Classroom Listening Assessment: Strategies for Speech-Language Pathologists^[*]

Abstract

Emphasis on classroom listening has gained importance for all children and especially for those with hearing loss and special listening needs. The rationale can be supported from trends in educational placements, the Response to Intervention initiative, student performance and accountability, the role of audition in reading, and improvement in hearing technologies. Speech-language pathologists have an instrumental role advocating for the accommodations that are necessary for effective listening for these children in school. To identify individual listening needs and make relevant recommendations for accommodations, a classroom listening assessment is suggested. Components of the classroom listening assessment include observation, behavioral assessment, self-assessment, and classroom acoustics measurements. Together, with a strong rationale, the results can be used to implement a plan that results in effective classroom listening for these children.

Keywords

classroom listening - IDEA - Response to Intervention - functional assessment - hearing assistance technology - communication plan

^* Adapted from Making a Case for Classroom Listening, CD Johnson, (2010) Seminars in Hearing 31 (3), 177-187.

• References

• 1 U.S. Department of Education, Office of Special Education Programs, DANS. Table 2–2f Students ages 6–21 with hearing impairments, Educational Environment. IDEA Data Accountability Center. Available at: www.ideadata.org . Accessed July 15, 2011
• 2 National Association of State Directors of Special Education. Response to Intervention. Alexandria: National Association of State Directors of Special Education, Inc.; 2005
• 3 No Child Left Behind Act of 2001, 107-110.20 u.s.c. and 6301 et seq. (2002)
• 4 National Institute of Child Health and Human Development. Report of the National Reading Panel. Teaching Children to Read: An Evidenced-Based Assessment of the Scientific Research Literature on Reading and its Implications for Reading Instruction, NIH Publication No. 00–4769. Washington, DC: U.S. Government Printing Office; 2000
• 5 Stelmachowicz P. Pediatric amplification: past, present, and future. In: Seewald R, Bamford J, , eds. A Sound Foundation Through Early Amplification 2004. Proceedings of the Third International Conference. Phonak AG; 2005: 27-40
• 6 Lauer S. Wireless solutions—the state of the art and future of FM technology for the hearing impaired consumer. In: Fabry D, DeConde Johnson C, , eds. ACCESS: Achieving Clear Communication Employing Sound Solutions 2003, Proceedings of the First International Conference. Phonak AG; 2004: 31-37
• 7 Zwolan T. Cochlear implants. In: Katz J, Medwetsky L, Burkhard R, Hood L, , eds. Handbook of Clinical Audiology. Baltimore, MD: Lippincott Williams & Wilkins; 2009: 912-933
• 8 Crandell C, Smaldino J. Classroom acoustics for children with normal hearing and with hearing impairment. Lang Speech Hear Serv Sch 2000; 31: 362-370
• 9 Davis JM, Elfenbein J, Schum R, Bentler RA. Effects of mild and moderate hearing impairments on language, educational, and psychosocial behavior of children. J Speech Hear Disord 1986; 51: 53-62
• 10 Nelson P, Kohnert K, Sabur S, Shaw D. Classroom noise and children learning through a second language: double jeopardy?. Lang Speech Hear Serv Sch 2005; 36: 219-229
• 11 Houtgast T. The effect of ambient noise on speech intelligibility in classrooms. Appl Acoust 1981; 14: 15-25
• 12 Iglehart F. Combined effects of classroom reverberation and noise on speech perception by students with typical and impaired hearing. Paper presented at: inter-noise 2009, Innovations in Practical Noise Control; August 23–26, 2009; Ottawa, Canada
• 13 U.S. Department of Education. Rules and Regulations for the Individuals with Disabilities Education Improvement Act of 2004. Washington DC. Fed Regist 2006; 71 (156) 46540-46845
• 14 Colorado Department of Education. Response to Intervention: A Practioner's Guide to Implementation. Denver, CO: Colorado Department of Education; 2008
• 15 Iglehart F. Speech perception by students with cochlear implants using sound-field systems in classrooms. Am J Audiol 2004; 13: 62-72
• 16 Anderson KL, Goldstein H. Speech perception benefits of FM and infrared devices to children with hearing aids in a typical classroom. Lang Speech Hear Serv Sch 2004; 35: 169-184
• 17 Boothroyd A. The FM wireless link: an invisible microphone cable. In: Ross M, , ed. FM Auditory Training Systems. Timonium, MD: York Press; 1992
• 18 Schafer E, Thibodeau L. Speech recognition performance of children using cochlear implants and FM systems. Journal of Educational Audiology 2003; 11: 15-26
• 19 Trezek BJ, Malmgren KW. The efficacy of utilizing a phonics treatment package with middle school deaf and hard-of-hearing students. J Deaf Stud Deaf Educ 2005; 10: 256-271
• 20 Waddy-Smith B, Wilson V. See That Sound! Visual Phonics Helps Deaf and Hard of Hearing Students Develop Reading Skills. Odyssey: Fall; 2003. 5. 14-17
• 21 Doyle J, Nussbaum D, Waddy-Smith B. Students who are deaf and hard of Hearing and use sign language: considerations and strategies for developing spoken language and literacy skills. Semin Speech Lang 2012; 33: 310-321
• 22 American Academy of Audiology. Pediatric Amplification Guideline. 1992. Available from www.audiology.org . Accessed on June 1, 2012
• 23 Scollie S. Prescriptive procedures for infants and children. In: Seewald R, Bamford J, , eds. A Sound Foundation Through Early Amplification 2004, Proceedings of the Third International Conference. Phonak AG; 2005
• 24 Stelmachowicz P, Hoover B. Hearing instrument fitting and verification for children. In: Katz J, Medwetsky L, Burkhard R, Hood L, , eds. Handbook of Clinical Audiology. Baltimore, MD: Lippincott Williams & Wilkins; 2009: 817-845
• 25 Pittman AL, Lewis DE, Hoover BM, Stelmachowicz PG. Recognition performance for four combinations of FM system and hearing aid microphone signals in adverse listening conditions. Ear Hear 1999; 20: 279-289
• 26 Lewis D, Eiten L. [Assessment of advanced hearing instrument and FM technology]. In: Fabry D, DeConde Johnson C, , eds. ACCESS: Achieving Clear Communication Employing Sound Solutions 2003. Proceedings of the First International FM Conference. Phonak AG; 2005: 167-174
• 27 Anderson K, Goldstein H, Colodzin L, Iglehart F. Benefit of S/N enhancing devices to speech perception of children listening in a typical classroom with hearing aids or a cochlear implant. Journal of Educational Audiology 2005; 12: 14-28
• 28 Lewis D. Assistive devices for classroom listening: FM systems. Am J Audiol 1994; 3: 70-83
• 29 Smaldino J, Crandell C, Kreisman B, John A, Kreisman N. Room acoustics and auditory rehabilitation technology. In: Katz J, Medwetsky L, Burkhard R, Hood L, , eds. Handbook of Clinical Audiology. Baltimore, MD: Lippincott Williams & Wilkins; 2009: 745-775
• 30 Gabbard S. The use of FM technology for infants and young children. In: Seewald R, Bamford J, , eds. A Sound Foundation Through Early Amplification 2004, Proceedings of the Third International Conference. Phonak AG; 2005: 155-161
• 31 American Academy of Audiology. Clinical practice guidelines: remote microphone hearing assistance technologies for children and youth from birth to 21 Years. 2008. Available from www.audiology.org . Accessed on June 1, 2012
• 32 Smoski W, Brunt M, Tannahill C. Children's auditory performance scale. Educational Audiology Association. 1998. Available from www.edaud.org . Accessed on June 1, 2012
• 33 Johnson C . DeConde, Seaton J Educational Audiology Handbook. 2^nd edition. Clifton Park, NY: Delmar Cengage Learning; 2012
• 34 Ling D. Speech and the Hearing Impaired Child: Theory and Practice. Washington, DC: AGBell Association for the Deaf; 1976
• 35 Etymotic Research Inc. BKB-SIN. Elk Grove Village, IL: 2005
• 36 Anderson K, Smaldino J. Listening Inventory for Education (L.I.F.E.). 1997. Available at: www.successforkidswithhearing.loss.com
• 37 Antia SD, Sabers DL, Stinson MS. Validity and reliability of the classroom participation questionnaire with deaf and hard of hearing students in public schools. J Deaf Stud Deaf Educ 2007; 12: 158-171
• 38 Elkayam J, English K. Counseling adolescents with hearing loss with the use of self-assessment/significant other questionnaires. J Am Acad Audiol 2003; 14: 485-499
• 39 Acoustical Society of America. ANSI/ASA S12.60.2010 American National Standard Acoustical Performance Criteria, Design Requirements, and Guidelines for Schools, Part 1: Permanent Schools, and Part 2: Relocatable Classrooms Factors. 2010. Available at http://asa.aip.org . Accessed on June 1, 2012
• 40 Smaldino J, Crandell C. Acoustic Measurements in Classrooms. In: Crandell C, Smaldino J, Flexer C, , eds. Sound-field Amplification. San Diego, CA: Singular Publishing Group, Inc.; 1995: 78