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

• Audiology & otology

• Postgraduate, Research & Scholarly

• Undergraduate

• Professional & Vocational

• Tertiary Education (US: College)

• Further/Higher Education

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