RFK LEND Pediatric Audiology trainees will conduct hearing screenings of infants and young in accordance with clinical practice guidelines.For children with ASD and related disorders, it can be difficult to validly and reliably assess hearing. This may be due to: sensory hyper-sensitivity; communication differences, e.g., receptive language deficits, and; aversion to novelty. RFK CERC trainees will learn how to address these challenges through best-practices guidelines. See below: Attachment III, Curricula and Leadership Activities. The RFK LEND Pediatric Audiology traineeship aligns with professional competency standards for the CCC-A: Prevention/Identification- Trainees will observe and gain practice with screening tools used to identify a range of developmental disabilities and speech-language impairments. Assessment- Trainees will practice and gain confidence in conducting behavioral assessments of hearing within an inter-disciplinary setting; (Re)habilitation- Trainees will practice and gain confidence in: training in auditory perception, using visual cues, improving speech, developing language, managing communication, and managing hearing and listening devices; Advocacy/ Consultation- Trainees will have interact with the Early Intervention program, under the guidance of Dr. Ma. Dr. Ma is the lead developmental-behavioral pediatrician responsible for interaction with schools and EI programs.
Attachment III: Curricula and Leadership Activities
Clinical Audiology Curriculum (examples of skills trainees will observe and practice):
Use visual schedules to support audiological testing sequence;
Familiarize the child with assessment protocols before testing, via social stories, a visual schedule, and/or practice with a favorite doll or stuffed animal;
Allow the child to handle earphones before testing, to lessen tactile sensitivity and anxiety;
Know/use what is reinforcing to the child (e.g., food, video clip) to reward behavior
Be aware of the child's signs of distress and terminating testing prior to escalation.
Didactic Curriculum (examples):
Introduction to Dual Diagnosis- LEND Faculty will conduct training on dual diagnoses.
Topics will include: Flags for atypical communication; functional skills, and integrated care models. They will use materials from the Problem Based Workshop on Autism Spectrum and Hearing Loss (2014 EHDI Annual Meeting, for LEND audiology trainees, available at: http://www.aucd.org/docs/Ben/Pre-workshop%20reading%20list.pdf
Introduction to Inter-disciplinary Practice- Each Spring, CERC hosts the Early Intervention Training Institute (EITI) lecture and workshop series. LEND faculty offer trainings, such as the following from Spring 2016:"Therapists and Caregivers: Finding Solutions as Part of a Team."
Introduction to Policy- Trainees will engage in a hands-on policy activity. Utilizing materials from the LEND Audiology Trainee Policy Workshop (2013 EHDI Annual Meeting) trainees will, as a group, contact the state EHDI manager or designee. The activity will familiarize trainees with EHDI policy with a focus on the EHDI reauthorization. Materials available at: http://www.aucd.org/itac/template/strategy.cfm?id=153
Leadership Activities in Education and Research (example):
All trainees will be required to complete an education or research project, under the supervision of LEND faculty. Projects will be designed for completion during the 4-month rotation.
Education: Trainees may develop an educational product for dissemination aimed at parents, audiologists, other health professionals, early intervention providers, or policy makers. For example, trainees may author an article for the Early Intervention Training Institute Newsletter or develop a resource for a popular parent website (e.g., Zero-to-Three).
Research- Trainees may choose to undertake a limited scope research project. Such projects might include: qualitative analysis of interviews with parents, EHDI state representative, audiologists or autism providers; web-scan to determine availability of materials, or a small-scale survey. Trainees will be expected to disseminate results in a poster or publication submission.
Internal Number: 2019-11760
About Albert Einstein College of Medicine
Founded in 1955, the Albert Einstein College of Medicine (Einstein) is one of the nation’s premier institutions for medical education, basic research and clinical investigation. A full-time faculty of some 2,000 conducts research, teaches, and delivers health care in every major biomedical specialty. The college has some 730 medical students, 193 Ph.D. students, 106 MD/Ph.D. students and 275 postdoctoral fellows.Einstein’s major strength, in addition to training physicians and scientists, is its science. During fiscal year 2015, the faculty’s consistently high level of scientific achievement resulted in the awarding of more than $150 million in peer-reviewed grants from the National Institutes of Health (NIH).Einstein is part of Montefiore Medicine Academic Health System, an integrated academic delivery system comprising seven campuses, including 8 hospitals, a multi-county ambulatory network, a new state-of-the art “hospital without beds”, a skilled nursing facility, school of nursing, home health agency, and the state’s first freestanding emergency department. As the University Hospital for the Albert Einstein College of Medicine, Montefiore is a premier academic health system, e...mploying Einstein’s clinical faculty and training Einstein’s medical students, over 1,300 residents, 420 allied health students, and 1,600 nursing students annually.The Albert Einstein College of Medicine is an Equal Opportunity/Affirmative Action Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, age, protected veteran or disabled status, or genetic information. Einstein seeks candidates whose skills, and personal and professional experience, have prepared them to contribute to our commitment to diversity and excellence, and the communities we serve.