The University of Southern Mississippi will be recognized nationally for the superior academic and clinical training of Doctors of Audiology. The University will be recognized regionally as a provider of competent and ethical services to individuals with disorders of the auditory and vestibular systems.
- The Program will emphasize:
- The importance of scientific study;
- Critical thinking skills;
- Interdisciplinary collaboration;
- Ethical principles;
- The importance of educating the public about auditory and vestibular disorders;
- The importance of life-long learning and continued professional development.
- The academic goals of the Program are to provide students with:
- Research- and evidence-based information regarding normal aspects and development of auditory and vestibular systems across the life span as well as the etiology, diagnosis, and rehabilitation of individuals with disorders of the auditory and vestibular systems;
- Coursework that reflects the current scope of practice for Audiologists;
- Coursework that incorporates emerging technologies;
- Coursework that prepares students to be successful in a culturally and linguistically diverse society;
- Coursework regarding research methods, as well as experience in evaluating research literature and clinical effectiveness;
- Coursework that fulfills academic requirements for the Certificate of Clinical Competence from the American Speech-Language-Hearing Association and Audiology licensure requirements for the State of Mississippi.
- The clinical goals of the Program are to provide students with:
- Clinical experiences through observation of advanced students and faculty clinical supervisors conducting examinations and rehabilitation of individuals with auditory and/or vestibular disorders;
- Opportunities to relate theories taught in the class-room to clinical practice;
- State-of-the-art methods, techniques, and instrumentation for diagnosing and treating disorders of the auditory and vestibular systems;
- Supervised clinical experiences in the diagnosis and rehabilitation of a diverse population of individuals of all ages with a wide variety of disorders of the auditory and vestibular systems;
- An understanding of professionalism, accountability, leadership, and ethical conduct;
- The knowledge and skills needed for independent practice;
- Experiences that fulfill clinical requirements for the Certificate of Clinical Competence from the American Speech-Language-Hearing Association and Audiology licensure requirements for the state of Mississippi.
2009-2017 Work Plan: Academic Goals
Using a variety of program review resources, the success of the program in meeting the academic goals stated above will be evaluated. These reviews and measures are ongoing processes and will be made available to accreditation agencies and their representatives, to the University community including students and administration, and to the public through the department's website. These reviews and measures will include but are not necessarily limited to the following:
STRATEGY A: Review of ASHA KASA forms with each Au.D. student.
Procedure: Each Au.D. student will meet with the Clinic Coordinator each semester to tally practicum hours and to update KASA forms per courses completed. Students are provided with updated copies of their KASA form.
Results: All students successfully completed this task through their third year experience.
Action: Continue procedure.
STRATEGY B: Review of student success in Au.D. coursework.
Procedure: The Audiology staff will annually compile and report mean GPA’s.
Criterion: Students maintain an overall 3.0 GPA or higher on courses completed throughout the Au.D. program.
|Graduating Class ||Mean GPA|
Action: Continue monitoring.
STRATEGY C: Review of student scores on the National Examination/Praxis II.
Procedure: The Audiology staff will annually compile and report mean Praxis II exam scores.
Criterion: All students obtain a passing score on the Praxis exam.
|Graduating Class ||Mean PRAXIS|
|2013 (n=1)||690 (old version)|
|2013 (n=4)||176 (new version)|
|2014 (n=4)||180 (new version)|
|2015 (n=4)||181 (new version)|
|2016 (n=3)||180 (new version)|
Action: Continue monitoring.
STRATEGY D: Internal program review of academic course content for identifying subject areas that require strengthening.
Procedure 1: The Audiology staff will annually compile and report mean Praxis exam scores by subcategory.
Criterion: Not established.
Results (Au.D. National Exam Profile):
I. Basic Human Communication II. Prevention/ID III. Behavioral Assess/Interp IV. Electrophys Meas/Interp
V. Rehab Assessment VI Rehab Technology VII. Rehab Management VIII. Professional issues, psychometrics, research
|Graduating class (revised test)||I.||II.||III.||IV.||V.|
I. Foundations II. Prevention/Identification III. Assessment IV. Intervention V. Professional Issues
Action: Continue monitoring.
- The Audiology faculty approved plans for a course proposal in Private Practice.
- The Audiology faculty approved practicum lab fees effective in the Fall, 2016 semester.
- The Audiology faculty approved a change in sequences of REF 601 and REF 602.
- Au.D. advisement forms revised to log completion of physical lab science (Chemistry or Physics, only). Requirement for certification posted to website.
- The CALIPSO tracking system will be implemented in the Summer semester of 2016.
Spring, 2015- Faculty reviewed and revised (as needed) items on comprehensive exam. The Graduate School informs us that we no longer need to process "pre" to "full" status for our Au.D. students.
Fall, 2013- Lab fee initiated for SHS 612, 723 and 743
9/20/2013 Meeting- Faculty revisited $13.33 per academic hour lab fee for SHS 612, 723 and 743.
Action: Recommendations will be forwarded to appropriate administrative committees for review.
8/23/2013 Meeting: Faculty voted to alter the sequence of SHS 721 and 722 for smoother content flow.
Action: Program of study form updated on website. Current first-year students contacted with link to updated program of studies form.
5/29/2013 Meeting: Faculty met to determine comprehensive exam test dates and pass-fail criteria. Faculty also agreed that this new, comprehensive exam will replace the ASHA Praxis (in Audiology) for students beginning with the Fall, 2013 class. Contingencies for current Au.D. students were discussed.
Action: New Au.D. students in the Fall, 2013 class and current Au.D. students will be informed of comprehensive exam policy updates.
10/9/2012, 1/25/2013 Meetings: As an additional strategy to improve ASHA National Exam Scores and program completion rates, the Audiology faculty agreed to develop a third-year, multiple-choice, comprehensive exam consisting of 150 items (from a pool of 400-500 items submitted by faculty from their courses) to be administered electronically via Blackboard.
Action: Faculty will generate and submit exam items for submission to the Blackboard test bank generator.
2/18/2011 Meeting: As a strategy for possibly improving national exam scores, the Audiology faculty voted to implement a qualifying examination in the second year of the Au.D. program. A separate comprehensive exam is under discussion.
Action: Qualifying exams will be initiated in 2013; this policy will impact students entering in the Fall of 2011 and thereafter.
Procedure 2: The Audiology faculty will review the curriculum.
Criterion: The committee meets at least annually.
5/14/2014- Memo distributed to Audiology faculty to review and update KASA course targets. Follow-ups will be used to revise students' master KASA form.
9/9/2011- Curriculum committee members proposed an "Advanced Au.D." program for ASHA certified members who wish to obtain an Au.D. The proposal called for a 33 hour core and 21 hours of electives.
Action: Proposal has been submitted to the graduate school for Fall, 2012 semester implementation.
6/10/10 Meeting: The faculty identified a need to resequence SHS 625 (Instrumentation), SHS 621 (Amp I), and SHS 622 (Amp II). The former course occurs too late in the curriculum, while the latter courses occur too early.
Action: These courses will be resequenced effective Fall, 2010. The program of studies on the SHS web site and advisement forms will be updated to reflect this new sequence.
8/10/10 Meeting: On-campus supervisors and the program director reviewed SHS 688/694 outcomes and recommended:
- a. SSN be replaced with Southern Miss ID# on the SHS 688/694 student KASA form;
- b. An administrative category be added to supplement consultation and report writing on the SHS 688/694 student KASA form;
- c. The aural rehab category on the SHS 688/694 KASA criteria work sheet be expanded to include additional indicators of compliance;
- d. Fourth year externs should use the SHS 688/694 KASA form to log their experiences for quality control purposes.
Action: The SHS 688/694 student KASA form and criterion worksheet were revised to reflect the recommended revisions. Fourth year students will complete a weekly summary of their externship experiences effective Fall 2010.
STRATEGY F: Surveys in no less than a 3-year cycle of alumni and employers.
Procedure: The program director will conduct and report the results of alumni/employer surveys. (See Clinical Work Plans, Strategies E & F)
STRATEGY G: Review of holdings in the Southern Miss library as related to the goals and mission of the Au.D. Program.
Procedure: Jennifer Goshorn and C.G. Marx will survey the current Audiology holdings in the Southern Miss library.
- Batinovih, S. L. (2010). Sound sense: living and learning with hearing loss. Washington, DC: Gallaudet.
- Christensen, K. (ed.). (2010). Ethical considerations in educating children who are deaf or hard of hearing. Washington, DC.: Gallaudet.
- Cole, E. and Flexer, C. (2011). Children with hearing loss : developing listening and talking, birth to six. San Diego, CA: Plural.
- Erlmann. V (2010). Reason and resonance: a history of modern aurality. Cambridge, MA: MIT.
- Jacobson, G. P., Gans, R. and Shepard. N. (eds.). Balance function assessment and management. San Diego, CA: Plural.
- Mercanzini, A. and Renaud, P. (2010). Microfabricated cortical neuroprostheses. Lusanne: EPFL.
- Myers, B. L. (2011). Vestibular learning manual. San Diego: Plural.
- Picton, T. W. (2011). Human auditory evoked potentials. San Diego, CA: Plural.
- Rossing, T. D. (ed.) (2007). Springer handbook of acoustics. New York, NY: Springer.
- Seewald, R. and Tharpe, A. (eds.). (2011). Comprehensive handbook of pediatric audiology. San Diego, CA: Plural.
- Stokes, E. K. (2011). Rehabilitation outcome measures. NY, NY: Churchill Livingstone.
- Children with Hearing Loss. Cole and Flexor
- Marketing in an Audiology Practice. Taylor
- Medical-Legal Evaluation of Hearing Loss. Dobie
- Evidence-Based Practice in Audiology. Wong and Hickson
- Strategic Practice Management. Glasser and Traynor
- Consultative Selling Skills for Audiologists. Taylor
- Programming Cochlear Implants. Wolfe and Schafer
STRATEGY H: Assessment of student participation in Departmental research activities.
Procedure: The program director will report the number of students who have participated in research activities.
- Ward, K., Franco, N., & Goshorn, E. (2009). Poster presentation: Perceptions of Individuals Wearing a Hearing Aid, Bluetooth headset, iPod, and No Device. Mississippi Speech-Language- Hearing Association Annual Continuing Education Conference. Jackson, Mississippi.
- Ward, K., Franco, N., & Goshorn, E. (2009). Poster presentation: Perceptions of Individuals Wearing a Hearing Aid, Bluetooth headset, iPod, and No Device. American Academy of Audiology Annual Convention. Dallas, Texas.
- Goshorn, E., Lucus, M. and Kemker, B. Ambient Noise Levels and Reverberation Times in Mississippi School Rooms. Acoustical Society of America, 159th Meeting Lay Language Paper, April 2010.
- Goshorn, E., White, K. and Kemker, B. (2010). In-situ measures of user’s preferred listening levels with a portable digital music device. Proceedings of Meetings on Acoustics. Acoustical Society of America, POMA 8 040002.
- Goshorn, E., Lucus, N. and Kemker, B. Ambient noise levels and reverberation times in Mississippi Elementary School Rooms. Research Poster presented at the 159th Meeting of the Acoustical Society of America, Baltimore MD April 20 2010.
- Goshorn, E. and White, K. Effects of Sequence on NU-6 Word Difficulty. A paper presented at the American Academy of Audiology Meeting Chicago IL April 2011.
- Goshorn, E, Marx, C., and Simmons, A. Effects of measurement method on P1 amplitude in young adults. Poster presented at the American Academy of Audiology Meeting, Chicago IL April 2011.
(with data collection contributions by Nicole Buffington, Marshall McNeese, Kelly McNeil, Jade White, and Natalie Wyatt)
- Goshorn, E. Marx, C., and Simmons, A. Effects of repeated measures on the late auditory evoked response. A paper presented at the 161st Meeting of the Acoustical Society of America, Seattle, WA. May 27, 2011.
- Lucus, M., Goshorn, E. and Kemker, B. Ambient Noise Levels and Reverberation Times in Mississippi School Rooms. Proceedings on Meetings in Acoustics (POMA) Acoustical Society of America, January 2011.
- Marx, C., Simmons, A., and White, K.Amplitude variability the P1 complex of the late auditory evoked potential. (on-going research)
- Marx, C. and Simmons, A.Working Knowledge and Comfort Level of Nurses Dealing with Hearing Impaired Patients. (unpublished survey)
- Stephenson, L, Goshorn, E., Wakefield, H., Patton, L, and Lipscomb, T. Effects of noise on personal listening device listening levels, a student research poster presented at the American Academy of Audiology Meeting, Chicago IL April 2011.
- Terrio, L., Oshrin, S., Berry, V., Goshorn, E., and and Patton, L. A Measured Outcomes Approach for Assessing the Au.D. Program at Southern Miss. Poster presented at the Mississippi Speech-Language-Hearing Association Convention, Jackson, MS March, 2011.
- Ward, K. and Goshorn, E. Perceptions of an individual wearing a hearing aid. iPod, Bluetooth Headset, and no device. Paper presented at Arkansas Speech and Hearing Association Convention, October 29, 2010.
- White, K. and Goshorn, E. Preferred iPod Listening Levels Among College Students. Paper presented at the University of Southern Mississippi, College of Health Research Series, April 6, 2010.
- Undergraduate Honors Thesis consults:
- Goshorn, E., Marx, C. and Weeks, L.
- Goshorn, E., Marx, C. and Henley, E.
- Lucus, N., Goshorn, E. L. and Kemker, B. E.(2011). Ambient Noise Levels and Reverberation Times in Mississippi School Rooms. Proceedings of Meetings on Acoustics (POMA) Acoustical Society of America.
- Simmons, A., Marx, C., and Goshorn, E. Agreement between Electrophysiological and Behavioral Measures of Children with Language Disorders, 2012 Graduate Student Research Symposium, University of Southern Mississippi, Thad Cochran Center, March 23, 2012.
- Marx, C., Goshorn, E. and Simmons, A. The Late Auditory Potentials-A Research Review and Update. Mini-seminar accepted for presentation at the Mississippi Speech and Hearing Association Convention, March 29, 2012.
- Ward, K., Turner, C. & Bell, K. (2013). Hearing Loss and Its Effects on Development. Mississippi Early Childhood Association Conference. Jackson, Mississippi.
- Ward, K. Goshorn, E. Marx, C.G., Turner, C., & Bell, K. (2014). Poster Presentation: Survey of K-12 Educators in Mississippi Schools Regarding Amplification Options and Effects of Hearing Loss. American Speech-Language-Hearing Association Annual Continuing Education Conference. Orlando, Florida.
- Ward, K., Marx, C.G., Goshorn, E., Turner, C., & Bell, K. (2015). Poster Presentation: Survey of K-12 Educators in Mississippi Schools Regarding Amplification Options and Hearing Loss. Mississippi Speech-Language Hearing Association Annual Continuing Education Conference. Jackson, Mississippi.
- Ward, K., Davis, A., & Shahbodaghi, S. (2014). Hearing Loss and Its Effects on Development. Mississippi Early Childhood Association Conference. Hattiesburg, Mississippi.
- Tarver, S., Langham, T., Farris, K., Williams, A., Ward, K. and Lipscomb. (2016) Speech and Hearing Sciences Undergraduate Students' Perspective on Audiology and Hearing Loss (presented at MSHA, AAA and The Susan Siltanen Graduate Student Research Symposium).
- Ward, K., Shahbodaghi, S, and Davis, A. (2015) Hearing Loss and it's Effects on Development. (presented to MECAC in Natchez, MS.)
- Shabodaghi, S., Davis, A., Martin, B. and Potratz, A. (2014, 2015). Knowledge of Hearing Conservation Among Students at The University of Southern Mississippi.
- Bettagere, R., Shahbodaghi, S. and Sanford, C. (2014). Nasalance Values and the Southern Dialect. (presented to ASHA in Orlando, FL.)
- Ward, K. and Williams, S. (2016). List Equivalency of the AzBio Speech Perception Test. (presented at MSHA in Jackson, MS.)
- Ward, Kimberly; Marx, Charles G. Goshorn, E., Turner, Courtney G., Bell, Karen. A survey of K-12 educators regarding awareness of hearing loss, devices, and resources. Journal of Phonetics and Audiology. Volume 1, Issue 1, November 25, 2015.
- Ward, K., Goshorn, E.L., Marx, C. G., Bell, K., Turner, C. Survey of K-12 Educators in Mississippi Schools Regarding Amplification Options & Effects of Hearing Loss. Research poster presentation at the Educational Audiology Association annual conference, St. Petersburg, Florida, June, 2015
STRATEGY I: Resource Assessment
Procedure (also see Clinical Goals, Strategy G): The audiology faculty meets periodically to review and discuss the adequacy of academic, clinical, research resources. Needs identified in these meetings are conveyed to the department chair by the Au.D. program director. The chair, in turn, works with department committees or higher level administration to address the expressed concerns.
Fall 2015- Spring 16 equipment acquisitions-
- 1 Grason Stadler Audiostar Pro
- 1 Interacoustics Titan Middle Ear Analyzer
Fall 2014-Spring 2015 equipment acquisitions-
- 2 Dell E6540 hearing aid fitting computers
- 1 Dell E6540 ABR computer with DPOAE capability, Windows 7 upgrade
- 1 Caption Call phone
- 1 HiPro2 unit
- 2 NOAH links
- 1 Verifit 2
Spring 2014 equipment acquisitions-
- GSI 18 portable audiometer
- Biologic/Natus software upgrade
- Three Dell Latitude E6540 laptops
- 2 Noah links
- Comfort Duct personal amplifier
- Surf link programmer
- Near com programmer
6/13: Additional equipment acquisitions-
- Krohn-Hite 3382 filter
- Tektronix FCA 3000 analyzer
1/12: Faculty identified needs for equipment updates for hearing aid evaluations and signal analysis in the psychoacoustics lab. The following equipment was purchased and is in place for the Fall, 2012 semester:
- Tektronics DP 2012 digital oscilloscope
- Crown D-75A power amplifier
- GW Instek GAG810 signal generator
- Stanford Research System SR760 FFT Spectrum Analyzer
- Audioscan Verifit System
1/11: Faculty identified a need for additional space to house experimental psychoacoustic and electrophysiological equipment.
Action: Rm 215 JBG was converted from a small lecture room to a psychoacoustic/electrophysiological lab space.
1/11: Faculty identified a need for advanced ABR instrumentation for research purposes.
Action: A new Tucker Davis RZ6 research grade ABR system was purchased and installed.
2009-2017 Work Plan: Clinical Goals
A variety of sources will be reviewed to assess the currency, relevance, and completeness of clinical preparation of Au.D. students. These resources will include, but are not limited to:
STRATEGY A: Review of in-house clinical supervisor evaluations of students.
Procedure 1: Quality Assurance: first year students and second year students (as needed) will attend weekly meetings with the clinic coordinator in order to discuss clinical procedures, supervisory processes, and current professional topics, as well as to provide input into the Au.D. program.
Criterion: Mean semester attendance =/> 80%
Results (Quality Assurance Outcomes):
|Semester||n meetings||n students||% attendance|
Action: Continue monitoring.
*Note: Fewer clinic meetings were required given shifts in content to SHS 625 (see AG Strategy D, Procedure 2, 6/10/10 meeting).
**Note: No meetings held in the Fall '12. Per policy changes, all 1st, 2nd, and 3rd year students are required to attend. Case studies introduced as a possible strategy for improving national exam scores. Meeting topics available on request.
Procedure 2: First, second, and third year students will complete self-assessments of their knowledge and skills.
Criterion: Mean self-ratings =/> 4 by the end of the third year experience.
Results (Mean self-assessments):
|Graduating class|| ||KASA IV-C||KASA IV-D||KASA IV-E|
| ||Yr 2||4.7||4.4||4.2|
| ||Yr 3||4.7||4.4||4.5|
| ||Yr 2||4.4||4.3||4.0|
| ||Yr 3||4.5||4.5||4.4|
| ||Yr 2||4.3||4.1||3.9|
| ||Yr 3||4.8||4.5||4.5|
| ||Yr 2||4.1||4.1||3.7|
| ||Yr 3||4.5||4.1||4.0|
| ||Yr 2||4.2||4.1||3.8|
| ||Yr 3||4.8||4.5||4.2|
| ||Yr 2||4.6||4.5||4.2|
| ||Yr 3||4.2||4.2||4.1|
| ||Yr 2||4.0||3.7||3.6|
| ||Yr 3||4.9||4.6||4.4|
| ||Yr 2||4.5||4.2||3.6|
| ||Yr 3||5.0||4.7||4.7|
| ||Yr 2||4.7||4.5||4.2|
| ||Yr 3||4.9||4.7||4.7|
Action: Continue monitoring.
STRATEGY B: Review of student evaluations by off-campus clinical supervisors.
Procedure 1: The Audiology staff will annually compile and report ratings of third year, off-campus students (re: SHS 688).
Criterion: Mean ratings =/>80%
Results (3rd yr Au.D. off-campus practica ratings by graduating class):
|A. Interp/Prof||100%||95%||97%||97%||98%|| || |
|B. Clin Skills||100%||87%||82%||94%||94%|| || || |
|*Overall rating|| ||Ex: 80%|
|*New instrument adopted1/1/2013 Legend: Ex=excellent Sa=satisfactory Un=unsatisfactory |
A. Interpersonal/Professionalism B. Clinical Skills
Action: Continue monitoring.
Procedure 2: The Audiology staff will annually compile and report ratings of fourth year (externship) students (re: SHS 694).
Criterion: Mean ratings =/> 80%
Results (4th year Au.D. extern ratings by graduating class):
|A. Interp/Prof||99%||100%||96%||97%|| || |
|B. Clin Skills||97%||97%||98%||94%|| || |
|Overall rating|| ||Ex: 100%|
|*New instrument adopted1/1/2013 Legend: Ex=excellent Sa=satisfactory Un=unsatisfactory|
Action: Continue monitoring.
STRATEGY C: Completion of KASA clinical experiences.
Procedure 1: The Audiology staff will compile and report a profile of clinical experiences obtained by Au.D. students by KASA category (re: SHS 688).
Criterion: n =/> 100 occurrences
Results (Mean occurrences by category):
|Graduating class||IV-C: Prev /Identif.||IV-D: Eval||IV-E: Treatment|
|IV-C: Prevention IV-D: Evaluation IV-E: Treatment |
*Deficit subcategories with a mean n <100
Action 8/2009: D8 (Electrodiagnostic testing).
A new instructor with extensive clinical expertise in electrophysiological procedures was added to the faculty in 2009. Administrative processes are underway to expand clinical experiences in this area. Clinical procedures that currently fall into this category will be emphasized in student orientation meetings.
Action 8/2010: D9 (Balance assessment).
Administrative processes are underway to expand clinical expertise in this area.
Action 8/2010: E10 (Conducts aural rehabilitation).
SHS 688 KASA indicators of compliance were expanded to include sample aural rehabilitative procedures currently in clinical use.
Action 5/2014: D8* & D18* deficits indicate students are not counting experiences in these areas correctly; reinstruction recommended.
Procedure 2: The Audiology staff will compile and report a profile of clinical hours obtained by Au.D. students as a function of client age.
Criterion: Results should reflect experience with a variety of clients that covers the life span (re: SHS 688).
Results (Mean clinical hours by graduating class):
Action: Continue monitoring.
STRATEGY D: Feedback from students regarding quality and quantity of off-site clinical experiences.
Procedure: The Audiology staff will compile and report ratings of off-campus clinical supervisors (re: SHS 688).
Criterion: Mean ratings =/> 80%
Results (Mean ratings of off-campus supervisors):
|Year||(A) Wk Rl||(B) Go/Ob||(C) Mg Sk||(D) Ob/An||(E) Rec||(F) Cl Prf||(G) Cond|
|(A) Working Relationships (B) Developing Goals and Objectives (C) Developing and Refining Management Skills |
(D) Observing and Analyzing in Clinic (E) Developing and Maintaining Records (F) Evaluating Clinical Performance
(G) Modeling Professional Conduct
Action: Continue monitoring.
STRATEGY E: Information gathered from Program graduates in anonymous surveys.
Procedure: The Audiology staff will compile and report institutional ratings completed by graduating students.
| ||Sampling period|
|Are you currently employed?||6||0|
|My current employment status is satisfactory||6||0|
|Do you currently hold ASHA CCC-A credential?||6||0|
|The academic component of the USM Au.D. program prepared me to conduct: |
basic audiologic diagnostics
| auditory evoked potentials and vestibular testing||3||3|
| hearing aid evaluations and fittings||5||1|
| CAPD assessments||3||3|
|My clinical experience in the USM Au.D. program prepared me to provide: |
basic and advanced diagnostic audiological evaluations
| hearing aid evaluations and fittings||6||0|
|Overall, my educational experience (academic and clinical) at USM was satisfactory ||5||1|
STRATEGY F: Information gathered from surveys of employers of graduates.
Procedure: The program director will compile and report results of employer surveys of graduating students.
Sampling period: 2012-13
|Employee rating items||Not|
|(Type of facility)|| || || ||1||1|
|Conducting basic evaluations||0||2|
|Conducting hearing evaluations/fittings||0||0||▲|