Estimating Access to Verbal Instruction
Presentation Description: Access to verbal instruction is the foundation of student learning in the classroom. No hearing device restores typical hearing, challenging all students with hearing loss to compete with peers in the classroom setting. Estimating access to classroom communication is the necessary initial step in evaluating a student’s needs within the school setting.
Three Learner Outcomes: The participant will be able to:
This timeless professional development material was recorded at the November 2014 Supporting Success Conference.
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Karen Anderson PhD has worked in clinical, public school and state-level (EHDI) settings to address the needs of children with hearing loss. She is Director of Supporting Success for Children with Hearing Loss, providing online resources for professionals and families. Karen is a past president of the Educational Audiology Association, has received national recognition awards in educational audiology and has been an adjunct professor at University of South Florida. She is the author or co-author of many practical checklists, such as the SIFTER, LIFE-R, and CHILD and co-author of the book Building Skills for School Success in the Fast-Paced Classroom with Kathy Arnoldi and other publications. She is currently Director of Supporting Success for Children with Hearing Loss.
Handouts that Come with this Webcast:
Summary of presentation handout (5 pages)
1. Audibility for a ‘typical hearing aid fitting’ (25-30 dB HL) for soft speech (35 dB HL) is estimated via the Speech Audibility Audiogram for Classroom Listening as
2. Audibility for a ‘typical hearing aid fitting’ (25-30 dB HL) for loud ‘teacher speech’ (50 dB HL) is estimated via the Speech Audibility Audiogram for Classroom Listening as:
3. Based on the work by Bodkin, Madell, and Rosenfeld (1999), the typically developing child with normal hearing, age 3-17 is able to repeat 35 dB HL speech stimuli in the presence of competing noise of the same loudness with what degree of accuracy?