For each dB level, write down both the % word correct score and the % total phoneme
recognition score. Then plot the results on a graph (EXCEL is likely your easiest way to do
so) for each of the three subjects assessed.
4. Average and plot the results across all three subjects to obtain (a) the mean % spondees as a
function of dB level; (b) mean % word recognition score as a function of dB level; and (3)
mean % phoneme word recognition score as a function of dB level.
5. You will write each report individually, though obviously you will report on the same data
(but do not collaborate on how you will present the data). Using the APA lab format that you
have used in past assignments, present an:
Introduction to the topic- including what the research would suggest concerning the
slope of the PI functions for each of the different stimuli as well as your hypothesis to
what you expect to find
Indicate the methodology used to conduct this experiment
Go over the results, including tables that show the data, as well as the graphs per
individual/mean data for each type of stimuli
In the discussion, summarize the findings, how they relate to your hypothesis, and the
implications of these findings for everyday clinical usage.
This next assignment is somewhat different than the labs you have completed up to now. Rather than
it being an investigatory assignment, it is more of a practical experience in learning how to conduct a
full immittance test battery, and, the many ways it can assist the clinician. The value of this
assignment will be slightly higher than the three previous labs (worth 35 points versus 25 points,
though I will use the same format of 10 points for intro/method, 10 points for results/discussion, and 5
points for data collection/display but adjusting the weighting to equal 35 points).
I will first provide an overview of the assignment, then I will give clear guidelines as to what I would
like included in your report.
I am asking that you do the above test battery on two subjects. Specifically, the following measures
are to be obtained from both ears of each client:
Tympanometry
Physical Volume
Middle Ear Pressure
Static Acoustic Admittance
Tympanogram Type (A, B, C, etc.) for the 226 Hz probe tone
Middle ear Resonance Frequency
Description of the tympanogram at the resonance frequency (e.g. # of peaks observed)
Acoustic Reflexes
Contra Reflex Thresholds (.5K, 1K, 2K, and 4K Hz)
Ipsi Reflex Thresholds (.5K, 1K, and 2 KHz)
Introduction:
Please indicate the value of incorporating acoustic immittance measures into a clinical test battery and
how the various components listed above (tympanometry, acoustic reflexes and acoustic reflex decay)
can contribute to the audiological assessment (please examine the literature and cite references). That
is, what can the results from each of the various procedures help us better understand diagnostically
(please note that since this is not a research lab, you do not have to generate a hypothesis).
Method:
Please describe the equipment used and program parameters that allowed you to derive each of the
various results (e.g., what software features did you access and the specific methodology used- such
as what range of middle ear pressure was encompassed in deriving the tympanogram, how you went
about obtaining the acoustic thresholds, what guided you in determining the actual reflex threshold
levels that you conducted acoustic reflex decay, etc.) .
Results:
For each subject, create a table that lists the results you obtained for each of the various test measures.
Please include a printout of the results obtained.
Discussion:
Please interpret each of the two clients findings relative to normative values, and, indicate if they
were within norms, or, if any were deviant from what you would have expected relative to normative
values.
Conclusion:
Please discuss how the overall results would have assisted you relative to their diagnostic value had
they been included as part of an actual hearing assessment, such as: (a) what did the results indicate
relative to each clients middle ear status; (b) auditory nerve/lower auditory brainstem function;
(c) facial nerve status, etc.
Value = 35 points
Similar to the acoustic immittance lab, this lab is more of a practical experience in learning how to
conduct OAE and how using this technique can assist the clinician.
Using the Otoacoustic Emissions equipment available at Gallaudet University, each student will
conduct both transient and distortion OAE assessments from either a normal hearing individual or one
with a hearing loss. Both ears are to be assessed.
Subsequently, you will conduct both transient and distortion product omissions.
Transient OAE
Please indicate:
Presentation level
# presentations in quiet versus noise
% Reproducibility (i.e., cross correlated power spectrums)
dB SPL difference between first and second response
Overall TEOAE SPL level
TEOAE/noise (i.e., S-N ratio)
Introduction:
Briefly provide an overview of what OAE are. Then please indicate the value of incorporating
otoacoustic emissions into a clinical test battery; that is, for which populations would obtaining OAEs
be useful and what can the results from OAE help us better understand diagnostically relative to each
population (please examine the literature and cite references).
Method:
Please describe the equipment used and indicate the program parameters separately for the Transient
and Distortion Product OAEs. Please indicate:
Software features accessed
Transient OAE (presentation level)
DPOAE (F2:F1 ratio & F1 and F2 dBSPL levels)
Results:
For your client create a table that lists the following results you obtained:.
1. Client Related Information
Client Age
AC Thresholds
Tympanometry
Ipsilateral Acoustic Threshold 1KHz
Discussion:
Please interpret each of the clients OAE findings relative to normative values. Indicate if they were
within norms or if results any were deviant from what you would have expected relative to normative
values (e.g., any frequency region where the evoked response was not at a +ve S/N ratio). Please also
report what the findings indicate relative to each ears cochlear status.
834- Syllabus- 2013 year.docx
22
Format
30 minute case study presentations involving adult subjects (real or imaginary; if real, please do
not use actual names)
PowerPoint; may use additional visual and audio aids
Group of 2 (pair up as you'd like) or individual; this is your choice but let me know what you
decide. I need to be informed at the latest by 3:00 on Wednesday, November 6th
Selection of dates for each presenter(s) will be conducted by randomized drawing in the 4:00 class
on 11/6
Presentations will commence on Monday, November 18th and subsequently held on Wednesday,
November 20th and Monday, December 2nd.
Content
Choose a pathology from the list of 12 provided at the end of this Appendix and inform this
instructor at the latest by Thursday, 11/7; in an effort to avoid duplication this will be done
first/come, first serve so please have a second alternative. If a pathology is already selected, then
I'll assign one to you. You will be informed of your topic as soon as possible (no later than this
Friday, November 8th ) on which pathology topic you will be presenting
Present a case real or fictional, but with the approved pathology
o Start with Case History Info
- Primary complaint(s)
- Medical and any relevant birth history; for the purpose of your presentation,
do not state any medical issues that would clearly give away the underlying
pathology (e.g., the client has had an ultrasound that has determined .)
- Ear/Hearing related issues
- Any relevant findings from elsewhere
o Present the audiometric findings (real or extracted from publications)
- Present other findings, as appropriate (such as previous audios)
o Summarize/integrate the test findings
Do not tell the class what the underlying pathology is until you have presented the case have
everyone guess.
Once you have presented the case and you have informed the class of the diagnosis, please:
Present on the typical presentation of this pathology, including:
o Descriptions
o Prevalence
o Symptoms
o Audiometric presentations
Other key findings youd expect
o Typical interventions that are implemented
Dont forget citations, and refer to them as you present in this portion of the presentation (rather than
one big list at the end)
The goal of these quizzes is to prepare you prior to class presentation so that you will be better
prepared to follow the presentation and be an active participant- be it in class discussions or posing
questions based on the material that you have read/been presented.