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HESP645 Exam 2 > Case Management & Planning > Flashcards

Case Management & Planning Flashcards

1
Q

Describe the role of the Ed AuD as a case manager.

A
  • Facilitate communication and coordination with multiple service providers, family members, and students
  • Facilitate decision making by anticipating future difficulties and helping to prevent them
  • Advise and/or assist families with logistics f scheduling medical/clinical appts
  • Serve as the expert on the impacts of hearing loss
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2
Q

What is necessary for facilitating effective case management?

A
  • Classification of needs and services
  • Identification of personnel
  • Arrangements for effective collaboration
  • Efficient written communication
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3
Q

What direct services are provided by the Ed AuD?

A

1) Management of amplification
2) Development of listening/auditory skills
3) Speechreading
4) Communication repair training
5) Development of skills to overcome environmental barriers
6) Informational counseling
7) Psychosocial development

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4
Q

Describe direct service #1: Management of amplification.

A
  • Taking earmold impressions
  • EA and/or real ear
  • Develop students’ independence in managing their own technology:
  • Battery care
  • Earmold insertion
  • Age-appropriate troubleshooting
  • Identification of a mal/functioning device
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5
Q

Describe direct service #2: Development of listening/auditory skills.

A
  • May be provided by an Ed AuD, SLP, and/or TOD
  • Auditory training should be included in any oral language and speech (re)hab
  • EX: awareness of environmental sounds, following 2-step directions from auditory cues alone
  • Monitor and measure use of specific skills in un/structured settings
  • Development of techniques and strategies that would address specific objectives
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6
Q

Describe direct service #7: Psychosocial development.

A
  • Counseling related to the impact of the HL (acting as a resource)
  • May bring in adults who are D/HH
  • Maintain and make available a file of news articles or stories concerning children and adults with hearing loss
  • Encourage social connection with other students with HL
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7
Q

What indirect services can an Ed AuD provide?

A

1) Classroom amplification and other assistive technology
2) Teacher collaboration regarding strategies for the classroom
3) Selection of classroom/teacher
4) Selection of auditory curricula and materials
5) Facilitation of auditory skill development with sign language use
6) Info concerning student HL and auditory function

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8
Q

Describe indirect service #1: Classroom amplification and other assistive technology.

A
  • Monitoring and maintenance of equipment
  • Need knowledge of the budget and timelines for equipment requisition
  • Manufacturers may be willing to provide short-term loan of equipment if payment must be delayed for budgetary reasons
  • Good relationships between Ed AuD and manufacturer reps
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9
Q

Define indirect service #2: Teacher collaboration regarding strategies for the classroom.

A
  • Defining “preferential seating” (best location for student’s desk)
  • Individual checks to ensure student is following the instruction and discussion
  • Alert the student with HL to changes in topic
  • Supplement group instruction with individual checks to assess comprehension
  • Student “buddy”/notetaker
  • Oral or ASL interpreter

-Observation by an Ed AuD can provide valuable insight to alleviate academic problems before failure occurs

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10
Q

Describe indirect service #3: Selection of classrooms and teachers.

A
  • Must match the teachers and classroom environments with the needs of student with HL:
  • Acoustic properties of the classroom
  • Number students in class
  • Availability/frequency of 1:1 instruction
  • Teacher’s style(i.e. moving around, animated, expressive)
  • Other students requiring modifications
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11
Q

Describe indirect service #4: Selection of auditory curricula and materials.

A
  • Make recommendations based on auditory goals and objectives
  • Make suggestions re: how to phase objectives into the regular or special ed curriculum for use with specific students
  • EX:
  • Vocab lists for listening exercises
  • Recording sounds around school facility for recognition of environmental sounds
  • Use of classroom directions for auditory comprehension activities
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12
Q

Describe indirect service #5: Facilitation of auditory skill development with sign language use.

A
  • If ASL is used, there is an inherent conflict during simultaneous communication
  • Students in most ASL programs may not make use of auditory input during the majority of the school day
  • Auditory skill development may be very slow and laborious
  • Most discuss thoroughly with parents, teachers, and student to see if auditory learning is a desired goal (goals/recommendations should be included in IEP)
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13
Q

Describe indirect service #6: Information concerning student HL and auditory function.

A
  • Re: specifics of the HL for each student with HL (i.e. how does it impact ability to communicate in and out of classroom setting)
  • Info should be provided to all educational personnel involved with the student (may have school-wide inservice)
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14
Q

Describe direct service #3: Speechreading.

A

-May already be included depending on school’s approach and curriculum (i.e. Auditory/oral vs. Auditory/verbal)

  • May enhance learning if:
  • Student is involved in phonics-based program
  • Student does not make good eye contact during conversation, work on visual attention could be beneficial
  • Student is not aware of ways to enhance visual cues during conversation, instruction in these skills could be beneficial
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15
Q

Describe direct service #4: Communication repair training.

A
  • Students are often unaware of the communication breakdowns that occur throughout the day
  • Help students to acknowledge that communication breakdowns occur and have AuD assist them in developing appropriate ways to cope independently
  • Steps to help students with repair strategies in school environment:
  • Understanding basic communication processes
  • Understanding communication breakdowns
  • Message formulation
  • Introduction of communication repair strategies
  • Practice using communication repair strategies
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16
Q

Describe direct service #5: Development of skills to overcome environmental barriers.

A

-Teachers and students with HL should be educated re: the effects of noise, distance, reverberation, and poor lighting

  • Sample activities for students:
  • Identify noise sources in their classrooms
  • Identify solutions to noise problems
  • Older students can actual calculate reverberation time for their classrooms
  • Schedule of noisy times/activities as well as strategies for use during these times
  • Discussion about which classes require more energy for attending to instruction (visual and auditory)
17
Q

Describe direct service #6: Informational counseling.

A
  • Students should have an understanding of own HL to feel empowered, including:
  • Etiology
  • Personalized hearing tests
  • Equipment used for assessment
  • Different types of amplification for different individuals and environments
  • Current and future technology other than amplification
18
Q

What is the referral and placement process for special education?

A

1) Concern is expressed about the child
2) Referral to SpecEd and assessment
3) Determination of disability and eligibility
4) Development of an individual plan

19
Q

Describe step 1 of the referral/placement process for SpecEd: Concern is expressed about the child.

A
  • May be parent, teacher, physician, AuD, etc.
  • Pre-referral conference for IEP to determine eligibility
  • Determine assessments to be conducted and when IEP meeting will be held
  • For children with HL, AuD should have a primary role
  • If HL is not resulting in academic, S/L, or social/behavioral concerns, accommodations recommended by the AuD may be sufficient (candidate for 504?)
20
Q

Describe step 2 of the referral/placement process for SpecEd: Referral to SpecEd and assessment.

A
  • Purpose is to determine how child is functioning to determine SpecEd eligibility
  • Assessment requires parent permission and notification of parent rights
  • Referral paperwork should indicate specific areas of assessment
21
Q

Describe step 3 of the referral/placement process for SpecEd: Determination of disability and eligibility.

A
  • Disability is determined from assessments that are completed and the resulting needs of the children
  • For HL, question of “how much loss?” constitutes disability cannot be measured only by audiometric testing
  • Eligibility is determined by ascertaining whether the disability adversely affects educational performance
22
Q

Describe step 4 of the referral/placement process for SpecEd: Development of an individual plan.

A
  • Written, legally binding documents that defines the content and parameters of appropriate educational services for each students
  • IDEA mandates annual review of goals/objectives and triennial re-evaluation
  • AuD may need to be creative with developing plans for assistive technology during extracurricular activities
23
Q

Describe reading and language instruction issues for D/HH children.

A
  • D/HH students sometimes enter school significantly behind other students in terms of pre-literacy skills
  • Pre-reading skills taught in preschool and kindergarten assume that the ability to discriminate English sounds
  • Even with appropriate amplification, students are still listening with an impaired auditory system
  • Average 18-19 y/o D student reads no better than a 9-10 y/o NH student
  • Ed AuD may beed to discuss importance of access to visual information and consultation with SLP familiar with HL to address “processing” (perception/identification) and “language” issues (semantic/syntactic deficits, limited background knowledge)
24
Q

Describe mathematics instructions issues for D/HH children.

A

-Achievement gap is smaller than for reading for D/HH students (however, challenges remains)

  • Educate teachers about factors that could impede math learning:
  • Classroom acoustics
  • Vocab of math may be challenging
  • Syntactic complexity of written math problems

-TODs often do not have math certification (may need to enhance teacher preparation in this area)

25
Q

Describe issues in science and social studies instructions issues for D/HH children.

A
  • Difficulties with vocab and higher level syntax will present challenges
  • Success depends a great deal on reading ability
  • Textbooks increase in complexity quickly in elementary school
  • By middle school, should be familiar with different voices in writing and varying lexicons for each subject
  • D/HH subjects may be putting so much energy into decoding surface structure that they never get to the deep structure where meaning is understood
  • Importance of pre-teaching cannot be overemphasized
26
Q

Describe considerations for visual and multi-sensory learning.

A
  • Multisensory teaching methods are recommended. However, the use of these approaches may be difficult for a student with HL
  • D/HH students may not be able to simultaneously listen and look effectively
  • Teacher must intentionally plan to appropriately use visual aids or other sensory activities
  • Teacher may need to direct attention to visual aids between explanations
27
Q

Describe disability and eligibility re: CAPD.

A
  • Children with CAPD may be eligible for SpecEd or 504 services, depending on the severity and implications of the problem
  • Varies on state and school district
  • Usually students with significant CAPD qualify for eligibility consideration with a hearing, S/L, or learning disability
28
Q

What is an accommodation?

A
  • Provisions in how a student accesses information and demonstrates learning
  • Does not substantially change the instructional level, content, and/or performance criteria
  • EX:
  • Presentation and/or response format and procedures
  • Instructional strategies
  • Time and scheduling
  • Attitudes
  • Equipment
29
Q

What is a modification?

A
  • Substantial changes in what a student is expected to learn and demonstrate
  • Changes are made to provide a student the opportunity to participate meaningfully/productively in learning experiences and environments
  • EX:
  • Instructional level
  • Content
  • Performance criteria

HESP645 Exam 2 (4 decks)

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