Background Noise:
Classroom, Clinic and
(Research) Lab
Jill Raney, Ph.D.
April 11, 2014
University of Connecticut
Overview
 Presence of background noise in
classrooms
 Standards for Classroom Acoustics
 Measuring impact of background...
Distance (Speaker to the listener )
–
Double the distance, decrease signal by 6
dBReverberation –
Persistence of the refle...
Classroom Acoustic
Standards2002 - American National Standards Institute (ANSI)
created the, Acoustical Performance Criter...
Clinic
Auditory Skill Development:
Speech understanding in background
noise
Children are not “little adults”.
Elliot, L. (1979). Performance of
children aged 9 to 17 years on a test
of speech intelligibility in noise using
sentence ...
Which children have difficulty
understanding speech in
background noise? Most!
• Normal hearing
• Hearing loss
• Sensorine...
Some of the Available SIN
Tests
• Words-in-Noise Test (WIN) (Wilson, 2003;
Wilson & McArdle, 2007)
• Quick Speech-in-Noise...
Speech-In-Noise (SIN) Testing:
Quantify the amount of
difficulty.
Stimuli: Digits
Words
Sentences
Noise: Speech-spectrum
C...
What can we do?
Improve the S/N
• Decrease the level of the noise (N
• Increase the level of the signal (S
FM - Phonak
iSense
Inspiro
Practice
Auditory Training Programs
LACE - Listening And Communication
Enhancement (Neurotone)
(LiSN-S)- Listening in Spatialized N...
Lab - Why is noise detrimental to
speech understanding?
Dr. Nina Kraus’ Work
Audiology Online – From20Q with Gus Mueller (7/13)
Marion Downs Lecture in
Pediatric Audiology (AAA, 2014)
“Biological Assessment in
Audiology: Spotlight on Auditory
Process...
Does FM Use and Training
Work?
Summary
 Presence of background noise in
classrooms
 Standards for Classroom Acoustics
 Measuring impact of background
...
As Helen Keller said,
“Blindness separates us
from things but deafness
separates us from
people."
Thank you…
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Uconn presentation

  1. 1. Background Noise: Classroom, Clinic and (Research) Lab Jill Raney, Ph.D. April 11, 2014 University of Connecticut
  2. 2. Overview  Presence of background noise in classrooms  Standards for Classroom Acoustics  Measuring impact of background noise  Interventions  What is current research telling us.
  3. 3. Distance (Speaker to the listener ) – Double the distance, decrease signal by 6 dBReverberation – Persistence of the reflected sounds after the original sound is produced. Longer time greater the difficulty. Noise – Greater the background noise the poorer the Signal/Noise ratio (S/N)
  4. 4. Classroom Acoustic Standards2002 - American National Standards Institute (ANSI) created the, Acoustical Performance Criteria, Design Requirements and Guidelines for Schools standard (ANSI S12.60-2002). Standard developed in a effort to create a classroom environment that optimizes speech understanding. 2004 - American Speech-Language-Hearing Association's (ASHA) endorsed the ANSI standard and recommended the following criteria for classroom acoustics: • Unoccupied classroom levels must not exceed 35 dBA • The signal-to-noise ratio (S/N) should be at least +15 dB at the child's ears. • Unoccupied classroom reverberation not longer than 0.6 seconds in smaller classrooms or 0.7 seconds in larger rooms
  5. 5. Clinic Auditory Skill Development: Speech understanding in background noise Children are not “little adults”.
  6. 6. Elliot, L. (1979). Performance of children aged 9 to 17 years on a test of speech intelligibility in noise using sentence material with controlled word predictability. Journal of the Acoustical Society of America, 66, 651-653.
  7. 7. Which children have difficulty understanding speech in background noise? Most! • Normal hearing • Hearing loss • Sensorineural • Conductive • Unilateral • Central Auditory Processing Disorder (CAPD) • Aspergers
  8. 8. Some of the Available SIN Tests • Words-in-Noise Test (WIN) (Wilson, 2003; Wilson & McArdle, 2007) • Quick Speech-in-Noise Test (QuickSIN) (Killion et al., 2004) • Hearing in Noise Test (HINT) (Nilsson et al., 1994) • BKB-Speech in Noise Test (BKB-SIN) (Etymotic Research, 2005) • Listening in Spatialized Noise - Sentences Test (LiSN-S) (NAL – National Acoustic Laboratories)
  9. 9. Speech-In-Noise (SIN) Testing: Quantify the amount of difficulty. Stimuli: Digits Words Sentences Noise: Speech-spectrum Cafeteria Multi-talker babble Presentation: Modified Live-Voice (MLV) Recorded
  10. 10. What can we do?
  11. 11. Improve the S/N • Decrease the level of the noise (N • Increase the level of the signal (S
  12. 12. FM - Phonak iSense Inspiro
  13. 13. Practice
  14. 14. Auditory Training Programs LACE - Listening And Communication Enhancement (Neurotone) (LiSN-S)- Listening in Spatialized Noise – Sentences Test (National Acoustics Lab)
  15. 15. Lab - Why is noise detrimental to speech understanding?
  16. 16. Dr. Nina Kraus’ Work Audiology Online – From20Q with Gus Mueller (7/13)
  17. 17. Marion Downs Lecture in Pediatric Audiology (AAA, 2014) “Biological Assessment in Audiology: Spotlight on Auditory Processing and Hearing in Noise.” Presented by Dr. Nina Kraus
  18. 18. Does FM Use and Training Work?
  19. 19. Summary  Presence of background noise in classrooms  Standards for Classroom Acoustics  Measuring impact of background noise  Interventions  What is current research telling us.
  20. 20. As Helen Keller said, “Blindness separates us from things but deafness separates us from people."
  21. 21. Thank you…

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