Children With Developmental Disabilities The Effect of Sound Field Amplification on Word Identification Research Article
Research Article  |   July 01, 1990
Children With Developmental Disabilities
 
Author Affiliations & Notes
  • Carol Flexer
    Department of Communicative Disorders, The University of Akron, Akron, OH 44325
  • Joseph P. Millin
    Kent State University
  • Lisa Brown
    Department of Communicative Disorders, The University of Akron, Akron, OH 44325
  • Request for reprints may be sent to Carol Flexer, Department of Communicative Disorders, The University of Akron, Akron, OH 44325.
Article Information
Hearing Disorders / Audiologic / Aural Rehabilitation / Special Populations / School-Based Settings / Research Articles
Research Article   |   July 01, 1990
Children With Developmental Disabilities
Language, Speech, and Hearing Services in Schools, July 1990, Vol. 21, 177-182. doi:10.1044/0161-1461.2103.177
History: Received July 3, 1989 , Accepted November 2, 1989
 
Language, Speech, and Hearing Services in Schools, July 1990, Vol. 21, 177-182. doi:10.1044/0161-1461.2103.177
History: Received July 3, 1989; Accepted November 2, 1989

Because teachers manage and instruct students through verbal communication, it would seem logical that improvement of pupil's abilities to detect and attend to the teacher's speech could improve pupil performance. Using sound field amplification which increased the intensity of the teacher's voice by 10 dB, nine children who attended a primary-level class for children with developmental disabilities, made significantly fewer errors on a word identification task than they made without amplification. Observation showed the children to be more relaxed and to respond more quickly in the amplified condition.

ACKNOWLEDGMENTS
Appreciation is expressed to the children, parents, and administrators of DeWitt Elementary School in Cuyahoga Falls, Ohio, and to Cheryl Buie, Frank Barber, and Debra Waldron for their helpful cooperation with this research.
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