Educational Audiology Handbook

The fourth edition of Educational Audiology Handbook continues to provide essential strategies for collaborating effectively with educators, parents, and other professionals to support students who need audiology services in school settings. This book emphasizes evidence-based practices, ensuring educational audiologists are equipped with the latest research and methodologies to enhance student outcomes. Newly authored by contributors who practice as educational audiologists in local or regional school districts, each chapter emphasizes an integration of real-world experiences and case studies that reflect current challenges and successes in the field. With a focus on practical applications, readers will find assessment, intervention, and program development tools grounded in the latest evidence.

New to the Fourth Edition

• Three new chapters:
  • Advocating for Educational Audiology Services
  • Remote Service Delivery
  • Development and Management of Contracted Educational Audiology Services
• New contributors to introduce fresh perspectives relevant to today’s educational audiology practice
• Updated to reflect current terminology, legislative information, and best practice essentials
• Expanded information and resources related to classroom acoustics and learning environments
• Updated perspectives on topics including auditory processing deficits, hearing technology, out of booth assessment, student wellness and social emotional competence, and the audiologist’s role in supporting the educational goal for students with hearing-related needs

Key Features

• Each chapter introduction includes lists of key terms, key points, and sample questions for instructors, students, and practicing educational audiologists
• Chapters include updated list of selected readings and resources
• Extensive appendices with customizable handouts, forms, and protocols ready for local use
• A PluralPlus companion website with ancillary resources

PluralPlus Online Ancillaries

For instructors: PowerPoint Slides, Syllabus
For students: Forms/Documents

List of Appendices
Preface
Contributors

Chapter 1. Legislative and Policy Essentials
Cheryl DeConde Johnson
Key Terms
Key Points
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 the Educational Audiologist
Krista Yuskow
Key Terms
Key Points
Roles of Educational Audiologists
    Educational Audiologists as Service Coordinators
    Educational Audiologists as Educational Team Members
    Educational Audiologists as Consultants
    Educational Audiologists as Direct Service Providers
    Educational Audiologists in Schools for the Deaf
Responsibilities of Educational Audiologists
    Identification
    Assessment
    Habilitation
    Hearing Loss Prevention
    Counseling and Guidance
    Amplification, Cochlear Implants, and Other Assistive Technology
Educational Audiology Service Delivery Models
    Traditional School-Based Audiology Models
    Contracted Educational Audiology Model
Other Service Considerations
    Reimbursement for Educational Audiology Services
    Dispensing Personal Hearing Instruments
    Cerumen Management
    Support for Early Hearing Detection and Intervention
Ethics in Educational Audiology
    Ethical Principles
    Ethical Considerations
    Legal Considerations
    Ethical Dilemmas and Ethical Decision-Making
Training for Educational Audiologists
Summary 
Suggested Readings and Resources
Appendices

Chapter 3. Partnering With Families
Janet DesGeorges
Key Terms
Key Points
Positive Attitudes
Rapport
Respect
Trust
The Hands & Voices Partnership Continuum Tool
Effective Communication
Informational Guidance
Quantity of Information
Types of Information
Parent-to-Parent Communication
Parent Involvement
Committee/Task Force Work
Classroom Support
Parent Activities
Parent Leadership
Ages and Stages of Parent/Student Advocacy
Engaging in a Child’s Learning at Home
Difficult Situations
Parent/School Disagreement Over Individualized Education Program Services
Influence of a Private Provider on School Services
Families Who Have Difficulty Being Involved
Differing Opinions on Communication Modality
Child Safety Checklist
Summary
Suggested Readings and Resources
Appendices

Chapter 4. Hearing Screening and Identification
Cheryl DeConde Johnson, Lisa Lisowe, and Deanna K. Meinke
Key Terms
Key Points
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
Hilary Davis
Key Terms
Key Points
Beyond the Audiogram: Developing Student Listening Profiles
Safety Considerations When Testing
    Infection Control Guidelines
    Personal Vulnerability and Safety
Audiological Assessment
    Case History
    Otoscopy and Visual Inspection
    Behavioral Assessment
    Physiological Assessment
Modifications for Special Populations
    Speech Modifications
Monitoring Hearing Sensitivity
    Types of Monitoring
    Monitoring Schedules
Additional Audiometric Information
    Speech Recognition for Sentences and Phrases
Speech Perception in Noise Testing
    Bamford-Kowal-Bench Speech-in-Noise Test
    Speech Intelligibility in Noise Test
    Listening in Noise
    Speech Recognition With Visual Support
    Audiometric Assessment Considerations Without a Sound Booth
    Auditory and Listening Development Skills
    Cultural Considerations
Assessment of the Educational Effects of Hearing Status
    The Classroom Listening Assessment
    Subjective Measures
    Interpretation of Audiological Information
    Need for Comprehensive Evaluation 
Communicating Assessment Results to Others
    Audiograms
    Written Reports
    Teacher Letters
    Letters to Physicians or Other Professionals
    Virtual or In-Person Conferences
    Email, Texting, and Web-Based Communication
    Privacy Issues
    Documentation
Summary
Suggested Readings and Resources
Appendices

Chapter 6. Auditory Processing Deficits
Lisa Lisowe
Key Terms
Key Points
Auditory Processing Deficit Basics
    Terminology and Definitions of Auditory Processing and Auditory Processing Deficits and Disorders
    Criteria for Identification of an Educationally Significant Auditory Processing Deficit
    Practice Guidelines: The Role of the Audiologist and Other Professionals
    Auditory Processing Deficit and Other Disorders
An Educational Model of Auditory Processing
    Auditory Processing Deficit and Multitiered Systems of Support
Implementing a School-Based Auditory Processing Deficit Program
    Step 1. Developing the Auditory Processing Deficit Team and Philosophy
    Step 2. Referral and Screening
    Step 3. Assessment for Auditory Processing Deficit
    Step 4. Eligibility for Services
    Step 5. Intervention
Summary
Suggested Readings and Resources
Appendices

Chapter 7. Classroom Acoustics and Other Learning Environment Considerations
Frank Iglehart and Cheryl DeConde Johnson
Key Terms
Key Points
Learning Environment Considerations
    Listening and Learning Challenges
    Impact of Noise and Reverberation on Wellness
    Lighting and Learning Challenges
    At-Risk Students
    Universal Design for Learning
Properties of Classroom Acoustics
    Noise
    Signal-to-Noise Ratio
    Reverberation
    Alpha Bar
    Speech Intelligibility Index
    Inverse Square Law and Critical Distance
Classroom Acoustics and Speech Perception 
    Effects of Noise
    Effects of Reverberations
    Combined Effects of Noise and Reverberation
    Effects of Classroom Acoustics on Teachers
Classroom Acoustics Standard
    History and Development of ANSI S12.60
    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 Applications
    Classroom Noise Measurements
    Classroom Reverberation Measurements
    Estimating Critical Distance
Role of the Educational Audiologist
    IEP and 504 Applications
    Management of the Learning Environment
Summary
Suggested Readings and Resources
Appendices

Chapter 8. Hearing Instruments and Remote Microphone Technologies
Tina Childress
Key Terms
Key Points
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
    Auditory Brainstem 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. Habilitation
Jane B. Seaton
Key Terms
Key Points
Planning for Habilitation Services
    What Is “Habilitation?”
    The Importance of Service Coordination
    Facilitating Effective Habilitation Services
Implementing Audiological Intervention
    Direct Services
    Indirect Services
    Supporting the Educational Team
    Coaching for Educational Audiologists
Services for Special Populations
Students With Unilateral Hearing Conditions, Single-Sided Deafness, and Minimal or Fluctuating Hearing Levels
Students With Auditory Processing Deficits and Auditory Neuropathy Spectrum Disorder
Students With Multiple Learning Challenges
Students Using Cochlear Implants
Early Hearing Detection and Intervention
In-Service for Educational Teams
    Preparation
    Presentation
    Follow-Up
Inclusion
Summary
Suggested Readings and Resources
Appendices

Chapter 10. Supporting Wellness and Social-Emotional Competence
Carrie Spangler and Krista Yuskow
Key Terms
Key Points
A Wellness Perspective
    Social-Emotional Development
    Bullying
Development of Self-Determination
    Relatedness
    Competency
    Autonomy
    Self-Advocacy
Promoting Self-Determination
    Connecting With Same-Self Peers
    Peer Mentors and Role Models
Counseling Strategies
    Reflective Listening
    Self-Assessment
    Extending Conversations and Coaching
    Referring for Additional Services
Summary
Appendices

Chapter 11. Developing Individual Plans
Natasha Seaton
Key Terms
Key Points
The Special Education Process
    Step 1: Identification: Concern About the Student
    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
Jenny A. Rajan and Deanna K. Meinke
Key Terms
Key Points
Noise Exposures in Youth
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
Intervention to Prevent Noise-Induced Hearing Loss
    Dangerous Decibels
Hearing Screenings for At-Risk Individuals
Advocating for Public Policies
Challenges and Future Directions
Suggested Readings and Resources

Chapter 13. Advocating for Educational Audiology Services
Kym Meyer
Key Terms
Key Points
Know the Status Quo
    Identify Existing Educational Audiology Services
    Identify the Population
    What to Do When There Is Not an Educational Audiologist
Establish and Maintain Relations With Community Partners
    Identify Resources Through a Community Survey
    Potential Community Partners
    Updating the Community Resource Survey
Develop and Foster Creative Collaborative Efforts
    Information and Materials to Share
    Facilitating Interprofessional Collaboration
    Fostering Creative Community Collaboration
Marketing and Advocacy for Educational Audiology Programs
    Increased Name Recognition
    Broadened Visibility of Services
    Increased Knowledge of Program Outcomes
    Internal Marketing
    External Marketing
    Advocating via Social Media: #EdAudAdvocacy and #EdAudWeek
    Mentoring New Educational Audiologists
Summary
Suggested Readings and Resources
Appendices

Chapter 14. Educational Considerations for Students Who Are Deaf or Hard of Hearing
Cheryl DeConde Johnson
Key Terms
Key Points
Critical Issues in Deaf Education
    Accountability and Oversight
    Language and Communication Access
    Quality Instruction
    Evidence-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
    Identity: Deaf, deaf, Hard of Hearing, Hearing?
NASDSE: 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 Accountability
    Deaf Child 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
    Include Deaf and Hard of Hearing Peers and Role Models
    Engage Parents and Caregivers
Summary
Suggested Readings
Resources
Appendices

Chapter 15. Remote Service Delivery
Sarah Florence
Key Terms
Key Points
Background and Current Trends
Getting Started
Models for Remote Service Delivery
    Remote-Only Educational Audiology Services Model
    Remote–On-Site Hybrid Model
    Remote Support of On-Site Educational Audiologists
Remote Services
Ethics and Security
Teleaudiology
Remote Technology Tools
Summary
Suggested Readings and Resources

Chapter 16. Development and Management of Contracted Educational Audiology Services
Rachel Parkington
Key Terms
Key Points
Laying the Foundation and Planning
    Pros and Cons of Contracting
Where to Start: Setting Up Your Business
    Insurance Considerations
    Tax Considerations
Independent Contractor Agreements
    Rates
    Branding
    Data Management
    Scheduling
    Key Players
Service Setting Considerations
    Early Intervention
    School Age
    Higher Education
    Alternative Education Settings, Hospitals, and Schools for the Deaf
    From Contract to a Salaried Full-Time Position
Summary
Suggested Readings and Resources
Appendices

Chapter 17. Program Development, Evaluation, and Management
Cheryl DeConde Johnson
Key Terms
Key Points
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 Readings and Resources
Appendices

Chapter 18. Reflections and Future Directions
Jane B. Seaton and Cheryl DeConde Johnson
Emerging Themes
    Technology Expansion and Availability
    Language Deprivation
Language Nutrition
    Cultural Diversity
    Potential Educational Audiology Certificate Program
    New Perspectives
Continuing Challenges
    Accountability
    Multidisciplinary Teams and Collaboration
    Educational Audiology Recruitment (Typically NOT Retention!!)
    School Safety and Security
    Family Involvement
    Wellness View
    Classroom Acoustics
    Hearing Loss Prevention
    Technology—Back to Our Beginning
Summary

Educational Audiology Handbook, Fourth Edition comes with access to supplementary student and instructor resources on a PluralPlus companion website

The companion website is located at: https://www.pluralpublishing.com/publication/eah4e

STUDENTS:

The student resources include Printable Forms.

To access the student resources, you must register on the companion website and log in using the access code located in the front of your textbook.

INSTRUCTORS:

The instructor resources include PowerPoint Slides and Sample Syllabus. You will also have access to all of the student resources listed above.

To access the instructor resources, you must contact Plural Publishing, Inc. to be verified as an instructor and receive your access code.

            Email: instructormaterials@pluralpublishing.com

            Tel: 866-758-7251 (toll free) or 858-492-1555

*Note for students: If you have purchased this textbook used or have rented it, your access code will not work if it was already redeemed by the original buyer of the book. Plural Publishing does not offer replacement access codes for used or rented textbooks.