Learning Objectives

Audiology Objectives | Speech-Language Pathology Objectives | Deaf Education Objectives

Audiology Learning Objectives/Programs

The objectives of the Audiology program are that students will acquire:

Breadth and depth of knowledge about normal auditory physiology and behavior over the lifespan.
Breadth and depth of knowledge about anatomy and physiology, pathophysiology and embryology, and development of the auditory and vestibular systems.
Breadth and depth of knowledge about auditory and vestibular disorders.
Knowledge of prevention of auditory and vestibular disorders.
Knowledge of practices for identification, evaluation, and treatment of auditory, balance, and related communication disorders.
Knowledge of instrumentation use and calibration
Knowledge of ethics, cultural diversity issues, laws, regulations, policies, and management practices.
Knowledge of normal speech and language development and speech and language production and perception over the life span.
Skills for identification, evaluation, and treatment of auditory, balance, and related communication disorders.
Skills to communicate results, progress, and recommendations orally and in writing to the individual and to other appropriate individuals.
Skills to interact effectively with patients, families and other professionals.
Skills to provide individual/family counseling to patients and families to facilitate understanding of the auditory or balance disorder.
Skills of maintaining records, of documentation of evaluation procedures and results, and of documentation of treatment procedures and results in a legal and professional manner.
Knowledge of principles and practices of research, including experimental design, statistical methods, application to clinical populations, and analytical procedures.
Skills for keeping abreast of new findings through critical reading of research literature.

Speech-Language Pathology Social Learning Objectives/Programs

Providing prevention, screening, consultation, assessment and diagnosis, treatment, intervention, management, counseling, and follow-up services for disorders of:
- Speech (i.e., articulation, fluency, resonance, and voice including aeromechanical components of respiration);
- Language (i.e., phonology, morphology, syntax, semantics, and pragmatic/social aspects of communication) including comprehension and expression in oral, written graphic, and manual modalities: language processing; preliteracy and language-based literacy skills, including phonological awareness;
- Swallowing or other upper aerodigestive functions such as infant feeding and aeromechanical events (evaluation of esophageal function is for the purpose of referral to medical professionals);
- Cognitive aspects of communication (e.g., attention, memory, problem solving, executive functions).
- Sensory awareness related to communication, swallowing, or other upper aerodigestive functions.
- Establishing augmentative and alternative communication techniques and strategies including developing, selecting, and prescribing of such systems and devices (e.g., speech generating devices).
Providing services to individuals with hearing loss and their families/caregivers (e.g., auditory training; speechreading; speech and language intervention secondary to hearing loss; visual inspection and listening checks of amplification devices for the purpose of troubleshooting, including verification of appropriate battery voltage).
Screening hearing of individuals who can participate in conventional pure-tone air conduction methods, as well as screening for middle ear pathology through screening tympanometry for the purpose of referral of individuals for further evaluation and management.
Using instrumentation (e.g., videofluor-oscopy, EMG, nasendoscopy, stroboscopy, computer technology) to observe, collect data, and measure parameters of communication and swallowing, or other upper aerodigestive functions in accordance with the principles of evidence-based practice.
Selecting, fitting, and establishing effective use of prosthetic/adaptive devices for communication, swallowing, or other upper aerodigestive functions (e.g., tracheoesophageal prostheses, speaking valves, electrolarynges). This does not include sensory devices used by individuals with hearing loss or other auditory perceptual deficits.
Collaborating in the assessment of central auditory processing disorders and providing intervention where there is evidence of speech, language, and/or other cognitive-communication disorders.
Educating and counseling individuals, families, co-workers, educators, and other persons in the community regarding acceptance, adaptation, and decision making about communication, swallowing, or other upper aerodigestive concerns.
Advocating for individuals through community awareness, education, and training programs to promoter and facilitate access to full participation in communication, including the elimination of societal barriers.
Collaborating with and providing referrals and information to audiologists, educators, and health professionals as individual needs dictate.
Addressing behaviors (e.g., preservative or disruptive actions) and environments (e.g., seating, positioning for swallowing safety of attention, communication opportunities) that affect communication, swallowing, or other upper aerodigestive functions.
Providing services to modify or enhance communication performance (e.g., accent modification, transgendered voice, care and improvement of the professional voice, personal/professional communication effectiveness).
Recognizing the need to provide and appropriately accommodate diagnostic and treatment services to individuals from diverse cultural backgrounds and adjust treatment and assessment services accordingly.

Deaf Education Learning Objectives/Programs

Candidates will possess entry level skills, both receptive and expressive, in American Sign Language.
Candidates will possess basic understanding of how to teach the English language to deaf students.
Candidates will possess basic understanding of how to teach speech to the deaf child.
Candidates will possess basic understanding of the socio-cultural aspects of deafness.
Candidates will possess basic understanding of psychology and the deaf.
Candidates will acquire knowledge of a variety of exemplary instructional techniques appropriate for pre-kindergarten through grade eight if they are dual Deaf Education/Elementary Education majors.
Candidates will acquire knowledge of a variety of exemplary instructional techniques appropriate for secondary education if they are dual Deaf Education/Secondary Education majors.
Candidates will acquire knowledge of learning processes and the developmental and cultural characteristics of students and teachers that influence teaching and learning.
Candidates will acquire knowledge of elementary and middle level curriculum and assessment techniques if they are dual Deaf Education/Elementary Education majors.
Candidates will acquire knowledge of secondary level curriculum and assessment techniques if they are dual Deaf Education/Secondary Education majors.
Candidates will acquire knowledge and skills in classroom management, organization, and communication with students and parents from diverse backgrounds.