Canadian Journal of Speech-Language Pathology and Audiology

The Effects of Sound-Field Amplification on Attending Behaviours

 
Author(s) Shauna Cornwell
Charlotte J. Evans
Volume 25
Number 3
Year 2001
Page(s) 135-144
Language English
Category
Keywords sound-field
amplification
attending
behaviour
Abstract Students in elementary classrooms spend a significant portion of their school day in “listening” activities. The use of sound-field amplification systems in classrooms has been suggested as a way to improve the listening environment for a variety of different learners, including students with mild-to-moderate hearing losses, students with fluctuating hearing losses, and students learning English as a second language. The current study considers the effects of using a sound-field amplification system to improve the attending behaviours of students with and without attending and focusing difficulties. The results indicate a trend toward increased “on-task” time when amplification is used. Student and teacher responses to the use of the system also were found to be favourable.



Les élèves au primaire consacrent une partie importante de leur journée scolaire à des activités d’écoute. L’utilisation de système d’amplification en champ libre est suggéré pour améliorer les conditions d’écoute de plusieurs enfants. On le suggère aux enfants qui présentent des pertes auditives légères, moyennes ou fluctuantes, de même qu’à ceux qui apprennent l’anglais comme langue seconde. La présente étude porte sur les effets de l’ utilisation de système d’amplification en champ libre sur le comportement d’ écoute des élèves qu’ils présentent ou non des problèmes d’audition ou de concentration. Les résultats indiquent qu’avec l’utilisation de système d’amplificationen champ libre, le temps consacré aux tâches a tendance à augmenter. Par ailleurs, les élèves et les enseignants réagissent positivement à l’utilisation de tels systèmes.
Record ID 29
Link http://cjslpa.ca/files/2001_JSLPA_Vol_25/No_03_125-172/Cornwell_Evans_JSLPA_2001.pdf
 
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