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19: Noisy Spaces & Your Deaf Child
Quiet spaces provide the deaf or hard of hearing child with the clearest listening opportunities. These are moments where the speech signal is received without competing noise.
This nineteenth episode, draws on Shefali Shah’s in-person practice and follows through on a father’s insight, that: “In order for a child to talk clearly, she must hear clearly.”
However, life is noisy. School settings, playgrounds, birthday parties, and restaurants are filled with competing sounds. Background noise masks the clarity of speech, making it harder for a deaf or hard of hearing child to listen, pay attention, imitate, understand and respond appropriately. Listening in noise is not only harder, it is more tiring. This “auditory fatigue” can drain a child’s focus and energy long before the day is over.
Shefali recommends asking your child’s audiologist for strategies to make classrooms acoustically supportive and how the hearing technology on your child’s devices can support her at school. She further recommends choosing school placement carefully as smaller, more acoustically friendly classrooms and accessories such as remote microphone systems can support your deaf child. She also shows how Auditory-Verbal Therapy prepares children for real-world noise, training their listening skills so they can thrive in the hustle and bustle of everyday life.
Noise may compete for attention, but with the right support and practice, your deaf or hard of hearing child can learn to cope so that she enjoys life!
This is The Sound Steps Podcast.
🎧 Top Tips from Episode 19
Listening in quiet provides the best listening opportunities. Quiet spaces make it possible for the child to receive a clear speech signal.
Noise is an interference. Noise compromises the reception of a clear speech signal.
Auditory fatigue. Listening for prolonged periods is tiring. Listening in noise can get exhausting.
Choose school placement carefully: Smaller class size with fewer children provide more supportive listening and learning environments.
Practice listening in noise: This sets the child up for success at school.
Acoustic treatment at school and the use of accessories. Consult your audiologist for recommendations on how the hearing technology on your child’s devices can support her at school.
Time Stamps:
00:00:00 Introduction
00:01:33 90% of deaf children are born to hearing parents
00:01:42 Choosing Auditory-Verbal Therapy for your deaf or hard of hearing child
00:02:15 AVT facilitates age-appropriate development
00:02:44 Abundant choices open up through AVT
00:03:11 Early identification and the fitting of early and optimal amplification.
00:03:17 A life free of limitations
00:03:30 Show notes, Top tips and Time Stamps
00:03:38 Links and contact details
00:03:43 Resources
00:03:52 Listening in quiet
00:04:38 Listening in noise
00:04:49 Listening in noise gets tiring
00:05:14 School settings and playgrounds are noisy
00:07:49 Noise detracts from the clarity of the speech signal
00:08:09 Choosing school placement
00:08:40 Participating in games on the playground
00:09:01 Explaining the rules of games
00:10:04 Practice listening in noise
00:11:14 Acoustic treatment at school
00:11:42 Accessories on hearing devices and setting up FM systems at school
00:12:56 Reflection
00:13:34 Our next episode: Passive Listening or Overhearing
Resources:
Resources:
1. Listening in Noise & Auditory Fatigue
Nelson, P. B., & Soli, S. D. (2000). Acoustical Barriesrs to Learning: Children at Risk in Every Classroom. Language, Speech, and Hearing Services in Schools, 31(4), 356–361.
2.FM Systems and Classroom Acoustics
American Speech-Language-Hearing Association (ASHA). Classroom Acoustics: Recommended Standards. https://www.asha.org/Practice-Portal/Professional-Issues/Classroom-Acoustics/ https://www.asha.org
Flexer, C. (2004). The Importance of Sound for Developing Spoken Language. Seminars in Hearing, 25(2):131-140
Crandell, C. C., & Smaldino, J. J. (2000). Classroom acoustics for children with normal hearing and with hearing impairment. Language, Speech, and Hearing Services in Schools, 31(4), 362–370.
View all episodes
By The Sound Steps PodcastQuiet spaces provide the deaf or hard of hearing child with the clearest listening opportunities. These are moments where the speech signal is received without competing noise.
This nineteenth episode, draws on Shefali Shah’s in-person practice and follows through on a father’s insight, that: “In order for a child to talk clearly, she must hear clearly.”
However, life is noisy. School settings, playgrounds, birthday parties, and restaurants are filled with competing sounds. Background noise masks the clarity of speech, making it harder for a deaf or hard of hearing child to listen, pay attention, imitate, understand and respond appropriately. Listening in noise is not only harder, it is more tiring. This “auditory fatigue” can drain a child’s focus and energy long before the day is over.
Shefali recommends asking your child’s audiologist for strategies to make classrooms acoustically supportive and how the hearing technology on your child’s devices can support her at school. She further recommends choosing school placement carefully as smaller, more acoustically friendly classrooms and accessories such as remote microphone systems can support your deaf child. She also shows how Auditory-Verbal Therapy prepares children for real-world noise, training their listening skills so they can thrive in the hustle and bustle of everyday life.
Noise may compete for attention, but with the right support and practice, your deaf or hard of hearing child can learn to cope so that she enjoys life!
This is The Sound Steps Podcast.
🎧 Top Tips from Episode 19
Listening in quiet provides the best listening opportunities. Quiet spaces make it possible for the child to receive a clear speech signal.
Noise is an interference. Noise compromises the reception of a clear speech signal.
Auditory fatigue. Listening for prolonged periods is tiring. Listening in noise can get exhausting.
Choose school placement carefully: Smaller class size with fewer children provide more supportive listening and learning environments.
Practice listening in noise: This sets the child up for success at school.
Acoustic treatment at school and the use of accessories. Consult your audiologist for recommendations on how the hearing technology on your child’s devices can support her at school.
Time Stamps:
00:00:00 Introduction
00:01:33 90% of deaf children are born to hearing parents
00:01:42 Choosing Auditory-Verbal Therapy for your deaf or hard of hearing child
00:02:15 AVT facilitates age-appropriate development
00:02:44 Abundant choices open up through AVT
00:03:11 Early identification and the fitting of early and optimal amplification.
00:03:17 A life free of limitations
00:03:30 Show notes, Top tips and Time Stamps
00:03:38 Links and contact details
00:03:43 Resources
00:03:52 Listening in quiet
00:04:38 Listening in noise
00:04:49 Listening in noise gets tiring
00:05:14 School settings and playgrounds are noisy
00:07:49 Noise detracts from the clarity of the speech signal
00:08:09 Choosing school placement
00:08:40 Participating in games on the playground
00:09:01 Explaining the rules of games
00:10:04 Practice listening in noise
00:11:14 Acoustic treatment at school
00:11:42 Accessories on hearing devices and setting up FM systems at school
00:12:56 Reflection
00:13:34 Our next episode: Passive Listening or Overhearing
Resources:
Resources:
1. Listening in Noise & Auditory Fatigue
Nelson, P. B., & Soli, S. D. (2000). Acoustical Barriesrs to Learning: Children at Risk in Every Classroom. Language, Speech, and Hearing Services in Schools, 31(4), 356–361.
2.FM Systems and Classroom Acoustics
American Speech-Language-Hearing Association (ASHA). Classroom Acoustics: Recommended Standards. https://www.asha.org/Practice-Portal/Professional-Issues/Classroom-Acoustics/ https://www.asha.org
Flexer, C. (2004). The Importance of Sound for Developing Spoken Language. Seminars in Hearing, 25(2):131-140
Crandell, C. C., & Smaldino, J. J. (2000). Classroom acoustics for children with normal hearing and with hearing impairment. Language, Speech, and Hearing Services in Schools, 31(4), 362–370.