Department of Communication Disorders and Sciences

AURAL REHABILITATION
CD 446
Course Syllabus
Spring 2024

Time & Place: Thurs 7-9:45pm /Fully online.

Instructor: Karen Spayd, Au.D., CCC-A.
Office: Monterrey Hall 3rd floor, Room #301A
Clinic Telephone: 818-677-2856
E-mail Address: [email protected]
Office Hours: Friday 12:30 pm or by appointment
Prerequisite: CD 410
Strongly Recommended: CD 445, CD442, CD405, CD415

Student Learning Outcomes: What this course will help you to understand.
 The communicative, emotional, social, educational, and economic impact of
hearing loss in infants, children, younger adults, and older adults.
 Analysis of different educational approaches for deaf children.
 The strategies that may be used to reduce the negative impact of hearing loss for
people in various age groups.
 The role of speech-language pathologists, deaf/HH educators, and audiologists in
the assessment of hearing handicap and the subsequent implementation of
teaching and treatment strategies.

Knowledge and Skills Analysis (KASA) for Department Majors:

For majors in speech-language pathology, this course contributes to:

Standard III- C
Receptive/Expressive Language
 Characteristics
Hearing and Impact on Speech and Language
 Etiologies
 Characteristics
Communication Modalities
 Etiologies
 Characteristics
Standard III-D
Hearing and Impact on Speech and Language
 Prevention
 Assessment
 Intervention
Communication Modalities
 Assessment
  Intervention
Standard III-H Knowledge
 Certification, specialty recognition,
licensure, and other relevant
professional credentials
Standard IV-F
Skills
 Experience with individuals from culturally
linguistically diverse backgrounds

CTC Standard #22 Speech and Language Disorders

Standard #23 Evaluation of Speech and Language Disorders
Standard #24 Management of Speech and Language Disorders

For majors in Audiology, this course contributes to (KASA):

Standard IV-B: Foundations of Practice.

B2, B3, B6, B7, B8, B10, B16, B17, B18, B20, B21
Standard IV-C: Prevention and Identification of auditory and vestibular
disorders.
C4
Standard IV-D: Evaluation of individuals with suspected disorders of
auditory, balance, communication, and related systems.
D6, D7, D10, D12, D13, D16, D17
Standard IV-E: Treatment of Individuals with auditory, balance, and
related communication disorders.
E2, E5, E6, E7, E8, E9, E13, E14

ACAE Standards
# 21

D.5 Interpret and synthesize the findings from the patient’s history, examination and
other diagnostic tests and procedures in order to identify the etiology, the
pathogenesis of the condition, and the diagnosis.
D.6 Formulate a treatment plan and understand the implications of various treatment
options.
D.7 Explain the limitations of treatment in a general setting and formulate a written
response for consultation or referral as appropriate.
D.9 Plan and implement treatment and rehabilitation methods used for the
management of auditory and vestibular disorders, including all forms of personal
amplification and hearing assistance technology.
F.3 Explain theoretical and applied principles of acoustics, psychoacoustics, non-
acoustic stimuli, and electronics as applied to the normal and disordered auditory
and vestibular systems.
F.8 Explain the impact of hearing disorders on communication for newborns, infants,
children, adolescents, adults, elderly and special needs individuals.
F.9 Explain the impact of genetics on the development of disorders of the auditory,
vestibular, and related systems across the lifespan.
P.8 Explain the history of the audiology profession
P.9 Respect the unique cultures, values, roles/responsibilities, and expertise of other
health professions, including the value of inter-professional education and
collaboration for patient care.

What you’ll read:

 Tye-Murray, Nancy (2024). Foundations of Aural Rehabilitation Children, Adults,

and Their Family Members. Sixth Edition. Or latest edition. Plural Publishing, San
Diego, CA. http://www.pluralpublishing.com (Required Textbook)
Companion website: Access Code inside purchased textbook. (Recommended)
Estimate based on previous semesters (New) $ 199.95 (Used) $ 149.50 $ (Rentals)
$ 164.95. Before you purchase, please note the physical textbook will be the only
version permitted and allowed during in-class exams. Electronic version is not
permitted. Or check loaning options with the Library: https://library.csun.edu/borrow-
renew-return

 Other required: selected papers, professional journal articles and reading material
posted on Canvas. This separate reading material found on Canvas is to be read
concurrently with the assigned book chapters assigned on the syllabus schedule. All
assigned reading materials from both textbook and Canvas are to be read before class.

How will you demonstrate what you have learned in class:

 Quiz 1 50 points
 Quiz 2 50 points
 Attendance 25 points
 Student discussion threads 150 points
 Research paper 50 points
 Total points 325 pts total

Plus/minus grading will not be used for the final course grade

Details about how you will demonstrate what you have learned:

1. Exams: There will be two quizzes. Quiz questions may address any material
covered in the readings, lectures, ppt slides, book, or class discussion. There is NO
formal ‘study-guide’ available before the quiz, students are to compile and devise
their own study-guide materials throughout the semester. Please let me know if
 you need help devising your own study guide. The format of the exams will be
discussed at least one week prior to the quiz. Plus/minus grading will not be used
for the final course grade.

2. Written assignment or class group project: As discussed in class.

3. Attendance grade: Attendance is automatically recorded on Canvas.

4. Preparedness grade/Student discussion/Student blogs: This class is considered

very difficult as rated by previous student evaluations. There are over 1100 ppt
slides presented in class. You will need to make the commitment to stay abreast
with readings and group discussions. To take charge of your own education, you
must be willing to read a lot of material in a short period of time and reflect on
ideas inside and outside the classroom. In addition to textbook readings, I will
provide you with research articles, therapy videos, etc., available on the Canvas
modules which you are expected to review and examine outside of lecture time. A
group discussion question(s) will be posted each week for all students on Canvas.
The Student Discussion grade is dependent on your response and will be assigned
based on the percentage of times that you can answer the question correctly and
comprehensively. This/these question(s) is available under the heading
“Discussion Threads (DT)” on Canvas. Your comprehensive answer(s) should be
at least one to two paragraphs long and should address all aspects of the question.
You will need to answer to the DT question all by yourself at first, and before you
are able to view and consider other answers (classmates’ point-of-views). That is,
afterwards, you then have an opportunity to respond to others. The first and initial
post (individual answers) will be due each week preferably on same day of lecture
by midnight (soft deadline) . This will give all students an opportunity to set
responses right away and be available for viewing; resulting in better classroom
engagement. Your second and third posts (comments to other classmates) will be
due before the next lecture (hard deadline). A total of 3 entries/DTs (one
individual answer-post plus two threaded responses) are required each week for a
full grade. Please incorporate ideas from different sources—class lectures,
websites, news clippings, book chapters and syllabus readings within your
threaded responses.

Please be respectful when talking about controversial subjects. No late responses

will be accepted. Student comments are randomly monitored by your professor
and the class TA. Respect for Diversity: It is my intent that students from all
diverse backgrounds and perspectives be well served by this course, that students'
learning needs be addressed both in and out of class, and that the diversity that
students bring to this class be viewed as a resource, strength and benefit.

Email correspondence:
A request for an excused absence requires verification by a physician. Please do
not email me regarding your notification of an unexcused absence or unexcused
tardiness. Please note that just letting me know you that you will not be able to
make it to class via email does not count as an excused absence. Without a
physician’s note, you cannot claim an excuse absence. It is not necessary to email
me personal difficulties, (e.g., “I think I’m sick”, or ‘I couldn’t find day care’, or
‘I have a time conflict with another class’) because in the end, an official
physician’s note is required for an excused absence. Otherwise, Covid-illness
reporting is as stipulated by University policy.

However, I do welcome email-feedback regarding how you are best learning the
material in this course or if there is something I can help you with. Please email
me if you need clarification about a particular topic or subject area discussed in
class. I do not re-lecture course material in email or in office hours from a class
that you missed or day you were absent. You should collect notes from your
colleagues during missed lectures.

Special Needs:
If you have a disability and need accommodations, please register with the
Disability Resources and Educational Services (DRES) office or the National
center on Deafness (NCOD) as applicable. The DRES office is located in
Bayramian Hall, room 110 and can be reached at (818) 677-2611. If you would
like to discuss your need for accommodations with me, please contact me to set
up an appointment. Please email and remind instructor of any examinations that
may be taken with DRES alternative testing two days prior to the exam.

Academic Dishonesty:
Student academic dishonesty will not be tolerated and will result in penalties as
described in the University Catalog.

Please refer to Research paper assignment on Canvas regarding Course

Policy on Artificial Intelligence Platforms.

Zoom links & Recordings

Link access to classroom is available on Canvas. I heavily encourage having your
camera ON for better engagement during zoom. Students may NOT record all or
part of class, livestream all or part of class, or make/distribute screen captures,
without advance consent of the instructor. Do not copy, download to keep, nor
store Zoom lecture recordings. Do not distribute announcements, class-
emails, or any Canvas cd446 material (in any format, paper, photo, verbally,
electronically, cloud)-- as this may contain copyrighted information. Do not
discuss in social media any patient health information that you may have obtained
during class or heard inadvertently. You may violate the ASHA Code of Ethics if
you post class content, post defamatory statements, give confidential details about
a client, or misrepresent your credentials or services in social media
(e.g.,Pinterest, Instagram, YouTube, Snapchat, Twitter, etc).
 If you think you may have a disability such that you need to record class-related
activities, please contact DRES office. If you have an accommodation to record
class-related activities, those recordings may not be shared with any other student,
whether in this course or not, or with any other person or on any other platform.
Classes may be recorded by the instructor. Recorded Zoom lectures, if any, are
available in Canvas for a limited time. Instructor’s recordings are not authorized
to be shared with anyone without the prior written approval of the instructor.
Failure to comply with requirements regarding recordings will result in a
disciplinary referral to the university and may result in disciplinary action.

Cell phones:
To be turned off not just in vibrate. Cell phones will be (virtually?) confiscated if
seen during class lectures. Please turn off all other computer screens, tabs, and
distractions during ZOOM.

Make-up exams:
A request for an excused absence will require verification by a physician.
Employment conflicts, personal travel, weddings, or other personal business are
not excusable absences from examinations. A make-up mid-term must be taken
on-site May 15 @ 1:30pm with physician verification. No other dates or
times will be available for make-up exams. Unexcused absence from an
examination results in a score of zero credit for the missed examination. Requests
for an Incomplete (I) must conform to University policies. Among other
requirements, an “(I) is possible only for instances in which a student is
demonstrating passing work in the class”.

Thank you and I hope you enjoy the course.

Schedule of Topics (***subject to change***)

Date Topic Readings/Homework

+read Canvas articles

1/25 & Overview of Audiologic Rehabilitation Chapter 1&2, and

2/1 Review Audiology diagnostics-cd445 pgs. 393,317-322
Amplification/Assistive Devices

2/08 & AR for Adults and Older Adults Chapter 8 & 9

2/15 Communication Strategies Training Chapter 5 & 6

2/22 Cochlear Implants Review Chapter 2

2/29 …(con’t) Cochlear Implants Bring your popcorn
Video documentary/Movie?

3/07 Speech Perception & Chapter 3

Auditory Training and pgs. 351-355

3/14 Audiovisual Speech Perception & Chapter 4

Speechreading Training and pgs.346-348, pgs425-429
AND Midterm Exam

3/21 Spring Break

3/28 Language & Speech of the Deaf Chapter 13 and Chapter14

and Hard of Hearing.

4/4 Infant Screenings –Infants and Toddlers Chapter 10,

&4/11 Facilitative Language Techniques & Chapter 11

4/18 Schools—School Age Children Chapter 12, 15

&4/25 Schools (con’t) and\or begin Counseling

5/2 Clinical counseling Chapter 7

Pgs357-364

5/09 Wrap up Research Paper due

(Canvas drop under ‘Assignment’ Tab)

5/16 Final Exam 8PM-10PM or Solar Assigned time

Attendance Roll 7:45PM

I acknowledge, with respect, that I live and work on traditional, ancestral, and
contemporary lands of Indigenous people, including the Tongva peoples, Gabrieleno-
Tongva tribes and Fernandeno tribes. They were the indigenous people of the Los
Angeles Basin and its vicinity. I affirm tribal sovereignty and will work to hold myself, my
workplaces, and my affiliations accountable to American Indian peoples and Nations.