Estimating Access to Verbal Instruction
Presentation Description: Access to verbal instruction is the foundation of student learning in the classroom. No hearing device restores typical hearing, challenging all students with hearing loss to compete with peers in the classroom setting. Estimating access to classroom communication is the necessary initial step in evaluating a student’s needs within the school setting.
Three Learner Outcomes: The participant will be able to:
This timeless professional development material was recorded at the November 2014 Supporting Success Conference.
Once you purchase you will receive an email immediately with a login and password that you can use to sign in any time and view the workshop materials. If you purchase via PO you will receive login information usually within one week of receipt of the PO. Questions? Contact email@example.com.
Note: In purchasing the individual viewer version of the webcast you are agreeing to abide by the terms of a limited use license, meaning it is only to be viewed by you or for use by you. It is not legal to share individual webcasts or downloaded files for others to use.
Group purchases are via purchase order. One person must be identified as the contact. Names and email addresses must be provided for all persons who will be registered to view webcasts. Registrants have 300 days from the date of purchase to view the webcasts. Questions? Contact firstname.lastname@example.org.
5 Workshop logins = $18.00 each or $90.00
10 Workshop logins = $15.00 each or $150.00
CEU clock hours: 1.0 CEU Clock Hour can be earned. Each login will allow one participant to take a 3-question quiz which must be passed (3 of 3 correct); two chances are provided to pass. See the assessment questions below. Once the quiz is passed, the participant will be able to download a CEU Certificate of Completion. Forms verifying completion for LSLS CEUs from AG Bell can also be downloaded. CEU information is also downloadable for participants to individually submit for ASHA CEUs.
Karen Anderson PhD has worked in clinical, public school and state-level (EHDI) settings to address the needs of children with hearing loss. She is Director of Supporting Success for Children with Hearing Loss, providing online resources for professionals and families. Karen is a past president of the Educational Audiology Association, has received national recognition awards in educational audiology and has been an adjunct professor at University of South Florida. She is the author or co-author of many practical checklists, such as the SIFTER, LIFE-R, and CHILD and co-author of the book Building Skills for School Success in the Fast-Paced Classroom with Kathy Arnoldi and other publications. She is currently Director of Supporting Success for Children with Hearing Loss.
Handouts that Come with this Webcast:
Summary of presentation handout (5 pages)
1. Audibility for a ‘typical hearing aid fitting’ (25-30 dB HL) for soft speech (35 dB HL) is estimated via the Speech Audibility Audiogram for Classroom Listening as
2. Audibility for a ‘typical hearing aid fitting’ (25-30 dB HL) for loud ‘teacher speech’ (50 dB HL) is estimated via the Speech Audibility Audiogram for Classroom Listening as:
3. Based on the work by Bodkin, Madell, and Rosenfeld (1999), the typically developing child with normal hearing, age 3-17 is able to repeat 35 dB HL speech stimuli in the presence of competing noise of the same loudness with what degree of accuracy?