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Assess the needs of an adult with a hearing impairment and identify
support services
Level
5
Credits
6
Purpose
People credited with this unit standard are able to: use assessment tools to
determine the communication needs of an adult with a hearing impairment;
use assessment tools to identify the psycho-social needs of an adult with a
hearing impairment; identify the technological assistance available to the
adult with a hearing impairment in relation to their communication needs and
psycho-social needs; identify professional support for the adult with a hearing
impairment for their identified communication and psycho-social needs; and
identify social, recreational, financial and vocational support services for the
adult with a hearing impairment.
Subfield
Community Support
Domain
Hearing Therapy
Status
Registered
Status date
20 May 2008
Date version published
20 May 2008
Planned review date
31 December 2013
Entry information
Open.
Accreditation
Evaluation of documentation and visit by NZQA, industry
and teaching professional in the same field from another
provider.
Standard setting body (SSB)
Community Support Services Industry Training
Organisation Limited
Accreditation and Moderation Action Plan (AMAP) reference
0024
This AMAP can be accessed at http://www.nzqa.govt.nz/framework/search/index.do.
Special notes
1
The performance of all elements of this unit standard must comply with any relevant
cultural or legislative requirements including the rights and responsibilities of people
receiving services or supports as outlined in the Health and Disability Commissioner
(Code of Health and Disability Services Consumers’ Rights) Regulations 1996.
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2
In this sector, support given to a person should be given in a manner that maximises
the independence of that person. Support must be appropriate to the needs of the
person and utilise existing strengths and, wherever possible, optimise the use of the
local community. Performance of the elements of this unit standard must fit within
these broad parameters.
3
This unit standard cannot be assessed against in a simulated environment. It is
required that people seeking credit for this unit standard demonstrate competence
and be assessed in the workplace. This can be through paid or unpaid employment,
or in placements in a service provider workplace negotiated by an education
provider.
4
An ability to integrate theory with practice in the workplace must be demonstrated.
This will call for a variety of modes of assessment and forms of evidence to show
consistency of performance across a range of situations.
5
The psycho-social needs are assessed and recorded by a qualified hearing therapist.
6
References
Hull, Raymond H., Aural Rehabilitation: Serving Children and Adults, 4th Ed (San
Diego, CA: Singular Publishing Group, 2000), is the primary reference for the
following tests – Utley Speech Reading Test; Denver Quick Speechreading Test.
Alpiner, Jerome G; and McCarthy, Patricia A, Rehabilitative Audiology: Children and
Adults 3rd ed. (Baltimore: Williams and Wilkins, 1999), is the primary reference for the
following tests – Quantified Denver Scale of Communication; California Consonant
Test; Speech Perception in Noise Test (SPIN); Sanders Needs Communication
Profile.
Erber, Norman P, Communication Therapy for Hearing-Impaired Adults (Victoria,
Australia: Clavis, 1988), is the primary reference for the following tests – Topicon;
Sent-Ident; Erber’s Quest-AR.
National Acoustics Laboratory (Australia) is the primary reference for the following
tests – Client-Oriented Scale of Improvement (COSI) http://www.nal.gov.au/.
Erdman, SA; Crowley, JM; and Gillispie, GG, Considerations in counselling the
hearing impaired. Hearing Instruments, 35 (11) 1984, is the primary reference for the
following test – Behavioural Inventory for Rehabilitation Therapy (BIRT). This is no
longer published but trainee hearing therapists may access the reference through the
training coordinator, LIFE Unlimited, PO Box 146, Hamilton.
Jeffers, Janet; and Barley, Margaret; Speechreading (Springfield, IL: Charles C
Thomas, 1980), is the primary reference for the following test – Barley
Speechreading Test.
Weinstein, Barbara E; Geriatric Audiology (New York: Thieme, 2000), is the primary
reference for the Hearing Handicap Inventory for the Elderly (HHIE).
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Elements and performance criteria
Element 1
Use assessment tools to determine the communication needs of an adult with a hearing
impairment.
Range
assessment tools may include but are not limited to – Sent-Ident, Hearing in
Noise Test (HINT), Speech Perception in Noise test (SPIN), California
Consonant Test, Denver Quick Speechreading Test, Barley Speechreading
Test, Utley Speechreading Test, Topicon, Erber’s Quest-AR;
evidence is required for at least two assessment tools.
Performance criteria
1.1
The application of assessment tools is identified and explained in terms of their
purpose and in accordance with primary references.
1.2
Assessment tools are administrated in accordance with the primary references.
Element 2
Use assessment tools to identify the psycho-social needs of an adult with a hearing
impairment.
Range
assessment tools may include but are not limited to – Hearing Handicap
Inventory for the Elderly (HHIE), Quantified Denver Scale of Communication,
Sanders Needs Communication Profile, Client-Oriented Scale of Improvement
(COSI), Behavioural Inventory for Rehabilitation Therapy (BIRT), Hearing
Handicap Inventory for Adults (HHIA);
evidence is required of two assessment tools.
Performance criteria
2.1
The application of assessment tools is identified and explained in terms of their
purpose and in accordance with primary references.
2.2
Assessment tools are administrated in accordance with the primary references.
Element 3
Identify the technological assistance available to the adult with a hearing impairment in
relation to their communication needs and psycho-social needs.
Range
prostheses include but are not limited to – hearing aid, assistive device,
cochlear implant.
Performance criteria
3.1
Assistance provided by prostheses is described in accordance with the
assessed communication needs of the adult with a hearing impairment.
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3.2
Assistance provided by prostheses is described in accordance with the
assessed psycho-social needs of the adult with a hearing impairment.
Element 4
Identify professional support for the adult with a hearing impairment for their identified
communication and psycho-social needs.
Range
professional support may include but are not limited to – hearing therapist,
audiologist, general medical practitioner, otorhinolaryngologist, ear nurse
specialist, speech-language therapist, psychologist, counsellor, cochlear
implant rehabilitationalist.
Performance criteria
4.1
Support professionals are identified in accordance with the communication
needs of the adult with a hearing impairment.
4.2
Support professionals are identified in accordance with the psycho-social needs
of the adult with a hearing impairment.
4.3
Referral to professional support is made in accordance with the identified
communication and psycho-social needs of the adult with a hearing impairment.
Element 5
Identify social, recreational, financial, and vocational support services for the adult with a
hearing impairment.
Range
support services may include but are not limited to – notetaking, lipspeaking,
interpreting, employment advice, vocational guidance counselling, social worker
support, funding advice, budgeting advice.
Performance criteria
5.1
Support services are identified in accordance with assessed communication
needs of the adult with a hearing impairment.
5.2
Support services are identified in accordance with the assessed psycho-social
needs of the adult with a hearing impairment.
5.3
Referral to support services is made in accordance with the assessed
communication and psycho-social needs of the adult with a hearing impairment.
Please note
Providers must be accredited by NZQA, or an inter-institutional body with delegated
authority for quality assurance, before they can report credits from assessment against
unit standards or deliver courses of study leading to that assessment.
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Industry Training Organisations must be accredited by NZQA before they can register
credits from assessment against unit standards.
Accredited providers and Industry Training Organisations assessing against unit standards
must engage with the moderation system that applies to those standards.
Accreditation requirements and an outline of the moderation system that applies to this
standard are outlined in the Accreditation and Moderation Action Plan (AMAP). The
AMAP also includes useful information about special requirements for organisations
wishing to develop education and training programmes, such as minimum qualifications for
tutors and assessors, and special resource requirements.
Comments on this unit standard
Please contact the Community Support Services Industry Training Organisation Limited
enquiries@cssito.org.nz if you wish to suggest changes to the content of this unit
standard.
 New Zealand Qualifications Authority 2016