Academy Report on Certification & Licensure
I. The educational audiologist should demonstrate competency for providing services to individuals birth through 21 years of age and their families, in the following areas:
A. Identification audiometry, including pure tone audiometric screening, imittance measures, and newborm screening criteria.
B. Threshold audiometric evaluation for pure tone air and bone conduction, speech reception and word recognition testing, imittance measurements, otoscopy, special tests including interpretation of electrophysiological measures, differential diagnosis of auditory disorders: and diagnosis of central auditory processing disorders.
C. Medical and educational referral and follow-up procedures criteria.
D. Audiological assessment of individuals using procedures appropriate to their receptive and expressive language, skills, cognitive abilities, and behavioral functioning.
E. Evaluation of the need for and selection of hearing aids, FM systems, cochlear implants, vibrotactile devices, and other hearing assistance technology. This includes making earmold impressions and modifications.
F. The structure of the learing environment, including class- room acoustics and implications for learning.
G. General child development and management.
H. Written and verbal interpretation of auditory assessment such as parents, teachers, physicians, and other professionals.
I. IFSP/IEP planning process and procedures:\
- Interpretation of auditory assessment results and their implications on psychosocial, communicative, cognitive, physical, academic, and vocational development.
- Educational options for individuals who are deaf or hard of hearing including appropriate intensity of services and vocational and work-study programming as part of multi- disciplinary team process.
- Legal issues and procedures, especially the legal rights of and due process for students, parents, teachers, administrators, and school boards, including the implications of the Americans with Disabilities Act, the Individuals with Disabilities Education Act, and Section 504 of the Rehabilitation Act of 1973.
J. Consultation and collaboration with classroom teachers and other professionals regarding the relationship of a hearing loss to the development of academic and psychosocial skills:
- Ensure support for enhancing the development of auditory functioning and communication skills.
- Recommend appropriate modifications of instructional curricula and academic methods, materials, and facilities.
K. Participation in team management of communication treatment for individuals who are deaf or hard of hearing or who have difficulties processing speech/language through the auditory system. These procedures should integrate the following:
- Orientation to, and the use and maintenance of, appropriate amplification instrumentation and other hearing assistance technologies.
- Auditory skills development.
- Speech skills development including phonology, and rhythm.
- Visual communication including speechreading and manual communication.
- Language development (expressive and receptive oral, signed, and/or written language).
- Selection and use of appropriate instructional materials and media.
- Structuring of learning environments including acoustic modifications.
- Case management/care coordination with family, school, medical, and community services.
- Facilitation of transitions between levels, schools, programs, agencies, etc.
L. Knowledge of communication systems and language used by individuals who are deaf and hard of hearing.
M. Counseling for the family and individual who is deaf or hard of hearing, including emotional support, information about hearing loss and its implications, and interaction strategies to maximize communication and psychosocial development.
N. Selection and maintenance of audiological equipment.
O. Maintenance of records including screening, referral, follow- up, assessment, IFSP/IEP planning, and services.
P. Implementation of a hearing conservation program.
Q. Awareness of cerumen management concerns and techniques.
R. Implementation of inservice training for staff and support personnel.
S. Train and supervise paraprofessionals.
T. Sensitivity to family systems, diversity, and cultures, including Deaf Culture.
U. Knowledge of school systems, multidisciplinary teams, and community and professional resources.
V. Effective interpersonal and communication skills.
II. The educational audiologist should have an internship/practicum in a school setting under the supervision of an educational audiologist. A preferred internship would be a full-time experience's lasting approximately six weeks.
Originally published in Audiology Today, Vol. 7:3, 1995