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Carole E. Johnson is a professor in the Department of Communication Disorders at Auburn University and runs the Auburn Unviersity Auditory Rehabilitation Laboratory. She received her Ph.D. from the University of Tennessee at Knoxville and her Au.D. from the Pennsylvania College of Optometry, School of Audiology. Aside from publishing a number of articles and book chapters, she has co-authored two books, Guidebook for Support Programs in Aural Rehabilitation (Singular, 1999) and Handbook of Outcomes Measurement in Audiology (Singular, 2002). In addition, she was recipient of the Larry Mauldin Award for Excellence in Education in 2007.
SECTION I: FOUNDATIONS FOR AUDITORY REHABILITATION
CHAPTER 1: INTRODUCTION TO AUDITORY REHABILITATION
INTRODUCTION
LEARNING OBJECTIVES
DEFINING AUDITORY REHABILITATION
PROVIDERS OF AUDITORY REHABILITATION ACROSS SERVICE-DELIVERY SITES
REVIEW OF THE AUDIOGRAM
Degree of Hearing Loss
Type of hearing Loss
Configuration of Hearing Loss
Pure-tone Averages and Speech Audiometry
EFFECTS OF HEARING LOSS
Age of Onset
Effects of Degree of Hearing Loss
A Model for Describing the Effects of Hearing Loss
A MODEL FOR AUDITORY REHABILITATION
OTHER AREAS OF AUDITORY REHABILITATION
Auditory Processing Disorders
Tinnitus and Hyperacusis
Vestibular and Balance Disorders
CHAPTER SUMMARY
LEARNING ACTIVITIES
CHAPTER 2: PSYCHOSOCIAL ASPECTS OF HEARING IMPAIRMENT
INTRODUCTION
LEARNING OBJECTIVES
PSYCHOSOCIAL EFFECTS OF HEARING LOSS
Hearing Loss and Personality Development
Congenital Hearing Loss
Acquired Hearing Loss in Middle-Age and Beyond
Hearing Loss and Hearing Aid Stigma
Early Studies
Later Studies
COUNSELING
General Types of Counseling
Examples of Counseling Techniques
DEALING WITH RESISTANCE
CHAPTER SUMMARY
LEARNING ACTIVITIES
CHAPTER 3: MULTICULTURAL ISSUES IN AUDITORY REHABILITATION
INTRODUCTION
LEARNING OBJECTIVES
DEVELOPING CROSS CULTURAL COMPETENCE
Developing Cross-cultural Competence with the Deaf community
Developing Cross-cultural Competence with Racial and Ethnic Minorities
MULTICULTURALISM AND AUDITORY REHABILITATION
Patient Profiles
Access to Hearing Healthcare Services
Differential Effects of Hearing Impairment on Quality of Life
Cultural and Linguistic Appropriateness of Materials
Attitudes Toward Hearing Loss and Hearing Aids
International, Generational, and Gender Issues
TOWARD CULTURAL COMPETENCE IN AUDITORY REHABILITATION
Use of Interpreters
Challenging Western Expectations
CHAPTER SUMMARY
LEARNING ACTIVITIES
CHAPTER 4: PROFESSIONAL ISSUES IN AUDITORY REHABILITATION
INTRODUCTION
LEARNING OBJECTIVES
DEVELOPING CROSS-PROFESSIONAL COMPETENCE
DEVELOPING CLINICAL COMPETENCE
PROFESSIONAL ORGANIZATIONS
CONTEMPORARY PROFESSIONAL ISSUES IN AUDITORY REHABILITATION
Reimbursement
Evidence-based Practice
Ethics and Auditory Rehabilitation
CHAPTER SUMMARY
LEARNING ACTIVITIES
CHAPTER 5: EVIDENCE-BASED PRACTICE IN AUDITORY REHABILITATION
INTRODUCTION
LEARNING OBJECTIVES
LEVELS OF EVIDENCE
FOUNDATIONS FOR EVIDENCE-BASED PRACTICE IN AUDITORY REHABILITATION
Step 1: Developing a Research Question
Step 2: Searching for the Evidence
Generic and Discipline-Specific Sources of Evidence
Macro and Micro Search Strategies
Step 3: Critical Appraisal of the Evidence
Determining the Level of Evidence
Class I: Well-designed Systematic Reviews with Meta-Analysis of More than One Double-blinded Randomized Controlled Clinical Trial
Class II: Prospective Double-blinded Randomized Controlled Clinical Trial
Class III: Non-randomized Intervention Studies
Class IV: Non-intervention Studies: Cohort Studies, Case-control Studies, and Cross-sectional Surveys
Class V: Case Reports
Class VI: Expert Opinion
Assessing the Quality and Rating the Risk of Bias
Grading the Clinical Recommendation
Step 4: Integrating Scientific Evidence, Clinical Expertise, and Patient Factors into Decision-making
Step 5: Evaluating the Process
MOVING THE PROFESSIONS TOWARD EVIDENCE-BASED PRACTICE
CHAPTER SUMMARY
LEARNING ACTIVITIES
MOVING THE PROFESSIONS TOWARD EVIDENCE-BASED PRACTICE
CHAPTER SUMMARY
LEARNING ACTIVITIES
SECTION II: SENSORY AIDS FOR AUDITORY REHABILITATION
CHAPTER 6: AN INTRODUCTION TO AMPLIFICATION
INTRODUCTION
LEARNING OBJECTIVES
HISTORY OF HEARING AIDS
CONTEMPORARY STYLES OF HEARING AIDS
Hearing Aids Requiring Earmolds
In-the-ear Hearing Aids
Open-ear Fittings
CLASSIFICATION OF HEARING AIDS
Analog, Digitally Programmable, and Completely Digital Hearing Aids
Proportional Frequency Compression Hearing Aids
Hearing Aids for Unilateral or Asymmetrical Sensorineural Hearing Loss with an Unaidable Ear
Bone-conduction Hearing Aids and Bone-anchored Hearing Aids
Implantable Hearing Aids
THE AUDIOLOGISTS’ TOOLS
HEARING AID ELECTROACOUSTICS
AUDIOLOGIC MANAGEMENT OF ADULT HEARING IMPAIRMENT USING THROUGH AMPLIFICATION
Assessment and Goal Setting
Technical Aspects of Treatment
Hearing Aid Selection
Hearing Aid Style
External Features on Hearing Aids
Internal Features in Hearing Aids
Monaural versus Binaural Fittings
Quality Control
Fitting and Verification of Hearing Aids
Hearing Aid Assistive Technology
Orientation, Counseling, and Follow-up
Hearing Aid Orientation
Device-related Information
Patient-related information
Counseling and Follow-up
Assessing Outcomes
LEARNING ACTIVITIES
CHAPTER SUMMARY
CHAPTER 7: INTRODUCTION TO HEARING ASSISTIVE TECHNOLOGY
INTRODUCTION
LEARNING OBJECTIVES
CHARACTERISTICS OF ASSISTIVE TECHNOLOGY
CONTEXTS FOR ASSISTIVE TECHNOLOGY USE
MAJOR PIECES OF LEGISLATION AFFECTING THE USE AND FUNDING OF ASSISTIVE TECHNOLOGY
BASIC CATEGORIZATIONS OF ASSISTIVE LISTENING DEVICES
Devices that Assist with Telephone Communication
Devices that Assist with Environmental Awareness of Sounds
Devices that Assist with Television Viewing or Interpersonal Communication
Wired Systems
Hearing Aid Dependent Systems
Hearing Aid Independent Systems
Wireless Systems
Induction Loop Systems
Infrared Systems
Frequency Modulation (FM) Systems
ASSISTIVE LISTENING DEVICES AND CELL PHONES
OTHER ASSISTIVE TECHNOLOGY FOR THE DEAF AND HARD OF HEARING
Captioned Programming, Closed Captioning, and Real-time Captioning
Telephone Devices for the Deaf
AUDIOLOGISTS’ RESPONSIBILITIES IN EVALUATING, SELECTING, AND FITTING ASSISTIVE LISTENING DEVICES
ASSISTIVE TECHNOLOGY FOR DEAF-BLIND PERSONS
CHAPTER SUMMARY
LEARNING ACTIVITIES
CHAPTER 8: INTRODUCTION TO IMPLANT TECHNOLOGY
LEARNING OBJECTIVES
HOW DO COCHLEAR IMPLANTS WORK?
COCHLEAR IMPLANT MANUFACTURERS
PATIENT SELECTION CRITERIA AND PRE-IMPLANT EVALUATION
Patient Selection Criteria
Pre-Implant Evaluation
WHAT IS THE SURGERY LIKE?
WHAT TO EXPECT AFTER SURGERY
The “Hook-up”
School Follow-up
Selection of Communication Options
Examples of Therapy Programs for Adults
ASSESSMENT OF AUDITORY PROGRESS
WHAT ARE SOME LONG-TERM EXPECTATIONS FOR PATIENTS AFTER COCHLEAR IMPLANTATION?
Pediatric Expectations
Adults Expectations
OTHER OPTIONS FOR COCHLEAR IMPLANT WEARERS
Bimodal Stimulation
Bilateral Cochlear Implants
AUDITORY BRAINSTEM IMPLANTS
COCHLEAR IMPLANTS AND DEAF CULTURE
HOW DO YOU SELECT A COCHLEAR IMPLANT?
CHAPTER SUMMARY
LEARNING ACTIVITIES
SECTION III: AUDITORY REHABILITATION ACROSS THE LIFESPAN
CHAPTER 9: AUDITORY HABILITATION OF YOUNG CHILDREN AND THEIR FAMILIES
INTRODUCTION
LEARNING OBJECTIVES
EARLY HEARING DETECTION AND INTERVENTION PROGRAMS
Screening for Hearing Loss
Diagnosis of Hearing Loss
Early Intervention
Phase I: Diagnosis to the Fitting of Amplification
Phase II: After Initial Fitting of Amplification and Hearing Aid Adjustment
Phase III: From Hearing Aid Adjustment to Formal Communication Intervention
SELECTION OF MODE OF COMMUNICATION
APPROACHES TO FACILITATING ORAL LANGUAGE DEVELOPMENT IN CHILDREN WHO ARE DEAF AND HARD OF HEARING
SPECIAL EDUCATION SERVICES TO CHILDREN WITH HEARING LOSS
Special Education Law
Receiving Special Education Services through the IDEA (2004)
DUAL SENSORY IMPAIRMENT IN YOUNG CHILDREN
CHAPTER SUMMARY
LEARNING ACTIVITIES
CHAPTER 10: AUDITORY HABILITATION OF SCHOOL-AGED CHILDREN
INTRODUCTION
LEARNING OBJECTIVES
EFFECT OF HEARING IMPAIRMENT ON SPEECH, LANGUAGE, AND PSYCHOSOCIAL DEVELOPMENT
Effects of Hearing Loss on Speech Production
Effects of Hearing Loss on Language Development
Effects of Hearing Loss on Psychosocial Development
INDIVIDUALS WITH DISABILITIES EDUCATION ACT
Individualized Education Programs
Related Services and Supplementary Aids and Services
ROLE OF AUDIOLOGISTS
Identification of Children with Hearing Loss
Audiologic Evaluation to Determine Type, Degree, and Configuration of Hearing Loss
Determination of Needs for Group and Individual Amplification
Prevention of Hearing Loss
Counseling and Guidance
ROLE OF SPEECH-LANGUAGE PATHOLOGISTS
ACCOMMODIATIONS FOR CHILDREN WHO ARE DEAF AND HARD OF HEARING
Environmental Modifications
Acoustic Environment
Acoustical Treatment
Classroom Design and Learning Style
Accommodations for Learning Style
Accommodations for Output of Information, Evaluation, and Grading
Behavioral and Social Accommodations
PERSONAL ADJUSTMENT COUNSELING FOR SCHOOL-AGED CHILDREN WHO ARE DEAF AND HARD OF HEARING
Helping Children Tell their Stories
Helping Children Clarify their Problems
Goal Setting: Ready, Set, Go!
Observing Implementation of the Plan
Helping Children Evaluate their Plans
DIRECT SERVICE DELIVERY
Auditory Verbal
The Verbotonal Method
Erber Approach
NEEDS ASSESSMENT
AUDITORY PROCESSING DISORDERS
DUAL SENSORY IMPAIRMENT IN SCHOOL-AGED CHILDREN
ABUSE AND NEGLECT IN SCHOOL-AGED CHILDREN WHO ARE DEAF AND HEARING OF HEARING
TRANSITION PLANNING
CHAPTER SUMMARY
LEARNING ACTIVITIES
CHAPTER 11: AUDITORY REHABILITATION OF YOUNG TO MIDDLE-AGED ADULTS
INTRODUCTION
LEARNING OBJECTIVES
EFFECTS OF HEARING IMPAIRMENT ON THE HEALTH-RELATED QUALITY OF LIFE OF YOUNG-TO-MIDDLE-AGED ADULTS
Personal Fulfillment (Psychosocial Well-being)
Physical and Material Well-being (Health and Living Arrangements)
Adult Role Fulfillment (Education and Employment)
AUDITORY REHABILITATION OF YOUNG ADULTS WITH HEARING IMPAIRMENT
Transition to the World of Work
Enrollment in Colleges and Universities
AUDITORY REHABILITATION OF MIDDLE-AGED ADULTS WITH HEARING IMPAIRMENT
Role of Vocational Rehabilitation Counselor
Eligibility and Vocational Needs Assessments
Role of the Audiologist
TINNITUS REHABILITATION
DUAL SENSORY IMPAIRMENT IN ADULTS
VESTIBULAR REHABILITATION
HEARING CONSERVATION
Occupational Hearing Conservation
Noise Monitoring
Audiometric Testing
Hearing Protection Devices
Employee Training Programs, OSHA Accessibility, and Recordkeeping
Efficacy of Hearing Conservation Programs
Non-occupational Hearing Conservation
Prevention of Noise-Induced Hearing Loss
CHAPTER SUMMARY
LEARNING ACTIVITIES
CHAPTER 12: AUDITORY REHABILITATION OF ELDERLY ADULTS
INTRODUCTION
LEARNING OBJECTIVES
A TRANSDISCIPLINARY MODEL OF AUDITORY REHABILITATION OF THE ELDERLY
Communication Status
Physical Status
General Health
Hypertension
Heart Disease
Diabetes
Visual Status
Anatomy of the Eye
Visual Disorders in the Elderly
Vestibular Status
Sociological Status
Physical Environment
Social Environment
Financial Status
Psychological Status
Mental Status
Depression
Motivation, Attitude, and Expectations
THE ELDERLY AND THE HEARING HEALTHCARE SYSTEM
COCHLEAR IMPLANTS AND THE ELDERLY
Screening for Hearing Loss
Assessment and Goal Setting
Auditory Assessment and Diagnosis
Self-perception of Communication Needs, Performance, and Selection of Goals for Treatment
Hearing Aid Delivery
Hearing Aid Orientation Group
Andragogy and the Development of Hearing Aid Self-efficacy
Outcome Measures for Hearing Aid Orientation Group
HEARING HEALTHCARE IN LONG-TERM RESIDENTIAL CARE FACILITIES FOR THE ELDERLY
Patient Services
Facility Services
Special Services
HOME-BASED AUDITORY TRAINING PROGRAMS
FALL PREVENTION IN THE ELDERLY
ELDER ABUSE
DUAL SENSORY PERCEPTION
Effect on the Elderly
Implications for Audiologic Assessment and Auditory Rehabilitation
LEARNING ACTIVITIES
CHAPTER SUMMARY
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