SOUTHERN CONNECTICUT STATE UNIVERSITY

CMD – 575: AUDITORY PROCESSING DISORDERS

SUMMER SESSION B, 2003

 

 

A.        Instructor:

            Robert E. Jirsa, Ph.D.

            Office:  Davis Hall, 012I

            Phone:  203-392-5961 (O)

                        860-635-3099 (H)

            Office Hours:  Open Door & Appointment

            Email:   jirsar1@southernct.edu

            Website: http://www.southernct.edu/~jirsa/

 

B.        Prerequisite Requirements:

            Permission of instructor and/or department

 

C.        Course Description:

Students are introduced to the concept of auditory processing disorders as differentiated from language and learning disorders.  Behavioral and electrophysiologic audiological assessment techniques will be reviewed and their use in a process based treatment and management program will be emphasized.  Case history presentations will be used to understand and critique various process based management programs.  Compensatory strategies will be reviewed and educational implications will be discussed.

D.        Course Objectives:

1.         Students will be able to describe the neurophysiological processing of auditory information from the cochlea through the auditory cortex, and will acquire an understanding of central auditory behaviors and their underlying processes.

 

2.         Students will gain an understanding of, and become familiar with, the various behavioral and electrophysiologic assessment techniques used by audiologists for the assessment of auditory processing disorders.

 

3.         Students will gain an understanding of, and become familiar with, the three basic components of an APD management and treatment program:        

            (1) directed auditory training – designed to reduce or eliminate the auditory dysfunction, (2) compensatory strategies – designed to enhance the use of auditory information, and (3) educational modifications – designed to enhance the auditory/acoustic environment.

 

4.         Through a case presentation format, students will evaluate and critique a variety of auditory processing treatment and management programs and develop management strategies for a processed based treatment program.

 

5.         Students will acquire knowledge of the multicultural considerations related to the diagnosis and management of auditory processing disorders in children.

 

E.         Mode of Instruction:

The primary presentation method will be lecture supplemented with video presentations.  However, class discussion (questions, ideas, disagreements, clarifications, etc) is strongly encouraged and desired.  Laboratory demonstrations will also be included to clarify the assessment process.  The Department of Communication Disorders is committed to providing quality academic and clinical training for all students enrolled in its programs.  If you need course adaptations or accommodations due to a disability, if you have emergency medical information to share with me confidentially, or if you need special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible.

 

F.         Course Outline (Dates and Topic Sequence are subject to Change)

 

            Date                                                    Topics                                                 Text

 


            6/30                                         Introduction;                                                     Ch 1,3

                                                            Scientific Bases for AP & APD;

                                                            Neurophysiology, Neuromaturation;

                                                            & Neuroplasticity

 

            7/1-7/2                                     Auditory Processing &                          Ch 2                                                                 Auditory Processing Disorders;

                                                            ASHA Consensus Report;

                                                            Bruton Conference Report

 

            7/3                                           Behavioral Characteristics &                             Ch 4

                                                            Screening Approaches

 

            7/7-7/8                                     Processed Based Assessment:                          Ch 5-6

                                                            Behavioral & Electrophysiologic

                                                            Measures

 

            7/9-7/14                                   Lab Demonstrations

 

            7/15                                         Processed Based Interpretation             Ch 7

 

            7/16                                         Processed Based Management:             Ch 8-9

 

            7/17-7/24                                 Management: Treatment Intervention                 Ch 8-9

                                                            & Compensatory Strategies

 

            7/28                                         Educational Considerations                               Ch 10

 

            7/29-7/31                                 Case Presentations/Demonstrations of

                                                            Processed Based Treatment

 

G.        Course Requirements:

1.         Class discussions enliven the class and promote creative thinking.  Therefore, class discussion is encouraged and is a central component of a healthy learning environment.    Both the text and the research articles should provide plenty of material for you to bring to class discussions.  While there is no formal grade for class discussion, if you are on the cusp between grades, a positive history of class participation will be helpful.

 

2.         Completion of a thought provoking research paper addressing one of the following areas:

·        The neuroanatomy and neurophysiology of the auditory system from the cochlea to the cerebrum.  Here I would like you to review the anatomy and neurophysiology with particular emphasis on how each area functions in the encoding of information within the acoustic signal.   This is critical since all areas of the auditory system contribute to the auditory processing processes necessary for speech perception.

 

·        A comprehensive discussion of the behavioral assessment protocols used in the evaluation of auditory processing disorders.  Here I would like you to discuss the various evaluative procedures for auditory processing disorders with particular emphasis on the areas and/or auditory processes evaluated and their overall reliability.  In addition, I would like for you to discuss the development of test batteries along with the rationale for this development and the necessity of minimizing linguistic involvement in the test battery.

 

·        A comprehensive discussion of the electrophysiologic assessment protocols that might be useful in the evaluation of auditory processing disorders.  One of the problems with behavioral tests is that they are often influenced by language/linguistic factors or other multidisciplinary problems.  While electrophysiologic measures are continually being evaluated and many are not yet ready for clinical use, there are a few that have been used and have shown good promise.  What are some of these protocols, what do they measure, and how might they be useful for establishing and evaluating the clinical program?

 

·        A comprehensive discussion of an overall management program for auditory processing disorders.  As discussed in class and in your text and readings, a comprehensive multidisciplinary management program must focus on three areas:  (1) a directed auditory training remedial program using both formal and informal techniques, (2) the teaching of compensatory strategies to enhance the use of auditory information, and (3) classroom modifications.  I would like you to address each of these areas and include examples of therapy protocols for each of the sub-profiles discussed by Bellis.

 

I will not tell you how much to write, but I would think that it would be difficult to cover the material in any of these areas in less than 10 – 12 typed double-spaced pages using 12 point font.   I will set a minimum for the number of references, however, and ask you to use at least 12 references.  The paper should also be written using the APA 5th edition style guide and will be due July 30, 2003.

 

H.        Textbook:

            Bellis, T.J. (2003).  Assessment and management of central auditory processing                              disorders in the educational Setting:  From science to practice, 2nd                                              edition.  Clifton Park, NJ: Thompson Delmar Learning.

 

I.          Reference List:

            http://www.comdisdome.com/dome/shelfview.jsp?userid=jirsar1@southernct.edu&shelfid=2518