Transcript Document

Enhancing Classroom Performance
Utilizing an Assistive Listening
Device
Presented by:
Dona M. Hoehn, M.S., CCC-SLP
Ellen Mills Schwinger, L.D.T.C.
Board of Education Meeting
September 19, 2007
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A Child’s Viewpoint
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Ladle Rat Rotten Hut
http://www.exploratorium.edu/exhibits/ladle/
What's Going On?
 This story, believe it or not, is the very familiar fable of
Little Red Riding Hood. This curious version was written
in 1940 by a professor of French named H. L. Chace, who
wanted to show his students that intonation - that is, the
melody of a language - is an integral part of its meaning.
The words here are all common English words, but not
the ones you'd expect to tell the story of Little Red Riding
Hood.
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What is an Assistive
Listening Device (ALD)?
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An ALD is utilized to amplify a teacher’s voice
throughout the classroom.
It consists of a wireless microphone worn by the
teacher and either one or multiple speakers
placed strategically around the room.
An ALD can be utilized with or without hearing
aids to improve the negative effects of distance,
background noise, and poor room acoustics.
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The Need for
Classroom Amplification
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Increases Sound to Noise Ratio
 Speech occurs in the 45dB range
 Most classrooms in older buildings have a 60-65 dB
sound range
 New building code regulations support at least a 35dB
level
 Noise levels in occupied rooms are generally 10-15 dB
higher.
 In the presence of typical levels of classroom noise, a
student’s ability to understand may drop to 60% or even
as low as 27% if there is no carpeting (sound absorption).
Hearing Review September 1996; Language, Speech, and
hearing Services in Schools October 2000; www.asha.org
2007; Besing 2001
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The Need for
Classroom Amplification
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Sources of distraction
 External noises (planes, playground, lawn mowers)
 Internal noises (hallways, PE class)
 Classroom noises (talking, writing, clock ticking,
pencil sharpening)
 Other noises (heating/ventilation systems, fans)
Hearing Review September 1996; Language, Speech, and hearing
Services in Schools October 2000; www.asha.org 2007; Besing 2001
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Research
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Research has shown for more than a decade now, that a classroom soundfield amplification system is an effective way to produce significant
change in the students’ listening behaviors and academic achievement.
“The Oakland County Audio Field Project” district administrators found
audio enhancement systems in classrooms increased academic learning;
improved student on-task behavior; were teacher friendly to use; and were
reliable in enhancing all student learning environments.
The district’s audio enhancement reliability report indicated audio
enhanced classrooms were successful in improving student improvement
and teacher instruction (Oakland County Public Schools, 2002).
Sound field systems have been found to benefit ‘at risk’ children. For
example, those with conductive hearing loss, fluctuating hearing loss,
central auditory processing disorders, developmental delays, attention
deficits, minimal hearing loss, language delays, articulation disorders, and
those learning English as a second language (www.asha.org , 2007).
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Positive Changes in Student
Functioning
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Improved academic achievement
Increased students’ attention spans
Increased behavior management
Increased students’ listening skills
Decreased number of requests for repetition
Decreased vocal strain and fatigue for teachers
Improved Teacher Proximity
Decreased special education referrals
35% increase in reading fluency
35 % growth in test scores
72 % decrease in teacher redirection
Independent Trost Study December 2002; language, speech and hearing
Services in Schools October 2000; Language Speech and Hearing in
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Services in Schools July 1990.
Improvement in Academic
and Social Achievement
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Standardized Test scores improve
Improve student attention and on task behavior
Increase classroom participation
High ambient noise levels reduced within the classroom
30% of K-6 children hear their teacher significantly better
Children for whom English is a second language can experience over
30% Improvement in Word/Sentence Recognition
(http://www.lightspeed-tek.com/default.aspx?id=23)
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Acoustical environment of a classroom is a critical factor in the
academic, psycho educational and psycho-social achievement of
children. Language, Speech, and Hearing Services in Schools October 2000;
Journal of Speech, Language, and Hearing Research August 1998).
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Increase in Students’
Attention
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When a classroom is equipped with an
assistive listening device, all the children
regardless of their seat location and the
direction the teacher is facing, are able to
hear the teacher. This provides the
teacher with the opportunity to maximize
student listening and learning across the
curriculum.
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Increase in Behavior Management
Within the Classroom
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Studies have reported that the use of a
classroom amplification system have resulted
in:
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Increased on task behavior
Improved attention and focus
Positive changes in classroom management
Increased productivity and work completion
Information Capsule Report: Miami Dade Public Schools, March 2007
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Increase in Students’ Listening Skills
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The Improving Classroom Acoustics
project (Rosenberg et, al 1999) revealed
that the amplified classrooms
demonstrated a significantly greater
change in listening behaviors and at a
faster rate than their peers in unamplified
classrooms.
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Decrease in Number of Requests for
Repetition
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Classroom distractions can get in the way
of students' listening. Teachers using a
sound field amplification system report
significantly less repeating of instructions,
vast improvements in on-task time and
quicker, more efficient transitional times.
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Decrease in Vocal Strain and Fatigue
for Teachers
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Teacher Absenteeism Due to Voice & Throat Illness Is
Almost Eliminated
Voice fatigue and throat infections account for 11-16%
of teacher absenteeism.
Classroom amplification allows a teacher to speak in
normal tones, eliminating voice strain. Schools using
sound-field amplification report significantly lower
teacher absenteeism due to voice and throat problems.
(http://www.lightspeed-tek.com/Teacher+Effectiveness.aspx?id=24)
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Teacher Proximity
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Regardless of seat location and the direction the teacher is
facing, students are able to hear the teacher.
Background noises will not interfere and will benefit children
with learning disabilities, those in the early language
acquisition process or with fluctuating hearing losses
(Michele Wilson, Ph.D.).
The typical ear infection causes a ‘plugged’ ear hearing loss.
Two-thirds of preschoolers have at least one episode of ear
problems and 16% of preschoolers have six or more
episodes. One-half of all episodes of ear infections go
undetected by parents or teachers. Even with good medical
follow up, 10% of preschoolers continue to have chronic ear
problems during critical language development years (The
Hearing Review, 1996).
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Decrease in Special
Education Referrals
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The Marrs Project: Mainstream Amplification
resource room study
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The Marrs project in 1990 revealed that after
60 Sound-field amplification units were
phased in over 5 years studies found that the
number of students placed in a LD classroom
declined nearly 40%.
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Real Life
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“No matter where they were sitting, all
students listened more attentively. Natural
speech recognition and intonation are
essential in language acquisition. With the
sound system, all students were focused.”
Roberta Lyons ESL teacher
Phantom Lake Elementary
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Real Life Video
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What This Means
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Sound field systems have been shown to:
Improve academic achievement
Improve speech recognition
Improve attending and learning behaviors
Increase seating options for students with mild hearing loss
Improve listening and learning environments for "at-risk"
learners
Reduce teacher vocal strain and fatigue
Improving Classroom Acoustics, Florida Department of Education,
1993-1995
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Imagine……
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Imagine a classroom where there is a teacher at the
side of each student giving one-to one instruction.
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