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Uconn presentation
Uconn presentation
Uconn presentation
Uconn presentation
Uconn presentation
Uconn presentation
Uconn presentation
Uconn presentation
Uconn presentation
Uconn presentation
Uconn presentation
Uconn presentation
Uconn presentation
Uconn presentation
Uconn presentation
Uconn presentation
Uconn presentation
Uconn presentation
Uconn presentation
Uconn presentation
Uconn presentation
Uconn presentation
Uconn presentation
Uconn presentation
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Uconn presentation

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Transcript

  • 1. Background Noise: Classroom, Clinic and (Research) Lab Jill Raney, Ph.D. April 11, 2014 University of Connecticut
  • 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. 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. 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. Clinic Auditory Skill Development: Speech understanding in background noise Children are not “little adults”.
  • 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. Which children have difficulty understanding speech in background noise? Most! • Normal hearing • Hearing loss • Sensorineural • Conductive • Unilateral • Central Auditory Processing Disorder (CAPD) • Aspergers
  • 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. 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. What can we do?
  • 11. Improve the S/N • Decrease the level of the noise (N • Increase the level of the signal (S
  • 12. FM - Phonak iSense Inspiro
  • 13. Practice
  • 14. Auditory Training Programs LACE - Listening And Communication Enhancement (Neurotone) (LiSN-S)- Listening in Spatialized Noise – Sentences Test (National Acoustics Lab)
  • 15. Lab - Why is noise detrimental to speech understanding?
  • 16. Dr. Nina Kraus’ Work Audiology Online – From20Q with Gus Mueller (7/13)
  • 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. Does FM Use and Training Work?
  • 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. As Helen Keller said, “Blindness separates us from things but deafness separates us from people."
  • 21. Thank you…

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