WESTERN UNIVERISTY
SCHOOL OF COMMUNICATION SCIENCES & DISORDERS
CSD 9634
AURAL HABILITATION/REHABILITATION FOR THE SLP
WINTER 2015
Instructor:
Vickie Hlady-MacDonald, MHSc
Speech-Language Pathologist, Auditory-Verbal Therapist
v.hladymacdonald@tvdsb.on.ca
Course coordinator:
Susan Scollie, PhD
Associate Professor
scollie@nca.uwo.ca
Elborn College, NCA, Rm 2262H
519-661-2111 x88948
Lectures:
Wednesdays, 6:00-9:00 pm
Description :
This course provides an overview of theoretical considerations and common practice challenges in
developing oral communication skills that arise as a result of congenital or acquired hearing loss. Students
will examine issues in habilitation and rehabilitation of communication needs associated with hearing
loss. The topics require you to integrate material from previous coursework in speech-language pathology
as they relate to the communication challenges of individuals across the life span. Topics include the
impact of hearing loss on speech and language development, auditory verbal therapy, assistive
technology, and current directions of research in genetics, auditory neuropathy, and deafness with lowvision/blindness. A brief introduction is provided related to Deaf culture, its representatives’ position on
the rehabilitation efforts by speech-language pathologists and audiologists, and the impact of its position
on those with hearing loss. The multidisciplinary roles and contributions of speech-language pathologists
and audiologists to habilitation and rehabilitation approaches for minimizing the impact of hearing loss on
speech and language development and function are examined. Information regarding programs for
further specialization in the field of hearing loss (Listening and Spoken Language Specialist, American Sign
Language) will be introduced.
Required Readings:
As a resource for this course and future professional practice, students are encouraged to refer to:
Fitzpatrick, E.M & Doucet, S. P. (2013) Pediatric audiologic habilitation: from infancy to adolescence.
Thieme Publishers, Toronto Canada.
Assigned readings for each lecture are detailed in the schedule below. Copies of these readings are
available for download from the course OWL Sakai website.
Course Components/Evaluation:
The course readings and resources have been selected to prepare you for active participation in class
discussions, to inform your course assignments, and to provide resources to you for the final exam and
upcoming practice as SLPs. The final exam will require integration of knowledge from course readings and
class discussions in an applied exam that requires clinical reasoning and critical thinking. In addition to the
assignments and final exam, students are expected to attend and to participate in all lectures.
CSD 9634
1
Grading
1. In-class/ group assignments and personal reflections assigned for the sessions on Social Emotional
Impact of Hearing Loss, Total Communication and ASL, and Cochlear Implants – 3 assignments 10%
each Total: 30% of final grade
2. Case study assignments – 40% (two parts, valued at 20% each)
3. Final Exam (cumulative) – 30%
Policies on Late Assignments and Missed Exams:
 Please inform Professor Hlady-MacDonald and the section instructor by email or phone in advance,
that you will miss an exam, an in-class assignment, or an assignment due date.
 If you miss a scheduled exam, fail to complete an in-class assignment or fail to submit an assignment
by the due date, you will not be allowed to write the exam or have the assignment graded without
satisfactory, original written documentation of acute medical or compassionate reasons. Whenever
possible, the documentation should be provided on the day of or within two working days after the
scheduled exam or due date. Please provide this documentation to Prof. Hlady-MacDonald.
 In accordance with Western’s medical note policy, a Western Student Medical Certificate (SMC) is
required where you are seeking academic accommodation due to illness. This documentation should
be obtained at the time of the initial consultation with the physician or walk-in clinic. Where it is not
possible for to have an SMC completed by the attending physician, you must request documentation
sufficient to demonstrate that your ability to meet your academic responsibilities was seriously
affected at the time of the exam. For more detailed information and a downloadable Western SMC
form, visit https://studentservices.uwo.ca/secure/index.cfm (under Medical Documentation heading).
 The penalty for missing the final exam without authorization from the course coordinator or
instructors is a grade of 0 for that exam.
 Late assignments without approval from the course coordinator and section instructor are eligible for
50% off the grade for that section assignment.
Academic Integrity
Students are urged to read the section on Scholastic Offenses in the Academic Calendar
(www.uwo.ca/grad). Students are responsible for understanding the nature of, and avoiding the
occurrence of, academic offenses. Note that such offenses include cheating on an examination,
unauthorized possession of an examination paper, impersonating a candidate at an examination,
plagiarism, submitting false or fraudulent assignments, and aiding or abetting any scholastic offense.
The penalties for a student guilty of a scholastic offence range from refusal of a passing grade in the
assignment, refusal of a passing grade in the course, suspension from the University, and expulsion from
the University
Students must write their assignments and exams in their own words. Whenever students take an idea or
a passage of text from another author, they must acknowledge their debt by using quotation marks where
appropriate and by proper referencing such as footnotes or citations. Consult with the course instructors
and the latest edition of the Publication Manual of the American Psychological Association (currently the
6th Edition) to ensure proper acknowledgement and citation of previously published material. A claim
that "I didn't know it was wrong!" is not an acceptable reason. Alternate publication formats are not
acceptable.
CSD 9634
2
Assignments may be subject to submission for textual similarity review to the commercial plagiarism
detection software under license to the University for instances of plagiarism. All assignments submitted
for such checking will be included as source documents in the reference database for the purpose of
detecting plagiarism of documents subsequently submitted to the system. Use of the service is subject to
the licensing agreement, currently between Western and Turnitin.com (www.turnitin.com).
Civility in the Classroom
You are expected to maintain the same high standards of conduct and moral judgment in the classroom
as expected of speech language pathologists who are practicing members of their professional
associations and licensing/regulatory agencies. Therefore, you are asked to comply with the following
reasonable expectations for classroom conduct:
1. Students and the instructors will behave in a manner that is welcoming, supportive, and
respectful of cultural and individual differences at all times.
2. Students are expected to participate in the course by asking questions and contributing
comments during lectures.
3. Conduct that could distract fellow students or the instructor during a lecture must be
avoided. This includes but is not limited to talking when others are speaking, passing notes,
sleeping and overt inattention.
4. Please arrive on time for class. If you are unavoidably late, please enter quietly and take the
nearest seat.
5. Cell phones and other devices should be turned off during class. Receiving and sending text
messages should not be undertaken during the lecture.
6. Computers may be used solely for course purposes, e.g., taking notes. Students must not browse
the web, shop on-line, use email or engage in instant messaging etc. during class.
Accessibility: Please contact the course instructor if you require material in an alternate format or if any
other arrangements can make this course more accessible to you. You may also wish to contact Services
for Students with Disabilities (SSD) at http://www.sdc.uwo.ca/ssd/ or 519-661-2111 ext. 82147 for any
specific question regarding an accommodation.
Support Services:
Office of the Registrar, http://www.registrar.uwo.ca/
Student Development Centre, http://www.sdc.uwo.ca/
USC Student Support Services, http://westernusc.ca/services/
Graduate Course Health and Wellness
As part of a successful graduate student experience at Western, we encourage students to make their
health and wellness a priority. Western provides several on campus health-related services to help you
achieve optimum health and engage in healthy living while pursuing your graduate degree. For example,
to support physical activity, all students, as part of their registration, receive membership in Western’s
Campus Recreation Centre. Numerous cultural events are offered throughout the year. For example,
please check out the Faculty of Music web page http://www.music.uwo.ca/, and our own McIntosh
Gallery http://www.mcintoshgallery.ca/. Information regarding health- and wellness-related services
available to students may be found at http://www.health.uwo.ca/. Students seeking help regarding
mental health concerns are advised to speak to someone they feel comfortable confiding in, such as their
faculty supervisor, their program director (graduate chair), or other relevant administrators in their
unit. Campus mental health resources may be found at
http://www.health.uwo.ca/mental_health/resources.html.
CSD 9634
3
Students who are in emotional/mental distress should refer to Student Health Services ( 519-6613771, http://www.health.uwo.ca/mental_health/, for a complete list of options about how to
obtain help.
CSD 9634
4
SCHEDULE
Lecture/
Date
1/
Jan 7, 2015
S. Scollie
Topics
2/
Jan 14, 2015
V.HladyMacDonald
THE SOCIO-EMOTIONAL IMPACT OF HEARING LOSS
The Impact of Hearing Loss: Physical/Socioemotional/Developmental
Guests: N. Davison, F. Chahbar, S. Zimmo, K. Fallon, K.
McIver-Lux, K. Hackett-
3/
Jan 21, 2015
V.HladyMacDonald
INTRODUCTION
Course Expectations
Early Hearing Detections & Intervention: evidence and
rationale, program structure, legislation, management,
model programs (Ontario IHP) evidence on long term
outcomes and factors affecting outcomes
Reflection Assignment assigned
THE DEVELOPMENTAL IMPACT OF HEARING LOSS
Normal auditory skills development in infancy and early
childhood and impact of varied degrees of hearing loss on
communication development
PERMANENT CHILDHOOD HEARING LOSS: ASSESSMENT
AND INTERVENTION
Assessments for Auditory Skills, Concept of Hearing Age,
Auditory-Verbal Approach
Reflection assignment due at beginning of class – may be
submitted electronically prior to class.
4/
Jan 28, 2015
V.HladyMacDonald
5/
Feb 4, 2015
V.HladyMacDonald
PCHL ASSESSMENT AND INTERVENTION CONTINUED:
Ling Phonetic Level Evaluation and strategies for developing
early speech and language skills.
Organization of groups for case study assignment and
distribution of case study profiles.
GROUP CASE ASSIGNMENTS: IN CLASS SESSIONS TO WORK
ON CASE STUDIES.
Opportunity to organize the assignment, meet well defined
goals and ask questions regarding the assignment and
sources of information to support this project.
6/
Feb 11, 2015
SS
INSERVICE DELIVERY BY AUDIOLOGISTS TO SLP’S:
Hearing technology check, familiar sounds audiogram, Ling 6Sound listening check, how to read SPLograms.
Feb 16 , 2015
READING BREAK - NO CLASS
CSD 9634
Required readings to be
completed prior to class
Hyde et al (2004)
Yoshinaga-Itano & Gravel
(2001)
Brown (2005)
CWGCH (2005)
Schow & Nerbonne (2002)
Duchan (2005) SAC (2014)
Eriks Brophy et al. (2006)
Luterman (2004)
Clark & English (2004)
Yoshinaga-Itano (2004)
Werker & Tees (2005)
Blamey (2001)
Flexer (1999)
Killion & Mueller (2010)
Eriks-Brophy (2004)
Goldberg, & Flexer,
(2001).
Ling (1993)
Robertson, & Flexer,
(1993)
AG Bell LSLS Academy
Volta Review (2010)
Gilkerson et al (2009)
Suskind et al (2013)
Weisleder & Fernald
(2013)
Crandall & Smalldino
(2000)
Bradley (2007)
5
7/
Feb 25, 2015
V.HladyMacDonald
S. Stanton
8/
Mar 4, 2015
V.HladyMacDonald
and Dr. K.
Zimmerman
TOTAL COMMUNICATION AND ASL
Presenter: D. Parliament, Interpreter from Canadian Hearing
Society.
Assignment: Reflection on communication modalities and
early counselling for families of children diagnosed with
hearing loss.
ANSD AND AUDITORY PROCESSING DISORDERS
Physiology and Assessment
Physical/Developmental impact
Intervention
COCHLEAR IMPLANT SEMINAR:
Introduction to Cochlear implant technology, criteria for
candidacy and follow-up habilitation.
COCHLEAR IMPLANT CASE STUDIES:
Together with the audiology students: collaborate regarding
challenging case studies which have required problem
solving by the professional team and parents.
CHS Position Paper (2010)
Hlady-MacDonald & Zupan
(2010
Northern (2008)
ASHA (2005)
Beck (2006)
Katz (2007)
Leigh, et al (2013)
Dettman et al (2013)
Ceh et al (2013)
Coletti (2009).
Compton, et al (2009)
McConkey Robbins (2007)
Fitzpatrick & Brewster
(2010). Manufacturer
literature: Advanced
Bionics Cochlear Americas
websites
To be announced
9/
Mar 11, 2015
S. Stanton
Interprofessional practice: Roles of assistive personnel,
Audiologists, & Speech-Language Pathologists in the areas
of hearing screening & assessment.
10/
Mar 18, 2015
S. Stanton
GENETICS OF HEARING LOSS: overview, role of the genetics
counselor, model programs, implications for scope of
practice and case management.
Alexiades, G. & Hoffman,
R.A. (2008). Additional
readings to be announced
11/
Mar 25, 2015
S. Stanton
Assessment and intervention strategies for children with
blindness & low vision.
Guest lecture: Lindsay Hillier
To be announced
12/
Apr 1, 2015
V.HladyMacDonald
and S. Scollie
CSD 9634
Class together with audiology students.
COURSE REVIEW:
Opportunities for discussion of course material, professional
practice, preparation for certification examination and
course examination
6
In-Class Group Assignments – 30%
Section 1 (10%)
Details: Reflection paper integrating readings on social-emotional impact of hearing loss with
presentations by guest speakers.
Due date: Jan 23, 2014
Section 2 (10%)
Details: Reflection paper integrating readings on Total Communication/ASL and communication options
guidance with presentation by guest speaker from Canadian Hearing Society.
Due date: March 6, 2014.
Section 3 (10%)
Details: In class small group assignment – Cochlear Implants: challenging cases for collaborative SLP/Aud
management.
Due dates: at end of class March 6, 2014.
Case Study Assignment – 40%
As an active member of a pediatric multidisciplinary team, you are assigned a new “client” who
has a hearing loss. Working together as a group, your task is to review the case history, decide
on initial assessment information that you would like to use to develop a complete profile of the
client’s communication and auditory skills, and develop an intervention plan which includes goals
for communication development and assistive listening technology. Your plan should include
testing that is appropriate to the age and cognitive ability of the client. Your plan should also
take into account and describe how a specific medical diagnosis or condition and associated
factors (eg. family dynamics, medications, physical, social, emotional considerations, etc.) may
affect your intervention or progress of the client.
The Case Study assignment is a collaborative project which will require you to work in
partnership with one of your audiology classmates and another SLP classmate. The audiologists
will assist you in understanding the hearing and technology profile of your case study, and can
provide guidance regarding what to expect for management of the client’s hearing loss. From
the SLP perspective, you will need to use information from this course combined with
information you have learned in other courses in childhood language development and speech
disorders.
SLP Assignments are to be submitted as a pair/group. All group members will receive the same
grade on the assignment. Assignments are to be submitted in 2 parts as follows:
 Part 1: A detailed description of the history and factors that are related to the cause of
the current hearing loss. Outline the assessment tools that you would administer and
indicate the relevance of the information/data to the management of the client’s hearing
loss. Include information/data on communication skills, as well as auditory thresholds,
and auditory discrimination tests (i.e.,: speech discrimination testing).
Part 1 is due on March 4, 2015.
 Part 2: A long term (1 year period) treatment plan for the client, which includes
communication development and use of technology/ management of the technology.
Include information that will be important for caregivers, and describe the roles of the
SLP and or audiologist in delivering services. Also include how information regarding
progress or necessary changes in the treatment plan can be shared between the
CSD 9634
7
professionals and the client’s caregivers.
Part 2 is due on April 1, 2015.
The audiology students have a different assignment to complete related to the same case study.
Their assignments are detailed in their course syllabus, and are submitted to Dr. Scollie.
Further details regarding the case study, groupings of students and the individual studies will be
discussed in class.
Final Exam – 30%
Date: To be scheduled during CSD final exam period April 2014. Format – to be determined.
CSD 9634
8
References/ Resources
Readings listed below are available on the course OWL Sakai page, OR through the Western library
system. Websites are also listed and can be accessed via the hyperlinks.
Required readings (as listed in schedule above) are to be done before class, in order to facilitate
discussions. Recommended additional readings are also included below and may be helpful for
assignments.
Introductory Class
Brown, C. & Mackenzie, S. (2005) The role of the audiologist and family support worker in the Ontario
Infant Hearing Program: A team approach. Journal of Speech-Language Pathology and Audiology, 29(3):
106-111.
Canadian Working Group on Childhood Hearing, Early Hearing and Communication Development:
Canadian Working Group on Childhood Hearing (CWGCH) Resource Document. Ottawa: Minister of Public
Works and Government Services Canada, 2005. Available at: http://www.phac-aspc.gc.ca/publicat/ehdp/index-eng.php
Duchan, J. F. (2005) The phonetically-based speech therapy methods of Alexander Graham Bell. Journal
of Speech Language Pathology and Audiology, 29 (2), 70-72.
Heavner, K. (2008). Therapy Guidepost 2: Exploring Auditory-Verbal Therapy: History and Theory.
http://www.hearingjourney.com/Listening_Room/Kids/Therapy_Guideposts/index.cfm?langid=1
Hyde, M., Friedberg, J., Price, D., Weber, S. (2004) Ontario Infant Hearing Program: Program overview,
implications for physicians, Ontario Medical Review, 27-31.
Pollack, D. (1993). Reflections of a pioneer. Volta Review, 95 (3), 197.
Schow, R.L. and Nerbonne, M. A. Overview of Audiologic Rehabilitation. In Schow & Nerbonne (Eds).
Introduction to Audiologic Rehabilitation, 2002. p. 3-28.
Socio-emotional Impact of Hearing Loss
Clark, J.G. and English, K.M. Emotional Responses to Hearing Loss. In Clark & English (Eds.) Counseling in
Audiologic Practice, 2004, p. 23-39.
Eriks-Brophy, A., Durieux Smith, A., Olds, J., Duquette, C. & Whittingham, J. (2006). Facilitators and
Barriers to the Inclusion of Orally Educated Children and Youth with Hearing Loss. The Volta Review,
106(1), 53-88.
Luterman, D. (2004). Counseling Families of Children with Hearing Loss and Special Needs. The Volta
Review, 104 (4), 215-220.
http://www.gaelhannan.com/
http://publish.uwo.ca/~jnisker/
CSD 9634
9
Developmental Impact of Hearing Loss
Blamey, P.J., Sarant, J.Z., Paatsch, L.E., Barry, J.G., Bow, C.P., Wales, R.J.,Wright, M., Psarros, C.,
Rattigan,K., & Tooher, R. (2001). Relationships among speech perception, production, language, hearing
loss, and age. Journal of Speech Language Hearing Research, 44: 264-285.
Flexer, C. (1999) Facilitating Hearing and Listening in Young Children (2nd ed.). San Diego: Singular.
(chapters 1 and 2).
Killion, M.C., & Mueller, H.G. (2010). Twenty years later: A new count-the-dots method. The Hearing
Journal, 63 (1), 10-17.
Werker, J.F. & Tees, R.C. (2005). Speech perception as a window for understanding plasticity and
commitment in language systems of the brain. Developmental Psychobiology, 46 (3) 233-251.
Yoshinaga-Itano, C. (2004). Levels of evidence: universal newbornhearing screening (UNHS) and early
detection and intervention systems (EHDI). Journal of Communication Disorders, 37 (5): 451-465.
Early Intervention
Weisleder, A., & Fernald, A. (2013). Talking to children matters: Early language experience strengthens
processing and builds vocabulary. Psychological Science. Retrieved from:
http://pss.sagepub.com/content/early/2013/09/09/0956797613488145
Yoshinaga-Itano, C. (1997). The challenge of assessing language in children with hearing loss. Language,
Speech & Hearing Services in Schools, 28: 362-373
Yoshinaga-Itano, C., & Gravel, J. (2001). Evidence for universal newborn hearing screening, American
Journal of Audiology, 10: 62-64.
Auditory-Verbal Therapy
AG Bell Academy For Listening and Spoken Language. The Principles of the LSLS Cert AVT ® and the LSLS
Cert. AVEd ®.
Cole, E. (1992). Listening and Talking: A Guide to Promoting Spoken Language in your Hearing-Impaired
Children. Washington: AG Bell.
Eriks-Brophy, A. (2004). Outcomes of auditory-verbal therapy: A review of the evidence and a call for
action. The Volta Review, 104 (1), 21-35.
Flexer, C. (1999) Facilitating Hearing and Listening in Young Children (2nd ed.). San Diego: Singular.
(chapters 1 and 2).
Goldberg, D. M. & Flexer, C. (2001). Auditory-Verbal Graduates: An updated outcome survey of clinical
efficacy. Journal of the American Academy of Audiology, 12, 406-414.
Ling, D. (1993). Auditory-Verbal options for children with hearing impairment: Helping to pioneer an
applied science. The Volta Review, 95 (3), 187-196.
CSD 9634
10
Robertson, L. & Flexer, C. (1993). Reading Development: A parent survey of children with hearing
impairment who developed speech and language through the Auditory-Verbal method. The Volta
Review, 95 (3), 251-261.
Simser, J. (1993). Auditory-Verbal Intervention: Infants and toddlers. The Volta Review, 95 (3), 217-229.
Physical Impact of Hearing Loss (Classroom Acoustics and Related Technology)
Boothroyd, A. (2002). Room acoustics and speech perception. Seminars in Hearing.
Bradley, J. (2007). Classroom acoustics to support student learning. Encyclopedia of
Language and Literacy Development (pp. 1-7). London, ON: Canadian Language and
Literacy Research Network. Retrieved Jan 1, 2009 from
http://literacyencyclopedia.ca/pdfs/topic.php?topId=22
Crandell, C.C. and Smaldino, J.J. (2000). Classroom acoustics for children with normal hearing and with
hearing impairment. Language, Speech, and Hearing Services in Schools, 31, 362-370.
Razack, R. (2003). Managing noise in the classroom by building RAMPS. Sound Bytes, 10-11.
Phonak FM website: http://www.phonak.com/ca/b2c/en/products/fm.html
Acoustical Society of America. Classroom Acoustics: http://asa.aip.org/classroom/booklet.html
Anderson, K.L., & Arnoldi, K.A. (2011). Building skills for success in the fast paced classroom: Optimizing
achievement for students with hearing loss. Butte Pulbications, Hillsboro, OR.
Total Communication and American Sign Language
Hlady-MacDonald, V. & Zupan, B. (2010). Communication options for children with hearing loss.
Exceptional Family, Fall, 12-14.
The Canadian Hearing Society (2010). The Canadian Hearing Society position on access to language and
language acquisition for children who are deaf and hard of hearing. http://www.chs.ca/en/documentsand-publications/chs-position-papers/4.html
Auditory Neuropathy
Northern, J. (Ed). (2008). Guidelines for identification and management of infants and young children with
auditory neuropathy spectrum disorder. NHS, Como, Italy.
Auditory Processing Disorder
American Speech, Language and Hearing Association. (2005). (Central) Auditory Processing Disorders.
Available at http://www.asha.org/members/deskref-journals/deskref/default
Beck , D. and Bellis, T. (2006). (Central) Auditory Processing Disorders: Overview and amplification issues.
Audiological Research Documentation, Oticon.
Katz, J. (2007). APD Evaluation to Therapy: The Buffalo Model. Audiology Online. Available at
http://www.audiologyonline.com/Articles/article_detail.asp?article_id=1803
CSD 9634
11
Cochlear Implants
Advanced Bionics: http://www.hearingjourney.com/Listening_Room/preview.cfm?langid=1 and
http://www.advancedbionics.com/For_Professionals/Library/index.cfm?langid=1
Ceh, K.M., Bervinchak, D.M., & Francis, H.W. (2013). Early literacy gains in children with cochlear implants.
Otology & Neurotology, 34: 416-421.
Cochlear Americas: https://www.cochlearamericas.com/Support/291.asp
Coletti, (2009). Long term follow up of infants fitted with cochlear implants. Acta-Otolayngologica,
129,361-366.
Compton, M. V., Tucker, D.A. & Flynn, P.F. (2009). Preparation and perceptions of Speech-Language
Pathologists working with children with cochlear implants. Communication Disorders Quarterly, 30 (3)
142-154.
Dettman, S., Wall, E., Constantinescu, G., & Dowell, R. (2013). Communication outcomes for groups of
children using cochlear implants enrolled in auditory-verbla, aural-oral, and bilingual-bicultural early
intervention programs. Otology & Neurotology, 34: 451-459.
Fitzpatrick, E. & Brewster, L. (2010). Adult cochlear implantation in Canada: Results of a survey. Canadian
Journal of Speech-Language Pathology and Audiology, 34 (4), 290-296.
Leign, J., Dettman, S., Dowell, R., & Briggs, R. (2013). Communication development in children who
receive a cochlear implant by 12 months of age. Otology & Neurotology, 34:443-450.
McConkey Robbins, A. (2007). Clinical Management of Bilingual Families and Children with Cochlear
Implants. Loud and Clear (available on Advanced Bionics Listening Room Website).
Genetics and Case History:
Alexiades, G. & Hoffman, R.A. (2008). Medical Evaluation and management of hearing loss in children. In
Flexer and Madell, Pediatric Audiology: Diagnosis, Technology and Management. 1st Edition, New York,
Thieme.
Gilkerson, J., & Richards, J. (2009) The power of talk, 2nd edition. Impact of adult talk, conversational turns
and tv during the critical 0-4 years of child development. LENA Foundation Technical ReportITR-01-2.
Recommended Additional Readings
Minimal, Unilateral and Fluctuating Hearing Loss
Tharpe, A.M. (2008). Unilateral and mild bilateral hearing loss in children: Past and current perspectives.
Trends in Amplification 12 (1), 7-15.
Wake, M., Hughes, E.K., Poulakis, Z., Collins, C., & Rickards, F.W. (2004). Outcomes of children with mildprofound congenital hearing loss at 7 to 8 years: A population study. Ear and Hearing, 25, 1-8.
CSD 9634
12
Hearing Accessibility and Hearing Conservation
http://www.soundsense.ca/
http://www.audiologyonline.com
http://www.audiologyonline.com/theHearingJournal/
http://chha.ca/chha/
http://www.thfc.ca/
Estabrooks, W. (2006). Auditory-Verbal Therapy and Practice. Washington: AG Bell.
Estabrooks, W. (2001). 50 Frequently Asked Questions (FAQs) about Auditory-Verbal Therapy. Toronto:
Learning to Listen Foundation.
Nisker J. (Ed.) From the Other Side of the Fence: Stories from Health Care Professionals. Halifax.
Pottersfield Press, 2008.
Robertson, L. (2009). Literacy and Deafness Listening and Spoken Language. San Diego: Plural Publishing
Inc.
The information in this syllabus is accurate as of December 20, 2015. Minor additions/changes to
readings may be made as new information becomes available. Students are advised that due to the
unpredictable nature of weather/health of faculty and guest speakers, some of the session topics may
need to change. Every effort will be made to cover the material in the syllabus. The instructor will use email and OWL Sakai to inform students regarding changes as soon as possible following a necessary
change. VH-M
CSD 9634
13