Educational Audiology Handbook

Cheryl DeConde Johnson, EdD, has an extensive history of advocacy for children and youth who are deaf and hard of hearing and their families. Through her many roles as an educational audiologist, early intervention specialist, deaf and hard of hearing program administrator, deaf education and audiology consultant with the Colorado Department of Education, author, and university instructor, she continues to provide consultation, program evaluation, and training globally through her practice, the ADE-vantage (Audiology-Deaf Education vantage consulting). Cheryl is also a co-founder of Hands & Voices. Cheryl now shares her time between Leadville, Colorado, and Green Valley, Arizona.Jane B. Seaton, MS, CCC-A/SLP, consultant in audiology and communication disorders, has spent more than 40 years working with families and children with significant hearing and listening challenges. She developed and administered a model regional educational program for deaf and hard of hearing students and has professional experience in the field of pediatric and educational audiology in university, pubic health, hospital, and public school settings. Ms. Seaton received an undergraduate degree from Northwestern University, a master’s degree from the University of Michigan, and continued her post-graduate education at the Universities of Akron, Washington, and Georgia. She has been an invited speaker and writer in the field of educational audiology and served as an early intervention specialist and stakeholder for Georgia’s Early Hearing Detection and Intervention program for 25 years.

• List of AppendicesPrefaceContributorsChapter 1. Legislative and Policy EssentialsCheryl DeConde JohnsonKey TermsKey PointsLegislation and PoliciesKey LegislationKey Initiatives and Events in Deaf EducationInclusionThe Deaf Child Bill of RightsEarly Hearing Detection and InterventionThe National Association of State Directors of Special EducationThe Council for Exceptional Children, Division for Communication, Language, and Deaf/Hard of HearingLegislative InitiativesSummarySuggested Readings and ResourcesAppendicesChapter 2. Roles and Responsibilities of the Educational AudiologistKrista YuskowKey TermsKey PointsRoles of Educational AudiologistsEducational Audiologists as Service CoordinatorsEducational Audiologists as Educational Team MembersEducational Audiologists as ConsultantsEducational Audiologists as Direct Service ProvidersEducational Audiologists in Schools for the DeafResponsibilities of Educational AudiologistsIdentificationAssessmentHabilitationHearing Loss PreventionCounseling and GuidanceAmplification, Cochlear Implants, and Other Assistive TechnologyEducational Audiology Service Delivery ModelsTraditional School-Based Audiology ModelsContracted Educational Audiology ModelOther Service ConsiderationsReimbursement for Educational Audiology ServicesDispensing Personal Hearing InstrumentsCerumen ManagementSupport for Early Hearing Detection and InterventionEthics in Educational AudiologyEthical PrinciplesEthical ConsiderationsLegal ConsiderationsEthical Dilemmas and Ethical Decision-MakingTraining for Educational AudiologistsSummary Suggested Readings and ResourcesAppendicesChapter 3. Partnering With FamiliesJanet DesGeorgesKey TermsKey PointsPositive AttitudesRapportRespectTrustThe Hands & Voices Partnership Continuum ToolEffective CommunicationInformational GuidanceQuantity of InformationTypes of InformationParent-to-Parent CommunicationParent InvolvementCommittee/Task Force WorkClassroom SupportParent ActivitiesParent LeadershipAges and Stages of Parent/Student AdvocacyEngaging in a Child’s Learning at HomeDifficult SituationsParent/School Disagreement Over Individualized Education Program ServicesInfluence of a Private Provider on School ServicesFamilies Who Have Difficulty Being InvolvedDiffering Opinions on Communication ModalityChild Safety ChecklistSummarySuggested Readings and ResourcesAppendicesChapter 4. Hearing Screening and IdentificationCheryl DeConde Johnson, Lisa Lisowe, and Deanna K. MeinkeKey TermsKey PointsState Hearing Screening MandatesScreening Requirements in Private Schools, Charter Schools, and Other Nontraditional Education SettingsPurposes of Hearing Screening and Identification ProgramsProfessional GuidelinesAge ConsiderationsPrevalence ConsiderationsResources for Hearing Screening and Identification ProgramsPersonnel and TimeScheduling Considerations Screening and Identification Program ConsiderationsEarly ChildhoodSchool-Age Children and YouthScreening and Identification Procedures Visual InspectionAuditory Brainstem ResponseOtoacoustic EmissionsPure-Tone AudiometryTympanometryBehavioral ObservationScreening and Identification ProtocolsInfants and Young ChildrenSchool-Age Children and YouthHearing Screening and Monitoring Children Who Cannot Respond to Traditional MeasuresScreening PersonnelAudiologistsSpeech-Language PathologistsParent Volunteers, School Nurses, and ParaprofessionalsTraining of Support PersonnelScreening Equipment and MaintenanceScreening EquipmentEquipment Maintenance/CalibrationInfection ControlScreening EnvironmentLocation of the Screening RoomNoise LevelsOther FactorsOrganization of Screening and Identification ProgramsScheduling of the ScreeningActivities Prior to the ScreeningActivities During the ScreeningFollow-Up ProceduresFollow-Up Screening for Middle Ear Conditions and Medical ReferralsReferrals for Audiological EvaluationsEducational ScreeningData Management and ReportingDetermining the Effectiveness of Hearing Screening and Identification ProgramsData From Screening ProgramSensitivity and SpecificityCost-EffectivenessSummarySuggested Readings and ResourcesAppendicesChapter 5. AssessmentHilary DavisKey TermsKey PointsBeyond the Audiogram: Developing Student Listening ProfilesSafety Considerations When TestingInfection Control GuidelinesPersonal Vulnerability and SafetyAudiological AssessmentCase HistoryOtoscopy and Visual InspectionBehavioral AssessmentPhysiological AssessmentModifications for Special PopulationsSpeech ModificationsMonitoring Hearing SensitivityTypes of MonitoringMonitoring SchedulesAdditional Audiometric InformationSpeech Recognition for Sentences and PhrasesSpeech Perception in Noise TestingBamford-Kowal-Bench Speech-in-Noise TestSpeech Intelligibility in Noise TestListening in NoiseSpeech Recognition With Visual SupportAudiometric Assessment Considerations Without a Sound BoothAuditory and Listening Development SkillsCultural ConsiderationsAssessment of the Educational Effects of Hearing StatusThe Classroom Listening AssessmentSubjective MeasuresInterpretation of Audiological InformationNeed for Comprehensive Evaluation Communicating Assessment Results to OthersAudiogramsWritten ReportsTeacher LettersLetters to Physicians or Other ProfessionalsVirtual or In-Person ConferencesEmail, Texting, and Web-Based CommunicationPrivacy IssuesDocumentationSummarySuggested Readings and ResourcesAppendicesChapter 6. Auditory Processing DeficitsLisa LisoweKey TermsKey PointsAuditory Processing Deficit BasicsTerminology and Definitions of Auditory Processing and Auditory Processing Deficits and DisordersCriteria for Identification of an Educationally Significant Auditory Processing DeficitPractice Guidelines: The Role of the Audiologist and Other ProfessionalsAuditory Processing Deficit and Other DisordersAn Educational Model of Auditory ProcessingAuditory Processing Deficit and Multitiered Systems of SupportImplementing a School-Based Auditory Processing Deficit ProgramStep 1. Developing the Auditory Processing Deficit Team and PhilosophyStep 2. Referral and ScreeningStep 3. Assessment for Auditory Processing DeficitStep 4. Eligibility for ServicesStep 5. InterventionSummarySuggested Readings and ResourcesAppendicesChapter 7. Classroom Acoustics and Other Learning Environment ConsiderationsFrank Iglehart and Cheryl DeConde JohnsonKey TermsKey PointsLearning Environment ConsiderationsListening and Learning ChallengesImpact of Noise and Reverberation on WellnessLighting and Learning ChallengesAt-Risk StudentsUniversal Design for LearningProperties of Classroom AcousticsNoiseSignal-to-Noise RatioReverberationAlpha BarSpeech Intelligibility IndexInverse Square Law and Critical DistanceClassroom Acoustics and Speech Perception Effects of NoiseEffects of ReverberationsCombined Effects of Noise and ReverberationEffects of Classroom Acoustics on TeachersClassroom Acoustics StandardHistory and Development of ANSI S12.60Current Standard StatusClassroom Audio Distribution SystemsConformance and Tolerance VerificationStandard AdoptionClassroom Acoustics Resolutions and GuidelinesMeasuring Classroom AcousticsClassroom ObservationInstrumentation and Software ApplicationsClassroom Noise MeasurementsClassroom Reverberation MeasurementsEstimating Critical DistanceRole of the Educational AudiologistIEP and 504 ApplicationsManagement of the Learning EnvironmentSummarySuggested Readings and ResourcesAppendicesChapter 8. Hearing Instruments and Remote Microphone TechnologiesTina ChildressKey TermsKey PointsRationale for Hearing Instruments and Remote Microphone TechnologyRecent Trends and Regulatory ConsiderationsRegulationsThe Role of Case LawProfessional Practice Standards and Scope of Practice ConsiderationsThe Responsibility of Public EducationKeeping Up With Technological AdvancementsEquipment and Space RequirementsAssessment of Hearing Instrument and Remote Microphone Technology in Children and YouthCandidacy and Candidacy ConsiderationsDevice Selection Considerations for Remote Microphone TechnologyPersonal Hearing Instruments and Remote Microphone Technology OptionsHearing AidsCochlear ImplantsAuditory Brainstem ImplantsRemote Microphone TechnologyImplementation and Management of Hearing TechnologyFitting and VerificationOrientation and TrainingThe Usage PlanValidationMonitoring and Equipment ManagementStrategies to Implement the American Academy of Audiology Hearing AssistanceTechnology GuidelinesOther Assistive TechnologiesSummarySuggested Readings and Resources AppendicesChapter 9. HabilitationJane B. SeatonKey TermsKey PointsPlanning for Habilitation ServicesWhat Is “Habilitation?”The Importance of Service CoordinationFacilitating Effective Habilitation ServicesImplementing Audiological InterventionDirect ServicesIndirect ServicesSupporting the Educational TeamCoaching for Educational AudiologistsServices for Special PopulationsStudents With Unilateral Hearing Conditions, Single-Sided Deafness, and Minimal or Fluctuating Hearing LevelsStudents With Auditory Processing Deficits and Auditory Neuropathy Spectrum DisorderStudents With Multiple Learning ChallengesStudents Using Cochlear ImplantsEarly Hearing Detection and InterventionIn-Service for Educational TeamsPreparationPresentationFollow-UpInclusionSummarySuggested Readings and ResourcesAppendicesChapter 10. Supporting Wellness and Social-Emotional CompetenceCarrie Spangler and Krista YuskowKey TermsKey PointsA Wellness PerspectiveSocial-Emotional DevelopmentBullyingDevelopment of Self-DeterminationRelatednessCompetencyAutonomySelf-AdvocacyPromoting Self-DeterminationConnecting With Same-Self PeersPeer Mentors and Role ModelsCounseling StrategiesReflective ListeningSelf-AssessmentExtending Conversations and CoachingReferring for Additional ServicesSummaryAppendicesChapter 11. Developing Individual PlansNatasha SeatonKey TermsKey PointsThe Special Education ProcessStep 1: Identification: Concern About the StudentStep 2: Referral to Special Education and AssessmentStep 3: Determination of EligibilityStep 4: The Individualized Education Program MeetingStep 5: Review and Revision of the Individualized Education ProgramDue Process ProceduresThe Educational Audiologist’s Role in the Special Education ProcessThe Individualized Education ProgramConsideration of Special Factors: Communication ConsiderationsServices, Placement, and Least Restrictive Environment ConsiderationsServices for ParentsTransition PlanningIndividualized Education Program Goal DevelopmentSection 504 PlanThe Services PlanThe Individual Family Service PlanEligibility CriteriaPurpose of the Individual Family Service PlanIndividual Family Service Plan RequirementsThe Role of Case LawSummarySuggested Readings and ResourcesAppendicesChapter 12: Prevention of Noise-Induced Hearing Loss and Tinnitus in YouthJenny A. Rajan and Deanna K. MeinkeKey TermsKey PointsNoise Exposures in YouthEpidemiology Estimates of Noise-Induced Hearing Loss in YouthEpidemiology of Noise-Induced Tinnitus in YouthRationale for Hearing Loss Prevention Targeting YouthPublic Health Role for AudiologistsRaising Public Awareness in the School SettingNoise Awareness and Prevention ProgramsIntervention to Prevent Noise-Induced Hearing LossDangerous DecibelsHearing Screenings for At-Risk IndividualsAdvocating for Public PoliciesChallenges and Future DirectionsSuggested Readings and ResourcesChapter 13. Advocating for Educational Audiology ServicesKym MeyerKey TermsKey PointsKnow the Status QuoIdentify Existing Educational Audiology ServicesIdentify the PopulationWhat to Do When There Is Not an Educational AudiologistEstablish and Maintain Relations With Community PartnersIdentify Resources Through a Community SurveyPotential Community PartnersUpdating the Community Resource SurveyDevelop and Foster Creative Collaborative EffortsInformation and Materials to ShareFacilitating Interprofessional CollaborationFostering Creative Community CollaborationMarketing and Advocacy for Educational Audiology ProgramsIncreased Name RecognitionBroadened Visibility of ServicesIncreased Knowledge of Program OutcomesInternal MarketingExternal MarketingAdvocating via Social Media: #EdAudAdvocacy and #EdAudWeekMentoring New Educational AudiologistsSummarySuggested Readings and ResourcesAppendicesChapter 14. Educational Considerations for Students Who Are Deaf or Hard of HearingCheryl DeConde JohnsonKey TermsKey PointsCritical Issues in Deaf EducationAccountability and OversightLanguage and Communication AccessQuality InstructionEvidence-Based PracticesStudents Not Eligible for Special EducationMaintaining Teacher of the Deaf and Related Service Provider PositionsParent and Family EngagementEarly Hearing Detection and Intervention and Early Childhood EducationTechnologyIdentity: Deaf, deaf, Hard of Hearing, Hearing?NASDSE: Ten Essential Principles for Effective Education of Deaf and Hard of Hearing StudentsWhat Is Research Saying?Legislative Initiatives in Deaf EducationLanguage Acquisition and AccountabilityDeaf Child Bill of RightsHearing Aid InsuranceEducational AssessmentTransition PlanningBest Practice Considerations for Educating Children and Youth Who Are Deaf or Hard of HearingKnow Your StudentsAdopt Program StandardsConduct a Program ReviewIdentify Evidence-Based and Consensus-Based PracticesUtilize Progress MonitoringIncorporate Expanded Core CurriculaInclude Deaf and Hard of Hearing Peers and Role ModelsEngage Parents and CaregiversSummarySuggested ReadingsResourcesAppendicesChapter 15. Remote Service DeliverySarah FlorenceKey TermsKey PointsBackground and Current TrendsGetting StartedModels for Remote Service DeliveryRemote-Only Educational Audiology Services ModelRemote–On-Site Hybrid ModelRemote Support of On-Site Educational AudiologistsRemote ServicesEthics and SecurityTeleaudiologyRemote Technology ToolsSummarySuggested Readings and ResourcesChapter 16. Development and Management of Contracted Educational Audiology ServicesRachel ParkingtonKey TermsKey PointsLaying the Foundation and PlanningPros and Cons of ContractingWhere to Start: Setting Up Your BusinessInsurance ConsiderationsTax ConsiderationsIndependent Contractor AgreementsRatesBrandingData ManagementSchedulingKey PlayersService Setting ConsiderationsEarly InterventionSchool AgeHigher EducationAlternative Education Settings, Hospitals, and Schools for the DeafFrom Contract to a Salaried Full-Time PositionSummarySuggested Readings and ResourcesAppendicesChapter 17. Program Development, Evaluation, and ManagementCheryl DeConde JohnsonKey TermsKey PointsProgram DevelopmentLaying the FoundationNeeds AssessmentPlanningProgram EvaluationAssessment of Existing Audiology ServicesPlanning for ImprovementImplementation of New ServicesMeasuring EffectivenessState Model Evaluation SystemsProgram ManagementAnnual and Monthly SchedulingDay-to-Day SchedulingOffice SupportData ManagementFormsBudget and FinancesFacilitating MeetingsChallengesSummarySuggested Readings and ResourcesAppendicesChapter 18. Reflections and Future DirectionsJane B. Seaton and Cheryl DeConde JohnsonEmerging ThemesTechnology Expansion and AvailabilityLanguage DeprivationLanguage NutritionCultural DiversityPotential Educational Audiology Certificate ProgramNew PerspectivesContinuing ChallengesAccountabilityMultidisciplinary Teams and CollaborationEducational Audiology Recruitment (Typically NOT Retention!!)School Safety and SecurityFamily InvolvementWellness ViewClassroom AcousticsHearing Loss PreventionTechnology—Back to Our BeginningSummary