Central Auditory Processing Disorders Course

Hearing, Speech and Language Sciences 862

Fall 2016 3 Credits
Open to HSLS majors only or permission of the instructor/department chair

Class Schedule: Mondays, 6:10- 9:00 pm: Room # SLCC 2304

Instructor: Larry Medwetsky, Ph.D.
Office Location: SLCC 2220
Office Hours: Walk-in or appt.
Telephone: 202.448.6965
Fax: (202) 651-5324
E-mail: [email protected]

Course Description:
This course will provide knowledge of central auditory processing disorders and how
they are assessed and managed in home, school, work, and therapeutic environments.
Areas to be addressed include differential diagnosis, the collaborative model,
counseling, and advocacy. The course will have an interdisciplinary focus.

Student Learning Outcomes for the AuD Program*

Graduates of the AuD Program should be able to:
1. Communicate in a professional, culturally sensitive, and effective manner; via
spoken, written, and sign languages; in advocacy, consultation, education, and
administration.
2. Plan, perform, and evaluate programs for prevention and identification of auditory
and vestibular disorders
3. Plan, perform, and evaluate assessment of individuals with suspected disorders of
auditory, balance, communication, and related systems.
4. Plan, perform, and evaluate intervention of individuals with suspected disorders of
auditory, balance, communication, and related systems.
5. Conduct clinically relevant research to support evidence-based audiological
practice, including evaluation and interpretation of the current literature and
planning and executing a hypothesis-driven study.
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Specific Course Objectives/Student Learning Outcomes:

By the end of this course students will be able to:

OUTCOME Corresponding LEARNING ASSESSMENT

Program SLO* OPPORTUNITIES METHODS
1. Define central Lectures, Class Exams, Case
auditory processing Discussions, Study, Critical
disorder and 3, 4, 5 Thinking
spoken-language Assignment
processing disorder
2. Summarize basic Lectures, Class Exams,
anatomy and Discussions, Assignment, Case
physiology of the 3 Study
central auditory
nervous system
3. Identify the Lectures, Class Exams,
processes engaged Discussions Assignment, Case
in central auditory Study
processing & 2, 3
auditory spoken-
language processing

4. Identify Lectures, Class Exams, Case

characteristics of Discussions, Case Study
individuals with 2, 3, 4 Study
disorders of auditory
spoken-language
processing
5. Correctly perform
commercially Lectures, Case CAPD Test Results
available CAPD 3 Study, Practice and Report,
tests as well as CAPD Test Practical
related tests Assignments (Lab) Assignments
6. Develop a basic
understanding of Lecture, Guest Exams
electroacoustic and 3 Speaker
electrophysiologic
assessments of
CAPD
7. Correctly interpret Lectures, Class Exams, CAPD Test
CAPD test results 1, 3, 4 Discussions, Case Results and
Study Report, Practical
Exam
8. Describe the Lectures, Class Exams, Case
different Discussions Study, Critical
management 4
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approaches used Thinking

with CAPD Assignment
This course meets the 2012 ASHA Standards and Implementation Procedures for the Certificate
of Clinical Competence in Audiology as listed below:

Standard IV-A: Foundations of Practice - knowledge of:

A1. Embryology and development of the auditory and vestibular systems, anatomy
and physiology, neuroanatomy and neurophysiology, and pathophysiology.
A3. Normal aspects of auditory physiology and behavior over the life span.
A7. Effects of hearing loss (in this case, processing related issues) on
communication and educational, vocational, social, and psychological
functioning.
A9. Patient characteristics (e.g., age, demographics, cultural and linguistic
diversity, medical history and status, cognitive status, and physical and
sensory abilities) and how they relate to clinical services.
A10. Pathologies related to hearing and balance and their medical diagnosis
and treatment.
A14. Physical characteristics and measurement of electric and other
nonacoustic stimuli.
A15. Assistive technology
A20. Health care and educational delivery systems
Standards IV-B: Prevention and Identification:
B1. Implement activities that prevent and identify dysfunction in hearing and
communication, balance, and other auditory-related systems
B3. Screen individuals for hearing impairment and disability/handicap using clinically
appropriate, culturally sensitive, and age- and site-specific screening measures.
Standard IV-C: Assessment:
C2. Assessing individuals with suspected disorders of hearing, communication,
balance, and related systems.
C3. Evaluating information from appropriate sources and obtaining a case history to
facilitate assessment planning.
C5. Conducting and interpreting behavioral and/or electrophysiologic methods to
assess hearing thresholds and auditory neural function.
C6. Conducting and interpreting behavioral and/or electrophysiologic methods to
assess balance and related systems.
C7. Conducting and interpreting otoacoustic emissions and acoustic immittance
(reflexes).
C8. Evaluating auditory-related processing disorders.
C9. Evaluating functional use of hearing.
C10. Preparing a report, including interpreting data, summarizing findings, generating
recommendations, and developing an audiologic treatment/management plan.
C11. Referring to other professions, agencies, and/or consumer organizations.
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Standards IV D: Intervention (Treatment):

D1. The provision of intervention services (treatment) to individuals with hearing loss,
balance disorders, and other auditory dysfunction that compromises receptive
and expressive communication.
D2c. Counseling relating to psychosocial aspects of hearing loss and other auditory
dysfunction, and processes to enhance communication competence.
D5. Provision of treatment services for infants and children with hearing loss;
collaboration/consultation with early interventionists, school based professionals,
and other service providers regarding development of intervention plans (i.e.,
individualized educational programs and/or individualized family service plans).
D6. Management of the selection, purchase, installation, and evaluation of large-area
amplification systems.
D7. Evaluation of the efficacy of intervention (treatment) services.
Standard IV-E: Advocacy/Consultation:
E1. Educating and advocating for communication needs of all individuals that may
include advocating for the programmatic needs, rights, and funding of services for
those with hearing loss, other auditory dysfunction, or vestibular disorders.
E2. Consulting about accessibility for persons with hearing loss and other auditory
dysfunction in public and private buildings, programs, and services.
E3. Identifying underserved populations and promoting access to care.

Standard IV-F: Education/Research/Administration

F1. Measuring functional outcomes, consumer satisfaction, efficacy, effectiveness,

and efficiency of practices and programs to maintain and improve the quality of
audiologic services.
F2. Applying research findings in the provision of patient care (evidence-based
practice).
F3. Critically evaluating and appropriately implementing new techniques and
technologies supported by research-based evidence.
F4. Administering clinical programs and providing supervision of professionals as well
as support personnel.
F5. Identifying internal programmatic needs and developing new programs.
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University Policies: All may be found in the Graduate Catalog or the following
link: http://www.gallaudet.edu/Documents/Grad/Gallaudet-Graduate-Catalog-2012-
2013.pdf

A. Academic Integrity
Academic Integrity Policy can be found in the current Graduate Catalog, and is also posted on Blackboard
under Syllabus. It can also be found at http://aaweb.gallaudet.edu/graduate-catalog.xml (Page 27). All
allegations regarding violations of the Universitys Policy on Academic Integrity will be investigated and
treated with utmost seriousness. Please read the Gallaudet University Policy on Academic Integrity, as you
will be responsible for its content. If you are unsure as to any part of the Policy, please discuss it with the
instructor or your academic advisor. Please familiarize yourself with the concept of due process. Violations
of the Academic Integrity Policy (e.g., cheating, plagiarism, abuse of computers) will result in a failing grade
for the course (i.e., grade of XF on transcript), and/or expulsion from the University.

B. Standards of Professional Behavior and Communication

Knowledge of the theories and methodologies of a profession and their application to
professional practice are major components of graduate study. In addition to academic
accomplishments, which are evidenced in a student's grades, graduate students must
also demonstrate behavior and communication skills that are consistent with professional
standards. The principal elements of professional behavior vary by discipline, but include
tact; sensitivity to the needs and interests of clients, colleagues, and supervisors; good
judgment; and attention to professional responsibilities. Moreover, student conduct must
conform to the codes of ethics established by the particular professional associations that
certify practitioners and govern their professional behavior. The principal elements of
required communication skills include, but are not limited to written, oral, and signed
communication.

Adherence to these professional standards of behavior and communication are essential

elements of professional competence. Failure to meet these standards reflects adversely
upon the individual's suitability for professional service and may be grounds for dismissal
from the Graduate School.

C. Students with Disabilities

Students needing accommodations to succeed in class or clinic must formally request
them through the Office for Students with Disabilities (OSWD) at the beginning of the
semester or as soon as the disability is documented. Detailed information is available in
the Graduate Catalog or the above link.

D. Compliance with ADA

Gallaudet University is in compliance with the Americans with Disabilities Act and this
statement can be found in the Graduate Catalog or the above link.
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E. Compliance with Title IX

In compliance with Title IX, Gallaudet University prohibits discrimination in employment as
well as in all programs and activities on the basis of sex. The Title IX Coordinator monitors
compliance with the regulations of this law. Individuals with questions or concerns about Title
IX, and/or those who wish to file a complaint of non-compliance, may contact the University's
Title IX Coordinator.

Course Policies:
Attendance Policy:
On time or early attendance is expected at every scheduled class. Students may have
two excused absences during the semester. Excused indicates that arrangements were
made BEFORE the scheduled class start time. In addition, recurrent late arrivals or
early departures will result in a drop of your assignment grade.

Cellphone Usage:
Email and voice mail messages are acceptable in the case of illness or accident, but
constant texting/cell-phone usage or time devoted to social media is strongly
discouraged during class.

Computer Usage:
Computers can be used for note-taking and googling information related to course
discussion but shall not be used for other purposes- such as social media or YouTube.
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Course Requirements:

A. Reading Materials:
All students are required to complete assigned reading materials prior to class
sessions, as students will be assessed on their knowledge of the assigned readings
in the form of mini-quizzes or engage in group discussions concerning selected
topics from the readings.

Examinations:
Two in class examinations will be given during the semester; material will cover
information presented during class sessions, class discussions, and assigned
course readings. In addition, mini-quizzes based on that weeks assigned readings
will be administered at the beginning of each class.

B. Assignments
1. Each student will be part of a team of two students and will either be the examiner or
subject for commercially available CAPD and related tests that are owned by
Gallaudet University HSLS. For each test performed, each team will submit the
test results and interpretation of the results, along with any insights that the
students obtained by being an examiner/subject for the test. Due dates are listed on
the tentative course schedule.

2. Each student will complete a comprehensive auditory spoken-language processing

assessment on any selected individual as long as (a) that individual has normal
hearing and cognitive capacity; and (b) is older than five years of age but less than
65 years of age. However, this individual cannot be a fellow student in this class.
Test administration/report format will follow the guidelines discussed in class as well
as highlighted in this syllabus.

3. Each student will complete a problem based, critical thinking assignment, whereby
you will be provided with three cases, each of which will require you to examine
various aspects of central auditory processing.

4. For a bonus of 1%, each team will prepare two notebooks (one for each member but
need only to submit one copy to the professor) that include all of the CAPD Test
reports assigned throughout the semester. CAPD tests will be organized by each of
the six categories described below, alphabetically within each category. The goal of
this assignment is that each student will have a packet that they can refer to going
forward. Please note that students will be able to retain their notebook upon course
completion for future reference.

Please note that all written assignments must conform to the APA style, 6 th ed.
(exception are the reports concerning test description/administration)
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Grading
A. Weighting System
Final course grades will be based on a calculation of percentage correct out of a
potential 100%. The following grade scale and weighting systems will be used in
determining final course grades.
Exam 1 30%
Exam 2 30%
Mini-Quizzes 10%
Assignments:
a) Completion of CAP 20%
Test reports
b) Completion of Client 5%
Assessment
c) Critical Thinking/Problem Solving 5%
Assignment
Bonus (Completion of Notebook) 1%

B. Grade Scale

Letter Grade Numerical Equivalent Quality Point Descriptor

Value
A+ 97 100 4.0 Exemplary
A 94 96 4.0 Outstanding
A- 90 93 3.7 Commendable
B+ 87 89 3.3 Exceeds Course requirements
B 84 86 3.0 Satisfactory achievement
B- 80 83 2.7 Marginal satisfactory
achievement
C+ 77 79 2.3 Unsatisfactory achievement
C 70 76 2.0 Unsatisfactory achievement
F Below 70 0.0 Failure
F represents failure (or no credit) and signifies that the work was either (1) completed
but at a level of achievement that is not worthy of credit or (2) was not completed and
there was no agreement between the instructor and the student that the student would
be awarded an incomplete. Academic dishonesty in any portion of the academic
work for a course shall be grounds for awarding a grade of F for the entire
course.
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CLASS SCHEDULE (SUBJECT TO CHANGE)

The schedule may change due to university closure, instructor decision, or

student request. Any changes to this schedule will be documented in writing by
the instructor and will be posted to the class site on Blackboard and/or via
announcements via email.

Date Topic Assignment/Reading Out of Class Time

Week #1: Introduction Weihing et al.: Chapter 1 Readings = 3.5 hours

August 29 (Geffner & Swain- pages 3-8,
Overview of CAPD 13-20)

Lucker: Chapter 2 (Geffner &

Swain)

Geffner: Chapter 3 (Geffner &

Swain- pages 59-68; 72-82)

Week # 2: Neuroanatomy and Bb: Bellis (Chapter 1, pages Reading = 5.0 hours
September 12 Neurophysiology 6-15)

Bb: Musiek et al. (Chapter 2;

pages 35- 50)

Bb: Abrams & Kraus (Katz,

7th ed, Chapter 28)

Week # 3: Neuromaturation and Bb: Whitelaw & Yuskow Readings =4.5 hours
September 19 Neuroplasticity
Rawool: Chapter 2

Week # 4: Screening: A Bellis: Chapter 4 (pages 143- Readings = 5.0 hours

September 26 Multidisciplinary 156; 166-173; 186-190)
Approach & Screening
Tests for CAPD Keith: Chapter 6 (Geffner &
Swain)
Some CAP screening
instruments Martin et al.: Chapter 5,
(Geffner & Swain- pages 120-
Audiologic Assessment 126, 129-132)
of (C)APD
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Date Topic Assignment/Reading Out of Class Time

Week # 5: Overview of Bellis- Bb: Tillery Chapter 29 (Katz Readings = 1.5 hours
October 3 Ferre, Katz, and Handbook, 7th edition, 545-
Medwetsky Models 557)

Week # 6: In-depth review of Medwetsky Chapter 25 (Katz Reading = 2.0 hours

October 10 Medwetskys Spoken- Handbook 6th edition, pages
Language Processing 584-601) Lab Assignment/Report
(S-LP Model) = 6.0 hours
SCAN-3 outlined subtests
(Adult) & ACPT
(Due 10/09)
Week # 7: Mid-Term Exam Study = 10 hours
October 17

Week # 8: Readings = 5.0 hours

October 24 - Monaural Low Monaural
Redundancy Speech
Bb: Krishnamurti (Chapter 8
in Musiek & Chermak, pages
193-196)

Rawool: Chapter 7 (pages

202-217)
- Binaural and Dichotic
Listening/Tests Binaural and Dichotic
Rawool Chapter 6 (pages 158-
165; 170-178)

Bb: Bamiou (Musiek & Chermak

pages 262- 280)

Bb: Keith & Anderson

(Chapter 9 in Musiek &
Chermak)

Week # 9: Temporal Processing/ Temporal Processing Readings = 2.5 hours

October 31 Patterning
Rawool: Chapter 5 Lab Assignment/Report
= 10 hours
Monaural Low Redundancy
Tests (Due 11/6)
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Date Topic Assignment/Reading Out of Class Time

Week # 10: Electrophysiological Bb: Parthasarathy Chapter- 5 Readings = 4.0 hours

November 7 tests of CAP (Parthasarathy edited text)

Tentative: Guest Kraus: Chapter-7 (Geffner &

Speaker: Samira Swain)
Anderson (U of MD)

- SSW Test Bb:

Week # 11: Scoring the SSW Test Readings = 2.5 hours
November 14 - PST SSW Test- Articles on Its
Development Lab Assignment/Report
SSW Test- Additional = 10 hours
Information

Bb:
Phonemic Synthesis
Phonemic Synthesis- redo
pages (270-271)
* Note the redo pages is from
first article

Dichotic & Binaural

Interaction
(Due 11/13)

Week # 12: Thanksgiving Break NO CLASS

November 21
Temporal Processing tests
(Due 11/20)

Week # 13: - Related Tests Bb: Bellis (Chapter 7) Readings = 3.0 hours
November 28 (TAPS-3, LAC)
Medwetsky: Chapter- 25 Lab Assignment/Report
Interpretation of Results (Katz Handbook, 6th edition = 6 hours
pages 601-607)

SSW and PST Tests

(Due 12/4)
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Date Topic Assignment/Reading Out of Class Time

Week # 14: General Principles of Bb: Bellis: (Chapter 8) Readings = 3.5 hours
December 5 CAPD Management
Medwetsky: Chapter- 28 (Katz
Case Studies Handbook, pages 642-648)

Bb: Katz et al.: (Katz Handbook,

7th edition, pages 575-581)

Week # 15: Readings = 3.0 hours

December 12 Service Delivery Mayerson: Chapter 31
Schools/Adults Geffner & Swain) CAPD Notebook
Assignment = 2 hours
Legislative/ and School
Implications Lipp: Chapter 32 (Geffner &
Swain) Critical Thinking
Assignment = 4 hours

TAPS-3 test
(Due 12/9)

Critical Thinking
Assignment
(Due 12/11)

Week # 16
contd: CAPD Notebook Client Assessment/
(Due 12-16) Report = 6 hours
December16 Final Exam
Client Assessment Study = 10 hours
( Due 12-16)

Travel Safely and See you in

January!!

Total Student Direct TOTAL # HOURS =

Contact Time = 42 109.0 HOURS
hours

As noted, this course is equivalent to three credits; therefore, the class will meet for a minimum
42.0 hours during the course of the semester. The expected number of hours of outside-of-class
 CAPD: Fall 2016
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preparation are indicated in the course schedule.

 CAPD: Fall 2016
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Course Texts:

Required:
Geffner D. & Ross-Swain, D (2013). Auditory Processing Disorders: Assessment,
Management, and Treatment, 2 nd ed. San Diego: Plural Publishing, Inc.

Rawool, V.W. (2016). Auditory Processing Deficits: Assessment and Intervention. New
York: Thieme.

References Texts:
Bellis, T.J. (2003). Assessment and Management of Central Auditory Processing
Disorders in the Educational Setting from Science to Practice. (2 nd Ed.). San Diego,
CA: Singular Press, Inc.

Chermak, G.D. & Musiek, F.E (2007). Handbook of (Central) Auditory Processing
Disorder: Comprehensive Intervention, Volume II. San Diego: Plural Publishing,
Inc.

Katz, J., Medwetsky, L. Burkard, R., Hood, L. (2009) Handbook of Clinical Audiology, 6th
ed. Baltimore, MD: Lippincott, Williams, and Wilkins.

Katz, J., Chasin M, English K, Hood L, Tillery, K. (2014) Handbook of Clinical Audiology,
7th ed. Baltimore, MD: Lippincott, Williams, and Wilkins.

Musiek F.E., Baran, J.A., Shinn, J.B., Jones, R.O. (2012). Disorders of the Auditory
System. San Diego, CA: Plural Publishing, Inc.

Musiek, F.E. & Chermak, G.D. (2007). Handbook of (Central) Auditory Processing
Disorder: Auditory Neuroscience and Diagnosis, Volume I. San Diego, CA: Plural
Publishing, Inc.

Parthasarathy, TK (2006). An Introduction to Auditory Processing Disorders in Children.

Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

Additional Readings:
In addition to chapters in texts, there will be additional required readings that will
supplement class lectures. The student is responsible for reading all required materials
in preparation for class, with mini-quizzes consisting of a few questions administered at
the start of each class. These readings will be available on Blackboard, some of which
are listed below.

References
American Academy of Audiology. (August 2010). Practice Guidelines for the
Diagnosis, Treatment, and Management of Children and Adults with Central
 CAPD: Fall 2016
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Auditory Processing Disorder (CAPD). Available on Blackboard and

http://www.audiology.org/resources/documentlibrary/Pages/
CentralAuditoryProcessingDisorder.aspx
Fey ME, Richard GJ, Geffner G. Kamhi AG, Medwetsky L, Paul D, Ross-
Swain D, Wallach G, Frymark T, Schooling T (2011). Auditory processing
disorders and auditory/language interventions: An evidence-based
systematic review. Language, Speech, and Hearing Services in Schools;
42(3): 246-264.
Hall J.W. III, Johnston K.N. (2007) Electroacoustic and electrophysiologic
auditory measures in the assessment of (central) auditory processing
disorder. In F.E. Musiek & G.D. Chermak, eds., Handbook of (Central)
Auditory Processing Disorder. San Diego, CA: Plural Publishing, Inc.
Moller A.R. (2013). Hearing, Physiology and Disorders of the Auditory
System. San Diego, CA: Plural Publishing, Inc.
Parthasarathy T.K. (2006) Electrophysiologic assessment of APD. In: T.K.
Parthasarathy, ed., An Introduction to Auditory Processing Disorders in
Children. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Whitelaw, G.M., Yuskow, K. (2006). Neuromaturation and neuroplasticity of
the central auditory system. In: T.K. Parthasarathy, ed., An Introduction to
Auditory Processing Disorders in Children. Mahwah, NJ: Lawrence Erlbaum
Associates, Inc.

CAP Tests (Selected References): The following articles provide background to

some of the tests. Please read these prior to administering the test as they will
provide some guidance when administering the test.

Bornstein, S.P., Wilson, R.H. and Cambron, N.K (1994). Low- and high-pass
filtered Northwestern University Auditory Test No. 6 for monaural and binaural
evaluation. Journal of American Academy of Audiology, 5(4), 259-264.
Hurley, R.M. and Musiek, F.E. (1997). Effectiveness of three central auditory
processing (CAP) tests in identifying cerebral lesions. Journal of American
Academy of Audiology, 8, 257-262.
Lipsky, F.I., & Emanuel, D.C. (2003). College Students with Self-Perceived
Listening Difficulties. Poster presented at the AAA Convention in San Antonio,
TX.
Musiek, F.E. (1994). Frequency (pitch) and duration pattern tests. Journal of
American Academy of Audiology, 5, 265-268.
Musiek, F.E., Baran, J.A. and Pinheiro, M.L. (1990). Duration pattern recognition
in normal subjects and patients with cerebral and cochlear lesions. Audiology,
29, 304-313.
Noffsinger, D., Martinez, C.D. and Wilson, R.H. (1994) Preliminary data for digits,
sentences, and nonsense syllables. Journal of American Academy of Audiology,
5(4), 248-254.
 CAPD: Fall 2016
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Singer, J., Hurley, R.M. and Preece, J.P. (1998). Effectiveness of central auditory
processing tests with children. American Journal of Audiology, 7(2), 73-84.
Stuart, A. and Phillips, D.P. (1998). Deficits in auditory temporal resolution
revealed by a comparison of word recognition under interrupted and continuous
noise masking. Seminars in Hearing, 19(1), 333-344.
Taylor, B. (2003). Speech-in-noise tests: How and why to include them in your
basic test battery. Hearing Journal, 56(1), 40, 42-46.
Wilson, R.H., Moncrieff, D.W., Townsend, E.A., & Pillion, A.L. (2003).
Development of a 500 Hz masking-level difference protocol for clinical use.
Journal of American Academy of Audiology, 14(1), 1-8.
Wilson, R.H., Preece, J.P., Salamon, D.L., Sperry, J.L., and Bornstein, S.P.
(1994). Effects of time compression and time compression plus reverberation on
the intelligibility of Northwestern University Auditory Test No. 6. Journal of
American Academy of Audiology, 5(4), 269-277.
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Appendix A. CAPD Test Assignments

Value: 20% of your grade

CDs of the tests and the (a) binder with the test forms and (b) binder with the test instructions
will be in the 3rd sound booth. THESE MUST STAY IN BOOTH # 3 as we have CAPD clients
and so that other teams will be able to easily find these materials.
Keys are available if you need to do this testing outside clinic hours. They may be obtained from
Daun.

Form teams of 2 members each and keep these teams for all of the CAP test assignments

Because CAP test norms are based on normal hearing individuals (which specify auditory
presentation levels based on normal hearing acuity), individuals serving as test subjects
must have normal hearing; in the event that one member of the team does not have
normal hearing acuity, then the team needs to seek normal hearing individual(s) to ensure
that the normal hearing partner also has the opportunity to conduct CAP tests

Divide the assigned test role among the two team members (i.e., serve as tester/subject
for equal # of tests)
There are 20 assigned tests with teams of two, you would be responsible for conducting
ten tests in each category..

For EACH test:

The person assigned to do the testing is the audiologist:
Responsible for setting up audiometer, finding the proper test form (in a
binder in Booth # 3), performing the test correctly, scoring the test/results
according to protocol, and determining if the results are within/outside
normal limits
Makes a summary of your reactions of the tester experience (including
observations of client behavior)
The person who is the client
Cooperates fully, giving results reflective of ones best effort on the test
Makes a summary of his/her reactions to the test and the testing
experience
Gives the summary of their reactions to the tester BEFORE the
assignment is due in class

The team submits the due report in a word document format (so that
Dr. Medwetsky can make any comments/suggestions in the text of the report) via
uploading the assignment in Blackboard. The report will include: (a) all of the
information requested in the rubric; and (b) a scanned copy of the scoring form with the
accompanying test results.
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Note that the abovementioned format must be completed for each test
separately
Dr. Medwetsky will score each assignment and return it to the team

Upon completion of all of the assignments, please print out all of your assignments
(Description of test, observations & corresponding test results, as well as corresponding
blank test forms) and place them into a binder. Upon handing in the binder, you will
receive up to a one point bonus.
Make two copies. That way each of you will have your own binder to refer to in
the future if you were to do CAP testing elsewhere (note that subsequent to
being given back the binders, remove the scored test forms so that you will not
subsequently expose the test results to anyone by mistake in the future).

Plan ahead and communicate with each other on your team so this can be a good experience for
all!
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Tests Divided Per Assignment Area

Dichotic Tests Temporal Tests
Auditec CD Auditec CD VA CD
Dichotic Digits 2 Pitch Patterns (both Duration Patterns
pair non-verbal & verbal;
compare scores)
Competing Sentences Random Gap
Test (Selective Detection Test
Auditory Attention)
Competing Sentences Gaps-in-Noise Test
Test (Divided
Attention)

Monaural Low Redundancy Tests Binaural Interaction Tests

Precision VA CD VA CD
Acoustics
Speech-in-Noise (Do NU-6 65% TC with Binaural Fusion,
quiet- 25 words; and Reverberation tracks 12 or 13
noise- 50 words)
Auditec CD
NU-6 Low Pass MLD: Spondaic
Words
MLD: 500 Hz tone

Miscellaneous Tests Screening Tests

Precision Mayer-Johnson Pearson Pearson
Acoustics Publishing Publishing

SSW TAPS-3 SCAN-3 ACPT

Phonemic Synthesis (Counts as 3 separate
tests; do each of the
tests below and hand
in reports on each
separately)
Competing Words
Free Recall
Competing Words
Directed Ear
Competing Sentences
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Twenty individual test summaries to be handed in = Total out of 200 points. Note
that even though tests are grouped by assignment day, you must craft separate
reports for each test.
CAP Test Reporting Format

Please enter the information following the format shown below:

CAP Report

Name of Test:
Audiologist:
Client Name:
Brief Overview of Test:
Include:
Assignment test category
Test purpose (which CAP process does the test examine?) and the information gleaned
from the test
Client age range (for which the test is meant to be administered to)
Length of test (actual test length of stimuli as indicated by tests authors
Approximately how long you took to administer it (once you were knowledgeable and
prepared and commenced administering the test)
Standardized scores or standard deviation norms (please provide/scan a table with the
tests (a) Standardized Scores or (b) Mean + Standard Deviation (or lower range of what
the test considers the acceptable lower limit of performance)

Audiometric Settings:
Include:
Earphones or loudspeakers used
# of channels used
Administered monaurally/diotically/dichotically)
dB (presentation and/or sensation level used) for each channel

Test Form: Include each of the test forms with your scored results
Test Result Scoring/Interpretations:
List:
Results
Norms for the clients age- that is, list the specific value (and corresponding standard
deviations) required for that individuals age to be within normal limits
Conclude if the findings are within normal limits or significant, and
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Provide your interpretation of the test findings

Audiologist Observations:
Ease of following the test guidelines
Ease of recording the test results
Ease of scoring and interpreting test results
Indicate your personal observations of the client behaviors during testing

Client Observations:
Ease in understanding test instructions
Description of ease/difficulty in taking the test

* Note that for the tests that does not use an audiometer (TAPS-3), please
indicate that you administered the test via live voice and the location where
testing took place, if test setting was quiet or noisy, and indicate your
presentation rate/delivery per guidelines in the test manual.

GRADING RUBRIC

Test:
Point Totals
Test Overview /2
Audiometric Settings /2
Score sheet correctly completed and correct /2
test interpretation
Observations about the test experience /2
(audiologist)
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Observations about the test experience /2

(Client)
Total for this Test /10

RUBRIC RATING KEY

SCORING Satisfactory (2) Fair (1) Unsatisfactory (0)

CATEGORY
Test Provides a comprehensive Provides a general Insufficient detail to
Overview overview of the test, its purpose, overview of the test, some regarding test description,
how administered, and target information concerning its unclear regarding test
population (age range) purpose, details about purpose, not clear how the
some aspects of how test is test is administered, nor
administered and target any mention of target
population (age range) population (age range)
Audiometric All audiometric settings are Audiometric settings are Audiometric settings
Settings accurately described generally accurate, though poorly described or not
one aspect erred discussed
Scoring Test form is included; all items Test form is included, Test form not included; if
scored correctly, and correct items scored correctly included, many items
interpretation of test results except for an error or two, scored incorrectly, wrong
provided interpretation of test interpretation of test
findings is in ballpark findings
Audiologist Describes in thorough detail Description of (a) (e) Description of (a) (e)
Observations regarding: (a) observations generally thorough though generally insufficient and
concerning test administration, some information lacking superficial, lacking much
(b) ease in writing down client in 1-2 categories detail or reflection
responses, (c) ease in scoring
responses; (d) ease in
interpreting test findings; and (e)
client behaviors during testing
Client Describes in thorough detail Describes in some detail Describes in minimal detail
Observations regarding ease in understanding regarding the ease to which regarding the ease to which
test instructions and degree to instructions were understood instructions were understood
which they found the test to be and the degree to which they as well as the degree to
difficult found the test to be difficult which they found the test to
be difficult
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Appendix B. Spoken-Language Processing: Problem-Based, Critical

Thinking Assignment

Value = 5% of total class grade (Total of 25 points relative to this assignment)

Due Date: December 11, 2016

Two weeks prior to the due date for this assignment, you will be assigned three case studies. To
assist you, I will provide you an example of a client with various deficits and the associated
findings that led me to derive that individuals composite profile of processing deficits. Please
refer to this example to assist you in addressing problems # 1-3.

The assignment asks you to complete the following:

A. Interpret the test results that have been provided to derive the likely processing related
deficits that are present for that client. I have provided you with information pertaining
to whether they have passed/failed a particular test or exhibited various quantitative/
qualitative indicators in certain tests (such as on the SSW).

Note that in all cases, the subjects have been determined to have normal hearing and
middle ear function. Your task is to (a) indicate the overall deficit profile being
exhibited by the individual; and (b) the results from the various tests that were
administered that supports your conclusions and why these results support your
conclusions.

A rubric has been provided to guide you as to what I am looking for.

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Scoring Rubric:
Category Superior Satisfactory Poor
(9.4 -10 points) (8.4 9.3 points) (7.0-8.3
points)
Correct Correctly identifies Correctly Incorrectly
identification of the specific deficit(s) identifies most of identifies
CAP test finding present per test the deficits deficits for
for each test administration; that associated with most or all test
is, describe how test findings results
10 points each significant test
result is associated
with a specific deficit
and its implication

Accuracy of Correctly identifies all Correctly Correctly

Processing of the overarching identifies most of Identifies only
Deficit Profile processing deficits the overarching one of or none
relative to deficit present- only need to deficits present of the
cluster and state which processing
associated processing deficits deficits present
deficits are present

5 points

Effective Identifies a # of Identifies some Provides

communication effective, appropriate appropriate communication
strategies communication communication strategies that
strategies relative to strategies relative do not address
the noted deficits to noted deficits deficits that are
present present (i.e.
inappropriate)
(10 points or minimal
strategies

TOTAL =
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Appendix C. Individual Client Spoken-Language Processing (S-LP)

Assessment/Report
Value: 5 % of total class grade (Total of 100 points relative to this assignment)

Due: December 16, 2016

Students will complete an S-LP report on a normal hearing individual who is not a student in the
class setting (age 5 to 55).

Students will be provided with Gallaudets (a) Spoken-Language Processing Report template as
well as (b) Medical History and (c) Spoken-Language Processing Questionnaires.

For the SL-P report, students are expected to complete each the various sections, which generally
follows an S.O.A.P format. Students are expected to provide:

Comprehensive review of the clients:

o relevant medical history,
o presenting concerns, and overview of the clients perception of processing related
issues, social history, use of compensatory strategies, and academic profile (if adult,
the latter when attended school)
Clients audiometric results (attach audiogram)
Results from each of the administered spoken-language processing tests and their
statistical significance relative to norms
Summary of major auditory and processing related findings and their implications in
everyday life settings
Suggested interventions to address any apparent deficits (specific intervention(s)/
recommendation(s) for further testing, environmental strategies/accommodations, general
strategies)

Please upload the report to Blackboard in a word document format so that I can
make any comments/suggestions regarding the report.
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Grading Rubric

Category Superior Satisfactory Poor

(9.4 -10 points) (8.4 9.3 points) (7.0-8.3 points)
Subjective (Case Addresses all key Addresses most Leaves out many
History) aspects related to aspects related to important details
15 points medical history and medical history/SL-P pertaining to medical
SL-P questionnaires questionnaires but history/SL-P
leaves out 1-2 questionnaires
important details
Objective Includes all test Includes all test Omits some test
findings in the report findings in the report findings/does not
35 points (as well as (as well as include
accompanying score accompanying score accompanying score
sheets), and sheets), and sheets, and makes
accurately accurately significant number of
scores/interprets all scores/generally errors in
test findings interprets all test scoring/interpreting
findings correctly test findings
except for 1 -2
errors
Assessment Accurately interprets Generally interprets Interprets most of the
(Interpretation) the impact of test the impact of test test findings
25 points findings on everyday findings on everyday incorrectly in how
performance performance they will impact the
(listening, (listening, individual in everyday
academics, socially) academics, socially), life
though with some
erred information
Recommendations Presents a Presents most of the Leaves out key
comprehensive, list key recommendations
25 points of recommendations recommendations and/or includes # of
that accurately that accurately recommendations
addresses the needs addresses the needs that are inappropriate
of the individual of the individual to clients needs
relative to findings relative to findings
obtained and lifestyle obtained and lifestyle
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Appendix D. Onsite Class Quizzes

Value: 10% of your grade

On-site, mini-quizzes will be administered at the onset of each class for readings that have been
assigned for that day (commencing with the second lecture). These quizzes will be
approximately 10-15 minutes in duration though if more time is needed, this will be provided.
Quiz questions will take the format of multiple-choice, fill in the blanks, true/false, logical or
ordering of choices.

The goal of these quizzes is to prepare you prior to class presentation so that you will (a) be
better prepared to follow the presentation; (b) be an active participant- be it in class discussions
or posing questions based on the material that you have read/been presented; and (c) make it
easier to ultimately retain the information that you have learned in class.
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Appendix E. Bonus Assignment: CAP Notebook Test Binder

Superior Satisfactory Poor

(1 Point) (.5 - 1 point) (0- .5 points)
Table of Contents Table of Contents No Table of
listing CAP tests by included but Contents included
category and within somewhat lacks Some CAP
each category the organization reports/forms
specific subtests All completed CAP missing
All completed CAP reports included but No sense of
reports included lacking some of the organization as to
Include all sections corresponding blank how reports/forms
except for Scoring test forms placed in binder
section Do not include Includes scoring
Corresponding blank scoring section section
test forms Organization of
The CAP reports/test reports/test forms not
forms are organized organized in a
via category and systematic manner
alphabetically