Educational audiology handbook

List of Appendices
Preface
Contributors
Section I: Educational Audiology Practices
	Chapter 1. Legislative and Policy Essentials
		Legislation and Policies
			Key Legislation
		Key Initiatives and Events in Deaf Education
			Inclusion
			The Deaf Child Bill of Rights
			Early Hearing Detection and Intervention
			The National Association of State Directors of Special Education
			The Council for Exceptional Children, Division for Communication, Language, and Deaf/Hard of Hearing
			Legislative Initiatives
		Summary
		Suggested Readings and Resources
		Appendices
	Chapter 2. Roles and Responsibilities of Educational Audiologists
		Roles of Educational Audiologists
			Educational Audiologists as Service Coordinators
			Educational Audiologists as Instructional Team Members
			Educational Audiologists as Consultants
		Educational Audiologists in Schools for the Deaf
		Responsibilities of Educational Audiologists
			Identification
			Assessment
			Habilitation
			Hearing Loss Prevention
			Counseling and Coaching
			Amplification, Cochlear Implants, and Other Assistive Technology
		Ethical Considerations
		Educational Audiology Service Delivery Models
			School-Based Audiology Services
			Contracted Audiology Services
			Combined School-Based and Contractual Agreement
			Telepractice
		Establishing and Expanding Educational Audiology Services in the Schools
			Reimbursement for Educational Audiology Services
			Dispensing Personal Hearing Instruments
			Cerumen Management
			Support for Early Hearing Detection and Intervention
		Training for Educational Audiologists
		Summary
		Suggested Readings and Resources
		Appendices
	Chapter 3. Partnering With Families With Janet DesGeorges
		Positive Attitudes
			Rapport
			Respect
			Trust
		Effective Communication
		Informational Guidance
			Quantity of Information
			Types of Information
			Parent-to-Parent Communication
		Parent Involvement
			Committee/Task Force Work
			Classroom Support
			Parent Activities
		Difficult Situations
			Parent/School Disagreement Over Individualized Education Program Services
			Request for a Specific Brand of Amplification
			Influence of Private Provider on School Services
			Families That Have Difficulty Being Involved
			Differing Opinions on Communication Modality
		Summary
		Suggested Readings and Resources
		Appendices
	Chapter 4. Hearing Screening and Identification
		State Hearing Screening Mandates
			Screening Requirements in Private Schools, Charter Schools, and Other Nontraditional Education Settings
		Purposes of Hearing Screening and Identification Programs
			Professional Guidelines
			Age Considerations
			Prevalence Considerations
		Resources for Hearing Screening and Identification Programs
			Personnel and Time
			Scheduling Considerations
		Screening and Identification Program Considerations
			Early Childhood
			School-Age Children and Youth
		Screening and Identification Procedures
			Visual Inspection
			Auditory Brainstem Response
			Otoacoustic Emissions
			Pure-Tone Audiometry
			Tympanometry
			Behavioral Observation
		Screening and Identification Protocols
			Infants and Young Children
			School-Age Children and Youth
		Hearing Screening and Monitoring Children Who Cannot Respond to Traditional Measures
		Screening Personnel
			Audiologists
			Speech-Language Pathologists
			Parent Volunteers, School Nurses, and Paraprofessionals
			Training of Support Personnel
		Screening Equipment and Maintenance
			Screening Equipment
			Equipment Maintenance/Calibration
			Infection Control
		Screening Environment
			Location of the Screening Room
			Noise Levels
			Other Factors
		Organization of Screening and Identification Programs
			Scheduling of the Screening
			Activities Prior to the Screening
			Activities During the Screening
		Follow-Up Procedures
			Follow-Up Screening for Middle Ear Conditions and Medical Referrals
			Referrals for Audiological Evaluations
			Educational Screening
		Data Management and Reporting
		Determining the Effectiveness of Hearing Screening and Identification Programs
			Data from Screening Program
			Sensitivity and Specificity
			Cost Effectiveness
		Summary
		Suggested Readings and Resources
		Appendices
	Chapter 5. Assessment
		The Cross-Check Principle in Educational Audiology
		Basic Assessment of Hearing
			Case History
			Otoscopy and Visual Inspection
			Behavioral Assessment
			Physiological Assessment
		Modifications for Special Populations
			Pure-Tone Modifications
			Speech Modifications
		Monitoring Hearing Sensitivity
			Types of Monitoring
			Schedules for Monitoring
		Additional Audiometric Information and Functional Hearing Assessment
			Speech Recognition for Sentences and Phrases
			Speech Perception in Noise Testing
			Listening in Noise
			Speech Recognition With Visual Support
			The Functional Listening Evaluation
			Auditory and Listening Development Skills
			Audiometric Assessment Considerations Without a Sound Booth
			Cultural Considerations
		Assessment of the Educational Effects of Hearing Status
			The Classroom Listening Assessment
			Use of Teacher Checklists
			Interpretation of Audiological Information
			Need for Comprehensive Evaluation
		Communication of Assessment Results
			Audiograms
			Written Reports
			Teacher Letters
			Letters to Physicians or Other Professionals
			Telephone or Personal Conferences
			E-mail, Texting, and Web-Based Communication
			Documentation
			Privacy Issues
		Personal Vulnerability and Safety
		Summary
		Suggested Readings and Resources
		Appendices
	Chapter 6. Auditory Processing Deficits With Lisa R. Cannon
		Auditory Processing Deficit Basics
			Terminology and Definitions of Auditory Processing and Auditory Processing Deficits and Disorders
			Criteria for Determination of an Auditory Processing Disorder
			Practice Guidelines: The Role of the Audiologist and Other Professionals
			APD and Other Disorders
		An Educational Model of Auditory Processing
			APD and Multitiered Systems of Support
		Implementing a School-Based APD Program
			Step 1. Developing the APD Team and Philosophy
			Step 2. Referral and Screening
			Step 3. Assessment for APD
			Step 4. Eligibility for Services
			Step 5. Intervention
		Summary
		Suggested Readings and Resources
		Appendices
	Chapter 7. Classroom Acoustics and Other Learning Environment Considerations
		Learning Environments and At-Risk Students
			Listening and Learning Challenges
			Lighting and Learning Challenges
			At-Risk Students
			Universal Design for Learning
		Properties of Classroom Acoustics
			Noise
			Signal-to-Noise Ratio
			Reverberation
			Inverse Square Law and Critical Distance
		Classroom Acoustics and Speech Perception
			Effects of Noise on Speech Perception
			Effects of Reverberation on Speech Perception
			Combined Effects of Noise and Reverberation on Speech Perception
			Effects of Classroom Acoustics on Teachers
		Classroom Acoustics Standard
			History and Development of the Standard
			Current Standard Status
			Classroom Audio Distribution Systems
			Conformance and Tolerance Verification
			Standard Adoption
		Classroom Acoustics Resolutions and Guidelines
		Measuring Classroom Acoustics
			Classroom Observation
			Instrumentation and Software Programs
			Classroom Noise Measurements
			Classroom Reverberation Measurements
			Estimating Critical Distance
		Role of the Educational Audiologist
			Management of the Learning Environment
		Summary
		Suggested Readings and Resources
		Appendices
	Chapter 8. Hearing Instruments and Remote Microphone Technology With Erin C. Schafer
		Rationale for Hearing Instruments and Remote Microphone Technology
		Recent Trends and Regulatory Considerations
			Regulations
			The Role of Case Law
			Professional Practice Standards and Scope of Practice Considerations
			The Responsibility of Public Education
			Keeping Up with Technological Advancements
			Equipment and Space Requirements
		Assessment of Hearing Instrument and Remote Microphone Technology in Children and Youth
			Candidacy and Candidacy Considerations
			Device Selection Considerations for Remote Microphone Technology
		Personal Hearing Instruments and Remote Microphone Technology Options
			Hearing Aids
			Cochlear Implants
			Remote Microphone Technology
		Implementation and Management of Hearing Technology
			Fitting and Verification
			Orientation and Training
			The Usage Plan
			Validation
			Monitoring and Equipment Management
			Strategies to Implement the American Academy of Audiology Hearing Assistance Technology Guidelines
		Other Assistive Technologies
		Summary
		Suggested Readings and Resources
		Appendices
	Chapter 9. Case Management and Habilitation
		Planning Case Management and Habilitation
			The Importance of Service Coordination
			Facilitating Effective Case Management
		Implementing Audiological Habilitation
			Direct Services
			Indirect Services
		Services for Special Populations
			Students With Unilateral Hearing Conditions, Single-Sided Deafness, or Minimal Hearing Loss
			Students With Auditory Processing Deficits and Auditory Neuropathy Spectrum Disorder
			Students With Multiple Learning Challenges
			Students Using Cochlear Implants
			Early Hearing Detection and Intervention
		Inclusion
		Summary
		Suggested Readings and Resources
		Appendices
	Chapter 10. Supporting Wellness and Social-Emotional Competence With Carrie Spangler
		A Wellness Perspective
			Social-Emotional Development
			Bullying and Victimization
		Skills and Strategies for Students to Address Wellness and Social Competence
			Self-Determination Skills
			Self-Advocacy Skills
		Counseling Strategies
			Reflective Listening
			Self-Assessment
			Extending Conversations and Coaching
		Networking for Students
			Peer Mentors and Role Models
		Referring for Additional Services
		Summary
		Suggested Reading
		Appendices
	Chapter 11. Developing Individual Plans
		The Special Education Process
			Step 1: Identification: Concern About the Child
			Step 2: Referral to Special Education and Assessment
			Step 3: Determination of Eligibility
			Step 4: The Individualized Education Program Meeting
			Step 5: Review and Revision of the Individualized Education Program
			Due Process Procedures
			The Educational Audiologist’s Role in the Special Education Process
		The Individualized Education Program
			Consideration of Special Factors: Communication Considerations
			Services, Placement, and Least Restrictive Environment Considerations
			Services for Parents
			Transition Planning
			Individualized Education Program Goal Development
		Section 504 Plan
		The Services Plan
		The Individual Family Service Plan
			Eligibility Criteria
			Purpose of the Individual Family Service Plan
			Individual Family Service Plan Requirements
		The Role of Case Law
		Summary
		Suggested Readings and Resources
		Appendices
	Chapter 12. Prevention of Noise-Induced Hearing Loss and Tinnitus in Youth With Deanna K. Meinke
		Epidemiology Estimates of Noise-Induced Hearing Loss in Youth
		Epidemiology of Noise-Induced Tinnitus in Youth
		Rationale for Hearing Loss Prevention Targeting Youth
		Public Health Role for Audiologists
		Raising Public Awareness in the School Setting
			Noise Awareness and Prevention Programs
		Education to Prevent Noise-Induced Hearing Loss
			Dangerous Decibels
		Hearing Screenings for At-Risk Individuals
		Advocating for Public Policies
		Challenges and Future Directions
Section II: Collaborative Practices and Program Effectiveness
	Chapter 13. Supporting the Educational Team With Carrie Spangler
		Formal Inservice
			Preparation
			Presentation
			Follow-Up
			Continuing Contact With Participants
		Coaching and Mentoring
			Educational Coaching
			Coaching for Educational Audiologists
			Mentoring
		Summary
		Suggested Readings and Resources
		Appendices
	Chapter 14. Educational Considerations for Students Who Are Deaf or Hard of Hearing
		Critical Issues in Deaf Education
			Accountability and Oversight
			Communication and Communication Access
			Quality Instruction
			Evidenced-Based Practices
			Students Not Eligible for Special Education
			Maintaining Teacher of the Deaf and Related Service Provider Positions
			Parent and Family Engagement
			Early Hearing Detection and Intervention and Early Childhood Education
			Technology
			Deaf Versus Hard of Hearing
		National Association of State Directors of Special Education: Ten Essential Principles for Effective Education of Deaf and Hard of Hearing Students
		What Is Research Saying?
		Legislative Initiatives in Deaf Education
			Language Acquisition and Literacy Accountability
			Deaf Child’s Bill of Rights
			Hearing Aid Insurance
		Educational Assessment
		Transition Planning
		Best Practice Considerations for Educating Children and Youth Who Are Deaf or Hard of Hearing
			Know Your Students
			Adopt Program Standards
			Conduct a Program Review
			Identify Evidence-Based and Consensus-Based Practices
			Utilize Progress Monitoring
			Incorporate Expanded Core Curricula
			Utilize Deaf and Hard of Hearing Peers and Role Models
			Engage Parents and Caregivers
		Summary
		Suggested Reading
		Appendices
	Chapter 15. Collaborative School–Community Partnerships
		Establishing and Maintaining Relations With Community Resources
		Identifying and Interfacing With Community Resources
			Identifying Resources Through a Community Survey
			Potential Community Partners
			Updating the Community Resource Survey
		Marketing and Advocacy for Educational Audiology Programs
			Increased Name Recognition
			Broadened Visibility of Services
			Increased Knowledge of Program Outcomes
			Internal Marketing
			External Marketing
		Developing and Fostering Creative Collaborative Efforts
			Information and Materials to Share
			Facilitating Interprofessional Collaboration
			Fostering Creative Community Collaboration
		Legal and Ethical Issues
		Summary
		Suggested Readings and Resources
		Appendices
	Chapter 16. Program Development, Evaluation, and Management
		Program Development
			Laying the Foundation
			Needs Assessment
			Planning
		Program Evaluation
			Assessment of Existing Audiology Services
			Planning for Improvement
			Implementation of New Services
			Measuring Effectiveness
			State Model Evaluation Systems
		Program Management
			Annual and Monthly Scheduling
			Day-to-Day Scheduling
			Office Support
			Data Management
			Forms
			Budget and Finances
			Facilitating Meetings
			Challenges
		Summary
		Suggested Reading and Resources
		Appendices
	Chapter 17. Reflections and Future Directions With Sarah Florence
		Emerging Themes
			The Educational Audiologist as an Integral Member of the Multidisciplinary Team
			The Emphasis on Accountability, Specific Student and Program Outcomes, and Use of Cost-Effective Strategies to Address Critical Issues
			Societal Factors
			Promoting Hearing Loss Prevention as a Social Health Problem
		Remote Audiology Services
			Remote Educational Audiology Services Model
			Remote/Onsite Hybrid Model
			Remote Support of Onsite Educational Audiologists
			Service Considerations
			Remote Technology Tools
		Summary
References
Index