Classroom Noise Research Articles

Reduction of classroom noise levels using group contingencies.

The therapeutic workplace is an employment-based abstinence reinforcement intervention for unemployed drug users where trainees receive on-the-job employment skills training in a classroom setting. The study is an extension of prior therapeutic workplace research, which suggested that trainees frequently violated noise standards. Participants received real-time graphed feedback of noise levels and had the opportunity to earn monetary group reinforcement for maintaining a low number of noise violations. Results suggested that feedback and monetary reinforcement reduced the number of noise violations.

Students with Hearing Loss and their Teachers’ View on Factors Associated with the Students’ Listening Perception of Classroom Communication

This study investigates factors associated with the listening perception of classroom communication by students with hearing loss, based on the students’ and their teachers’ views. It also examines how students with different degrees of hearing loss may perceive their classmates. To explore the relationships between the factors Structural Equation Modelling was conducted based on the International Classification of Functioning, Disability and Health -Children and Youth (ICF-CY) framework. A total of 137 students from fifth grade (10 years of age) to tenth grade (16 years of age) and 167 teachers participated in the survey. The teachers considered that the students with several impairments and whose parents were less involved in their schooling perceived classroom communication to a lesser degree. The listening environment was considered essential by the students; in particular, classmates’ use of microphones seemed to improve the students’ perception. High levels of classroom noise hindered optimal perception. Significant differences were found between the students with bilateral and unilateral hearing loss with respect to their perception of classmates. None of the students with unilateral hearing loss appeared able to consistently perceive classmates, a problem that may be related to the insufficient use of roving microphones. Applying innovations such as microphones for classmates and ensuring a quiet classroom can enhance listening perception. Additionally, the students’ body function and parental involvement play an essential role.

Measuring noise in classrooms: a systematic review.

The aim of this systematic review is to outline the main methodologies used for measuring noise in classrooms and if the noise levels found are suitable standards. A survey of articles published in the last ten years, using six different databases. Were verified 1.088 publications and only eight studies met the inclusion criteria: (a) articles published in the last ten years, (b) articles available in full, (c) studies that have measured the noise in the classrooms of regular schools. descriptive analysis was performed of selected publications. Five studies conducted to measure the noise using a sound level meter. One measurement performed using a dosimeter and two studies used a laptop with audio recording software. In all classrooms, the noise level was higher than allowed. Classrooms are noisy environment and there is no standardization regarding the methodology that should be used to measure the noise in these places. Therefore, schools need to be guided constantly about the importance of acoustic adaptation in the classroom.

What do teachers think about noise in the classroom?

Surveys were sent to 396 Orlando-area elementary school teachers to gauge their subjective evaluation of noise in their classroom, and their general attitudes toward classroom noise. The 87 responses were correlated with the types of mechanical systems in their respective schools: (1) fan and compressor in room, (2) fan in room and remote compressor, or (3) remote fan and remote compressor. Results were also compared to the results of a previous study of the same 73 schools that linked school mechanical system type with student achievement. While teachers were more likely to be annoyed by noise in the schools with the noisiest types of mechanical systems, they were still less likely to be annoyed than the research might suggest—and when teachers did express annoyance, it was more likely to be centered around the kind of distracting noise generated by other children in adjacent corridors than by mechanical system noise.

App Up the Volume

You have accessThe ASHA LeaderApp-titude1 Oct 2013App Up the VolumeA growing number of mobile tools can help people with hearing loss better understand the world—and help the world better understand them. Carrie SpanglerAuD, CCC-A Carrie Spangler Google Scholar More articles by this author , AuD, CCC-A https://doi.org/10.1044/leader.APP.18102013.32 SectionsAboutPDF ToolsAdd to favorites ShareFacebookTwitterLinked In There’s an app for everything, right? But are there any out there to make the hearing world an easier place to live for those with hearing loss? As an audiologist with hearing loss, I sought answers to this question as part of my constant quest for hearing-related technology advances. And I found that, indeed, there are apps available to help expand people’s hearing and communication-related capabilities. Advocacy in preschool We want our kids with hearing loss to start advocating for their needs at a young age, and tablet apps can help. Why not have your preschooler “star” in his or her own book, using Book Creator for iPad by Red Jumper Studio (bit.ly/book_creator)? This app allows you to creatively work on goals related to ensuring that the child with hearing loss receives appropriate support. Take pictures of the child wearing hearing aids or using a frequency modulation system, and involve friends in the classroom. You can easily import the pictures, add sound and record the child’s voice. Save it in a book-browsing app such as iBooks (bit.ly/ibooks_app) or as a pdf. A tool for teens Music is a central theme in the lives of teens and their friends, and not understanding or hearing the lyrics correctly can be embarrassing for teens with hearing loss. Enter TuneWiki Lyrics, Inc. (downloadable at iTunes, bit.ly/tunewikiapp; Google Play, bit.ly/tunewikiappdroid), a free app that allows users to access song lyrics at the touch of their fingertips. No more embarrassing mondegreens or misheard and misunderstood lyrics! One example of a common mondegreen is mishearing the McCoys’ “Hang on, Sloopy” as “Hang on, stupid.” Knowing words to songs is a social networking opportunity for teens, and it can also serve as a protective tool for their parents with hearing loss. The app can help parents identify appropriate and inappropriate music immediately. Independence for adults As a professional with hearing impairment, I may miss many portions of a telephone conversation, especially if the conversation occurs in a compromised listening situation, such as at a roadside or airport. One free app that helps “fill in the blanks” is ClearCaptions by Purple Communications, Inc., available for Apple iOS products (bit.ly/clearcaptionsios) and Android products (bit.ly/clearcaptionsdroid). This app performs a similar service to closed captioning on your television, allowing you to read what is being said on your smartphone or tablet screen. You can also scroll up and read something you might have missed. Performance for professionals The Smart Voice Recorder app allows you to record and save sound clips and is available for free via iTunes (bit.ly/smartrecorderios) and Google Play (bit.ly/smartvoicedroid). It serves as a useful tool for educating school staff about the effects of classroom acoustics on children’s performance. For example, you can use a sound clip of a teacher giving an oral spelling test in a noisy classroom to show how this can be unfair to students with hearing difficulties. If you need to perform a functional listening evaluation, you can use the app to record a sound bite on the Web demonstrating classroom noise. You can also record clips of what hearing loss sounds like, so that you can easily demonstrate this when a teachable moment comes up. I recommend attaching a portable mini-speaker to your phone to ensure that your audience can clearly hear the clips you play. Author Notes Carrie Spangler, AuD, CCC-A, is an educational audiology clinician with the University of Akron in Ohio. She brings a personal perspective to her work, as she lives with bilateral hearing loss and hearing aids. [email protected] Advertising Disclaimer | Advertise With Us Advertising Disclaimer | Advertise With Us Additional Resources FiguresSourcesRelatedDetails Volume 18Issue 10October 2013 Get Permissions Add to your Mendeley library History Published in print: Oct 1, 2013 Metrics Downloaded 63 times Topicsasha-topicsleader_do_tagleader-topicsasha-article-typesCopyright & Permissions© 2013 American Speech-Language-Hearing AssociationPDF DownloadLoading ...

Better Speech Recognition with Digital RF System in Study of Cochlear Implants

Better Speech Recognition with Digital RF System in Study of Cochlear Implants

Excessive noise levels are noted in kindergarten classrooms in the island of Crete

Ambient noise in classrooms may present a serious obstacle to the academic achievement of children. There is relatively little information on noise levels in teaching facilities in Greece and particularly in the island of Crete. The purpose of this study was to provide objective data on the internal noise levels inside kindergartens in Crete. The study was conducted in the city of Heraklion in the island of Crete, Greece. Ten kindergartens were selected and a total of 18 classrooms were chosen. Noise levels were measured in occupied and unoccupied classrooms. Noise levels in occupied classrooms ranged from 71.6 to 82.9 dBA with an average of 75.8 dBA. Noise levels in empty classrooms varied from 48.2 to 59.6 dBA with an average of 53.1 dBA. All values are well above international standards. Excessive classroom noise seems to be very common in kindergartens. Results may indicate that school facilities are not built in compliance with international standards. School administrators and local authorities should become aware of the problem, and make any necessary interventions to improve the learning capabilities of children.

Learning - the Israeli Way: Key Educational Experiences and Classroom Noise

Aims: The present study exposes that meaningful learning experiences in Israeli schools take place in and highly active classrooms. In contrast to common assumptions, we show that significant learning takes place in “active” classrooms, where “activity” reflects students' enthusiasm, curiosity and interest. Place and Duration of Study: The study took place in Israel and collected evidence along three years. Study Design: The study used a convenience sample of adults who reported about their strongest educational experiences in life. The sample proved representative of Israeli high school populations. The present article is based on the analysis of 483 retrospective key educational experiences that adults had during their school days. Methodology: We used interpretive methods to analyze major themes and patterns but also coded experiences in order to assess the quantitative ecology of noisy experiences in school. Results: A thematic qualitative analysis of the episodes shows that key educational experiences occurred when the content of instruction was authentic, relevant and challenging. Key experiences also reflected teachers' use of competitions, instructional

Auditory risk assessment of college music students in jazz band-based instructional activity

It is well-known that musicians are at risk for music-induced hearing loss, however, systematic evaluation of music exposure and its effects on the auditory system are still difficult to assess. The purpose of the study was to determine if college students in jazz band-based instructional activity are exposed to loud classroom noise and consequently exhibit acute but significant changes in basic auditory measures compared to non-music students in regular classroom sessions. For this we (1) measured and compared personal exposure levels of college students (n = 14) participating in a routine 50 min jazz ensemble-based instructional activity (experimental) to personal exposure levels of non-music students (n = 11) participating in a 50-min regular classroom activity (control), and (2) measured and compared pre- to post-auditory changes associated with these two types of classroom exposures. Results showed that the L eq (equivalent continuous noise level) generated during the 50 min jazz ensemble-based instructional activity ranged from 95 dBA to 105.8 dBA with a mean of 99.5 ± 2.5 dBA. In the regular classroom, the L eq ranged from 46.4 dBA to 67.4 dBA with a mean of 49.9 ± 10.6 dBA. Additionally, significant differences were observed in pre to post-auditory measures between the two groups. The experimental group showed a significant temporary threshold shift bilaterally at 4000 Hz (P < 0.05), and a significant decrease in the amplitude of transient-evoked otoacoustic emission response in both ears (P < 0.05) after exposure to the jazz ensemble-based instructional activity. No significant changes were found in the control group between pre- and post-exposure measures. This study quantified the noise exposure in jazz band-based practice sessions and its effects on basic auditory measures. Temporary, yet significant, auditory changes seen in music students place them at risk for hearing loss compared to their non-music cohorts.

Correlações entre ruído ambiental em sala de aula e voz do professor

OBJETIVO: Identificar se existe correlação entre ruído ambiental no interior da sala de aula, intensidade da voz e presença de alteração vocal em professores. MÉTODOS: Foi realizada medição do ruído ambiental em dez salas de escolas municipais de ensino fundamental. A intensidade das vozes das professoras foi medida durante atividade de ensino. Amostras de vogal prolongada [é] e contagem de 1 a 20 emitidas pelas professoras foram analisadas utilizando escala GRBASI. Os resultados obtidos foram correlacionados. RESULTADOS: A média de ruído ambiental sem a presença das crianças em sala de aula variou de 40 a 51 dB(A) e com a presença das crianças de 45 a 65 dB(A). Entre as professoras, houve 70% de ocorrência de vozes alteradas no grau geral (G) e 90% com tensão na voz (S), variando entre graus discreto e moderado. Constatou-se variação entre 52 dB(A) e 68 dB(A) na intensidade da voz das professoras, atingindo 7,48 dB(A) acima do nível do ruído ambiental. Houve correlação entre a intensidade vocal das professoras e ruído ambiental na presença das crianças durante a aula. CONCLUSÃO: Os níveis de ruído ambiental em sala de aula são altos e se correlacionam com o aumento da intensidade das vozes das professoras. Embora com alta ocorrência de vozes alteradas, não é possível correlacioná-las com o nível de ruído ambiental.

Effects of Reverberation on Speech Recognition in Stationary and Modulated Noise by School-Aged Children and Young Adults

The purpose of this study was to determine how combinations of reverberation and noise, typical of environments in many elementary school classrooms, affect normal-hearing school-aged children's speech recognition in stationary and amplitude-modulated noise, and to compare their performance with that of normal-hearing young adults. In addition, the magnitude of release from masking in the modulated noise relative to that in stationary noise was compared across age groups in nonreverberant and reverberant listening conditions. Last, for all noise and reverberation combinations the degree of change in predicted performance at 70% correct was obtained for all age groups using a best-fit cubic polynomial. Bamford-Kowal-Bench sentences and noise were convolved with binaural room impulse responses representing nonreverberant and reverberant environments to create test materials representative of both audiology clinics and school classroom environments. Speech recognition of 48 school-aged children and 12 adults was measured in speech-shaped and amplitude-modulated speech-shaped noise, in the following three virtual listening environments: nonreverberant, reverberant at 2 m, and reverberant at 6 m. Speech recognition decreased in the reverberant conditions and with decreasing age. Release from masking in modulated noise relative to stationary noise decreased with age and was reduced by reverberation. In the nonreverberant condition, participants showed similar amounts of masking release across ages. The slopes of performance-intensity functions increased with age, with the exception of the nonreverberant modulated masker condition. The slopes were steeper in the stationary masker conditions, where they also decreased with reverberation and distance. In the presence of a modulated masker, the slopes did not differ between the two reverberant conditions. The results of this study reveal systematic developmental changes in speech recognition in noisy and reverberant environments for elementary-school-aged children. The overall pattern suggests that younger children require better acoustic conditions to achieve sentence recognition equivalent to their older peers and adults. In addition, this is the first study to report a reduction of masking release in children as a result of reverberation. Results support the importance of minimizing noise and reverberation in classrooms, and highlight the need to incorporate noise and reverberation into audiological speech-recognition testing to improve predictions of performance in the real world.

Essex experimental study: The impact of reverberation time on working classrooms

There has been considerable debate regarding the value of adding acoustic treatment to refurbished classrooms. Is there any demonstrable benefit in reducing reverberation time in secondary schools to below 0.8s? This study aimed to examine the impact of reverberation time on working classrooms. Four similar classrooms with RT &amp;gt; 0.9s were selected for the study. Three rooms were treated with visually similar acoustically absorbent materials to reduce the RT to between 0.3 and 0.8s, the fourth room being left as a control. Over a period of six months the treatments were changed so that all class/teacher combinations experienced the different acoustic environments, while remaining blind to the condition. Ten teachers and 400 children including 17 hearing impaired children were involved in the study. Extensive objective and qualitative (interview and questionnaire) data were collected throughout the project. Analysis of the impact of room acoustics on classroom noise was conductedblind to the acoustic condition. Results demonstrate that RT has a significant impact on classroom noise levels and occupant behaviour. Reductionof reverberation time from 0.8 to 0.4s brought a reduction of 9 dB in LA90 as against the expected 3dB reduction. Qualitative data supports the beneficial impact on the classroom experience.

Effects of noise in high schools on pupils' perceptions and performance

A recent project has investigated acoustical conditions in secondary (high) schools, and examined the effects of a poor acoustic environment on teaching and learning of 11- to 16-year-olds. Around 2600 pupils from suburban secondary schools in England responded to an online questionnaire concerning the acoustic environment in their schools. The questionnaire data highlighted the differential effects of noise reported by more vulnerable learners. A repeated measures experimental study involving 572 pupils examined reading performance under two different classroom noise simulations. Results revealed a complex pattern reflecting noise levels, time of testing and measure of reading performance used. Reading text while exposed to classroom noise of 70 dB resulted in quicker reading but less accuracy in measures of reading comprehension compared with performance in 50 dB. The data further suggested that the pupils were not processing the text as deeply as was evident from their reduced lexical learning. There were also interactions with time of testing highlighting the importance of examining the effects of chronic exposure in addition to single session experimental testing. The test results show that capturing the effects of noise on pupils’ learning in realistic classroom environments raises a number of methodological and analytical problems.

Classroom acoustics 2012: Recent developments, current issues, and field reports

This introductory paper provides an overview of the papers in this session. It showcases important findings of the UK’s Essex Study by David Canning &amp; Adrian James (2012) which confirms large listening benefits for reducing reverberation times (RT) to 0.4 sec or less. The Essex study also found a marked drop in LA90 for occupied classrooms when RT was halved. This introductory paper also briefly reviews the Acoustical Society of America’s initial actions leading to development of the influential ANSI standards on classroom acoustics (S12.60 - 2010/Parts1 and 2), and subsequent outreach actions, including publication of Classroom Acoustics booklets. (Two new booklets, one aimed at Educators and the other aimed at Architects, are being prepared for publication.) Also reviewed is the ongoing struggle to incorporate meaningful noise and reverberation time criteria into design guidelines for the California Collaborative for High Performance Schools, Los Angeles Unified School District, and LEED for Schools. Finally, it shows that noise transients occurring during classroom noise measurements can make quiet classrooms seem misleadingly noisy.

The link between cooling mechanical system type and student achievement in elementary schools

In aggregate, air-conditioning systems are the largest contributors to classroom noise, and some types of air-conditioning systems are noisier than other types. The impact of noise in human performance has been widely studied and found to be stronger in children. A study of 73 elementary schools in a single Orlando, Florida school district sought to relate mechanical cooling system type with student achievement. It found that for schools populated with students of similar socio-economic background, schools cooling with the noisiest types of mechanical system underperformed on student achievement tests relative to those with quieter types of systems. It also found that schools with the poorest students were more likely to cool their classrooms with noisier systems.

Synthesized Speech Intelligibility and Early Preschool-Age Children: Comparing Accuracy for Single-Word Repetition With Repeated Exposure

This investigation examined the effect of repeated exposure to novel and repeated spoken words in typical environments on the intelligibility of 2 synthesized voices and human recorded speech in preschools. Eighteen preschoolers listened to and repeated single words presented in human-recorded speech, DECtalk Paul, and AT&T Voice Michael during 5 experimental sessions. Stimuli consisted of repeated and novel words presented in each speech output condition during each session. Sessions took place in the presence of typically occurring noise in classroom or home settings. There was a significant main effect for voice as participants accurately identified significantly more words in the human-recorded speech and AT&T Voice than in the DECtalk speech output condition. When averaged across speech output conditions, children increased their accuracy as they participated in additional sessions. There was a statistically significant interaction between session and voice. DECtalk had a slightly larger effect of session than did AT&T Voice and human-recorded speech.

Better Together

Better Together

Aircraft noise, overheating and poor air quality in classrooms in London primary schools

The main source of ventilation in the majority of UK schools is windows. The occupants of the classroom (i.e. pupils and teachers) in noisy areas tend to shut windows especially during quiet activities (i.e. silent and lecturing activities) to reduce the effect on teaching of aircraft noise as well as other external noises. Closing windows has two negative impacts on classroom environments. Firstly it increases the likelihood of classrooms experiencing overheating in hot weather and secondly poor air quality due to the lack of sufficient ventilation in the building. Through objective and subjective in a number of schools using surveys, monitoring of indoor temperatures, and testing of air quality and aircraft noise levels it was concluded that those schools located in the vicinity of Heathrow Airport are more likely to experience overheating and poor air quality due to aircraft noise, which can subsequently have a negative impact on students’ achievements.

SIG 8 Perspectives Vol. 12, No. 1, December 2011

SIG 8 Perspectives Vol. 12, No. 1, December 2011

Low Cost Assistive Noise Level Indicator for Facilitating the Learning Environment of School Going Children with Hearing Disability in Inclusive Educational Setup

The environmental stressors that adversely affects the task performance of mankind includes noise, humidity, illumination etc. Classroom noise pollution makes it difficult for students to stay focused. The education system now being most advocated for children with disability is inclusive education. Increased noise levels in classrooms reduce academic attainments and especially children with hearing impairment are particularly vulnerable to the effects of noise and their performance is compromised. Classroom signal to noise ratios (SNRs) have been measured in the range of - 7dB to +5dB (ArnoldC Crandell&Smaldino, 1995&2000). Amplification devices worn by students with hearing impairment amplify both background noise and teacher's voice thus limiting its benefits in typical classroom listening environments (Nabalek, Donahue,&Letowski, 1986). The current research study was aimed to develop a simple, low cost, low maintenance, high visibility, scientific instrument i.e. a Noise Level Indicator for monitoring noise in the inclusive classroom that will help in creating an enhanced learning environment for the students with normal hearing and students with hearing impairment, learning disability etc. The noise level Indicator was developed, installed in schools and field tested using a measure of social validity by means of questionnaires for teachers, students and management before and after installation. The results reveal a significant difference in the learning environment among all groups before and after installation of the device. The findings are strongly suggestive of using similar devices in inclusive classrooms to enhance the learning environment.