Tag Archives: speech & hearing sciences

AuD Research Topics

23 May

I have been looking into the research emphasis for UNC so I can tailor my personal statement.  It’s all about meshing your goals with your dream school’s current projects.  So here’s what I found:

hair cells 1

Central Neurophysiological Markers Underlying Degraded Speech Recognition

Optimization of FSP and HDCIS: Influence on Speech Perception

Vestibulo-ocular Reflex and Functional Balance Correlates of Agingcampus_rec UNC bears

Neurophysiological Indicators of Early-Stage Cognitive Decline

Concentration-Dependent Effects of Bone Morphogenetic Proteins on Atoh1 college what i really doExpression During Avian Hair Cell Regeneration

Mechanisms Underlying Short-Term Synaptic Plasticity in the Auditory Brainstem

The Effect of Active Listening on Cochlear Mechanics in Children

Objective Measures of Fatigue in Children with and Without Hearing Loss

Characterizing Effects of Fatigue Following Physical Exertion on Dynamic Visual Acuity Test in Collegiate AthletesMaico MA-25 audm

Tablet Audiometry: Accurate Enough for Clinical Use?

Noise-induced Hearing Loss Alters Hypothalamic-Pituitary-Adrenal Axis Activity in Rats

Repeatability and Stability of Medial Olivocochlear Reflex Effects on Short- and Long-latency Transient-evoked Otoacoustic Emissions

Musical Experience and Hearing Loss: Perceptual, Cognitive and Neural Benefits 

maculae 1Further Developing the Auditory Nerve Overlapped Waveform (ANOW) as an Objective Measure of Low-Frequency Hearing

Development of a Head Shake Postural Control Protocol for Potential Use in Concussion Assessment

cVEMP Measures in Adolescents

Speech-evoked Envelope Following Responses as an Objective Aided Outcome Measure

Onset-Offset N1-P2 Response Comparisons: A Possible Index for Tinnitus Verificationinner ear 2

Attitudes of Audiologists Toward Individuals with Multiple Disabilities

Proliferation Patterns in Zebrafish Neuromasts Following Cisplatin Toxicity


And a little easier to decipher–here’s what came up when I pasted each name into Google Scholar:

Kathryn Bright = stuff on spontaneous OAE

-**Deanne Meinke = noise-induced hearling loss (shooting range, mp3, classrm); DPOAEs

Tina Stoody = auditory electrophysiology (whatever that is. . .)

Jennifer Weber = (common name) but maybe h-aid gain, possibly some chemistry-sounding compound stuff or genetics, digital noise reduction for better background noise level.

-**Robert Traynor = HL in aging ppl, personal style & h-aid fitting, dx & rehab of elders in facilities, 

-*Daniel Ostergren = case study of classrm acoustics (+handbook acoustic accessability), tag team parenting, 

Gustav Mueller = EZ method to calc AI, digital noise reduction & background noise, affects of amplification on tinnitus, lots of stuff about amplification, AI, and speech-sciency-looking topics

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hearing pathway screening idea

17 May

This is a draft from when I helped with family weekend hearing screenings.  It was really popular, but the screening itself takes some time.  There ended up being a huge line.  Which was OK, because we were working in pairs.  The gal with me was kinda slow at the screenings, and I was sending people up the stairs after doing the hearing handicap inventory.  But people still stacked up, so I had to sing, dance, and entertain the line, saying everything I ever learned about the ear and hearing on the fly.  It was a great learning experience for me–but there’s room for improvement in the process.

It would have been awesome if I had thought of this prior to today: Every landing of the stairs (or distance in the hallway, or general ear anatomywhatever) is a section of the ear! We have posters, models, and/or a person there taking about that section, so the people progress to the screening booth as if they were sound traveling through the anatomy of the ear.

The first floor we go through the outer ear, 2nd floor middle ear, 3rd floor inner ear, and 4th floor auditory pathway. Then, people could understand the pathway of sound–and it would take up more time for the person doing the screenings.

Next time, next time. . .

walk about day 2 003 copy

Something I love about a Riverpoint professor (you don’t see this everyday!):  I e-mailed this idea to this professor that has her hand in most of the extracurricular activities at school.  You name it, she’s involved, leading it, or done it in the past.  So I’m sure she’s seen a lot of plans fall apart, knows the ins and outs of the system and any attempted projects.  I e-mailed this idea to her–and instead of instantly shooting it down, saying they tried it before and it wouldn’t work, or writing me back why it would be impossible (all very regular responses my ideas were confronted with at EVERY veterinary job) she said, “Great, creative ideas!”

Which I thought was awesome.  It makes me want to TRY to make the idea work, and opens the door to future ideas.  Instead of past work idea-rejections which just made me stop giving suggestions or talking about my ideas.  Which in the end, stagnates progress and shuts-down good suggestions before they even become a full-thought.  So I really like that about this professor/advisor/leader, and I think it is part of why activites she puts together are successful.

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My Brain is Returning to Life

14 May

schedule posterizedA mere 9 days post final.  I had seriously worked so hard on Audiometry that I really couldn’t focus on anything when the test was over.  Not for over a week = BAD.  I did, however, force myself to apply to summer jobs, but the process was very painstaking and tedious.  I had to struggle for the motivation, struggle for every word, and MAKE myself get it done.  I can’t say my whole heart was in it.  I’m actually writing right now to prove to myself that my motivation level is on the upswing.  If you can’t make it, fake it.  But I think that it actually IS on the up & up.

And I thought I would feel like cleaning after the semester, but that was also to strenuous for my brain.  I forced myself to put away my winter wardrobe.  Which didn’t exactly turn out awesome, because now I’m concerned I didn’t pack it right, and I didn’t odor lock it at all.  So my snowboard pants are likely to smell like the inside of my heavy-duty boots.  Not great.  And now I have to unpack, only to repack the winter items correctly.

But today I felt like I turned a corner.  My job applications felt easier, the words came more naturally.  I even cleaned and organized the art supplies.  I really want to start getting ahead on my big AuD application and all the components, as well as review Phonetics and study on NeuroAnatomy to help myself for the fall.  I am always glad I did some things over the summer, because fall always turns into a stressful time of a lot of studying and projects.  So I’m mentally preparing to beging some of that stuff tomorrow.  In small, manageable chunks of course.

Things to consider as First Step to Big Projects:

-study/draw/color/create brain things in a fun, relaxed way

-brainstorm the personal essay–using the school’s guidelines

-bookmark all GRE & transcript request sites

-Type a timeline for me and guideline for letter writers (rough drafts, at least)



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My Heart Grew So Full

5 May

BUT before we get to that something that needs to be said:  Shades of Myspace.  Ok, that made me TOTALLY belligerent anti-facebookand ruins the tone of the post.  I just wrote a full-length post, and when I pressed “publish” it glitched out and disappeared never to be retrieved.  No auto-save, no draft, no nothing.  That makes me want to scream!  What is going on with WordPress lately?  First burying drafts on the date they were first opened, now erasing posts?  What.  The.  Fuck?!!!  So I don’t know how to recreate a 6 paragraph post, and now my mood is more agitated then moved, as it was 10 minutes ago.  Here’s my attempt:

I am back from a hiatus from writing–doing anything beyond the bare minimum, really.  I have been studying most of the time in an effort not to repeat my exam 3 mishap.  You remember the one?  The one that I missed more then double the points I had missed cumulatively all semester.  The one where I let my test anxiety to take hold.  That one test that threw my confidence and made me feel intimidated.

testsAfter I got that back, I had to re-group.  Not only will I NOT allow my A+ to disappear, I will not allow my 4.0 GPA to be ruined by less that a 95% in a course.  But it was more then that–I took exam 3 personally.  My teacher prides herself on her “tricky” exam-writing skills–ie mind-fucking us, and grading it subjectively.  For example having some questions ask for the best answer, some asking to pick 2 answers, and some picking all correct answers, but getting one point taken off as penalty for each wrong guess.  Worse, is when I KNOW something–saw it in the test or multiple sources, but she has a different answer in her head so I’m forced to pick between the answer I know for a fact is correct and the one she probably means. . .  It just ramps up my test anxiety.

Anyway, I take credit for exam 3’s extraordinary difficulty-level.  I had only missed 3 points on exam 1 and 2 points on exam 2 and I’m suspicious this affected the teacher’s ego.  So I am paranoid she made the test a LOT harder to get me.  Exam 3 was different from the other 2 exams in the class, and different from the 4 exams we had with her first semester–I think she didn’t like me doing so well.

Needless to say, I wasn’t going to let her win.  I started studying for the final early, and daily.  And I did it wholeheartedly.college what i really do  Except, I started to get a little bored with my same ol tactics after a while, so I typed my important points onto online flashcards–so I could study MY material while playing a game.  And since I took the time, I decided to post a link to my flashcards for my classmates on Facebook.  And I didn’t know if they would look at them, or be annoyed that I overpost about Audiometry, but I shared, because I had already made the effort.

And I never expected to receive this note after the final:   Just wanted to let you know that the generosity, thoughtfulness, and effort you put into creating and sharing these was incredibly helpful and greatly appreciated!!!  (I honestly wouldn’t have been able to make it through this final without you!)

The sentiment made my heart explode with joy a depth of feeling.  I had made a difference in at least one person’s life and it felt awesome–and didn’t cost ME anything.  The only lame thing was my response:  “Awesome  I hope the class average is sky-high!”  Which does not convey how much I appreciated her statement at all, but I hope she knows how much it meant.

hope fearAnd after calculating what I could have missed based on checkmarks next to questions I wasn’t 100% certain of I think I got as low as a 92%.  Subtract 3 more points for unfair subjective grading practices–and I still am well within the window to keep my A+ and 4.0 GPA.  So tonight, I’m just going to enjoy the moment and I’ll start thinking about my summer financial situation tomorrow.

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Objectives-Writing Mad-Libs

5 Apr

I have my 2nd “quiz” Monday.  And I’m pretty worried, because I feel very under-prepared for the thing.  We only get 2 tests in the class, so these are pretty much our entire grade.  And last week, I had to keep dressing professionally and showing up to observe my required clinical sessions–only to have people cancel.  So instead of only having to go twice.  I went three times, and all three didn’t go-through.  So I finally went to the 4th AND actually saw it.  But that wasted SO much time–which I hate.  And I couldn’t even do other studying, because you aren’t allowed to bring anything into the clinic observation rooms and you’re in your pocket-less dressy clothes.  So I couldn’t even study flashcards while I went on 4 round trips, and sat for 3 hours just waiting.  Then, the rest of the week was wasted because back in January, I had signed up to conduct hearing screenings in the community as learning/volunteer.  So that took up 7.5 more hours during the week.

And I’m just waiting for Cat’s Meow to complain that I haven’t cleaned since Wednesday morning.  I only agreed to keep cleaning if it was 3 days a week AND I got to decide the days so I had flexibility.  But I’m sure they will complain, which is going to make me INSANE.  And they just better not, because I’ll go in after I finish doing the hearing screenings this afternoon.  But I’m just waiting for that ugliness.

The point is, I’m trying to study for this thing.  Sometimes studying for exams gets (more) boring.  There’s only so many flashcards and examples you can look at before your mind rebels.  Objectives are the foundation of a session.  They are the vehicles of your main goals, their clarity dictates behavior management, organization, and skill-progression.  The performance, or target behavior is the most important part of the objective.  Because it has to be a countable action.  In order to take data.  Which let’s you write the SOAP, and also shows the treatment is evidence based practice for billing/laws/parent-justification.  To practice, I was writing objectives in pieces (performance/condition/criterion), then in an effort to get Cool to quiz me I tried to make them more interesting.  I wrote them about our little family.  Then had her pick numbers to put the pieces together and make funny final objectives toward our goals.


The characters:

1.  Choco-Luv (our little kitty)

2.  Goose (the big boy)

3.  Cool

4.  LL

Performance-measurable behaviors:

-1.  will produce

-2.  will clean

-3.  will match

-4.  will take

Condition-context in which behavior will be performed:

1.  with one reminder

2.  in the kitchen

3.  in front of others

Criterion-accuracy level of behavior:

1.  in 7 out of 8 opportunities

2.  for 90% accuracy

3.  10 times in a row

4.  on 6 out of 7 consecutive days


So if Cool picks, 2-2-3-4 the resulting objective is:

-Goose will clean, in front of others, on 6 out of 7 consecutive days.


You can make the parts as funny as you want!  Maybe I should market this as a study-tool!

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My First Hearing Screening

3 Apr

The first I’ve administered I mean–I have probably taken part in school and stuff.  Though it must not have made much of an impact, because I don’t remember it at all.

KONICA MINOLTA DIGITAL CAMERASo I forgot about that elementary school slowing down traffic so much around 3PM! I got MAJOR lateness phobia because I didn’t get to my parking lot until 3:20!!!


And I’m so glad I chose the shorter slacks after all, because it was really wet & mucky and I would have had to dry clean the gray ones. But both my group members were in black slacks and black suit jackets! Damn them. But I was comfortable anyway.

And we got a senior grading us–luckily. I was so glad it wasn’t the professor! And she was really nice and was MORE confused then we were, and just let us sort of pick what we wanted to do! So that was good.

We did the child first and Jen picked to place headphones and gives directions to her own daughter so I got the easiest part–setting up and placing the chair. And when I placed the chair I sat down in it with the headphones to make sure they could raise their arm without getting tangled. So I raised my arms a couple of times, and I guess I did it in a funny way because everyone laughed. So that was cool and it broke the tension. We all got 100% on the first part.

Then we had the adult screen–and the other Jen chose to do all the questions and instructions on her own husband–so that was cool. But I couldn’t do the set-up again since I’d already done it, so I got to place the headphones and actually run the screening. So I put the headphones on properly.

I made sure my audiometer was set to all the right numbers and everything and pressed the signal so he could hear it. . . Maico MA-25 audmAnd he did NOT raise his hand! So it was already an instant-referral. I was like oh no! Because you have to finish that test, reinstruct, re-do the headphones, and it could be a total refer that finds hearing loss. Also–I was like–what if the headphones or machine are somehow WRONG???!

My hands started shaking and I was freaking out inside. Also, I was really sweating profusly because of the lateness-phobia nerves, into the being graded adrenaline, into the WHAT’S GOING ON-panic mode I was in.  So I did the 2nd tone–and NO response. No!!!!!!!! I did the 3rd and he finally raised his hand. So I thought–good at east we know things are set up ok. I switched ears and got confused. He responded and didn’t respond on THAT side too. And I was freaking out so much that I wasn’t writing the responses down immediately, so I couldn’t exactly remember which ones he responded to and didn’t–so at the end I just quickly jotted down R NR NR. But either that was how he had responded or our senior hadn’t been paying attention either, becuase she didn’t mark me off on that.

So then I had to take the headphones off and re-instruct–which I’m sure he was like–what is going on? I got it! Then I had to RE-DO the whole sequence. And luckily he responded to all 6 tones that time. I was so relieved!

And when it was all over my group and the senior was like–good job! You did so good with that! I don’t know why he didn’t hear those! So we talked and laughed and everyone was happy. And we got 100% on that too.

And we got to leave. As I was walking out I looked at my watch–only 10 minutes had passed! It went so fast!!! And I started to look if there was any observations starting at 4PM. You have to look on all our professor’s doors. I looked at the first door, and none started til next week. The second door didn’t have a sheet. Then, I got close to the 3rd door–and noticed the BITCH was right inside–and I didn’t wanna sign up with her, or hang around the hallway any longer because I would eventually have to address her–so I just hustled out of there.

greekAnd I went Hamilton so I could stop by safeway and get some B&J, but when I finally, slowly got up there–Safeway was packed so I was like eff that. So I guess I’ll have to have some fruit dip–and cry.

So that was the whole thing! Oh and in more bad news, the senior warned us we have to do this again, but with the threshold, which is more in depth. And last year they did it individually with our professor grading–so hopefully that’s not the case this year

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Different Areas of AuD

30 Mar

I need to make an informed decision about what type of audiology I might like to do.  When I was trying to gain admission into vet school, I always put small animal private practice (like the other 90% of applicants) because that was what I knew, what was easiest to get involved with, and that’s where most of my experience was at.  I want to actively choose my arena for Audiology.  So I went to the student academy of audiology website and here is what I found:


–>everything without ** in front of it is cut & pasted directly from the interview.  **are my thoughts and comments.

Beltone audm

**absolutely not! That sounds like either double the years in school or double the credit-load. Financially, that would be awful to pay for that much more school. Personally, I want to start working much sooner!

Walking about-July 2012 034

Intraoperative Monitoring AuD:
–>there is only one non-medical profession permitted to provide monitoring independent of medical oversight? That profession is Audiology

-2. What is a typical day like?
No such thing really exists in the OR, and for me that is one of the attractions of intraoperative monitoring. Many surgical cases begin before the sun comes up and may last into the night
**I think I would like a more regular schedule then veterinary medicine allowed. I want a cemented schedule of appointments, and regular work hours.

3. you have to be able to think on your feet to overcome electrical fields generated by drills, suction devices, beds and operating microscopes in order to have a signal that is stable and useful in helping to guide the surgical procedure.
**I’m tired of being stressed to the max, and this scenario sounds panic-inducing.

Educational Audiology:

Her first opportunity to provide audiology services was with the Albuquerque Area Indian Health Board, providing itinerant audiology services to seven different Native American communities in New Mexico, Utah, and Southern Colorado for 13 years. She then went on to develop an educational audiology program for the Rio Rancho Public Schools in New Mexico and has provided educational audiology services for 20 years to students and staff.

**I think this sort of thing would be awesome in the short term!  I would love to help my people.  But I would want more stability eventually. . .

inner ear 2

2. What is a typical day like for you as an educational audiologist?
Every day is different, but I spend some time doing just some basic hearing screenings, repairing hearing aids, working with teachers to help them understand hearing loss, and working with FM systems. So usually about half of my day is out at one of the schools and then I usually return to my office to contact parents, write reports, and do more complete hearing evaluations. I have portable equipment that I take with me to provide some itinerant services out in the schools and then I have a sound booth and clinical equipment at my office to provide more complete evaluations. I don’t do any hearing aid fittings, but hearing aid checks and minor hearing aid repairs are a daily routine. I fit personal FM systems and provide monthly checks. Our district has purchased a number of classroom amplification systems for each school; three of our newer schools have classroom amplification systems in every classroom. So I do spend some time troubleshooting classroom sound systems and doing some teacher training with them as well.

**all of this sounds cool.  I wonder if I would miss actually fitting hearing aids, or if I wouldn’t love the fitting process in the first place.

3.  I am fortunate to have the opportunity to follow the students throughout their school careers. Some of my students I’ve seen since preschool and have graduated or are getting ready to graduate from high school and go on, so you get the opportunity to see how the students mature and hopefully become contributing adults. I have even tested the child of the first cochlear implant student I worked with.

**this would be amazing!  Unless you had to work with some sort of turkey, then you had to be with that person forever. ..


4. What are some of the limitations and challenges in the field of educational audiology?
I think one of the most important things that we need to do is the communication and collaboration with the teachers and speech pathologists, and yet this probably one of the most difficult things to coordinate because of the teachers’ schedules. Teachers are being required to do more and more with less and less. I think that collaboration is probably one of the most important things that we can do to support our deaf and hard-of-hearing students, not only with teachers but also with ancillary staff. Finding that time to collaborate continues to be a challenge. And I think sometimes just for people to understand the impact of hearing loss on a student’s ability to access instruction is a challenge.

**I totally concur.  Talking to my Mom, she is excited to make changes or learn about audiology and hearing, but just didn’t know the info.  I think I might have an advantage in this because my Mom is a teacher so I can see both sides of the story and fill in holes.

5.  to get involved:  Educational Audiology Association-EAA is probably the best value. It provides such relevant resources through the listserv. EAA also provides summer conferences that provide not only continuing education but also the opportunity to network with other educational audiologists and to belong to a community of people who have similar experiences and common goals of helping deaf and hard-of-hearing students become successful.

real estate agent

Industry Audiologist:

1.  I am currently employed as a product manager at Phonak U.S. and what that means is that I work with traditional hearing aids (BTEs, RICs, ITEs) throughout their life cycle. I work with our Swiss colleagues and our research and development team to get the right materials and to develop the right products for the market. Then once it’s brought to market I work with our sales and development team in the U.S. to train them on what the product does so they can in turn train the hearing healthcare professionals. I also discontinue the products when that time comes later down the road. –

**In my mind, I thought this would be more testing industrial workers for noise-induced hearing loss–something I’d be interested in.  I see now this is a fancy term for “drug-rep” aka sales.  Hell no!

2.  I thought, “You know, maybe I should join a profession that actually talks to people as opposed to talking petri dishes.” sales representative

**I’m the opposite.

3.  working with the veterans was amazing as well.

**Though, I think I would like this aspect.  But you could find it in other AuD niches as well.

4.  My typical day is crazy! I don’t really feel that any audiologist has a typical day. It’s always something different, which makes the field so exciting. Right now my day revolves around a lot of meetings with different departments from research and development, to science and technology, to marketing, to market insights looking at what are the market needs of the hearing impaired and how can we use our products to best serve those. I do a lot of work with the development and marketing of training material. How do we leverage the material we have and what’s the best kind of representation of material, be it print or digital, that we can give to health care professional so they can in turn help their patients the best way they know how.

**no, this isn’t for me.  I wouldn’t like all the travel or commissions, and I couldn’t be super-phony to sell-sell-sell!

5.  6. What are some challenges of working for a manufacturer?
Two things come to mind: One is travel. Sometimes the travel is amazing, like Switzerland, sometimes it’s not. For a lot of audiology positions within the industry, it does require an extensive amount of travel. You have to be flexible in your lifestyle, and really want to do that. The day to day travel can wear on you, so you have to be prepared for that. From the health prospective, to the family prospective, you have to make sure that fits within your life and the lifestyle you want to have. The travel does afford you the opportunity to travel and meet people all over the world and to see how audiology is done all over the place. The other challenge is that I don’t get as much patient care as I would like sometimes. I got into audiology to help people. As a clinical audiologist you get to do that every day in the clinic. Sometimes as you’re away from that you want to reconnect to that every once in a while. Luckily, opportunities within manufacturing allow for that but it’s not every day. Sometimes you’ll see a patient every once in a while, either working with a validation group, or working on a research team, or also going to help a clinical audiologist in the field. Sometimes you crave that patient interaction, which is why we all got in this to begin with.
**Just like I thought.

dino CI

Cochlear Implant AuD:

I think what really drew me to cochlear implants was the science-base and how frequently the technology changed; it was constantly evolving.  I liked being in on the cutting edge of that and being a part of the research and development and making it possible for deaf individuals, who before had access to amplification, but not with the same success that we are able to provide them with implants, actually be able to achieve near normal speech and language.  So that’s what made me really focus on cochlear implants and make that my primary area.

2.  typical work day?
So on a clinic day, it would vary between going to the operating room and assessing the internal device in the packaging to make sure it’s a functional device, and then again checking the device once it has been implanted, and then assessing the neural responses from that individual using the cochlear implant after the surgery is complete.  Another thing would be a cochlear implant work-up where we would do a full assessment unaided but also with amplification primarily focusing on speech understanding and working toward whether or not that person was a cochlear implant candidate and then discussing with them the devices available and helping them determine what would be the most appropriate implant for them.  I also do cochlear implant activations where implant recipients come in after the surgery and have their devices activated or turned on, so that would be the first time that they would hear or have access to sound.  After that it would typically be mapping, so coming back in for follow-up and testing, either to document their benefit and performance or to adjust and change their maps so that they could have additional benefit from the implant.  On research days, I would also be working with cochlear implants, but it would be testing different protocols for mapping and programming and seeing if we can come up with ways of improving that and making it better for patients.

**I’m not very familiar with what this would actually entail, so I’m not sure if I’d like it.

3. What do you like most about working in CI audiology? 
I think I like the fact that it changes so much.  I like the fact that the technology is always advancing, so you’re constantly learning something new, whether it’s software or equipment or parts and pieces.  I like the fact that it’s not static; it’s something that’s different all the time.  And I really enjoy the fact that you get a long-term relationship with families, so you learn to get along with your patient and kind of establish that rapport and the communication to help them do better with their implant.  It’s a long-term relationship so you really get to watch them progress over time.  I really enjoy having that relationship with the patients.

**I also don’t know how I’d feel about constantly changing technology.  It’s good that improvements are constantly making things better for patients, but how difficult is it to keep up with the new knowledge?  Would you have to go to tons of classes and work with product reps a lot?  Because I don’t think I’d like that very much.

**As for seeing a patient progress over time–that would be very fulfilling and cool.

4. What are some challenges that you face in your practice of cochlear implant audiology?
I think a lot of it would be based on reimbursement from the hospital standpoint as well as from the clinic standpoint.  I think we’re always battling concerns that because of the cost of the device and the reimbursement that we receive, which leaves a big difference between the two, and the shortfall that we receive because of that, that the hospital may at some point limit the number of implants that we can do, and we would never want that to happen because we want to provide this device to as many people as possible and to all people that would be candidates for it.  I think that we are always struggling to have enough time and equipment to be able to see all of the people that are actually candidates.  We have a high patient caseload and we work diligently to see all of them.  I think the numbers are increasing, which is great, but being able to have the number of personnel and the equipment and the resources to provide those services continually is something that we are always looking to improve and make sure that we have.

**It would be difficult to keep up on changing state and federal level insurance intricacies, and I would HATE the business side of this!  I would not want to have an overwhelming caseload, pressure to implant as many people possible, or a struggle to get the funds I’m worth.

4.  there is a lot of job security—so I think you’re making an excellent choice that way—but primarily I think there’s just a lot of job satisfaction.  It’s a very rewarding field.  You’re able to provide so much benefit to a patient.  I think it’s exciting to see that.  It’s exciting to have a long-term relationship with the patients and their families.  I think the field itself is exciting because it’s constantly changing; it’s very dynamic.  You’re stimulated intellectually because it’s always challenging to learn new equipment and software and take on the new knowledge, if it’s out there, and incorporate it into your practice, but it’s also fulfilling because you get to work so closely with patients over a long period of time.

**It sounds good a bad to me, and ultimately I still don’t know enough to make a sound (pun intended) decision about whether or not I’m interested in this avenue.

maculae 1

 Vestibular AuD:

there is a lot of job security—so I think you’re making an excellent choice that way—but primarily I think there’s just a lot of job satisfaction.  It’s a very rewarding field.  You’re able to provide so much benefit to a patient.  I think it’s exciting to see that.  It’s exciting to have a long-term relationship with the patients and their families.  I think the field itself is exciting because it’s constantly changing; it’s very dynamic.  You’re stimulated intellectually because it’s always challenging to learn new equipment and software and take on the new knowledge, if it’s out there, and incorporate it into your practice, but it’s also fulfilling because you get to work so closely with patients over a long period of time.

**I would really like seeing a few patients, but in a very in-depth way.  I think it would allow me to do my best work, without all the scheduling and financial pressures.

3. What do you like most about vestibular practice?
Many patients with vestibular problems can be helped. I enjoy discovering a patient’s underlying condition, giving them a tangible diagnosis, and providing treatment options that can alleviate their troubling symptoms.

**That was one of the best things in the veterinary field–seeing how something YOU did provided direct benefit to the patient.  That would be good.

4. What are some challenges of vestibular practice?
Insurance reimbursement is always a challenge with vestibular practice. We depend on insurance reimbursement for most of our diagnostic work. As reimbursement is cut, we have to be creative in how we stay a viable business.
**This is a hard one.  How do you get past this stuff?  I would want to worry that I’d be out of a job at any given moment.

5.  There are a lot of conditions and presentations that you see in this line of work (more than in a hearing-specific practice), so exposure is very important.  Do not listen to nay-sayers. I was told over and over again that an audiologist can not build a successful practice and/or career out of diagnostic work. I did not believe this for a second, so I was not held back. I have been able to commit myself to an area of audiology that I love, and I have experienced great professional success doing so (without selling one hearing aid over the past 5 years).

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I really liked this series of articles!  It gives me more information so I can really know HOW to choose an area based on my personality, interests, and skills.  Instead of just falling into whatever is convenient.

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UNC Research Emphasis (for AuD Essay)

22 Mar

Honestly, I haven’t SEEN enough audiology to know what area I might want to practice.  I only get three audiology-courses in undergrad, and one of them is anatomy.  So that hasn’t helped guide my decision.  I have no experience and my school is focused on SLP, so I’m not even certain who to talk to.

This makes it difficult to write an essay narrowing down the avenue in which I’d like to practice.  So instead of trying to figure out what I might like to do, maybe I should attempt to write what my dream school wants to hear (pun intended).

Here’s my instructions, and a website I’ll have to check out:

Personal Statement
SLHS has no required format for the personal statement, but the length should not exceed two pages single spaced.Be specific about your academic, clinical, and research interests. You may want to include experiences relevant to the program of study, and any special skills you have, including experiences with other cultures or languages. However, you do not need to address each of these issues if it does not seem relevant to you.You may find these resources helpful:http://owl.english.purdue.edu/owl/resource/642/01/http://chronicle.com/article/Leave-Dr-Seuss-Out-of-It/126098/

And here are the research interests of the faculty at the school:

OAEcochlear views

cochlear pathology

auditory processing disorders

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aural rehab


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Legit Tutor–Hold the Stigma

12 Mar

CV 11I made an appointment with my advisor (about a month ago now?) to work on my curriculum vitae (CV).  I had no idea where to start, as I’d always worked with a resume–and veterinary applications had their own forms.  Anyway, I quickly found out that I don’t have a heck of a lot to write on my CV–given my huge amount of veterinary-oriented activities in my past/present.  Which I can hardly use for the academic-centered document.

Anyway, so my advisor and I were trying to devise a way to flesh out my CV, because it IS early enough that I can do things now to improve my situation.  Which was a partial factor in quitting my job.  I need Speech & Hearing Sciences, no more veterinary.  A relatively quick way to put something in there is to teach others.  I have taught clogging dance, done private dance lessons, and “tutored” privately for cheerleading, but none of those things count either–I need something completely academic.  But the schools are pretty hard-core here so you can’t just be a classroom helper or something without formal documents, a lot of hoop-jumping, and some investments.  But I CAN tutor within my program.  Which my advisor, my mom, and Cool thought I would be excellent at.

So I got a faculty recommendation, talked to the academic coordinator, signed all the employment papers with Riverpoint’s HR department, and had some (FREE) tutoring business cards printed up.  I have never been SO paranoid about a possible mis-spelling.  I am scared someone will take a business card and be like–you totally spelled cougar/tutoring/Washington/*insert any word on the card* wrong!  Not an awesome prospect for someone who’s supposed to be able to help others with school!

I am all about helping others.  I HATE the competitive nature of some students/programs, and want a more collaborative feeling.  Because–I was tutored in chemistry and physics during undergrad and for my first Chem lab-not mineRiverpoint course, Speech-Sound Disorders.  And it proved invaluable!  My tutors (I had 6 different ones over my coursework) would answer questions, fill in gaps of learning, do practice problems with me, quiz me, help me with homework and labs, and tell me about the instructor or course expectations.  So I want to pay it forward.  Also, I have gotten A’s in all my classes, but not without a ton of effort.  So I feel like I have a lot to share about the course, instructor, the material, PLUS I kept all my study sheets and flashcards, as well as any papers, labs, quizzes, and exams.  I feel like someone could really benefit from just seeing how I learned the material.  And it’s cool, because I have taken a lot of these courses out of sequence, so my peers are currently in some courses I have previously taken.

I want to help someone, but I’m not sure how to garner tutees without being pushy, aggressive, or obnoxious.  I want to get the word out, but not put myself out there TOO much.  So it’s a fine line.  Also, I feel like I can’t write “tutoring” on my CV unless I actually work with a student at least once.  Even though I’m totally legit-employed by the university.  And I tried to get some friends to take me up on tutoring, just to have a client(s), so I can practice the required tutoring skills, and write it down.  BUT I came up against an obstacle I hadn’t anticipated:  Stigma.  I had not looked upon tutoring as a dominant-submissive relationship at all.  Because it wasn’t that way when I was being tutored.  But my friend DID.  And she indicated she doesn’t want to feel inept.  Which I hadn’t really expected either–when I was being tutored it was to get A’s–not because I was failing.

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So that hurt my feelings, and gave me a reality check.  I need to somehow get word out that I’m a tutor now, AND convey that students with any letter grade/ability-level can benefit from someone with prior course experience.  So there’s that.  We’ll see how I can do.  Wish me luck in getting a tuttee!  I’m ready and excited!!!

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Crime Solved–Using the Speech & Hearing Sciences

19 Feb

Their child, Nicholas Barclay, had been missing from Texas for 3.5 years.  Out of the blue, the family got a call from Spain saying he had reappeared.

They world-renowned child psychiatrist knew beyond a shadow of a doubt the man couldn’t be from America pharyngeal musclesbecause at 13 years old, his Texan accent would be cemented.  Speech is developed primarily until age 7-8.  Even three years of being forced to speak French wouldn’t erase the initial dialect patterns formulated in early childhood.

pinna 4The second big tip-off was the ears.  Ears maintain their shape throughout the lifespan.  And this imposter had Darwin’s tubercles.  The Texas missing boy didn’t.  The ears were diffierently shaped, so everyone knew the two could not be the same.

Come to find out the imposter, Bourdin, had stolen youth identities over 500 times in 15 different countries.  In France, they called him, “le chamillion.”

big lazard

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