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![Page 1: Hearing problems in school – causes and solutions Harvey Dillon With thanks to: Helen Glyde Sharon Cameron Robyn Massie.](https://reader036.fdocuments.net/reader036/viewer/2022062304/56649d985503460f94a81de9/html5/thumbnails/1.jpg)
Hearing problems in school – causes and solutionsHarvey Dillon
With thanks to:
Helen Glyde
Sharon Cameron
Robyn Massie
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National Acoustic Laboratories, Sydney, Australia
Presentation Overview
Causes of not hearing clearly in class
Solutions
Sound field amplification
Auditory training for Spatial Processing Disorder (SPD)
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Why don’t some children seem to hear and understand easily in class?
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National Acoustic Laboratories, Sydney, Australia
Children may not understand speech easily in the classroom because of:
Hearing loss Sensorineural hearing loss – permanent Conductive hearing loss
Language impairment (including ESL)
Cognitive deficit Attention Verbal working memory IQ
Auditory processing disorder Spatial processing disorder Other types
4
Poor classroom acoustics
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Child fails to understand
an instruction
Event
Acts (inappropriately) based on what
was heard
Asks for repetition of instruction
Does nothing
Misbehaves
Response by child
Interpretation by observer
Daydreams
Badly behaved
Can’t follow instructions
Is not very smart
Poor concentration
5
Differentiating these problems based on symptoms
Cognition
Language
Auditory processing
Hearing loss
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What solutions exist?
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National Acoustic Laboratories, Sydney, Australia
Solutions to help hear more clearly:
Language intervention
Hearing aids
Wireless remote microphones
Sound field amplification
Auditory training
Memory training
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Matching treatment to condition
Language
intervention
Hearing
aids
Wireless
remote microphone
Sound-field amplificatio
n
Auditory
training
Memory
training
Attention disorder
Language impairment √Sensorineural hearing loss √ √Conductive hearing loss (√ ) (√ ) √CAPD - general √CAPD – spatial processing disorder √Working memory deficit √
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THE IMPACT OF SOUND-FIELD AMPLIFICATION IN
MAINSTREAM CLASSROOMs
Robyn Massie
Harvey Dillon
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FACTORS AFFECTING CLASSROOM COMMUNICATION
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Direct and reverberant fields in a room
50
60
70
80
90
0 1 2 3 4 5
Distance from source (m)
So
un
d le
ve
l (d
B S
PL
)
DirectReverberant
TotalNoise
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SOUND-FIELD AMPLIFICATION
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PREVIOUS STUDY FINDINGS
INCREASED:verbal communication children’s response to teacher verbal instructionchild proactiveness in classroom discussionchildren’s confidence
DECREASED:disruptive behaviours teacher voice fatigue
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National Acoustic Laboratories, Sydney, Australia
Aim of our study
To investigate the effects of sound field
amplification intervention on specific
educational goals
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National Acoustic Laboratories, Sydney, Australia
METHOD
Eight Grade 2 classes, in Queensland242 children43% Vietnamese, Samoan, Spanish, Aboriginal
Dual-channel sound-field amplification
Four classes started with amplification, four without. Change-over at mid year.
Educational attainment rated by teacher at year start, mid-year, and start of next year (Diagnostic Net)
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National Acoustic Laboratories, Sydney, Australia
PROCEDURE
Teacher in-service training
Audiological assessment
Classroom acoustic measurements
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National Acoustic Laboratories, Sydney, Australia
Hearing and acoustic results
Mean Hearing level
Overall effect
Mean noise Mean Reverberation Mean Signal-to-
noise
15 dB
+ 7 dB
Actual Recommended
50 dB 35 dB
1.5 secs 0.6 secs
- 3 dB + 15 dB
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Overall “ON” / “OFF”
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Results by skill area and language at home
On
Off
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National Acoustic Laboratories, Sydney, Australia
SUMMARY
Positive effect on literacy and numeracy Urgent need to improve classroom and
acoustic environment
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Spatial Processing Disorder:
Overview
Diagnosis, cause, remediation
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National Acoustic Laboratories, Sydney, Australia
22
CatalystThe Australian Broadcasting Commission
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National Acoustic Laboratories, Sydney, Australia
Link between SPD andChronic Otitis Media (middle ear infections)
23
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24
SPD and chronic otitis media (COM)
• 50% of children (24/49) diagnosed with SPD at NAL reported a history of COM. (Dillon et al., 2012).
• 30% of children (15/50) previously diagnosed with COM at University of Melbourne were diagnosed with SPD. (Graydon & Rance, ongoing).
• Spatial processing deficit worse for early onset age and longer duration of COM (n=35; Tomlin & Rance, under review).
• 6 yo children with history of COM have below average spatial advantage (n=17; z= -1.0) (Kapadia et al, 2012).
• 13-17 yo adolescents with history of COM have below average spatial advantage (n=20; z= -0.75) (Kapadia et al, 2014).
• 10% of a population sample (9/90) of Aboriginal children from remote Australia diagnosed with SPD. (Unpublished data).
• 7% of a population sample (10/144) of Aboriginal children from regional Australia diagnosed with SPD. (Cameron et al., in review).
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National Acoustic Laboratories, Sydney, Australia
25
Interpretation Based on These and Other Studies
Chronic otitis media
Fluctuating access to binaural cues
reduced effectiveness in better-ear glimpsing
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National Acoustic Laboratories, Sydney, Australia
Remediation of SPD:
The LiSN & Learn Auditory Training Software
26
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Target: The horse kicked six wet shoes
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National Acoustic Laboratories, Sydney, Australia
LC SRT p = 0.158
Talker Advantage p = 0.981
HC SRT p = 0.0002
Spatial Advantage p = 0.0002
Total Advantage p = 0.001
L C S RT HC S RT T a l ke r S p a ti a l T o ta l
L iS N-S Co n d i ti o n
-4
-3
-2
-1
0
1
2
LiS
N-S
Sco
re(P
op
ula
tion
Sta
nd
ard
De
via
tion
Un
its)
P re -T ra i n i n g P o st-T ra i n i n g 3 M P o st-T ra i n i n g
LiSN-S Results - Pre- vs. Post-Training
Cameron & Dillon (2011) 28
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National Acoustic Laboratories, Sydney, Australia
LiSN & Learn – Preliminary Study
• 9 children with SPD (6 to 11 years)
• LiSN & Learn – 2 games/day, 5 days/week, 12 weeksLi
SN
& L
earn
SR
T (
dB)
Bet
ter
Game NumberCameron & Dillon (2011)
Average SRTFirst vs Last 30 Days
p = 0.000052
29
10 dB
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National Acoustic Laboratories, Sydney, Australia
Self-Report Questionnaire - Pre- vs. Post-TrainingCA P D S S Q
P re -T ra in i n g P o st-T ra in i n g 3 M P o st-T ra in i n g0 .0
0 .5
1 .0
1 .5
2 .0
2 .5
3 .0
3 .5
4 .0R
atin
g
S S Q - No i se
S S Q - Q u ie t
Very Hard
Hard
OK
Easy
Very Easy
SSQ –Listening in Noise:Pre vs Post - p = 0.0002 *Post vs 3MP - p = 0.397
SSQ –Listening in Quiet:Pre vs Post - p = 0.103Post vs 3MP - p = 0.529
Cameron & Dillon (2011) 30
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National Acoustic Laboratories, Sydney, Australia
31
Blinded Randomized Control Study
1. 10 children (aged 6 yrs 0 mths to 9 yrs, 9 mths) diagnosed with LiSN-S as having SPD:
a) 5 x LiSN & Learn (experimental group)b) 5 x Earobics (control group)
2. Questionnaires
a) Participant (LIFE)b) Parent (Fishers)c) Teacher (LIFE)
3. LiSN & Learn or Earobics training – 15 minutes daily x 60 sessions
4. Re-evaluate LiSN-S and questionnaires post-training
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National Acoustic Laboratories, Sydney, Australia
LiSN-S Results – Pre vs. Post Training
Earobics (n = 5) Lisn & Learn (n = 5)
32Cameron, Glyde & Dillon (2012)
p = 0.5 to 0.7 p = 0.03 to 0.0008
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National Acoustic Laboratories, Sydney, Australia
L iSN & Lea rn Ea rob ics-1 0
-5
0
5
1 0
1 5
2 0
2 5
3 0
3 5
L.I.
F.E
Te
ach
er
- P
ost
-In
terv
en
tion
Ra
ting
Pre -Tra in ing Pos t-Tra in ing4 0
6 0
8 0
1 0 0
1 2 0
1 4 0
1 6 0
1 8 0
2 0 0
L.I.
F.E
. Stu
de
nt -
Sco
re
L iSN & Lea rn Ea rob ics
Pre -Tra in in g Po s t-Tra in in g0 .2
0 .3
0 .4
0 .5
0 .6
0 .7
0 .8
0 .9
1 .0
Fis
he
r's C
he
cklis
t - S
core
L iSN & L e a rn Ea ro b ics
Questionnaires – Post Training Improvements
Teachers
Children
33
Parents
L&L = 22%; Earobics = 9%L&L = 31%; Earobics = 9%
L&L = 16 pts; Earobics = 7 pts;where 0 pts = “no improvement”
p = 0.028
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Spatial Processing Disorder:
Prevalence in a clinical population
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National Acoustic Laboratories, Sydney, Australia
Australian Hearing’s CAPD Service
• Operating in 42 Australian Hearing centers around Australia since May 2012.
• Diagnosis, assessment and management of specific aspects of CAPD.
• Recruitment targets children experiencing difficulty hearing in background noise.
• Tests are chosen which:
1. Have been shown to be associated with difficulties in real life.
2. Are reliable, repeatable and relatively quick to administer.
3. Lead to remediation that is backed by research evidence.
35
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National Acoustic Laboratories, Sydney, Australia
Test structure
LiSN-S
Auditory memory(digits forward and
reverse)
Dichotic digits
Remediate(Memory booster)
Remediate(wireless remote
microphone)
Remediate(L&L)
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National Acoustic Laboratories, Sydney, Australia
Age DistributionN=618
37
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Passes and Fails
Hearing screening
LiSN - HC
Minimal Sensorineural
Mild Conductive
UnknownLiSN
Memory
Age
DDT
23
666
4
3 636Pass
Z < -1 329
Z ≥ -1 307
SPDFail120
Pass (not SPD) 209
Pass 349
Auditory memory
Fail167
< 7 years76
≥ 7 yrs 273
Pass 173
Dichotic deficit
Fail100
Testing discontinued
19%
26%
20%27%
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National CAPD service results: LiSN & Learn effects
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LiSN & Learn training: COSI results
N = 34
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Effect of Memory Booster training
41
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COSI scores for Memory Booster training
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Take-home messages
• Children need to hear their teacher easily
• Many deficits in children prevent this
• Many classroom prevent this
• Acoustics can be improved
• Classroom amplification helps everyone
• Spatial Processing Disorder (SPD) is common but can be diagnosed and cured
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National Acoustic Laboratories, Sydney, Australia
Disclosure
The National Acoustic Laboratories, is an Australian government laboratory
NAL licences the LiSN-S test to Phonak, and is paid a royalty on sales.
• NAL directly sells the LiSN & Learn training package through its web site.
44
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Thanks for listening
CAPD.NAL.gov.au - TV news story - science TV show
The support of the Commonwealth Department of Health is greatly appreciated